English Movies Research Articles

Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study

The main goal of many students of English as a foreign language (EFL) is to be fluent in the target language, i.e. to be capable to transfer their thoughts smoothly and easily in different contexts. The present study examines the effect of pedagogic intervention on enhancing speech fluency in EFL using a pretest – immediate posttest – delayed posttest design. Two groups of 32 EFL students at a University in Iran took part in the study, receiving the same amount of instruction (18 hours over 18 weeks). The Control group listened to / viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking skills tasks but received no fluency training. The Experimental group spent part of the time on fluency strategy training, encouraging the memorization, repetition, and retelling of the audio and video materials. Systematic interviews were run to assess the EFL learners’ speech fluency. The findings revealed that the fluency training significantly enhanced the EFL students’ speech fluency. The findings also show that students’ second language speech fluency development can be partly predicted by the fluency in their first language. These results have pedagogical implications for practitioners in EFL settings, material designers, and EFL instructors.

The Ninth Grade Students' Perception in Learning English Vocabularies Through Watching "Coco" Movie with Subtitle

Vocabulary is one of the important component should be learn by people who learns English. Movie can be an entertaining media and source for students to improve their language skills because movies represent real-life language by native speakers. The use of English movies can be different for every learners grade. This research was aimed to finding “The Ninth Grade Students’ Perception In Learning English Vocabularies Through Watching Coco Movie With Subtitle. To collect the data, the researcher used instruments of questionnaire. The researcher useD Descriptive Qualitative Method with 29 respondents from Ninth grade students from SMPN 8 Jember. The data analyzed by using Prof. Dr. Sugiyono those are data reduction, data display and conclusion drawing. Based on the data those were 9 students had a positive answered. From 3 students got 100% positive answered, 3 student got 75%, 3 students got 88% positive answer. 20 students had negative perception. 16 students got 50%, 4 students got 63% for negative perception. It showed that the total percentage of negative perception level is more higher than the positive percetions. Based on the data analyze it could be concluded that the use of COCO movie with subtitle can be used for learning activity but not for the first choice. Most of the students find difficulty when watching the movie because of the English Subtitle.

Exploring the effects of target-language extramural activities on students’ written production

Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.

THE DIFFICULTIES FACED AND THE STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

The study aims to identify the difficulties faced and the strategies used by English Department students at Universitas Trunojoyo Madura in learning English. The study used a mixed-method approach, which is a combination of quantitative and qualitative approaches. The source of data was one class in the second semester that consisted of thirty-seven students. The data were the difficulties faced by the students in learning English and the strategies they used to deal with them. The research instrument used was questionnaires containing both close-ended and open-ended questions. The data that was obtained from closed-ended questions were analysed quantitatively while those that were derived from open-ended questions were analysed qualitatively. The results showed that the difficulties faced by English Department students in learning English include pronunciation, grammar, and vocabulary and they exercised different strategies to solve them. Specifically, the strategies to solve the difficulty in learning pronunciation were listening to English songs, singing English songs, watching English movies or films, imitating using Google Translate, and practising the pronunciation by themselves. The strategies to tackle the difficulty in learning grammar were watching YouTube, reading English books, learning from the internet, learning through Instagram, and learning by themselves. Furthermore, there were several ways that they used to deal with the difficulty in learning vocabulary, for example, they used English dictionaries, watched English movies, read English books, used English songs, and memorized new vocabulary.

