a study on the effects of movies in english on increasing vocabulary proficiency for first year english majors at phenikaa university

MINISTRY OF EDUCATION AND TRAINING PHENIKAA UNIVERSITY GRADUATION PAPER A STUDY ON THE EFFECTS OF MOVIES IN ENGLISH ON INCREASING VOCABULARY PROFICIENCY FOR FIRST- YEAR ENGLISH MAJORS

Rationale of the study

Today, English has become an increasingly important part of life with the development of the global economy It is used worldwide and most international media, programs and news are written in English It also helps to have an advantage at work and to have the opportunity to work for international companies, etc The easiest way to communicate is to understand what they are saying If there is a lack of understanding, the result can be a breakdown in communication That's why vocabulary is so important However, learning and improving vocabulary is still a difficult task for many people There are many traditional methods used,

Copies for internal use only in Phenikaa University

3 which are also very effective, but recent advances in technology allow us to use many more optimum, convenient and effective methods

The decision to conduct this study stemmed from recognizing the importance of vocabulary in learning a language, especially for first-year English students at Phenikaa University Although traditional approaches are valuable, incorporating modern media, such as English-speaking movies, would be a promising approach in improving vocabulary learning

The rationale for this study originated from an understanding of the significance of vocabulary in language learning, particularly among novice English learners at Phenikaa University While conventional methodologies have intrinsic merit, integrating contemporary media, such as English-language films, represents a promising avenue for enhancing vocabulary acquisition

The objective of this study was to examine whether film viewing could serve as a valuable adjunct to traditional pedagogical techniques, potentially offering a richer and more contextually immersive learning experience.

Aims and objectives of the study

The aim of this study is to gain a deeper understanding of the efficacy of integrating technology and the internet in the teaching and learning process, with a specific focus on the use of English movies as a tool for enhancing vocabulary development Furthermore, an analysis of the level of student engagement and motivation when learning vocabulary through movies will be presented.

Research questions

1 What are the benefits of watching English movies in English to improve vocabulary for first-year English majors at Phenikaa University?

2 What are the drawbacks of watching movies in English to improve vocabulary for first-year English majors at Phenikaa University?

3 What are the perceptions of EFL learners on the educational use of films in the classroom?

Scope of the study

The research was conducted for first-year English majors at Phenikaa University, a private university in Vietnam that is notable for its substantial investment in educational quality.

Significance of the study

This study holds significant importance as it investigates the potential impact of English movies on vocabulary proficiency among first-year English majors at Phenikaa University By exploring whether exposure to movies in English can effectively enhance students' vocabulary acquisition, the research aims to address gaps in current language teaching methods in vocabulary learning If successful, this study could introduce language teaching, offering educators a multimedia tool that engages students in authentic language contexts Given the pivotal stage of language development in first-year students, the findings could provide valuable insights into integrating movies into curricula to foster improved learning outcomes and heightened student engagement in English language studies.

Method of the study

The researcher collected the core data describing the students’ vocabulary proficiency increasing through watching English movies for this study using quantitative approaches The survey participants were selected from first-year English majors at Phenikaa University The primary data were collected via a survey that employed questionnaires

As outlined, a questionnaire is a data collection instrument that enables individuals to furnish written responses to inquiries that are not conveyed through verbal means A set of 18 questions was developed for the research, with each question accompanied by one of several possible responses The questions were presented to research participants in a personal interview setting In total, 131 individuals participated in the survey, and their responses were recorded The data obtained from the questionnaire were quantified and subsequently subjected to analysis Descriptive statistical techniques were used to create graphical

5 representations, percentage tables, and other illustrative materials to convey the findings It is conceivable that if the identical study were to be replicated in a different institution, the results may vary to some extent However, it is unlikely that this variation would be significant.

Design of the study

The research is divided into 3 chapters First, chapter one is the literature review, that is the previous research finding and concepts framework And then, the researcher shows some information about the definition or types of vocabulary and movies Next, chapter two is the part for finding and discussion about this topic This part the researcher identified the impacts of watching English movies to the learners And last one, the researcher will give a conclusion and some suggestions is chapter three This chapter will have the suggestions for the learners, the teachers and the studies

LITERATURE REVIEW

Previous research findings

English is the most widely spoken language in the world and serves as an international language It is also widely believed that vocabulary knowledge plays a crucial role for second language learners (L2 learners) since insufficient vocabulary could hinder successful communication [10] Researchers identified that students who lack vocabulary would have difficulty communicating their understanding to others In other words, “Without grammar, little can be expressed; without vocabulary, nothing can be expressed” In the same vein, [11] underscores the significance of vocabulary acquisition, asserting that lexical knowledge plays a pivotal role in communicative competence and in the mastery of a second language Moreover, in the book “Learning vocabulary in another language”, [12] also highlights the complementary relationship between lexical and communicative competence as vocabulary proficiency enables students to have better language use and, conversely, more frequent language use could contribute to an increase in vocabulary knowledge

On the other hand, vocabulary has been acknowledged as L2 learners’ greatest single source of problems [10] This statement of study indicates that learners may perceive the extensive nature of a vocabulary system as a source of difficulty in producing native-like outcomes verbally and orally One of the main factors resulting in the hindrance for linguistic excellency in vocabulary usage among L2 learners may lie in the absence of explicit rules, unlike syntax and phonology, which learners typically rely on to acquire and enhance their knowledge In other words, in the context of L2 vocabulary learning, the specific rules and optimal sequencing for mastering vocabulary remain ambiguous According to [13] vocabulary is, without a doubt, the most substantial and intricate component in the learning of any language, whether it is a foreign language or

