A study on learning english through movies to improve english communication skills for the first year english major students at hung yen university of technology and education

Suggestions for the further study ……….34 Trang 9 FFL: Faculty of Foreign Languages Trang 10 LIST OF TABLES AND CHARTS CHARTS Chart 1: Students’ and lecturers’ assessment about the i

INTRODUCTION

Aims of the study

- Finding out the students' and lecturers’ attitudes of using English subtitled movies in learning and teaching English communication skills for the first-year English major students at UTEHY

- Finding out the difficulties and benefits of watching English subtitled movies in learning English communication skills of the first-year English major students at UTEHY

To enhance English communication skills, first-year English major students at Hung Yen University of Technology and Education can benefit from watching movies with English subtitles This method not only improves listening comprehension but also helps in vocabulary acquisition and understanding colloquial expressions Engaging with diverse genres allows students to experience various accents and cultural contexts, fostering a more immersive learning environment Additionally, discussing the films in study groups can encourage active participation and enhance speaking skills Ultimately, integrating movie-watching into their study routine can significantly boost their confidence and proficiency in English communication.

Research questions

In order to achieve the aims of the study, the following research questions are proposed:

1 What are the students' and lecturers' attitudes and perceptions of using English subtitled movies to improve the English communication skills of the first-year English major students at UTEHY?

2 What are the difficulties and benefits of watching movies with English subtitles in learning English communication skills of first-year English majors at UTEHY?

3 What are some suggestions for methods to improve English communication skills through watch movies in English subtitles for the first-year English major students at Hung Yen University of Technology and Education?

1.4 The scope of the study

This study investigates the use of English subtitle movies by teachers to enhance the communication skills of first-year English major students at UTEHY By focusing on this approach, the research aims to demonstrate how integrating films into the curriculum can effectively improve students' English proficiency and engagement.

- This study also focuses on benefits, difficulties and offer methods to improve communication skill through watching movies with English subtitle for the first-year English major students at UTEHY

This study employs a mixed-methods approach, utilizing both quantitative and qualitative techniques It involves administering survey questionnaires to lecturers from the Faculty of Foreign Languages and first-year English major students at Hung Yen University of Technology and Education Additionally, interview questions will be directed at first-year English major students Upon data collection, the researcher will create tables and charts to effectively present and analyze the findings.

This study explores the use of English subtitled movies as a tool to enhance communication skills among first-year English major students at UTEHY Despite the limited research on this topic, the findings aim to provide valuable insights and recommendations for both students and lecturers, highlighting the potential benefits of integrating subtitled films into English language learning.

The organization of this research includes four main chapters and is arranged as follow:

Chapter 1 is Introduction indicates the rationale of the study, aims of the study, research questions of the study, scope of the study, methods of study, subjects of the study, the significance of the study, and structure of the study

Chapter 2 is a Literature Review Foremost is an overview of communication skills such as the definition of communication, the importance of communication skills, the difficulties in learning communication skills of English learners Next is the theoretical background of English subtitled movies such as the definition of subtitles movies, types of subtitled movies, the effect of subtitles in language learning, and benefits of English subtitle movies in teaching and learning English communication skills

Chapter 3 is The study that includes an overview of the situation, the research methodology, data collection from the survey questionnaires and interviews, data analysis and discussion, findings, and recommendations

Chapter 4 is the Conclusion which summary of the study as well as the limitations of the study and suggestions for further study

CHAPTER 2: LITTERATURE REVIEW 2.1 Overview of communication skill

Communication is an essential daily activity that involves transferring information through various methods, including vocal, written, visual, and non-verbal means This multifaceted process often combines these forms to convey messages effectively Numerous explicit and implicit definitions of communication exist in literature, reflecting its complexity and serving diverse research objectives.

Communication, as defined by Fred G Meyer (2000), is fundamentally the exchange of information through words, letters, or messages This definition highlights communication as a vital process of sharing and conveying ideas effectively.

Communication is the process of creating meaning between individuals or groups using shared signs, symbols, and conventions It involves the exchange of thoughts, opinions, and information through various forms such as speech, writing, gestures, and expressions This interactive process allows individuals to influence each other's ideas, beliefs, and attitudes, highlighting the significance of effective communication in social interactions.

Basic communication involves the transfer of information from one individual to another, and it is essential that this information is understandable to the recipient According to G.G Brown (2014), effective communication requires clarity, while Nguyen Quang (1998) emphasizes that it encompasses both verbal and nonverbal behaviors in the process of sharing meaning.

Communication is a term with numerous definitions, yet it is commonly used with a shared understanding among people Communication theorists have identified over one hundred distinct definitions, reflecting variations influenced by personal scholarly interests and broader academic trends.

In today's integrated social economy, effective communication, particularly in English, is a crucial soft skill that significantly impacts personal and professional growth As careers advance, the ability to speak, listen, inquire, and write clearly and concisely becomes increasingly important Mastering the skill of conveying information accurately is essential for fostering understanding and connection with others Moreover, communication is vital for personal psychological development and plays a key role in the existence and progress of society as a whole.

Effective communication skills are essential for fulfilling fundamental human needs, including the need for information, recognition, attention, and social integration In the 21st century and the current 4.0 era, the importance of these skills has only increased.

Communication, as defined by Nguyen Quang, is the process of sharing meaning through both verbal and nonverbal behaviors This process can be categorized into two main types: verbal communication and nonverbal communication.

Verbal communication, as defined by Nguyen Quang, refers to spoken communication that utilizes words and intonation to convey meaning This form of communication allows individuals to share information through various mediums, including face-to-face interactions, online platforms, and phone conversations It involves the structured use of vocabulary, numbers, and symbols, organized into sentences to effectively express ideas and facilitate understanding.

Methods of the study

This study employs a mixed-methods approach, utilizing both quantitative and qualitative research techniques It involves survey questionnaires targeted at lecturers from the Faculty of Foreign Languages and first-year English major students at Hung Yen University of Technology and Education Additionally, interview questions will be administered to the same group of students Upon data collection, the researcher will create tables and charts to effectively present and analyze the findings.

This study explores the use of English subtitled movies to enhance communication skills among first-year English major students at UTEHY Despite the limited in-depth research on this topic, the findings aim to provide valuable insights and suggestions for both students and lecturers, ultimately benefiting the teaching and learning process.

Communication is an essential daily activity involving the transfer of information through various means, including vocal, written, visual, and non-verbal methods It encompasses spoken words, printed or digital media, and body language, often combining multiple forms for effective exchange Numerous definitions of communication exist in literature, reflecting its complexity and serving diverse research purposes.

Fred G Meyer (2000) defines communication as "the intercourse by words, letters or messages," highlighting that it fundamentally serves as a means of information exchange This definition underscores the essential role of communication in facilitating the transfer of ideas and messages between individuals.