Challenges Faced by Libyan Students from Non-English Majors in Speaking English

The aim of this research is to analyze the problems faced by non-English speaking students in speaking skills in English at the College of Medical Technology, Derna, Libya. The research methodology used includes surveys and interviews with a representative sample of students. The research findings indicate that there are several problems faced by students regarding speaking skills in English, which encompass linguistic and non-linguistic issues. In terms of linguistic issues, many students feel a lack of vocabulary mastery, inaccurate pronunciation, and grammar. In terms of non-linguistic issues, problems related to low motivation, habits, and mother tongue were found. Therefore, this research highlights the challenges faced by non-English speaking students in developing their speaking skills in English. These challenges include linguistic issues such as vocabulary, pronunciation, and grammar, as well as non-linguistic issues such as motivation, habits, and the influence of the mother tongue. By addressing these challenges, appropriate interventions can be implemented to improve the speaking skills of non-English speaking students at the College of Medical Technology, Derna, Libya. One effective way to improve speaking skills in English is by regularly practicing speaking with others. This can be done by finding friends or English learning groups to actively discuss, debate, or engage in dialogue in English. Additionally, watching English movies or TV shows with subtitles and then attempting to repeat or mimic the dialogue is also a good way to practice pronunciation and expand vocabulary.

Non-Native Speakers’ Perception and Motivation for Learning English Language through Movies

The global dominance of the English language has motivated individuals whose first language is not English to actively pursue fluency in English. For non-native speakers of English, acquiring the language is an intricate journey that demands substantial time and effort, accompanied by a range of challenges. In recent years, English movies have emerged as captivating tools for language learning, effectively aiding in enhancing vocabulary and essential language skills. These insights stem from past research that studied how non-native speakers learn English through movies. However, despite the valuable findings from these studies, there remains a discernible gap in our understanding of this field. In addressing this gap, the current study intended to investigate the perception and motivation of non-native speakers in learning English through movies. The study collected data by conducting surveys among non-native English speakers who were undergraduate students at a local public university. The findings revealed that these non-native speakers favour using movies as a method for learning English as a second language, and this medium enhances their motivation to learn. Building upon the existing foundation of research, this study significantly contributes to the body of knowledge by addressing the substantial research gap that exists in comprehending non-native speakers' perspectives on learning the English language through the medium of movies.

BENGKAYANG STUDENTS' PERCEPTIONS ON THE DIFFICULTIES OF SPEAKING ENGLISH IN SPEAKING FOR SOCIAL PURPOSES CLASS

This study focused on Bengkayang students' difficulties in improving their speaking skills in the Speaking for Social Purposes class as their first speaking class. The study aimed to find out ELEP (English Language Education Program), especially Bengkayang students’ perceptions on the difficulties of speaking English in the Speaking for Social Purposes class at the Faculty of Language and Arts in Universitas Kristen Satya Wacana, in Salatiga, Central Java. The participants of this study were 21 Bengkayang students from batch 2019 who had taken the Speaking for Social Purposes class. A closed-ended, open-ended questionnaire and semi-structured interview were used to collect the data. The findings revealed that all of the students’ encountered some difficulties in speaking English such as a lack of vocabulary, nervousness, poor grammar, poor pronunciation, and less confidence. They were afraid because they had to use grammar correctly and pronounce some words in English correctly. There were also some strategies that students used to improve their English speaking ability such as speaking in front of the mirror, practicing making sentences, speaking with their friends, listening to English music, and watching English movies

The effect of providing feedback and feedforward in prosody instruction for developing listening comprehension skills by interpreter trainees

AbstractThe present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest–posttest–delayed posttest design. Three groups of 25 interpreter trainees at Bu‐Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper‐based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF.

The Significance of English Movies on Learning English in EFL Classrooms

The Significance of English Movies on Learning English in EFL Classrooms

The Relationship Between English Movie Watching And Students’ Speaking Skill

The purpose of this research was to study the relationship between students English watching movie-watching and students speaking ability. The research was conducted in the 11 grade of MA Nurussalam Tetebatu in academic year 2023. The researcher used correlation design method as part of quantitative research and resulted in identification of significant relationship between study and variable. The result of correlation between students in watching English movie and students' speaking ability was 0.049. It was low correlation between the students in the watching English movies and the students speaking abilities at second grade.