7 one's mother tongue, due to the multitude of different meanings associated with tens of thousands of words

Despite the challenging nature of learning L2 vocabulary, language learners must confront it in their examinations since vocabulary has always been a crucial aspect of language examinations [11] Moreover, many learners view second language acquisition (SLA) as primarily a matter of vocabulary learning, leading them to spend considerable time on memorizing L2 words and relying heavily on bilingual dictionaries for communication This has led to a growing recognition among language teachers and applied linguists of the critical importance of vocabulary learning Consequently, research is being conducted to explore more effective strategies, such as the use of movies in English, to enhance linguistic proficiency, which is our current area of focus

Vocabulary Knowledge of Vietnamese EFL Learners

Recent scholarly research [14] has shed light on a pervasive issue in the field of Vietnamese EFL (English as a Foreign Language) education: the limited vocabulary knowledge of learners These limitations extend to the comprehension of English words and formulaic sequences, including collocations and idioms, as well as knowledge of their forms

In a comprehensive study, [15] investigated the comprehension of word meanings among 500 Grade 12 Vietnamese EFL students from diverse high schools in Vietnam The findings revealed that only a modest number of students achieved the 2000-word level, with a considerably smaller proportion attaining subsequent word levels, despite six to twelve years of English instruction The rural students demonstrated a notably inferior level of vocabulary knowledge in comparison to their urban counterparts This discrepancy may be attributed to differences in English exposure, parental guidance, goal setting, motivation, and the availability of resources Furthermore, male students exhibited a more restricted range of vocabulary than their female counterparts Similarly, [16] found that over 90% of non-English major university students did not achieve mastery of the most frequent 2000 words after a decade of English instruction

Further research by [17], focusing on both single words and collocations, revealed that Vietnamese English as a Foreign Language (EFL) learners exhibited proficiency in vocabulary acquisition up to the 1,000-word level However, despite at least seven years of formal instruction, the learners continued to demonstrate challenges in acquiring vocabulary knowledge at higher levels The authors advised the introduction of institutional vocabulary learning programs, which would improve students' familiarity with high-frequency words Furthermore, they emphasized that learners' limited knowledge of collocations was due to the lack of focus on teaching multi-word units, insufficient awareness of collocations' importance and an underestimation of the difficulties associated with collocation acquisition

[18] conducted an investigation into the knowledge of highly frequent, figurative idioms among Vietnamese students with pre-intermediate and intermediate English proficiency levels The study demonstrated that the majority of these common idioms were unknown to the students, despite their awareness of the significance of idioms in English as a Foreign Language (EFL) learning The participants attributed their lack of idiomatic usage to three factors: the negligible attention to idioms in their English classes, the predominant focus on single words over multi-unit words, and insufficient repetition and practice

In conclusion, these findings highlight the significant shortcomings in the vocabulary knowledge of Vietnamese EFL learners, which may contribute to their difficulties in English communication and their underperformance in national high-school English examinations Furthermore, a number of additional factors, including cognates, word-related elements, contextual factors and learner-related elements, have been identified as influencing the vocabulary acquisition and knowledge of Vietnamese EFL learners

Despite the complex and nuanced nature of vocabulary acquisition and the limitations of classroom-based instruction in encompassing the vast majority of

9 words learned by students [19], it is imperative to gain a comprehensive understanding of the prevailing vocabulary teaching methodologies in Vietnam before formulating any implications and suggestions It is regrettable that, thus far, no explicit and systematic studies have been conducted on English vocabulary teaching practices in Vietnam The existing literature does, however, make reference to a number of vocabulary teaching techniques that are employed by various Vietnamese English as a Foreign Language (EFL) teachers These include translation [20], code-switching [21], the use of songs [22] and storytelling [23] Nevertheless, there is a paucity of detailed reports on the utilization of these techniques in actual English classrooms and their efficacy for teaching vocabulary The teachers who participated in these studies only referenced the use of these techniques in their English classes The reasons behind the use of these vocabulary teaching techniques by Vietnamese EFL teachers remain largely unexplored It is plausible that Vietnamese EFL teachers adopt these teaching techniques from their teacher training programs or from their role models [21]

In a number of EFL classrooms in Vietnam, a common procedure for teaching vocabulary is observed In the opening stages of an English lesson, Vietnamese EFL teachers may present a list of newly-introduced English words on the classroom board, accompanied by the Vietnamese translations, oral demonstration of the pronunciation in context, and repeated repetition of the words by the whole class under the teacher's guidance The focus is typically on single words, which are often selected based on intuitive reasoning or extracted from glossaries in textbooks and reference materials Subsequent to the introduction of vocabulary, the focus often transitions to a language proficiency domain, predominantly encompassing reading skills and grammar learning In a subsequent lesson, an instructor might assign some students to demonstrate their recall of words introduced in the previous class However, learners often have minimal guidance when acquiring vocabulary skills