Communication is the process of creating meaning among individuals or groups through mutually understood signs, symbols, and conventions It involves the exchange of thoughts, opinions, and information via speech, writing, gestures, and expressions Through these interactions, individuals can influence each other's ideas, beliefs, and attitudes, highlighting the importance of effective communication in shaping relationships and understanding within various environments.

Communication is defined as the transfer of information between individuals, which must be comprehensible to the receiver, as noted by G.G Brown (2014) Additionally, Nguyen Quang (1998) describes communication as a process of sharing meaning through both verbal and nonverbal behaviors.

Communication, despite its numerous definitions, is often perceived uniformly by people Scholars have proposed over a hundred distinct interpretations of communication, reflecting variations based on personal academic interests and prevailing scholarly trends.

In today's developing social economy, effective communication, particularly in English, is a crucial soft skill that significantly impacts personal and professional growth As careers advance, the importance of clear speaking, active listening, and concise writing becomes paramount Mastering the ability to convey information accurately is vital for fostering understanding and connections with others Moreover, communication is essential not only for individual psychological development but also for the overall existence and progress of society.

Effective communication skills are essential for fulfilling fundamental human needs, including the need for information, recognition, attention, and social integration In the 21st century and the current 4.0 era, mastering these skills has become increasingly vital.

Communication, as defined by Nguyen Quang, is the process of sharing meaning through both verbal and nonverbal behaviors This essential interaction can be categorized into two main types: verbal communication, which involves spoken or written language, and nonverbal communication, which encompasses body language, gestures, and facial expressions.

Verbal communication, as defined by Nguyen Quang, refers to spoken interactions that utilize words and intonation to convey meaning This form of communication enables individuals to share information through various mediums, including face-to-face conversations, online platforms, and telephone calls It involves the strategic use of vocabulary, numbers, and symbols, structured in coherent sentences to effectively convey messages.

Verbal communication serves the primary purpose of conveying information to others, encompassing a range from simple sounds to intricate discussions It integrates language and emotion to achieve effective communication This skill is essential for informing, questioning, and building relationships, making it crucial for personal and professional development Enhancing verbal communication skills can lead to stronger relationships with colleagues and a broader network of contacts, providing valuable support when needed.

Nonverbal communication refers to the exchange of information without the use of words, encompassing clear behaviors like facial expressions, eye contact, touch, and vocal tone It also includes subtle cues such as clothing choices, body posture, and the physical space between individuals.

Structure of the study

Communication is an essential daily activity that involves transferring information through various means, including vocal, written, visual, and non-verbal methods This multifaceted process often combines several forms, such as body language, tone, and digital media Numerous explicit and implicit definitions of communication exist in literature, catering to diverse research objectives.

Fred G Meyer (2000) defines communication as "the intercourse by words, letters or messages," highlighting that it fundamentally serves as a means of information exchange This simple definition emphasizes the essential role of communication in conveying messages and facilitating understanding between individuals.

Communication is defined as the process of creating meaning among individuals or groups through shared signs, symbols, and conventions It involves the exchange of thoughts, opinions, and information via speech, writing, or gestures This interaction allows individuals to influence each other's ideas, beliefs, and attitudes, shaping their understanding of the world around them.

Basic communication can be defined as the transfer of information between individuals, which must be comprehensible to the receiver, as highlighted by G.G Brown (2014) Additionally, Nguyen Quang (1998) emphasizes that communication involves sharing meaning through both verbal and nonverbal behaviors.

Communication, despite having numerous definitions, is often used in a seemingly agreed-upon manner Communication theorists have identified over one hundred distinct definitions, reflecting variations that stem from personal scholarly interests and prevailing academic trends.

In today's integrated social economy, effective communication, particularly in English, is a crucial soft skill that significantly impacts personal and professional growth As careers advance, the importance of skills such as speaking, listening, questioning, and writing clearly becomes increasingly vital Mastering the ability to convey information accurately is essential for fostering connections and understanding among individuals Moreover, communication is fundamental not only for personal psychological development but also for the overall existence and progress of society.

Effective communication skills are crucial for fulfilling fundamental human needs, including the need for information, recognition, attention, and social integration In the 21st century and the digital 4.0 era, these skills have become increasingly essential for personal and professional success.

Nguyen Quang defines communication as the process of sharing meaning through both verbal and nonverbal behaviors This definition highlights the two primary types of communication: verbal communication, which involves spoken or written words, and nonverbal communication, which encompasses body language, gestures, and facial expressions.

Nguyen Quang defines verbal communication as spoken interaction that utilizes words and intonation to convey meaning This form of communication enables individuals to share information through various mediums, including face-to-face conversations, online platforms, and phone calls Verbal communication relies on the effective use of vocabulary, numbers, and symbols, and it is structured in sentences to facilitate understanding.

Verbal communication serves the primary purpose of conveying information to others, encompassing a range of expressions from simple sounds to intricate discussions It effectively combines language and emotion to achieve its intended impact This essential skill not only facilitates the sharing of knowledge but also aids in asking questions and building meaningful relationships Developing strong verbal communication abilities is crucial for enhancing interpersonal connections and fostering better relationships with colleagues, ultimately expanding your professional network for future opportunities.

Nonverbal communication refers to the transmission of messages without the use of words, encompassing visible behaviors like facial expressions, eye contact, physical touch, and vocal tone It also includes subtle cues such as clothing choices, body posture, and the physical distance maintained between individuals.

Non-verbal communication is essential in conveying messages, as it is present in every interaction To achieve effective communication, all non-verbal elements—such as body language, facial expressions, tone of voice, appearance, touch, spatial distance, timing, and environmental factors—must be utilized during face-to-face exchanges Additionally, written communication can incorporate non-verbal aspects through various features found in emails, web chats, and social media, including font color changes, stationery options, emoticons, capitalization, and images, which help convey meaning beyond words.

Non-verbal behaviors play a crucial role in communication, utilizing multiple channels simultaneously to convey messages These actions, such as smiling, crying, pointing, caressing, and glaring, can serve as a universal language understood across different cultures They provide essential means of communication, especially in situations where verbal language fails due to barriers.

2.2 Theoretical background of English subtitled films

LITERATURE REVIEW

Theoretical background of English subtitled movies

Subtitling refers to the translation of dialogue in films, typically displayed as text at the bottom of the screen (Hurt & Widler [10]) These subtitles are synchronized with the corresponding dialogue and are usually added during the post-production phase.

