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APIU LEARNERS’ ATTITUDES TOWARD USING
ENGLISH MOVIES FOR
DEVELOPING LISTENING COMPREHENSION SKILLS
BY
MISS ANYARAT WORRAWATTANANUKUL
AN INDEPENDENT PAPER SUBMITTED IN PARTIAL
FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN ENGLISH FOR CAREERS
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2016
COPYRIGHT OF THAMMASAT UNIVERSITY
Ref. code: 25595721040342VDP
APIU LEARNERS’ ATTITUDES TOWARD USING
ENGLISH MOVIES FOR
DEVELOPING LISTENING COMPREHENSION SKILLS
BY
MISS ANYARAT WORRAWATTANANUKUL
AN INDEPENDENT PAPER SUBMITTED IN PARTIAL
FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN ENGLISH FOR CAREERS
LANGUAGE INSTITUTE
THAMMASAT UNIVERSITY
ACADEMIC YEAR 2016
COPYRIGHT OF THAMMASAT UNIVERSITY
Ref. code: 25595721040342VDP
(1)
Independent Study Paper Title APIU LEARNERS’ ATTITUDES TOWARD
USING ENGLISH MOVIES FOR
DEVELOPING LISTENING
COMPREHENSION SKILLS
Author Miss Anyarat Worrawattananukul
Degree Master of Arts
Major Field/Faculty/University English for Careers
Language Institute
Thammasat University
Independent Study Paper Advisor Alisa Ratanapruks, Ph.D.
Academic Years 2016
ABSTRACT
This study aimed to investigate learners’ attitudes toward using English
movies for developing listening comprehension skills. The participants were 66
freshmen English major students from the Faculty of Humanities at Asia Pacific
International University. This study used a questionnaire to obtain the data. The
results revealed that English movies are an effective tool for improving listening
comprehension skills. Moreover, high proficiency level learners had more positive
attitudes toward using English movies for improving listening comprehension skills.
Keywords: attitudes, English movies, listening comprehension skills, APIU learners
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ACKNOWLEDGEMENTS
First of all, I am grateful to my advisor, Dr. Alisa Ratanapruks for all the
valuable suggestions, guidance and help with regard to developing my work
throughout the period of my research. In addition, I would like to express my heartfelt
appreciation to the chairperson, Associate Professor Sripathum Noom-ura, who also
provided suggestions for the study and valuable comments in editing.
Second, I appreciate the kindness of the teachers at Asia Pacific International
University for their kind cooperation. I am also very thankful to all the officers at the
Language Institute, Thammasat University for giving me advice during my studies
here.
Lastly, I am very thankful to my family and all of my friends who have
supported me and given me cheerful encouragement during the period of my research.
Miss Anyarat Worrawattananukul
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TABLE OF CONTENTS
Page
ABSTRACT (1)
ACKNOWLEDEMENT (2)
LIST OF TABLES (3)
CHAPTER 1 INTRODUCTION 1
1.1 Background 1
1.2 Statement of the problems 2
1.3 Research questions 2
1.4 Objective of the study 2
1.5 Definition of terms 2
1.6 Scope of the study 3
1.7 Significance of the study 3
1.8 Organization of the study 3
CHAPTER 2 REVIEW OF LITERATURE 5
2.1 Media and English language learning 5
2.2 Movies and listening comprehension 6
2.3 Attitudes towards language proficiency 7
2.4 English movies with subtitles 9
2.5 English movies without subtitles 11
2.6 Relevant research 12
CHAPTER 3 RESEARCH METHODOLOGY 15
3.1 Participants 15
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3.2 Material 15
3.3 Procedures 16
3.4 Data analysis 16
CHAPTER 4 RESULTS 18
4.1 Background of the participants 18
4.2 English movie watching behavior 21
4.3 Attitudes toward watching English movies with English subtitles 24
CHAPTER 5 CONCLUSION, DISCUSSION AND RECOMMENDATIONS 29
5.1 Summary of the study 29
5.1.1 Objective of the study 29
5.1.2 Participants, material and procedures 29
5.2 Summary of the findings 29
5.2.1 Background of the participants 29
5.2.2 Movie watching behavior of the participants 30
5.2.3 Attitudes toward watching English movies with English 30
subtitles of the participants
5.3 Discussion 30
5.4 Conclusion 31
5.5 Recommendations for further research 31
REFERENCES 33
APPENDIX 36
APPENDIX A 37
BIOGRAPHY 40
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LIST OF TABLES
Tables Page
Table 4.1 Gender 18
Table 4.2 Year of studying English 18
Table 4.3 English as a second language (ESL) program 19
Table 4.4 The participants rating of their English level 19
Table 4.5 Frequency of using English in everyday life 20
Table 4.6 Frequency of English skills used 20
Table 4.7 English movie watching preferences 21
Table 4.8 Movie watching frequency 21
Table 4.9 Watching movies with subtitles 21
Table 4.10 Subtitle preferences 22
Table 4.11 Movie genre preferences 22
Table 4.12 Motivation to watch English movies 23
Table 4.13 The participants’ attitudes toward watching English movies with 24
English subtitles
Table 4.14 Attitudes toward watching English movies with English subtitles 26
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CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Communication is an essential part of everyday life. People use language to
interact with others and express thoughts or desires. Nowadays, people use English to
communicate because English is the language that is most commonly used among
foreign speakers. Thus, many countries include English language in school
curriculums, so learners start study English since they were young.
Aside from reading, everyone can learn new information from listening.
Listening skill is a top priority for a non-native speakers who wants to become a good
communicator in English. Effective listening is a factor to gain more knowledge,
avoid misunderstanding, succeed in business, and build good relationship with others.