Multimedia use in vocabulary learning

Pedagogically, the effective incorporation of media in teaching vocabulary

10 has been a significant focus in language education [24] This subject has been extensively examined by various researchers, including [25- 26] While some studies have underscored potential drawbacks of using visuals and media in vocabulary instruction, such as the risk of cognitive overload due to an abundance of information [27], the use of diverse media has been demonstrated to have positive effects on vocabulary learning and to enhance comprehension in language acquisition [28] Furthermore, research indicates that English learners exposed to varied media exhibit better retention of vocabulary compared to those engaging solely with non-computerized text, as visual and animated features have been shown to enrich the process of learning English [29]

Based on Dual Coding Theory (DCT) [30] memory encoding involves the combined use of verbal and visual representations rather than isolated utilization of solely the verbal units or visual ones This integrated approach could enhance retention and recall abilities The theory posits that continuous presence and integration of both pictorial and verbal cues in working memory significantly facilitate the lexical acquisition process Notably, this theory extends to both verbal and nonverbal knowledge, providing valuable insights into vocabulary acquisition [30] When foreign language learners simultaneously associate new words with sounds or images in both modes, their learning and retention of the words are notably improved compared to leveraging a single mode Moreover, employing pictures and illustrations alongside unfamiliar words is an effective instructional strategy that facilitates memory tasks and promotes the remembrance of words, particularly for L2 learners The advantageous aspect of integrating verbal and visual modes lies in the accessibility of the remaining memory trace when one is lost, an attribute that is further reinforced by the likelihood of pictures activating image-to-word referential connections (1994) Furthermore, the utilization of multiple media types allows for the establishment of several retrieval paths to store information in a learner's long-term memory [31] Notably, the incorporation of pictures and imagery assists learners in retaining words, as this approach serves as a robust consolidation strategy predicated on the nature of the stimulus [32]

In agreement with perspective [30, 33] argued that multimedia input can help keep learners engaged cognitively This engagement could be achieved through the process of choosing relevant material, organizing content into visual and/or verbal models, and assimilating these new models with learners’ prior knowledge Sustained attention can alleviate learners' cognitive burden with respect to working memory Additionally, multimedia can aid learners in managing their intrinsic load, optimizing their germane load, and minimizing their extraneous load, thereby ensuring enhanced information retention for improved learning outcomes [33]

In his works from 1997 and 2001, Mayer introduced the cognitive theory of multimedia learning This theory encompasses the notion that multimedia materials serve not only as a means of information delivery, but also as cognitive tools for the construction of knowledge Mayer's t h e o r y relies on three fundamental assumptions regarding human information processing: 1) the dual- channel assumption, 2) the limited-capacity assumption, and 3) the active- processing assumption

The dual-channel assumption posits that individuals possess distinct channels for processing visual and auditory information [34] This encompasses a visual– pictorial channel for interpreting sight-captured images and an auditory–verbal channel for processing speech This assumption aligns with the dual-coding theory [30] The limited-capacity assumption proposes that individuals have a finite capacity for processing and retaining information at any given time Effective metacognitive strategies are essential for managing cognitive resources efficiently The active-processing assumption asserts that learners must engage in active cognitive processes to facilitate learning, rather than merely receiving information passively They require guided input to integrate words and images into meaningful content for long-term memory storage These three assumptions are fundamental aspects of the cognitive theory of multimedia learning

Conceptual framework

The Cambridge Dictionary defines vocabulary as "all the words used by a particular person, or all the words that exist in a particular language or subject." Vocabulary is the set of words that constitute a language and that permit communication between individuals or groups An individual's vocabulary is influenced by a number of factors, including early exposure to language, formal education, reading habits, and personal interests Vocabulary evolves over time as individuals encounter new words in a variety of contexts, including conversations, literature, media, and specialized fields of knowledge The construction of a multifaceted vocabulary confers a number of benefits, including enhanced language proficiency and communication skills These skills enable individuals to express ideas with greater precision, comprehend complex texts, and engage effectively in academic, professional, and social interactions The relationship between vocabulary size and language proficiency has been the subject of investigation by [41, 42] The argument is made that a larger vocabulary is correlated with improved reading comprehension, writing skills, and overall language competence among learners.

Vocabulary in the English language can be classified into two principal categories: active and passive The words that are used and understood in everyday language are referred to as active vocabulary, whereas those that are known but used infrequently are classified as passive vocabulary The fundamental aspect of English instruction is vocabulary In the absence of an adequate vocabulary, students are unable to comprehend the thoughts of others or to express their own ideas The acquisition of vocabulary represents the most critical component of successful language learning [43] demonstrates that an individual who is proficient in 2,000 of the most common words is capable of comprehending 80% of the average context This evidence demonstrates the pivotal role of vocabulary in language learning and underscores the necessity for educators to implement effective strategies to enhance their students’ vocabulary Research conducted by linguists such as Steven Pinker and Noam Chomsky has highlighted the significance of vocabulary in language acquisition Pinker theory posit that vocabulary growth is a foundational aspect of language development, whereby children acquire words through exposure and usage in context [44]

It is essential to establish an account that classifies vocabulary types The objective is to gain a deeper comprehension of the most efficacious pedagogical methodologies, contingent upon the contextual parameters, the learners' learning styles and proclivities, and the learners' needs Two categories of vocabulary are well-known: receptive and productive vocabulary, and active and passive vocabulary Table 1 presents a classification of vocabulary types In the context of language perception, vocabulary acquired through listening and reading is typically understood as part of the process The vocabulary utilized during speaking, like that utilized during writing, comprises productive, active, and passive words