According to Vocabularry.com, subtitles are defined as the translation of foreign dialogue in movies or TV programs, typically displayed at the bottom of the screen When watching audiovisual material, viewers have access to three channels of information: the auditory channel (sound), the verbal-visual channel (subtitles), and the nonverbal visual channel (visuals) Baltova suggests that the combination of these three channels can enhance the learning experience compared to viewing unsubtitled video or written text with visual information.

The effectiveness of watching educational material is influenced by the alignment of verbal and visual channels, subtitle types, and learners' proficiency levels Neuman and Koskinen highlight that integrating visuals with audio aids children in connecting words to their meanings, as contextual clues from visuals enhance vocabulary acquisition.

According to Wikipedia [18], movies with subtitles during content distribution, subtitles can appear in one of three types:

Hard subtitles, or hardsubs, are permanently embedded in the video frame, eliminating the need for special equipment or software for viewing However, they cannot be turned off, as they are an integral part of the video itself, which also limits the ability to offer multiple language options for subtitling.

Pre-rendered subtitles are video frames that overlay on the original video stream during playback Commonly found on DVDs, these subtitles are integrated within the same file as the video To display pre-rendered subtitles, the video player must support this feature, allowing users to toggle them on or off and choose from multiple language options.

Soft subtitles, often referred to as softsubs or closed subtitles, consist of distinct instructions typically formatted as text with timestamps for display during video playback These subtitles necessitate compatible player support and exist in various formats, which, while often convertible among each other, can be incompatible.

2.2.3 The effect of subtitled in language learning

Motivation plays a crucial role in successful second language acquisition, and movies can enhance the language learning experience by making it more engaging A study by Luo examined the impact of films on students' listening comprehension by integrating nine films into the curriculum over a school year, supported by tailored activities such as storytelling, picture descriptions, and group discussions The instruction included both caption-on and caption-off exercises to enhance listening skills Statistical analyses revealed that students' listening abilities improved significantly in a motivating learning environment, characterized by reduced anxiety levels over the course of the year.

Wilson [15] argues that subtitled films promote learners' awareness of new vocabulary and idioms, potentially aiding vocabulary acquisition while minimizing distractions.

Subtitled films create a powerful connection between image, sound, and text, enhancing language retention and usage, as noted by Zanon This synergy of visual and auditory elements, along with translation, significantly benefits foreign language learning A study by Grignon, Lavaur, and Blanc demonstrated that viewers performed better with dubbed and subtitled versions of a film sequence compared to the original version, highlighting the effectiveness of subtitles in improving film comprehension.

2.2.4 Benefit of English subtitle movies in learning communication skill

Using movie subtitles in the language classroom enhances teaching techniques and resources, fostering the development of all four communicative skills Movies serve as effective tools for practicing listening and reading, while also modeling communication skills They can inspire follow-up activities such as discussions, debates, role plays, and dialogue reconstruction Incorporating various film types—feature-length films, short sequences, and advertisements—adds further variety to language learning Given the proven benefits, many teachers are eager to integrate films into their communication skills syllabus Previously, finding suitable pedagogical film material was challenging, requiring teachers to create their own resources However, the internet now offers a vast array of online materials, making it easier for educators, though it can also lead to information overload.

Borras and Lafayette highlight that same-language subtitling can enhance foreign and second language learners' ability to connect spoken and written words more efficiently compared to videos without subtitles Subtitles serve as valuable aids for information processing, as they require less cognitive effort for encoding spoken information than for semantic coding Consequently, the visual presentation of verbal representations can boost the use of semantic codes and improve memory retention.

Subtitling enhances comprehension and offers cognitive benefits, including deeper processing, as concluded by Danan Vander Plank identifies two key advantages of subtitles: they can aid language acquisition by providing learners with access to substantial amounts of authentic and comprehensible input, and they help develop language proficiency by making learners aware of new and unfamiliar language elements that might otherwise be overlooked in spoken discourse.

THE STUDY

The research methodology

This research investigates the development of communication skills among first-year English major students at UTEHY through watching English subtitled films Utilizing both quantitative and qualitative methods, the study incorporates survey questionnaires and interview questions directed at students and lecturers The design of these tools aligns with the primary objectives of the research Upon analyzing the results, the data will be presented using tables and charts for clarity and effectiveness.

Survey questionnaires are a highly effective method for research, primarily used to gather information from study participants They facilitate easy summarization and reporting of the collected data The questionnaires are designed with questions that clearly address the three key research questions.

This study utilized two distinct questionnaires aimed at gathering data from both students and teachers The first questionnaire targeted 60 first-year English major students, while the second was directed at 4 lecturers from UTEHY The purpose of these questionnaires was to address three key research issues.

Part A: is aimed at gathering general information about student's and lecturers’ attitudes and perceptions toward learning English communication skills through watching movies with English subtitled

Part B: is intended to find out opinions about difficulties, and benefits when using English subtitled movies on learning communication skills

Part C: find out methods should be used to improve communication skill through watching English subtitled movies for the first-year English major students at UTEHY

To enhance the reliability of the data, interview questions were utilized to gain deeper insights into the research questions and to further discuss the topics raised in the questionnaires An interview was conducted with five students from the K18 cohort in the Faculty of Foreign Languages at Hung Yen University of Technology and Education, who were invited to respond to five questions during a brief break Following the interviews, the researcher analyzed the data based on the responses, ensuring that the results were meticulously recorded and transcribed in the appendices Additionally, the analysis of the interview data will be integrated with the findings from the questionnaires in each section of the report.

Initially, essential preparations were conducted, including gathering relevant literature, designing data collection instruments, and revising documents Subsequently, I administered questionnaires to two classes of K18 students at campuses 1 and 2, collecting their responses upon completion Additionally, survey questionnaires were distributed to four lecturers, and I conducted direct interviews with five first-year English major students to gather their insights.

Data analysis and discussion

The gathered data was synthesized to provide an overview of the findings, with survey results displayed through tables and charts This section presents and interprets the information collected from both the questionnaire and interviews.

3.3.1 The attitude of first-year English major students and lecturers toward using English subtitled films on learning and teaching English communication skills

Chart 1: Students’ and lecturers’ assessment about the importance of English communication skill

The bar chart illustrates a strong consensus among both students and lecturers regarding the significance of communication skills, with 75% of lecturers and 74% of students recognizing them as very important Additionally, 25% of lecturers and 4% of students consider communication skills to be quite important, while 23% of students view them as simply important Notably, none of the respondents deem communication skills as unimportant These findings indicate a shared understanding of the crucial role that communication skills play in learning English, fostering a positive attitude towards teaching and learning this essential skill.