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

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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0015/a.php" alt="Hit counter" /></p>

The Effectiveness of Using English Movies with English Subtitles in Teaching Vocabulary: A Classroom Action Research

This study aimed to determine the effectiveness of media usage movies with English subtitles in teaching vocabulary in the form of comprehension of descriptive text in grade VIII of SMPIT Al Fitrah Al Islamy Mangelewa Dompu School Year 2022/2023 Learning outcomes in this study include learning achievement in the form of cognitive skill and vocabulary mastery. This study was a Classroom Action Research study where the population is the whole class VIII SMPIT Al Fitrah Al Islamy Mangelewa Dompu School Year 2022/2023 Sampling was done by Probability sampling technique for the population in the unit class. Samples of the study were class VIII B a Main class that uses conventional teaching (lectures) and VIII A as a Comparative class that uses media movies with subtitles. The data were obtained through a pretest to know the students’ abilities. The statistical test used to test the hypothesis was the Mann-Whitney U test with a normal curve approach Z performed on the data post-test. Data post-test shows at the 0.05 significance level, the value of Z table = 1.99, and Z count (3.25)> Z table (1.99). Because the Z count is greater than the Z table, then Ha is accepted and Ho is rejected. This suggests that the using of media movies with English subtitles is effective in increasing knowledge of vocabulary in class VIII of SMPIT Al Fitrah Al Islamy Mangelewa

The Effect Chat Feature on Genshin Impact Online Game on ESL Communication Skills

Learning English is not only conducted at school but can be conducted through alternative media. These include watching English movies, listening to English songs, and playing online games. Online games do not merely have a negative impact, but they can also positively impact the user. Genshin Impact is an online game that is currently booming. Various features in Genshin Impact allow players to interact with other players by entering Co-Op mode. This research aims to discover whether students are motivated to improve their English communication skills through the chat feature in the online game Genshin Impact. This study employed a descriptive quantitative methodology. The data were then analyzed descriptively to answer the research question. 151 respondents from various schools were selected based on the required criteria. From the result data analysis, students perceive that using the chat feature in Genshin Impact can positively influence students' motivation to improve their English communication skills. The findings also revealed that students agree and strongly agree that online games can increase their motivation to learn English. The results of this study's implications encourage teachers to start thinking about the benefits of games in education.

Effect of Subtitles on Gaze Behavior during Shot Changes: An Eye-tracking Study.

The study provides a comprehensive picture of the effect of subtitles on the gaze behavior of the participants while watching continuity editing and discontinuity editing style cinema. Three video clips (with English subtitles and without subtitles) of continuity editing and discontinuity editing styles were presented to participants. The video clips came from English movies and the participants were not native English speakers. Entry time, dwell time, first fixation time, scan path, and average fixation duration were taken as dependent variables in this within-group study. The eye-tracking data gathered were subjected to repeated measures of two-way ANOVA and paired t-test. Results revealed that the appearance of subtitles at the bottom of the screen changed the eye movement pattern of the participants during the shot changes. Timing of the subtitle starting point (before the cut or after the cut) also affected the gaze behavior. The editing style, however, did not make any difference in the gaze behavior of participants while watching subtitled video clips. Further, participants preferred reading subtitles to seeing visual images even if the subtitles were presented during the shot changes.

THE EFFECT OF AUDIO LIGUAL METHOD (ALM) IN MANDALORIAN MOVIES ON LISTENING ABILITY IN 11TH STUDENT OF SMA 12 BENGKULU UTARA

Nowadays, teaching media is developed well in many kinds especially for English listening skill. Listening is the first communication skill human acquired. It is an important process which has vital role in the daily activity. The example of teaching media to be used in listening class is English Movie. The researcher conducted watching English movie activity in the class and he realize that the teaching media is interesting to be used because students are easy to get bored when they have listening activity without visual media. Then, he wants to know the students’ perception about the use of this method, The objective of the research was to find out the Effect of Audio Lingual Method (ALM) In Mandalorian Movies On Listening Ability and it was using quantitative experimental research. The population of this research was the students in SMA 12 Bengkulu Utara. It takes 60 students consisted of 30 as experimental and 30 as a control class. The result of t-test value of the post test was greater than t-table value (116,0>2.042). The hypothesis testing above showed that the listening comprehension scores of the students in experimental group had a significant difference after the use ALM (Audio Lingual Method) in Mandalorian movies, strategy was done in compared to the control’s group achievement who did not receive the ALM (Audio Lingual Method) in Mandalorian movies as on the experimental group, it showed Audio Lingual Method (ALM) In Mandalorian Movies On Listening Ability was effective to be used to improved students’ ability in listening. By using this strategy, it maybe improves students to learn proper English by using a movie as a learning method so the student can enjoy studying a English by watching a movie.
 Keywords: Listening Ability, Audio Lingual Method (ALM), Mandalorian Movie