Receptive Vocabulary vs Productive Vocabulary

In the context of language acquisition, receptive vocabulary is understood to be the vocabulary type encountered by a reader or listener during their reading or listening experiences, respectively The term "receptive vocabulary" refers to the words that readers and listeners utilize to comprehend the messages they encounter These vocabulary types are closely associated with receptive language skills This is consistent with the views of [45, 46], who posit that these words are those that students are able to recognize during the reading process In a broader sense, [3] proposed a correlation between receptive vocabulary, which is associated with the processes of listening and reading, and productive vocabulary, which is used in the production of language The latter encompasses the skills of speaking and writing, which are considered to be the two primary forms of language production In essence, the two forms of vocabulary serve to correspond with the productive skills of language

An additional crucial element in the evolution of vocabulary types concerns their contribution to the advancement of receptive and productive language abilities A substantial body of research has demonstrated the impact of vocabulary knowledge on various language skills, including oral proficiency, reading comprehension, and cloze test performance For instance, [47] found that vocabulary knowledge was a significant predictor of reading

17 comprehension This suggests that vocabulary knowledge serves as a key indicator of reading comprehension ability, particularly within the context of receptive skills More specifically, the vocabulary knowledge that appears to influence research outcomes encompasses knowledge of word form, meaning, and use

Active Vocabulary vs Passive Vocabulary

With reference to the classification of words according to frequency of use, the vocabulary can be divided into two principal categories: active and passive The active vocabulary comprises words that are typically utilized by both listeners and writers, as they are generally comprehensible These are the words that are readily recalled and employed as needed in situations requiring the expression

18 of speech or writing In practical terms, active vocabulary is defined as a set of terms that may be employed automatically in written and verbal communication without interruption or conscious recollection Nevertheless, as [48] observed in his research, these can be further divided into two categories: controlled active and free active

In contrast, the passive vocabulary comprises words that are not fully understood, and thus infrequently utilized in writing and speech In conclusion, it can be posited that passive vocabulary is a prerequisite for active vocabulary It should be noted that this is an optional step, as individuals possess varying abilities and words exhibit different degrees of comprehensibility This must be acquired prior to attaining mastery of the active vocabulary [49] proposes a classification of vocabulary in the English language, which distinguishes four categories These are:

Content words: The term "content words," as defined by linguistic theory, represents the name of an object, which is considered a "concrete noun" in contrast to the more abstract "nouns." This category encompasses words such as "book,"

"chair," and "pen." The second major group, the "verbs," are actions or processes These words include "swim," "sit," and "fly." They are considered to be "verbs," as they describe actions and behaviors

Function words: The term 'function words' refers to a class of words which serve a particular grammatical function and which, in combination with other elements of language, contribute to the structure of sentences The category of function words encompasses a diverse range of linguistic elements, including determiners such as "which," "this," "that," "each," "much," "some," and "many"; conjunctions like "and," "but," "or," "because," and "after"; prepositions including

"in," "at," "on," "during," and "until"; pronouns such as "I," "you," "he," "her," and

"them"; auxiliary verbs such as "be," "have," and "do"; modals including "may" and "could"; and quantifiers like "some" and "both."

Substitute words: A subtitle word is defined as any word that represents a specific action or item as a substitute for a broader category of words In other words, a subtitle word can be understood as an "indefinite pronoun," which

19 includes terms such as "anybody," "anyone," "anything," "everybody," "nobody," and "nothing."

Distributed words: In the context of grammatical matters, distributed words are defined as those words distributed in use The presence of a negative, as indicated by words such as either, too, or yet, is a defining factor

The preceding statements indicate that there are several categories of vocabulary with different purposes This research focused on content words, which are defined as words that can be divided into parts such as nouns, verbs, adjectives, and adverbs The type of text used for learning vocabulary is descriptive, as it aligns with the curriculum at the university level

FINDINGS AND DISCUSSION

Findings

This research employs a quantitative methodology that integrates bar charts and tables to gather and present data on the impact and challenges of learning vocabulary through movies The study centers on 131 first-year English majors at Phenikaa University The researcher collects and then conducts a statistical analysis to interpret the results

The principal aim of this study is to assess the effectiveness of using movies as a tool for vocabulary acquisition in the English language Through a quantitative approach, the study aims to objectively measure student perceptions of the efficacy of movies as a teaching aid for vocabulary This approach also enables a comprehensive examination of the perceived benefits and drawbacks of incorporating movies into vocabulary instruction

Specifically, the research aims to comprehend how students react to the use of movies in their language learning process It explores whether movies improve their vocabulary retention and understanding, and if so, to what extent Additionally, the study delves into the challenges students encounter when learning vocabulary through movies, including potential comprehension difficulties, the relevance of the movie content to the curriculum, and the effectiveness of the movies selected by the teachers

Data collection entails distributing surveys and questionnaires to the participating students These instruments are designed to capture detailed information about their experiences and perceptions The data is then organized into bar charts and tables, offering a clear visual representation of the findings This statistical analysis enables an in-depth exploration of trends and patterns in the data, allowing the researcher to draw meaningful conclusions about the effectiveness of using movies for vocabulary learning