Chart 2: Lecturers’ and Students’ assessment about the necessity of using movies with English subtitled on teaching and learning English communication skill

The pie chart illustrates the perceptions of teachers and students regarding the importance of using movies with English subtitles for developing English communication skills Overall, there is minimal disparity between the views of lecturers and students, with a significant majority recognizing the value of this approach Specifically, 75% of lecturers and 60% of students agree on its necessity, while 27% of students deem it very necessary Additionally, 25% of lecturers and 12% of students consider it quite necessary Notably, only 1% of students find it unnecessary, and no lecturers share this sentiment This data indicates a positive trend in the adoption of movies with English subtitles in the teaching and learning of communicative English.

Chart 3: Students’ and lecturers’ frequency in using English subtitled movies in English communication lessons

Statistics indicate that both lecturers and students frequently utilize movies with English subtitles for enhancing communication skills Specifically, 25% of lecturers often incorporate these films into their lessons, while 75% use them occasionally, with none reporting that they never use them Additionally, student survey results reveal that 7% of students consistently watch movies with English subtitles as part of their learning process.

In communication classes, a significant number of students engage with films featuring English subtitles, with 45% watching them frequently and 48% doing so occasionally This trend indicates that both lecturers and students favor using subtitled movies as an effective tool for learning and entertainment, ultimately enhancing the English learning experience.

Chart 4: Students’ feelings about learning English communication skills through watching movies with English subtitles

According to a clustered bar chart, 52% of students found watching English subtitled films interesting, while 40% considered it exciting Only 8% felt indifferent about learning pronunciation through this method, and notably, no students reported finding it boring.

Chart 5: Students’ frequency in practicing English communication by watching movies with English subtitles at home

Chart 5 shows the student's frequency of practicing English communication by watching movies with English subtitles at home In general, most students sometimes practice their English communication at home by watching movies with English subtitles This number accounts for more than half of the students (70%) The number of students who regularly do this job is 17% The remaining 13% of students said that they rarely practice English communication by watching movies with English subtitles and there is no student who has never practiced English communication by watching movies with English subtitles at home It can be seen that students' application of watching movies with English subtitles to actively improve their English communication skills at home has shown that this is a popular and effective way of learning communication

3.3.2 Difficulties and benefits of watching movies with English subtitles on learning

English communication skill of the first-year English major students at UTEHY

Chart 6: Students’ difficulties when learning English communication by watching movies with English subtitles

Chart 7: Lecturers’ comments about student's difficulties when learning English communication by watching movies with English subtitles

Charts 6 and 7 show the difficulties factors of students when learning communicative English by watching movies with English subtitles through the assessment of students and teaching lecturers 91% of student participants strongly agreed and agreed (28% strongly agreed, 63% agreed) that the films have too much slang It was a real challenge when they watched because they could not understand them The remaining 9% disagree that slang words make it difficult to learn English communication through watching movies with English subtitles Meanwhile, lecturers also said that slang makes it difficult to learn to communicate by watching movies with English subtitles Three out of four participating teachers strongly agree and agree on this issue (50% strongly agreed, 25% agreed) and only one lecturer disagreed In addition, movies have too many idioms is the big problem that 97% of students have (17% strongly agreed, 80% agreed) and just the remaining 3% do disagree that idioms make it difficult to learn to communicate by watching movies with English subtitles while 100% of teachers strongly agree and agree (50% strongly agreed, 50% agreed) that this factor makes it difficult for students to learn to communicate by watching movies with English subtitles Besides, the speech of character was also a problem,100% of lecturers strongly agree and agree (25% strongly agreed, 75% agreed) that this is a big problem that hinders students' learning communication skills by watching movies with English subtitles 99% of the student said that they could not catch the character's speech (37% strongly agreed, 62% agreed), while 95% claimed that they were difficult to remember new words (18% of students strongly agreed, 77% of them agreed) and 100% of lecturers also strongly agree and agree (50% strongly agreed, 50% agreed) about this problem The next problem that 96% of students had limited vocabulary (33% strongly agreed, 63% agreed) while four participating lecturers strongly agree and agree about the issue The last but not least,75% of students (17% strongly agreed, 58% agreed) revealed that lack of time is also their problem According to chart 7, 75% of lecturers agree and one of four lecturers disagree about this problem

“real English” used in real life situation not textbook

English listening and speaking skill

Learn English words in context

Table 1: The effectiveness of English subtitled movies on learning English communication skill

A significant majority of students recognize the benefits of watching English subtitled films for improving communication skills, with 40% agreeing and 47% strongly agreeing that these films provide exposure to "real English" used in everyday situations While 8% were uncertain about the advantages, only 5% disagreed with this view Additionally, 55% agreed and 30% strongly agreed that subtitled films aid in natural pronunciation, with 13% unsure The potential for improving intonation was acknowledged by 53% of students who agreed and 35% who strongly agreed, while 8% were unsure and 4% disagreed Furthermore, 60% agreed and 23% strongly agreed that these films enhance listening and speaking skills, with only 4% disagreeing and 13% uncertain Lastly, 53% strongly agreed and 37% agreed that watching subtitled films helps in learning English words in context, although 10% were unsure Overall, most students appreciate the value of English subtitled movies in enhancing communication skills, with only a small percentage lacking awareness, likely due to their status as freshmen.

Chart 8: Lecturers’ and student’ assessment about the role of movies with English subtitles help to improve English communication skills

According to Chart 9, a significant majority of lecturers (75%) believe that English subtitled movies greatly enhance their students' communication skills, while 25% feel they are somewhat beneficial, and none think they are ineffective Similarly, 30% of students reported that these films help them very much in improving their communication skills, with about 50% indicating they find them quite helpful, and only 3% claiming they do not assist at all Overall, the chart highlights the positive impact of English subtitled movies on developing communication skills, demonstrating that this method not only provides numerous advantages but also enables students to learn and practice English communication in a more natural manner.

3.3.3 Methods to improve English communication skills through watching movies with English subtitles for first-year English majors at UTEHY

Ss Ls Ss Ls Ss Ls Ss Ls

1.Choose an interesting movie that matches your current English level

2 Repeat the speech of the characters

3 Watch with and without subtitles

4 Imitate the character's intonation and pronunciation

5.Practice with your favorite scenes

Table 2: Lecturers’ and students' assessment about the effectiveness of the methods improve communication skill for students when watching English subtitled movies

Most students and lecturers expressed positive feedback regarding the communication improvement techniques discussed Lecturers highlighted that selecting engaging movies aligned with students' English proficiency significantly enhances communication skills, with 50% of lecturers and 88% of students agreeing on its effectiveness Additionally, the method of repeating character dialogues was unanimously regarded as effective, with 100% of lecturers and 85% of students rating it highly The approach of watching with and without subtitles also received strong support, with 75% of lecturers and 87% of students considering it effective Overall, none of the respondents deemed any of these methods ineffective, indicating a clear consensus on their value in improving communication skills.

