English majored students’ perceptions toward the effectiveness of learning english through watching films at banking academy

BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS ENGLISH MAJORED STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF LEARNING ENGLISH THROUGH WATCHING FILMS AT BANKING ACADEMY Full name : DO THI THUY LOAN Class : K21ATCA Course : 2018 - 2022 Student ID : 21A7510089 Supervisor : DR CAN THUY LIEN HANOI – May 2022 Tai ngay!!! Ban co the xoa dong chu nay!!! 17014126242071000000 DECLARATION I hereby declare that this graduation thesis is my original work, completed after a - month period of strenuous completion for the MPh program at the Foreign Language Faculty at Banking Academy of Vietnam I promise this has not been included in any thesis or dissertation submitted to other institutions for a degree, diploma or other qualifications Author of graduation thesis (Signature and Full name) Do Thi Thuy Loan i ACKNOWLEDGMENTS First and foremost, I would like to thank my supervisor, Dr Can Thuy Lien, who has followed my work since the very first day of starting Thank you so much for not only guiding me to be on the right track to finish this overwhelming work, but also teaching me so many valuable lessons in daily life throughout the writing process I would also like to show my deepest appreciation to all of the teachers at Banking Academy, especially those from the Faculty of Foreign Languages with their valuable lectures during the whole time I studied here Secondly, I am really grateful to all of the students at Banking Academy who participated in my online survey Without their support, this project would not have been completed Moreover, I want to express my special thanks to my beloved parents who brought me up with a lot of good values and always support me unconditionally Besides, I am thankful to you, all the people reading this project Hope that you can see all of the dedication in my thesis and get something you are interested in Last but not least, I have to thank myself for not giving up in the middle of the process despite all of the stress and anxiety from the workplace, internship place, and the study load ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii LIST OF FIGURES vi LIST OF TABLES vii LIST OF ABBREVIATIONS viii ABSTRACT ix CHAPTER 1: INTRODUCTION 1.1 Introduction 1.3 Objectives of the study 1.4 Significance of the study .4 1.5 Scope and limitations of the study 1.6 Definition of terms CHAPTER 2: LITERATURE REVIEW 2.1 Literature review 2.2 Conceptual framework 14 CHAPTER RESEARCH METHODOLOGY 16 3.1 The locale of the study 16 3.2 Research design 16 3.3 Data gathering procedure 17 3.4 Population, Sample and Sampling technique 18 3.4.1 Population 18 3.4.2 Sample 18 3.5 Research instrument 23 3.6 Statistical treatment .25 3.7 Reliability and validity 25 CHAPTER 4: RESULTS AND DISCUSSION 27 4.1 Respondents’ behaviors in watching films to learn English .27 iii 4.1.1 Time spent watching films to learn English .27 4.1.2 Types of movies used as English learning materials 28 4.1.3 The frequency of using subtitles 29 4.1.4 Subtitle language 30 4.2 The level of agreement toward the impacts of watching films on aspects 30 4.2.1 Speaking skills .31 4.2.2 Listening skills .32 4.2.3 Reading and writing skills 33 4.2.4 Communication skills 34 4.2.5 The range of vocabulary .35 4.2.6 Learners’ cultural awareness 36 4.2.7 The impacts of watching films with subtitles 37 4.2.8 The impacts of watching films on learning motivation .38 4.2.9 Respondents’ opinions toward learning English by watching films and its limitations 39 4.3 Discussion 40 4.3.1 The impacts of watching films on speaking skills .40 4.3.2 The impacts of watching films on listening skills 41 4.3.3 The impacts of watching films on reading skills 42 4.3.4 The impacts of watching films on writing skills 42 4.3.5 The impacts of watching films on communication skills 43 4.3.6 The impacts of watching films on range of vocabulary .43 4.3.7 The impacts of watching films on cultural awareness 44 4.3.8 The impacts of watching films with subtitles 45 4.3.9 The impacts of watching films on the motivation to learn English .46 4.3.10 Limitations of learning English through watching films 47 CHAPTER 5: CONCLUSION AND RECOMMENDATION 49 5.1 Summary of results 49 5.2 Conclusion 49 5.3 Recommendation .50 5.3.1 For Banking Academy 50 iv 5.3.2 For The Faculty of Foreign Languages 52 5.3.3 For Students 53 REFERRENCE .57 APPENDIX v LIST OF FIGURES Figure 2.1: Conceptual Framework 14 Figure 3.1: Data gathering steps .17 Figure 3.2: Respondents’ distribution by gender 19 Figure 3.3: Distribution by year of study 19 Figure 3.4: Distribution by English level 20 Figure 3.5: Distribution by the amount of time for learning English .20 Figure 3.6: Distribution by preference of entertaining activities 21 Figure 3.7: Distribution by frequency of having entertaining activities in English22 Figure 3.8: Distribution by the purpose of having entertaining activities in English 22 Figure 4.1: Time spent watching films to learn English 27 Figure 4.2: Types of movies used as English learning materials 28 Figure 4.3: Frequency of using subtitles 29 Figure 4.4: Distribution by subtitle language 30 Figure 4.5: The level of agreement toward the impacts of watching films on Speaking skills 31 Figure 4.6: The level of agreement toward the impacts of watching films on Listening skills 32 Figure 4.7: The level of agreement toward the impacts of watching films on Reading and Writing skills 33 Figure 4.8: The level of agreement toward the impacts of watching films on Communication skills 34 Figure 4.9: The level of agreement toward the impacts of watching films on Range of vocabulary 35 Figure 4.10: The level of agreement toward the impacts of watching films on Cultural awareness 36 Figure 4.11: Respondents’ opinions toward learning English by watching films and its limitations 39 vi LIST OF TABLES Table 3.1: Reliability and validity of survey’s answers and questions 25 Table 4.1: The level of agreement toward the impacts of watching films with subtitles 37 Table 4.2: The level of agreement toward the impacts of watching films on learning motivation .38 APPEDIXES vii LIST OF ABBREVIATIONS BA Banking Academy EFL English as a Foreign Language MS Mean Score SD Standard Deviation viii ABSTRACT The title of the thesis: English majored students’ perceptions toward the effectiveness of learning English through watching films at Banking Academy Author: Do Thi Thuy Loan, student of the Faculty of Foreign Languages, Banking Academy of Vietnam Advisor: Dr Can Thuy Lien, the Dean of the Faculty of Foreign Languages, Banking Academy of Vietnam Key words: Effectiveness, English, language skills, watching films, English majored students Abstract: This study was conducted to investigate how students in the Faculty of Foreign Languages at Banking Academy assessed the effectiveness of using English films in their learning process as a way to improve language abilities and other social relations Thereafter, comments will be made on the impacts of watching films on enhancing language proficiency and some recommendations will be suggested Quantitative method was utilized in the study and data was collected through an online survey with the participation of 120 students from the Faculty of Foreign Languages They were given a set of questionnaires to fill in so as to examine their attitudes regarding learning English by watching films The study showed that students hold positive opinions toward using English films to improve language skills, especially speaking and listening skills It has pedagogical implications for EFL learners in terms of incorporating films into their studying time since wellselected film materials with oriented learning goals will not only level up their language skills but also improve their social relations and the familiarity with native speakers’ culture ix