Significance of Listening Skills in Enhancing the Communication Skills

Grasping of any kind of information relies on learners’ capability of listening. Listening plays a significant role in regular communication and academic success. Students get succeeded in enhancing the communication skills, if they can understand the listening skills. Though listening is an important skill, it has been ignored in second language acquisition, research, teaching, and assessment. This study focuses at probing the significance of listening skills in enhancing the communication skills. It is possible for the learners to gain good communication skills, if they are strong in listening skills. It is observed that practicing of listening skills like; listening to music, watching English movies, attending English language courses develops the listening skills of the students. This study shows how Computer Assisted Language Learning helps in improving the listening skills of the students. If students acquire the listening skills, they can develop the communication skills.

Handling Swear Words in Movie Subtitles Translated from English into Kurdish

Swear words, ubiquitous in languages worldwide, form an intrinsic part of everyday discourse, despite varying degrees of societal tolerance. In line with their prevalence in daily life, swear words also find their way into movies and TV shows, acting as authentic reflections of human interactions. Consequently, the handling of swear words within the context of audiovisual translation (AVT) has gained considerable scholarly attention, warranting a more profound and comprehensive investigation within the domain of Translation Studies. This research paper aims to delve into the realm of AVT, with a particular focus on the intricacies of Kurdish subtitling. It endeavors to provide a systematic classification and categorization of swear words encountered in English movies, examining their respective translations into Kurdish. Moreover, the study aims to identify and analyze the prevailing approaches and techniques employed in dealing with these culturally sensitive expressions. By shedding light on the nuanced treatment of swear words in AVT, this research contributes to the broader understanding of the intricate challenges and strategies involved in rendering such content faithfully across languages and cultures.

CORRELATION BETWEEN STUDENTS' HABIT OF WATCHING ENGLISH MOVIE AND THEIR VOCABULARY MASTERY

This study aims to analyze the form of correlation between students’ habit of watching English movies and their vocabulary mastery at the eighth-grade students of SMP K Bharata 2 Jumapolo in the 2022-2023 academic year. The researcher used the quantitative method. The research gave a questionnaire consisting of 30 items and a vocabulary test to gather the data. The finding of this study indicated that there is a positive correlation between students’ habits of watching English movies and students’ vocabulary mastery. It is proven by the result of the calculation of rxy 0. 549 > rtable in the significant table 5% (0.396) and1% (0.505). Then it could be concluded that the alternative hypothesis (Ha) is therefore deemed to be accepted and the null hypothesis (Ho) is rejected. In this research, it could be concluded that there is a positive correlation of the research between students’ habits of watching English movies and students’ vocabulary mastery. That means the habit of watching English has an impact, the better student vocabulary mastery. Key words: Habit Watching English Movie, Vocabulary Mastery, Correlational Study

Fansubbing as a Locus of Experimentation and Subversion: A Case Study of Amateur Arabic Subtitles of Selected English Movies

Fansubbing as a Locus of Experimentation and Subversion: A Case Study of Amateur Arabic Subtitles of Selected English Movies

Correlational Study between Students’ Habit in Watching English Movie and Their Vocabulary Acquisition in English Education Study Program at Pattimura University

Correlational Study between Students’ Habit in Watching English Movie and Their Vocabulary Acquisition in English Education Study Program at Pattimura University