A significant 75% of lecturers and 87% of students believe that improving communication skills is highly effective Only 25% of lecturers and 13% of students rated the effectiveness as average, with no respondents considering it ineffective Additionally, when it comes to practicing with favorite scenes, 100% of lecturers and 85% of students found this method to be extremely effective for enhancing communication skills, while only 15% of students felt it was average, and none deemed it ineffective.

The suggestion students and lecturers for using English subtitles movies to enhance the effectiveness in teaching and learning English communication skills A Give students a lot of suitable English subtitled films

B Prepare suitable English subtitled films and also contents

C Give students some useful suggestions related to the topic for students to follow

D Give clear instructions for each lesson (for example: how to hear more effectively, how to quick notes )

E Give more helpful tips on how to use English subtitled films effectively for learning

F Encourage students to choose their favorite English subtitled films to improving listening skills

G Suggest a suitable schedule for using English subtitled film

H Give us appropriate and immediate feedback on English subtitled films in class

I Encourages discussion in English after watching English subtitled films

J Organize games through English subtitled films

K Teachers don't need to do more

Chart 9: Lecturers’ and student' suggestions to improve the effectiveness of using movies with English subtitles to improve English communication skills

Chart 9 illustrates the high percentage of useful suggestions endorsed by both lecturers and students for enhancing English communication through watching movies with English subtitles Notably, four key methods received significant approval: Firstly, 100% of lecturers and 53% of students agreed on providing a wide selection of suitable English subtitled films Secondly, more than 52% of students and all lecturers supported offering relevant topic-related suggestions for students to follow Additionally, both groups concurred on the importance of providing effective tips for using English subtitled films in learning, with 100% of lecturers and 52% of students in agreement Lastly, the organization of games based on English subtitled movies was favored by 55% of students and 100% of lecturers.

3.3.4 Data analysis of the students’ interview

Question 1: Do you like watching English subtitled movies in English communication lessons?

First-year English majors expressed a strong preference for watching movies with English subtitles during communication class, finding it both enjoyable and beneficial They believe that these films enhance their learning experience by making lessons more engaging and reducing stress This method not only facilitates easier communication in English but also embodies the concept of "learning to play, playing to learn," as students appreciate the attractive nature of movies as a valuable educational tool.

Question 2: What are the benefits of using English subtitled movies in communication lessons?

Students reported that watching movies with English subtitles significantly enhances their communication skills Many found that these films help them practice pronunciation and understand how native speakers use vocabulary in real-life situations One student noted, "When I watch movies with subtitles, I learn how foreigners use slang and intonation," while another emphasized that subtitles provide contextual meanings, stating, "The movies with English subtitles really improve my communication skills."

Question 3: What problems do you have while learning communication skills through English subtitled movies?

Discussion and main finding

This part discusses the findings of the study to answer three research questions proposed in the introduction

The study highlights the positive attitudes of both lecturers and students towards the use of English subtitled movies in enhancing English communication skills among first-year English majors at UTEHY Data analysis reveals that a significant majority recognize the essential role of these movies in the learning process Consequently, lecturers frequently incorporate English subtitled films into their lessons to facilitate communication practice Furthermore, students express enthusiasm and interest in acquiring English communication skills through this engaging medium, underscoring the effectiveness of subtitled movies in the educational context.

Analysis of the collected data reveals both the benefits and challenges of using English subtitled movies to enhance communication skills Both lecturers and students largely agree on the positive impact of these films in helping students acquire "real English" as it is used in everyday situations, improving pronunciation, intonation, and overall listening and speaking abilities while learning vocabulary in context However, some students remain skeptical about the effectiveness of English subtitled movies Common difficulties they face include limited vocabulary, fast-paced dialogue, difficulty remembering new words, exposure to slang and idioms, insufficient time to watch movies, and challenges with lengthy or complex content Given that many of these students are freshmen, their limited knowledge and experience can further hinder their learning process.

Students and lecturers highly value the effectiveness of using English subtitled movies to enhance English communication skills Both groups find these methods to be significantly beneficial for improving language proficiency The author aims for this study to offer impactful strategies for advancing English communication through the use of subtitled films.

Recommendations

The research reveals insights into the perspectives of lecturers and first-year English major students at Hung Yen University of Technology and Education regarding the use of English subtitled movies to enhance communication skills Based on these findings, the researcher provides recommendations aimed at improving English communication The suggested methods are intended to serve as effective learning tools.

Lecturers are essential in enhancing communication skills among first-year English major students To effectively teach these skills, educators should focus on specific strategies and recommendations that cater to the unique needs of their learners.

Lecturers can enhance the learning experience for first-year students by introducing engaging movies with English subtitles that are appropriately challenging Additionally, they should invest time in preparing relevant videos that complement the lesson content prior to class.

Lecturers can enhance students' communication skills by encouraging them to watch movies with English subtitles, focusing on effective listening and vocabulary note-taking techniques Providing immediate and constructive feedback on these films during class would greatly benefit students' learning experience.

Lecturers should incorporate various communication activities before, during, and after watching movies with English subtitles to enhance student engagement and vocabulary Prior to class, showing entertaining films like comedies or cartoons can create a lively atmosphere and enrich students' language skills During class, short films (20-25 minutes) related to the lesson topic can help students memorize key vocabulary and grasp the subject matter more effectively After viewing, engaging activities such as guessing the meanings of new words or summarizing the film in pairs or groups can reinforce learning Additionally, providing students with challenging vocabulary encountered in the films is beneficial An engaging approach is to have students re-enact scenes using English dialogue, which significantly boosts their communication skills.

Students do not need to live in an English-speaking country to become fluent in English

Learning English effectively can be achieved without leaving your hometown by utilizing smart strategies One of the best methods for improving English communication skills is watching movies with English subtitles, which can greatly enhance understanding and vocabulary for students.

To improve your English communication skills, watch movies with English subtitles both in class and at home Select your favorite films or short films (20 to 25 minutes long) and practice by repeating the characters' lines, mimicking their intonation and pronunciation This method enhances your pronunciation skills and helps you sound more like a native speaker Remember, consistent practice leads to better communication abilities, so don't hesitate to imitate closely Initially, you may struggle to keep up with the dialogue, but continue watching without pausing, and try to pronounce any words or phrases you hear Engage in daily speaking practice to develop your communication reflexes, and you'll notice gradual improvements in your English proficiency Explore a variety of movies with English subtitles available on platforms like Netflix or YouTube for diverse topics and enjoyable learning experiences.

When watching movies with English subtitles, students should take the opportunity to learn the meanings of slang, idioms, and dialects encountered in the film Understanding these terms in context can enhance their language skills, enabling them to incorporate this vocabulary into their everyday conversations.