This comprehensive analysis aims to provide valuable insights into the pedagogical strategy of integrating movies into language education It seeks to inform educators about potential advantages, such as increased engagement and contextual learning, as well as possible disadvantages, such as varying levels of student interest and the appropriateness of movie content Ultimately, the research aspires to contribute to the ongoing discourse on innovative and effective methods for teaching vocabulary within the context of English language learning

Chart 2.1 Level of interest in watching English movies

As illustrated by the bar chart, a clear majority of students (94.7%) express positive sentiments towards watching movies Only a small proportion of students indicate a less enthusiastic stance by selecting the "maybe" option, while the vast majority of respondents indicate a lack of engagement with English movies This data is considerably higher than that observed in other disciplines

Chart 2.2 Frequency of watching English movies

The subsequent inquiry pertains to the frequency of actively viewing cinematic productions The following presents the various options and the corresponding percentages The majority of respondents, 57.3%, indicated that they frequently watch English movies Conversely, 18.3% of respondents indicated that they "very often" watch English movies Additionally, 21.4% of respondents indicated that they sometimes watch English movies, a bar chart that is nearly equivalent to the proportion of respondents who indicated that they often watch such movies The smallest proportion of respondents indicated that they never or seldom watch English movies

Chart 2.3 The use of learning English language through movies

The data indicates that 97.7% of participants concur that English language proficiency can be enhanced through the utilization of cinematic resources, which represents a markedly high proportion

Figure 2.1 Selecting movies to watch

Each movie has different genres such as comedy, horror, action, cartoon, etc The bar chart illustrates the extensive range of film genres, yet it is possible to identify the most prevalent types of films that the respondents prefer The majority of students expressed a preference for comedy movies The majority of students (77,9%) select this genre, which is relatively straightforward and accessible, particularly for those new to the subject For example, there are some comedy films, such as "Friends" and "Extra English." The proportion of students who prefer action, romantic, and cartoon films is also similar

Chart 2.4 The learner’s proficiency without English movies

The majority of respondents (55,7%) indicated that their actual level when without English movies was at the A1 level, representing the least advanced level within the Common European Framework for Reference scale Twenty-two students have achieved the A2 level

Chart 2.5 The learner’s proficiency with English movies

A total of 79 respondents (60,3% of the sample) exhibited an increase in their level of English proficiency The highest level attained was Level A2, representing 16,8% of the respondents, while 13% demonstrated a proficiency level equivalent to B2 and 8,4% reached the C1 level

Chart 2.6 Effect of English movies on improve vocabulary acquisition

Motivation is a significant factor in the learning process When surveyed about the impact of English movies on their learning, students reported that they were motivated to learn English by watching English movies 80,2% agree that English movies can improve your vocabulary acquisition, while only 0,8% disagree

Chart 2.7 Effect of vocabulary movies to increase the student’s motivation in learning

In response to the question, 80.9% agree that movies are motivation for the learner in learning vocabulary Movies play an important role in learning English vocabulary for students

Chart 2.8 The use of captions

A total of 131 participants were included in this analysis Of these, 72.5% indicated a positive response, 18.3% expressed a strong agreement and 9.2% provided an ambivalent response All respondents provided a positive response to this question

Chart 2.9 Use movies as instructional teaching tools

Once more, the data reveals that a considerable proportion of learners, 89.3 percent, indicate that teachers employ the use of films as a learning tool In

43 addition, 9.9% of respondents indicated that they were uncertain about the question The response of one student, representing only 1% of the total number of respondents, was negative

Chart 2.10 Inspire to engage in class discussions

A total of 90.8% of ESL learners indicated that they believed they would be able to engage in class discussion after watching films Additionally, seven point six percent of respondents did not provide a definitive response The results demonstrate a strong correlation between the students' interest in film and their engagement with the survey

Chart 2.11 Percentage of using movies vocabulary in daily life

The results indicate that 127 students (96.9%) believe that the vocabulary they have learned from watching films could be applied in their lifetime The data highlighted the value of employing films as a teaching tool for learners, underscoring the significance of this approach This is a highly beneficial approach

Aside from the positive effects, there are some negative effects from watching English movies

Chart 2.12 Watching English movies without subtitles

The outcome of this study demonstrated the significance of subtitles for students when they are watching a movie, as the context may require the use of different vocabulary, grammatical structures, or pronunciation Due to their status as first-year students, the use of subtitles is particularly important for these learners A significant proportion of learners indicated that they would find it challenging to watch films without subtitles

Chart 2.13 Difficult of English subtitles

For the majority of learners, the use of subtitles serves as a beneficial learning aid, enabling them to gain a deeper comprehension of the narratives However, research indicates that a significant proportion of learners, specifically 83.2 percent, require additional time to fully grasp the meaning of words within the language Moreover, a minority of learners demonstrate a limited understanding (9.3%)

Chart 2.14 The speed of characters in English movies

Discussion

The results of this work will shed light on the understanding of the use of watching movies to the learner’s vocabulary It was shown that students who often watch English movies enhance their vocabulary proficiency more than others, especially with subtitles We look at how the movies affect the respondents The research findings indicate that students demonstrate a heightened ability to comprehend word meanings and colloquial language This has important implications for teaching, as it can help determine which types of movies and approaches are most effective for ESL students and teachers The study also concludes that consistent exposure to suitable English-language films can notably augment one's lexical repertoire This finding is consistent with previous studies that have found a similar connection Hence, this research further substantiates the idea that leveraging movies for English language instruction could exert a favorable influence on learners' lexical development

