PERCEPTIONS OF ENGLISH-MAJORED STUDENTS IN THE HIGH-QUALITY PROGRAM AT CAN THO UNIVERSITY TOWARD LEARNING ENGLISH THROUGH WATCHING MOVIES

Authors

  • Vo Thi Tuyet Hong Can Tho University, Can Tho, Vietnam
  • Hua Huu Ty Can Tho University, Can Tho, Vietnam
  • Nguyen Minh Dac Can Tho University, Can Tho, Vietnam
  • Nguyen Hoang Anh Tai Can Tho University, Can Tho, Vietnam
  • Huynh Minh Trang Can Tho University, Can Tho, Vietnam

DOI:

https://doi.org/10.46827/ejel.v8i5.5031

Keywords:

perceptions, English movies, learning English

Abstract

This descriptive study aims to answer three main research questions, namely 1) What are the perceptions of English-majored students regarding the impact of watching English movies on their learning motivation?, 2) What are their perceptions of the impact of watching English movies on their language development?, and 3) What challenges do the students encounter when learning English through watching movies? In order to address these key questions, the data collected from 175 freshmen and juniors majoring in English Studies of the High-Quality Program at Can Tho University through a 5-point Likert scale questionnaire were quantitatively analyzed. The statistical analysis of the gathered data revealed that all the study participants strongly agreed with the positive impacts of watching English movies on their motivations to learn the target language as well as on their language development. Despite these positive effects, the students also admitted that they inevitably encountered several challenges while learning English through movie-watching, particularly in terms of rapid speech, extensive use of slang, and figurative language in English movies. Based on these research outcomes, possible implications have been further discussed for the effective use of movies in EFL classrooms to support the students’ learning process.

 

Article visualizations:

Hit counter

Author Biography

  • Vo Thi Tuyet Hong, Can Tho University, Can Tho, Vietnam

    Ms. Vo Thi Tuyet Hong has been an EFL lecturer at Can Tho University since 2012. She is primarily interested in Sociolinguistics, Second Language Writing, Corpus Linguistics, Second Language Acquisition, Language Teaching and Technology, EAP, and ESP.

References

Albiladi, W. S., Abdeen, F. H., & Lincoln, F. (2018). Learning English through movies: Adult English language learners' perceptions. Theory and Practice in Language Studies, 8(12), 1567-1574. https://doi.org/10.17507/tpls.0812.01

Andriani, W., & Angelina, P. (2020). English language education students' perception of the use of English-subtitled movies. Indonesian Journal of English Language Studies (IJELS), 6(2), 48-58. https://doi.org/10.24071/ijels.v6i2.2824

Baharum, A., Naim, N. F. M., Ismail, R., Deris, F. D., & Noor, N. A. M. (2022). Movies and Learning: Does Watching Movies Help Students Improve Learn English?. In International Conference on Computational Science and Technology (pp. 205-217). Singapore: Springer Nature Singapore.

Bruner, J. S. (1957). On perceptual readiness. Psychological Review, 64(2), 123-152. https://doi.org/10.1037/h0043805

Erlangga, D. T., & Ayu, M. (2022). Exploring secondary students’ perceptions towards learning English through movies. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 9(2), 216-228. http://dx.doi.org/10.36706/jele.v9i2.19141

Fauzi, W. R., & Muljanto, S. (2021). College students’ perceptions on using movies for vocabulary learning. EEAL Journal (English Education and Applied Linguistics Journal), 4(1), 40-47. https://doi.org/10.31980/eealjournal.v4i1.1105

Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Houghton Mifflin.

Ha, N. Đ. N., & Thao, T. Q. (2020). Non-English majors’ attitudes towards the use of English captioned videos in English class. TNU Journal of Science and Technology, 225(12), 77-84. http://jst.tnu.edu.vn/jst/article/view/3404/pdf

Larasati, T. M., Rahmawanti, M. R., & Rahayu, N. (2021). Students’ perception on the use of English-subtitles movies towards students’ spoken grammar understanding. Wiralodra English Journal, 5(2), 39-49. https://doi.org/10.31943/wej.v5i2.135

Lindsay, P. H. & Norman, D. A. (1977). Human Information Processing. New York: Academic Press.

McIntosh, C. (Ed.). 2013. Cambridge advanced learner’s dictionary (3rd edition). Cambridge: Cambridge University Press.

Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.

Sánchez-Aunón, E., Férez-Mora, P. A., & Monroy-Hernández, F. (2023). The use of films in the teaching of English as a foreign language: a systematic literature review. Asian-Pacific Journal of Second and Foreign Language Education, 8(1). https://doi.org/10. 1186/s40862-022-00183-0

Sari, S. N., & Aminatun, D. (2021). Students’ perception on the use of English movies to improve vocabulary mastery. Journal of English Language Teaching and Learning, 2(1), 16-22. https://doi.org/10.33365/jeltl.v2i1.757

Seo, E. M. (2017). A study on enhancing English proficiency through films: Focusing on Chef. STEM Journal, 18(4), 107-126. https://doi.org/10.16875/stem.2017.18.4.107

Susanto, S., Nanda, D. S., Dharmawan, Y. Y., Hartini, T. N., Septiyana, L., & Firmansyah, B. (2022). Students’ perception in learning extensive listening by using Cartoon movies. Beyond Linguistika: Journal of Linguistics and Language Education, 5(1), 44-51. https://doi.org/10.36448/bl.v5i1.2649

Downloads

Published

2023-09-14

Issue

Vol. 8 No. 5 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).