After watching a movie, enhance your English skills by engaging in interactive games that utilize short excerpts from the film Popular options include Listening quizzes, Shadowing exercises, and apps like ELSA Speak, all accessible on smartphones To solidify your vocabulary, watch the movie multiple times, and then assess your improvement by transitioning from bilingual subtitles to English-only subtitles and eventually to watching without any subtitles.

When watching movies with English subtitles, students should pay attention to unfamiliar words, slang, idioms, and interesting sentence structures Seeking clarification from lecturers can enhance their understanding, and engaging in games and activities after the movie can further improve communication skills.

Summary

In this chapter, the researcher presents the findings of the study to address the three research questions outlined in the introduction, while also offering recommendations for enhancing English communication skills Additionally, the researcher concludes the study by discussing its limitations and providing suggestions for future research.

CONCLUSION

Summary of the study

The study effectively addresses its initial research questions and confirms the thesis presented in the introduction It aims to achieve three primary objectives: first, to explore the attitudes of students and lecturers towards using movies with English subtitles for enhancing English communication skills among first-year English majors at UTEHY; second, to identify the challenges and advantages of utilizing subtitled films in the learning process; and third, to propose solutions that can assist first-year English majors at UTEHY in improving their communication skills through this method.

Most students exhibit a positive attitude towards learning communication through movies with English subtitles, as indicated by their responses to questionnaires and interviews Both students and lecturers agree that these films significantly enhance communication skills, enabling learners to grasp real-life English, improve pronunciation, intonation, and vocabulary However, challenges such as slang, idioms, limited vocabulary, and fast-paced dialogue pose difficulties for students The researcher highlights these findings and provides suggestions to enhance students' communication skills through the use of English-subtitled movies.

Suggestions for the further study

The bar chart illustrates a strong consensus among both students and lecturers regarding the significance of communication skills, with 75% of lecturers and 74% of students considering them very important Additionally, 25% of lecturers and 4% of students view communication skills as quite important, while 23% of students rate them as important Notably, none of the respondents deem communication skills as unimportant These findings indicate that the majority recognize the crucial role communication skills play in learning English, fostering a positive attitude towards teaching and learning this essential skill.

Lecturers’ and students’ assessment about the necessity of using movies with

The pie chart illustrates the awareness among teachers and students regarding the importance of using movies with English subtitles to enhance English communication skills Overall, there is minimal disparity in the views of lecturers and students on this matter, with a significant majority recognizing its necessity Specifically, 75% of lecturers and 60% of students believe that incorporating movies with English subtitles is essential for developing communication skills, while 27% of students find it very necessary Additionally, 25% of lecturers and 12% of students consider it quite necessary Notably, only 1% of students deemed it unnecessary, and none of the lecturers shared this view This data indicates a positive trend in utilizing movies with English subtitles for teaching and learning communicative English.

Students’ and lecturers’ frequency in using English subtitled movies in English

Statistics indicate that both lecturers and students frequently utilize movies with English subtitles to enhance communication skills Specifically, 25% of lecturers regularly incorporate these films into their lessons, while 75% use them occasionally, with none reporting that they never use subtitled movies Additionally, student survey results reveal that 7% of students consistently watch movies with English subtitles.

In communication classes, a significant 45% of students frequently watch movies with English subtitles, while 48% do so occasionally This trend indicates that both lecturers and students commonly utilize films with English subtitles as an effective method for learning and entertainment, ultimately enhancing the overall experience of learning English.

Students’ feelings about learning English communication skills through watching

A clustered bar chart reveals that 52% of students find watching English subtitled films interesting, while 40% describe the experience as exciting Additionally, 8% of students feel neutral about learning pronunciation through this method, and notably, no students considered it boring.

Students’ frequency in practicing English communication by watching movies

Chart 5 illustrates that a significant majority of students, 70%, practice English communication at home by watching movies with English subtitles Meanwhile, 17% of students engage in this activity regularly, and only 13% do so rarely, with no students reporting that they never use this method This indicates that utilizing movies with English subtitles is a popular and effective strategy for enhancing English communication skills among students.

3.3.2 Difficulties and benefits of watching movies with English subtitles on learning

English communication skill of the first-year English major students at UTEHY

Students’ difficulties when learning English communication by watching movies

Chart 7: Lecturers’ comments about student's difficulties when learning English communication by watching movies with English subtitles

Charts 6 and 7 highlight the challenges students face when learning communicative English through movies with English subtitles, as assessed by both students and teaching lecturers A significant 91% of student participants reported that the prevalence of slang in films hindered their understanding, with only 9% disagreeing Similarly, 75% of lecturers concurred that slang complicates the learning process Additionally, 97% of students identified idioms as a major obstacle, with unanimous agreement from teachers on this issue Furthermore, 100% of lecturers acknowledged that character speech poses a significant challenge, with 99% of students struggling to comprehend it Vocabulary retention was also problematic, as 95% of students found it difficult to remember new words, a sentiment echoed by all lecturers Limited vocabulary was reported by 96% of students, with strong agreement from their teachers Lastly, 75% of students cited a lack of time as a concern, a view shared by 75% of lecturers.

“real English” used in real life situation not textbook

English listening and speaking skill

Learn English words in context

Table 1: The effectiveness of English subtitled movies on learning English communication skill

A significant majority of students recognize the benefits of watching English subtitled films for enhancing their communication skills Specifically, 40% of students agreed and 47% strongly agreed that these films help them learn "real English" used in everyday situations, while only 5% disagreed Additionally, 55% agreed and 30% strongly agreed that subtitled films aid in natural pronunciation, with only 2% disagreeing Regarding intonation, 53% agreed and 35% strongly agreed on the positive impact of these films, although 8% were uncertain Furthermore, 60% of students agreed and 23% strongly agreed that watching subtitled films develops their listening and speaking skills naturally, with minimal disagreement Lastly, 53% strongly agreed and 37% agreed that they could learn English words in context, while 10% were unsure Overall, most students acknowledge the advantages of English subtitled movies in improving their communication skills, though a small percentage remain unaware, likely due to their status as freshmen.

Chart 8: Lecturers’ and student’ assessment about the role of movies with English subtitles help to improve English communication skills

According to Chart 9, a significant majority of lecturers (75%) believe that English subtitled movies greatly enhance their students' communication skills, while 25% feel they contribute moderately, with no lecturers asserting that these films are unhelpful Similarly, 30% of students reported that English subtitled films significantly aid their communication skills, approximately 50% found them quite beneficial, and only 17% considered them moderately helpful, with just 3% stating they do not assist at all Overall, the chart illustrates the positive impact of English subtitled movies on developing communication skills, highlighting their effectiveness in providing a natural learning environment for students to practice and apply their English.