[78] states that the acquisition of vocabulary is a fundamental aspect of learning English, particularly for learners of the language Aptitude in the vocabulary

49 of the language allows students to express themselves effectively in English A lack of vocabulary hinders communication, particularly when students lack comprehension of English By mastering vocabulary, students can develop their ability to understand and apply the English language effectively in a range of contexts, thus enhancing their overall language proficiency Vocabulary acquisition is a crucial component of language learning, yet it is not without challenges Some students may perceive vocabulary learning as challenging and tedious, which underscores the need for creative approaches in language instruction Teachers must therefore devise innovative strategies and utilize suitable learning resources to facilitate effective vocabulary learning

In this study, researchers wanted to know the impacts of watching movies

By choosing suitable media, students will be more interested in learning the vocabulary of what they watch, especially if the media is a movie with the genre they like Movies are one of the media that can be used in learning English In this study, researchers gave questionnaires to students to obtain the effect of teaching English through movies

The utilization of motion pictures in English as a Foreign Language (EFL) classrooms is becoming an indispensable component of the teaching and learning process This study examines the significance of enhancing and expanding second language vocabulary As previously indicated, the students who are undertaking their first year of English studies appear to be most inclined to watch comedy movies A significant proportion of students would be interested in watching comedy films, given that this type of entertainment is generally more accessible than other forms of popular culture Given the prevalence of poor vocabulary among learners, films such as "Friends" and "Extra" are recommended for those at the beginner level These two films are highly regarded internationally, particularly among foreign learners The narratives are situated within the context of the characters' everyday lives Additionally, some websites offer subtitles, which allow learners to listen carefully and subsequently enhance their vocabulary Similarly, RM, a leader of a boy group in the Korean entertainment industry, attributed his proficiency in English to his mother's insistence that he watch the

50 film 10 times The majority of respondents concur that films are an effective means of developing vocabulary acquisition [79] who highlight the potential of watching English films to motivate students, increase vocabulary and excitement Before each learning session, the teacher prepared all the necessary materials, including the film These materials were aligned with the lesson content

The findings of the research indicate that the participants hold a positive view of the use of films to enhance their vocabulary proficiency As a significant proportion of students are majoring in English, it is unsurprising that the majority of students enjoy watching English films The respondents indicated that they believe that watching movies can facilitate the acquisition of various linguistic skills, including vocabulary, grammar, pronunciation, and the four language skills Additionally, they perceive that movies can enhance cultural understanding For instance, with first-year English majors, many students have difficulty comprehending the vocabulary They begin at the novice level, with a vocabulary proficiency that is low (A1 level) Furthermore, by viewing films, students can progress to an A2 level of vocabulary proficiency The process is neither too rapid nor too slow; it is, in fact, one of the most rapid and popular methods of helping students to comprehend the context and meaning

In addition to the benefits of expanding vocabulary, learners also highlighted the potential to boost motivation for learning English Similarly, [68] study examined the impact of incorporating movies into English as a Foreign Language (EFL) classrooms at a South East European university This research revealed a positive association between movie use as a teaching resource and enhanced motivation and improved language proficiency Indeed, regarding linguistic competency, movies also provide a realistic view of the language and culture providing insights into the reality of life of native English speakers When movies are integrated into foreign language classes, they can capture the students' attention towards the target language; increase the students’ motivation to learn the language; supply good material to teach conversations; and improve the students' awareness of the target language culture

Researchers believed that the "visuality" of movies can facilitate comprehension and understanding for the language learners in an ideal visual context, which makes it an effective language teaching tool Indeed, movies offer a variety of methods and resources for teaching the target language, helping students to improve their listening and communicative skills Obviously, through showing movies to the learners, they have exposure to what occurs in the real world or in a relatively natural context including an opportunity of being exposed to different native speaker voices, slangs, reduced speeches, stress, accents, and dialects Moreover, study revealed that the incorporation of films in language learning classrooms has the potential to enhance student motivation due to their capacity to elicit enjoyment and engagement, thereby facilitating a more active involvement in the learning process Similarly, the current findings pertaining to the moderation effect concur with the results of a multitude of scholars, including [80] and [81] These scholars utilized motivation to learn as a moderator in a range of combinations and within diverse study contexts

The learner will be able to experience the feeling that they are learning a genuine language They will also be able to observe how the native speakers use the language that the learner is learning and will gain a feeling of being part of a functioning society This will be achieved by using the language in a realistic way [82] The use of subtitles in films has been found to facilitate comprehension for learners more effectively than films without such features [83] This allows for the enjoyment of films while simultaneously developing linguistic skills, as the use of English subtitles helps students to expand their vocabulary [84] has also observed that the viewing of films with English subtitles has a positive effect on vocabulary acquisition, enabling students to gain access to new words

Furthermore, we also need to show some challenges when using movies to learn English with the participants Firstly, students may get bored because the films take a long time to watch Using films in EFL lessons reduces students' time spent on class activities like writing or debating According to [85], it would be