According to the data, both students and lecturers highly valued the techniques used to enhance communication skills Lecturers noted that selecting engaging movies aligned with students' English proficiency levels was particularly effective, with 88% of students agreeing—38% found it extremely effective, while 50% deemed it effective Only 25% of lecturers and 12% of students rated this method as normal in effectiveness The technique of repeating character dialogues was universally recognized as effective, with 100% of lecturers and 85% of students rating it as effective or extremely effective; only 15% of students felt its effectiveness was average Additionally, the method of watching with and without subtitles garnered positive feedback, with 75% of lecturers and 87% of students considering it effective or extremely effective, while none found it ineffective Overall, these findings illustrate the strong consensus on the effectiveness of these communication skill enhancement methods among both students and lecturers.

A significant 75% of lecturers believe that enhancing students' communication skills is highly effective, a sentiment echoed by 87% of students Conversely, 25% of lecturers and 13% of students rated the effectiveness as average, with no respondents deeming it ineffective Furthermore, the practice method involving favorite scenes received overwhelming support, with 100% of lecturers and 85% of students considering it an effective approach for developing communication skills Only 15% of students viewed this method as average, while none found it ineffective.

K Teachers don't need to do more

Chart 9: Lecturers’ and student' suggestions to improve the effectiveness of using movies with English subtitles to improve English communication skills

Chart 9 illustrates the percentage of valuable suggestions endorsed by both lecturers and students to enhance English communication through watching movies with English subtitles Notably, four methods received significant approval Firstly, 100% of lecturers and 53% of students agree that providing a variety of suitable English subtitled films is essential Secondly, 100% of lecturers and over 52% of students support offering relevant topic-related suggestions for students to follow Additionally, both groups concur that providing more effective tips on utilizing English subtitled films for learning is beneficial, with 100% of lecturers and 52% of students in agreement Lastly, 55% of students and all lecturers advocate for organizing games based on English subtitled movies to further engage learners.

Five first-year English majors expressed their enjoyment of watching movies with English subtitles during communication class They find these films interesting and believe that subtitles help reduce stress while enhancing their learning experience This method allows them to communicate in English more effectively Overall, students appreciate watching subtitled movies as a captivating way to learn, embodying the concept of "learning to play, playing to learn."

Students reported that watching movies with English subtitles significantly enhances their communication skills They noted that these films aid in practicing pronunciation and understanding how native speakers use vocabulary in real-life situations One student highlighted the benefits of learning slang and intonation, while another emphasized that subtitles provide contextual meanings, making it easier to grasp the language Overall, movies with English subtitles serve as an effective tool for improving language proficiency.

Many students encounter challenges when learning communication through movies with English subtitles, primarily due to an overwhelming number of unfamiliar words and the rapid pace of dialogue This often leads to difficulties in understanding the content, as their limited vocabulary hampers their ability to grasp the characters' communications effectively.

Question 4: What methods do you think is the best way to learn English communication through subtitled English movies?

The students gave some suggestions on the method they think is the best to improve communication skills through watching movies with English subtitles as follows:

“Choose your favorite movies and suitable for your level, you can start watching movies from lower to higher levels’’

“Repeat the speech of the characters in your favorite movies”

“Try to take note of interesting words when you watch movies and watching movies more than once time”

“Watch your favorite scenes over and over again until you memorize the lines of the characters in that scenes’’

“Organize games through English subtitled movies”

The study highlights the positive attitudes of both lecturers and first-year English major students at UTEHY toward using English subtitled movies as a tool for enhancing English communication skills Data analysis reveals that a significant majority recognize the essential role of these films in the learning process, leading lecturers to frequently incorporate them into class activities Additionally, students express excitement and interest in developing their communication skills through this engaging medium, underscoring the effectiveness of English subtitled movies in teaching and learning.

Analysis of collected data reveals that both lecturers and students largely agree on the benefits of English subtitled movies for enhancing English communication skills These films provide students with exposure to "real English" in practical contexts, helping to improve pronunciation, intonation, and overall listening and speaking abilities while facilitating vocabulary acquisition However, some students remain skeptical about the effectiveness of these movies Common challenges faced include limited vocabulary, fast-paced dialogue, difficulty remembering new words, exposure to slang and idioms, and time constraints for watching films Additionally, the complexity or length of certain movies can pose further difficulties, particularly for freshmen with limited language proficiency.

Students and lecturers have expressed high appreciation for the effectiveness of using English subtitled movies to enhance English communication skills Both groups found these methods to be highly effective in improving their language abilities The author aims for this study to provide valuable insights and strategies for further enhancing English communication skills through the use of English subtitled films.

The research reveals the perspectives of lecturers and first-year English major students at Hung Yen University of Technology and Education regarding the use of English subtitled movies to enhance communication skills Based on these findings, the researcher provides recommendations aimed at improving English communication The proposed methods are intended to serve as effective learning tools.

Lecturers are essential in enhancing communication skills among first-year English major students To effectively teach these skills, they should consider implementing key recommendations that focus on fostering engagement and practical application in the learning process.

Lecturers should introduce first-year students to engaging movies with English subtitles that are appropriate for their skill level Additionally, it is important for instructors to prepare relevant videos related to the lesson content prior to class to enhance the learning experience.

Lecturers’ and student’ assessment about the role of movies with English subtitles

According to Chart 9, a significant majority of lecturers (75%) believe that English subtitled movies greatly enhance their students' communication skills, with 25% acknowledging a moderate benefit, and no lecturers indicating that these films are ineffective Similarly, 30% of students reported that English subtitled films significantly aid their communication skills, while approximately 50% found them beneficial to a considerable extent, and 17% noted a moderate improvement; only 3% felt that these films did not help at all Overall, the data highlights the positive impact of English subtitled movies on developing communication skills, facilitating a natural learning process for students.

Table 2 reveals that both students and lecturers highly value the techniques discussed Lecturers believe these methods significantly enhance students' communication skills, with half indicating that selecting an engaging movie aligned with students' English proficiency is particularly effective—88% of students concur, with 38% rating it as extremely effective Only 25% of lecturers and 12% of students view this method as moderately effective The technique of "repeating the speech of characters" stands out as the most favored, with 100% of lecturers affirming its effectiveness, and 85% of students rating it similarly, while 15% consider it moderately effective For the method of watching with and without subtitles, 75% of lecturers and 87% of students find it effective, with no negative responses recorded Lastly, the strategy of imitating characters' intonation and pronunciation also garners positive feedback, reinforcing the overall effectiveness of these communication skills enhancement methods.

A significant 75% of lecturers believe that enhancing students' communication skills is highly effective, a sentiment echoed by 87% of students Only 25% of lecturers and 13% of students rated the effectiveness as average, with no participants deeming it ineffective Additionally, the practice method involving favorite scenes garnered overwhelming support, with 100% of lecturers and 85% of students considering it an effective approach to learning communication skills Just 15% of students felt neutral about this method, while none found it ineffective.

K Teachers don't need to do more.

Lecturers’ and student' suggestions to improve the effectiveness of using movies

Chart 9 illustrates the high percentage of recommendations from both lecturers and students for enhancing English communication through watching movies with English subtitles Four key methods received significant approval: Firstly, 100% of lecturers and 53% of students agree on providing a variety of suitable English subtitled films Secondly, over 52% of students and all lecturers support offering useful topic-related suggestions for students to follow Additionally, both groups emphasize the importance of providing tips on effectively using English subtitled films for learning, with 100% of lecturers and 52% of students in agreement Lastly, 100% of lecturers and 55% of students advocate for organizing games based on English subtitled movies.

First-year English majors reported a strong preference for watching movies with English subtitles during communication classes, as they find this method both enjoyable and beneficial for their learning They believe that English subtitled films not only make lessons more engaging but also help reduce stress and enhance their communication skills Overall, students appreciate this approach to learning, viewing it as an effective and entertaining way to improve their English proficiency.

Students report that watching movies with English subtitles significantly enhances their communication skills They find that these films aid in improving pronunciation and understanding how native speakers use vocabulary in real-life situations One student noted that subtitles help in learning slang and intonation, while another emphasized that the context provided by subtitles clarifies the meanings of words Overall, movies with English subtitles are a valuable tool for language learners aiming to communicate more effectively.

Students encounter significant challenges when learning communication through movies with English subtitles, often feeling overwhelmed by the abundance of new vocabulary and the rapid pace of dialogue This struggle is further compounded by their limited vocabulary, which hinders their ability to grasp the movie's content effectively.

Question 4: What methods do you think is the best way to learn English communication through subtitled English movies?

The students gave some suggestions on the method they think is the best to improve communication skills through watching movies with English subtitles as follows:

“Choose your favorite movies and suitable for your level, you can start watching movies from lower to higher levels’’

“Repeat the speech of the characters in your favorite movies”

“Try to take note of interesting words when you watch movies and watching movies more than once time”

“Watch your favorite scenes over and over again until you memorize the lines of the characters in that scenes’’

“Organize games through English subtitled movies”

The study highlights the positive attitudes of lecturers and students at UTEHY towards using English subtitled movies to enhance English communication skills Data analysis reveals that the majority recognize the significant impact of these films on first-year English majors' learning experiences Both students and lecturers agree on the necessity of incorporating English subtitled movies in the curriculum, as it fosters excitement and interest in learning Consequently, lecturers frequently utilize these movies during class to effectively practice and improve students' English communication skills.

Analysis of the collected data reveals both the benefits and challenges of using English subtitled movies to enhance English communication skills The majority of lecturers and students agree that these movies significantly improve students' ability to use "real English" in practical situations, aiding in natural pronunciation, intonation, and the contextual learning of vocabulary However, some students remain skeptical about the effectiveness of subtitled films Common difficulties include limited vocabulary, fast-paced dialogue, difficulty remembering new words, exposure to slang and idioms, lack of time for viewing, and challenges in following lengthy or complex content As freshmen, students face limitations in their abilities and knowledge, which can hinder their learning experience.

Students and lecturers have expressed high appreciation for the effectiveness of using English subtitled movies to enhance English communication skills Both groups found these methods to be highly effective in improving their language abilities while watching films The author aims for this study to provide valuable insights and effective strategies for enhancing English communication through the use of subtitled movies.

The research reveals the perspectives of lecturers and first-year English major students at Hung Yen University of Technology and Education regarding the use of English subtitled movies for enhancing communication skills Based on these findings, the researcher proposes several recommendations aimed at improving English communication The suggested methods are intended to serve as effective learning tools for students.

Lecturers are essential in enhancing communication skills among first-year English major students To effectively teach these skills, they should consider implementing specific recommendations that focus on engaging and interactive learning methods.

Lecturers can enhance the learning experience for first-year students by introducing engaging movies with English subtitles that are easy to understand Additionally, it is beneficial for instructors to prepare relevant videos that align with lesson content prior to class, fostering a more interactive and effective educational environment.

Lecturers can enhance students' communication skills by encouraging them to watch movies with English subtitles, focusing on techniques for effective listening and quick vocabulary note-taking Providing immediate and constructive feedback on these films during class would greatly benefit students' learning experience.

Lecturers should implement various communication activities before, during, and after screening movies with English subtitles to enhance student engagement and vocabulary Prior to class, showing entertaining films like comedies or cartoons can create a lively atmosphere and help expand students' vocabulary During class, short films (20-25 minutes) relevant to the lesson can reinforce word retention and deepen understanding of the topic After watching, activities such as guessing the meanings of new words or summarizing the film in pairs or groups can solidify learning Additionally, providing challenging vocabulary encountered in the films will aid comprehension An engaging option is to have students reenact scenes using English dialogue, which significantly boosts their communication skills.

Students do not need to live in an English-speaking country to become fluent in English

Smart learners can effectively master English without leaving their hometown by utilizing various methods One highly recommended approach is watching movies with English subtitles, which enhances communication skills and comprehension for students.

To improve your English communication skills, watch movies with English subtitles both in class and at home Select your favorite films or short films (20 to 25 minutes) and practice by repeating the characters' dialogues, focusing on their intonation and pronunciation This method helps enhance your pronunciation skills and boosts your confidence Remember, the more you practice, the better your communication will become, so don't hesitate to imitate the characters closely Initially, you might struggle to keep up with the dialogue, but continue speaking without pausing the movie; quickly pronounce any words or phrases you hear Daily practice will lead to noticeable improvements in your English communication abilities Explore various movies with English subtitles available on platforms like Netflix or YouTube for diverse topics.

When watching movies with English subtitles, students should take the opportunity to learn the meanings of slang, idioms, and dialects encountered in the film Understanding these terms in context can enhance their language skills, and applying them in everyday conversations will reinforce their learning.

Tiêu đề	A Study On Learning English Through Movies To Improve English Communication Skills For The First-Year English Major Students At Hung Yen University Of Technology And Education
Tác giả	Ninh Thi Thuong
Người hướng dẫn	Mr. Nguyen Dinh Sinh
Trường học	Hung Yen University of Technology and Education
Chuyên ngành	English Linguistics
Thể loại	Graduation Paper
Năm xuất bản	2021
Thành phố	Hung Yen

Định dạng
Số trang	57
Dung lượng	1,56 MB