52 boring for students to watch the movie until the end because the active time is usually reduced to more than one hour Secondly, rather than focusing on the main lesson objective, students prefer to watch actors or actresses Every student has his or her own favorite actor or actress They will focus on the actors and not on the main aim of the lesson when they watch a film starring their favorite actors Before watching the film, the students will forget what the teacher asked According to [86], students may be so attracted to the actors and actresses of the movie that they will forget the purpose and goal of watching the movie While they are watching the film, they will not be able to pay attention to their tasks Thirdly, the characters in the movies speak too quickly or the accent is also too hard to hear Pupils said that when the film's speakers spoke quickly, the brain had difficulty processing the translation because of the rapidity of the pace Then, there are always unusual words and phrases that make students think first or search for the meaning themselves while watching the film to learn English However, [87] found that some students were reluctant to watch an English movie with English subtitles because of the time and effort required to read subtitles while watching a film

IMPLICATION

Issue in the study

Chapter 1 of the study delves into the researcher's exploration of vocabulary, including its definition, types, content words, level, importance, and teaching methods Moving forward, the focus shifts to an in-depth analysis of movies, covering various types, vocabulary instruction through films, the benefits of incorporating movies in language learning, and a thorough examination of the advantages and disadvantages for learners

In Chapter 2, the researcher presents statistical data gathered from 131 first-year English majors at Phenikaa University Utilizing quantitative methods with bar charts and tables containing 18 questions, diverse responses were obtained Subsequently, the data will undergo detailed analysis

Chapter 3 will address the positive and negative impacts of using movies for teaching vocabulary in the classroom The researcher will engage in a discussion on this topic and provide recommendations for students, teachers, and future studies.

Limitation of the study

The study may lack generalizability due to its specific focus on first-year English majors at Phenikaa University Results might not be applicable to other student populations or educational contexts with different demographic characteristics, curriculum structures, or language proficiency levels

The sample size of participants involved in the study could be limited, potentially affecting the reliability and applicability of the findings Additionally, if the sample is not representative of the larger population of first-year English majors, the study's conclusions may not accurately reflect the broader student body

The study's duration might be relatively short, limiting the assessment of

54 long-term effects of using movies in English on vocabulary proficiency Longer- term studies could provide more insights into the sustainability of any observed improvements

This chapter presents a set of conclusions that are based on the findings of the data analysis and discussions in the previous chapter Additionally, it offers some recommendations to English language teachers and other researchers who are interested in employing the medium of film as a tool for teaching vocabulary.

Conclusion

Action research in the classroom was conducted at Phenikaa University for first year English students English films were used as a medium to improve students' vocabulary The analysis of the data confirms a significant improvement in the vocabulary comprehension of the students through the exposure to English films This is further evidenced by students' increased vocabulary mastery and achievement of targeted improvements The effectiveness of using English films to improve vocabulary acquisition is further supported by questionnaires administered to students This unique approach contributes to successful vocabulary development by encouraging active participation, enthusiasm and enjoyment in learning Using English movies has been proven to be effective and is a unique and engaging method of teaching vocabulary The acquisition of new vocabulary, a challenging task for most language learners, plays an important role in language learning, especially in the improvement of their communication skills

On the other hand, learners have many opportunities to enrich their vocabulary through increased access to various multimedia and technological resources, including subtitles for films Many researchers have recognized the value of subtitling in helping students to learn vocabulary The use of subtitles in films has a particular appeal for students of English, particularly in the context of expanding vocabulary When students watch English films but are unable to comprehend the dialogue due to a lack of familiarity with the actors or actresses, they can access the meaning of the film through the English subtitles This process of translation

56 allows students to gain a deeper understanding of the vocabulary used in the film, which in turn enhances their English language skills

Moreover, this study emphasizes the significance of incorporating diverse pedagogical approaches which accommodate the diverse learning styles and interests of students The incorporation of movies into the curriculum can facilitate the creation of engaging learning environments that stimulate curiosity, critical thinking, and linguistic competence amongst learners

In light of these findings, it is evident that the implications of this research extend beyond the boundaries of Phenikaa University and advocate for the implementation of innovative educational practices that utilize multimedia to empower language learners globally As the world continues to become increasingly interconnected, proficiency in English remains a highly valuable skill This study provides a comprehensive framework for the advancement of more effective language teaching methodologies In conclusion, educators can facilitate the growth of linguistically proficient and culturally astute individuals by capitalizing upon the transformative potential of film in the English language curriculum Such an approach will ensure a generation of learners is equipped to thrive in an interconnected global society.

Level of interest in watching English movies

As illustrated by the bar chart, a clear majority of students (94.7%) express positive sentiments towards watching movies Only a small proportion of students indicate a less enthusiastic stance by selecting the "maybe" option, while the vast majority of respondents indicate a lack of engagement with English movies This data is considerably higher than that observed in other disciplines

Frequency of watching English movies

The subsequent inquiry pertains to the frequency of actively viewing cinematic productions The following presents the various options and the corresponding percentages The majority of respondents, 57.3%, indicated that they frequently watch English movies Conversely, 18.3% of respondents indicated that they "very often" watch English movies Additionally, 21.4% of respondents indicated that they sometimes watch English movies, a bar chart that is nearly equivalent to the proportion of respondents who indicated that they often watch such movies The smallest proportion of respondents indicated that they never or seldom watch English movies.

The use of learning English language through movies

The data indicates that 97.7% of participants concur that English language proficiency can be enhanced through the utilization of cinematic resources, which represents a markedly high proportion

Figure 2.1 Selecting movies to watch

Each movie has different genres such as comedy, horror, action, cartoon, etc The bar chart illustrates the extensive range of film genres, yet it is possible to identify the most prevalent types of films that the respondents prefer The majority of students expressed a preference for comedy movies The majority of students (77,9%) select this genre, which is relatively straightforward and accessible, particularly for those new to the subject For example, there are some comedy films, such as "Friends" and "Extra English." The proportion of students who prefer action, romantic, and cartoon films is also similar

The learner’s proficiency without English movies

The majority of respondents (55,7%) indicated that their actual level when without English movies was at the A1 level, representing the least advanced level within the Common European Framework for Reference scale Twenty-two students have achieved the A2 level.

The learner’s proficiency with English movies

A total of 79 respondents (60,3% of the sample) exhibited an increase in their level of English proficiency The highest level attained was Level A2, representing 16,8% of the respondents, while 13% demonstrated a proficiency level equivalent to B2 and 8,4% reached the C1 level

Effect of English movies on improve vocabulary acquisition

Motivation is a significant factor in the learning process When surveyed about the impact of English movies on their learning, students reported that they were motivated to learn English by watching English movies 80,2% agree that English movies can improve your vocabulary acquisition, while only 0,8% disagree.

Effect of vocabulary movies to increase the student’s motivation

In response to the question, 80.9% agree that movies are motivation for the learner in learning vocabulary Movies play an important role in learning English vocabulary for students.

The use of captions

A total of 131 participants were included in this analysis Of these, 72.5% indicated a positive response, 18.3% expressed a strong agreement and 9.2% provided an ambivalent response All respondents provided a positive response to this question.

Use movies as instructional teaching tools

Once more, the data reveals that a considerable proportion of learners, 89.3 percent, indicate that teachers employ the use of films as a learning tool In

43 addition, 9.9% of respondents indicated that they were uncertain about the question The response of one student, representing only 1% of the total number of respondents, was negative.

Inspire to engage in class discussions

A total of 90.8% of ESL learners indicated that they believed they would be able to engage in class discussion after watching films Additionally, seven point six percent of respondents did not provide a definitive response The results demonstrate a strong correlation between the students' interest in film and their engagement with the survey.

Percentage of using movies vocabulary in daily life

The results indicate that 127 students (96.9%) believe that the vocabulary they have learned from watching films could be applied in their lifetime The data highlighted the value of employing films as a teaching tool for learners, underscoring the significance of this approach This is a highly beneficial approach

Aside from the positive effects, there are some negative effects from watching English movies.

Watching English movies without subtitles

The outcome of this study demonstrated the significance of subtitles for students when they are watching a movie, as the context may require the use of different vocabulary, grammatical structures, or pronunciation Due to their status as first-year students, the use of subtitles is particularly important for these learners A significant proportion of learners indicated that they would find it challenging to watch films without subtitles

Difficult of English subtitles

For the majority of learners, the use of subtitles serves as a beneficial learning aid, enabling them to gain a deeper comprehension of the narratives However, research indicates that a significant proportion of learners, specifically 83.2 percent, require additional time to fully grasp the meaning of words within the language Moreover, a minority of learners demonstrate a limited understanding (9.3%).

The speed of characters in English movies

It is challenging for educators to select an English language resource that is suitable for all students, given the diversity of their abilities and preferences Each individual will have a unique level of comprehension, as well as a distinct preference for different genres of movies Additionally, the pace and vocabulary

46 movies must be carefully considered to ensure they align with the varying abilities of students The overwhelming majority of students, 93.5%, expressed the view that characters speak too quickly and use too much slangs, making comprehension challenging It is not possible to select the "no" option.

The length of the movies

In the domestic context, learners have the option of viewing films of different lengths There is an abundance of films that vary in length and scope In the classroom, the time available for learning is limited, and therefore teachers must also possess the skills to integrate learning materials into their teaching It may be beneficial for teachers to consider selecting and cutting a short video, after which a debate can be held on the characters, the messengers, or the culture This can then be concluded Seventy- eight points five percent of respondents indicated that the length of the films presented was too extensive, resulting in a difficulty for them to maintain concentration or comprehension The responses indicate that 8.4% of respondents answered "No," while 13.1% responded "Maybe."

Student’s concentration level to learning English movies

It is also difficult for the students when watching a movie with an interesting story to completely focus on the learning, sometimes they feel attracted by characters or the plots Many learners (86%) agree that they focus on the plot more than the language

Figure 2.2 Some difficulties when learning through English movies

Table 2.1 Some difficulties when learning through English movies

Characters speak too rapidly, new words

It is sometimes not suitable for my level

No understanding of some vocabulary in EL movies

Sometimes when I see a character with a different accent it’s quite hard to hear it

Sometimes I have difficulty hearing the movie dialogue because of the sound effects

Sometimes it has many new words and slangs that I can't fully understand

There are some topics I find difficult to listen to and remember vocabulary The movie characters speak too rapidly or use too much slang that is too difficult to understand

Based on the figure and table above, we can see that there are some difficulties with the learner language First, “Characters speak too quickly, new words” Next, “It is sometimes not suitable for my level” Then, “I don't understand some words in El movies” Sometimes when a character has a different accent it's quite hard to hear it Sometimes I have difficulty hearing the movie dialogue because of the sound effects Sometimes it has many new words and slangs that I cannot fully understand There are some topics that are difficult to listen to and remember vocabulary The movie characters speak too rapidly or use too much slang that is too difficult to understand