Today, media is an alternative tool of communication to use as a teaching
technique in English since it provides authentic conversations and accents of native
speakers. Not only will learners enjoy the films, but they will also develop their
listening skill simultaneously. Baltova (1994) mentions that since movies combine
motion and sound, they are powerful tools to catch viewers’ attention, emotion and
motivate them to improve listening skill.
Due to the fact that English is not the first language in Thailand, Thai learners
face difficulties with listening skill. They will feel uncomfortable, tense, and bored
when they do not understand and do not want to study anymore. At this point, English
movies should be a useful tool to encourage second language learners to improve their
listening skill. Thus, the researcher believes that this study can promote second
language learners practicing their listening skill outside the classroom.
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1.2 STATEMENT OF THE PROBLEM
Since most of the teachers at Asia Pacific International University (APIU) are
foreigners, learners have to use English language to communicate both in class and
outside class. Many teachers come from different countries, so they speak with
different English accents. Therefore, learners will face a problem with listening skills
since they are unfamiliar with teachers’ accents and pronunciation.
However, in the classroom, learners are more excited and pay attention when
their teachers use teaching materials other than textbooks such as music or movies.
Therefore, the researcher wanted to explore the effect of English movies with English
subtitles on learners’ listening skill development, learners’ attitudes towards English
movies and the differences in the attitudes toward English movies between learners
who study in different classes of ESL.
1.3 RESEARCH QUESTIONS
This study aimed to answer the following questions.
1.3.1 What is APIU learners’ movie watching behavior?
1.3.2 What are the learners’ attitudes toward using English movies to enhance
listening skills?
1.4 OBJECTIVES OF THE STUDY
This research has the following objectives:
1.4.1 To find learners’ movie watching behavior
1.4.2 To investigate learners’ attitudes toward using English movies to enhance
listening skills
1.5 DEFINITION OF TERMS
Attitude
Attitude refers to the point of view on listening skill development by watching
English movies of first-year English major students at Asia Pacific International
University.
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Listening comprehension skill
In this study, listening skill refers to listening skill of second language learners.
Media
Media in this study refers to English movies with English subtitles as a tool for
improving learners’ listening skill.
Movie
Movies refers to English movies with English subtitles.
Subtitles
Subtitles are the text at the bottom of the screen when a movie plays.
1.6 SCOPE OF THE STUDY
This study investigated the attitudes of 66 first-year students at Asia-Pacific
International University toward movies with English subtitles to enhance listening
comprehension skill.
1.7 SIGNIFICANCE OF THE STUDY
The significance of this study relates to obtaining information on learners’
attitudes and experience in developing listening comprehension skill through English
movies. This study can promote second language learners to practice and improve
their listening skill outside the classroom.
1.8 ORGANIZATION OF THE STUDY
This study is divided into five chapters as follows:
Chapter one introduces the background of the study, research questions,
objectives, definition of terms, significance, as well as the scope and organization of
this study.
Chapter two covers related literature related of this study.
Chapter three presents the methodology including participants, research
instrument, procedure, data collection and data analysis.
Chapter four describes the findings of this study.
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Chapter five provides a summary of the findings, the discussion, the
conclusion, and recommendations for further study.
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CHAPTER 2
REVIEW OF LITERATURE
This chapter reviews related literature are as follows: (1) media and English
language learning, (2) movies and listening comprehension, (3) attitudes toward
language proficiency, (4) English movies with subtitles, (5) English movies without
subtitles, and (6) relevant research.
2.1 MEDIA AND ENGLISH LANGUAGE LEARNING
Nowadays, English become such an important part in our life. It is not only used
for communicating with people from different countries, but also for opening up
career opportunities. English consists of four skills: reading, writing, listening, and
speaking. The most important of the four skills of English is listening, since it is the
communication skill that everyone uses most frequently and the key to
communicating effectively. Thomlison (1984) defines listening as more than hearing,
but understand the meaning of what people say and then communicate back to
speakers both spoken messages and nonverbal messages.
Unfortunately, the communication skill that we neglect the most is listening
skill. In Thailand, most Thai English teachers focus less on listening and speaking
while emphasizing grammar structure. Generally, most Thai English as a second
language students have not achieved mastery in English communication skill because
they lack practice. As listening skills seem more difficult to apply to real life
conversations, good teaching materials should be used in order to improving students
listening skill.
At present, media is the most powerful instrument of communication. It is an
important source of information and also the way to exchange views or ideas in an
entertaining way. The term media comes from medium, which means carrier, and it
was first used with magazines and newspapers. Commonly, media refers to several
means of communication such as newspapers, television or the Internet. Learning
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through media is an effective way to learn language. Meskill (1996) mentions that
movies assist learners to improve listening skill by learning and practicing English as
a spoken language along with entertainment.
English movies are good tool for improving English especially listening skill
since they offer both visuals and audio that convey dialogue full of emotion, tone,
slang, and real-life situations. All of these help students better understand by getting
them involved in the situations in the movie and learning how to use language
naturally, which sometimes can be lost in the classroom environment. According to
Schwartz and Bransford (1998), movies or videos provide learners with high interest,
and are contextually rich, authentic and culturally communicative situations that can
enhance students’ listening comprehension. Moreover, Vanderplank (1988) claims
that adding second language subtitles to movies helps learners to comprehend the
story while maintaining the target language learning environment.
2.2 MOVIES AND LISTENING COMPREHENSION
Listening skill is essential for communication. Being a good listener helps
learners understand and obtain new knowledge along with building relationships with
others. Barker (1971) states that listening is the first skill we learn. We try to listen,
recognize and pronounce words. Therefore, we will be able to improve language
proficiency. Listening starts by hearing speakers’ words then understanding the
message and communicating back with understanding to the speaker. People usually
think listening and hearing are the same, but in fact they are different. Rixon (1986)
adds that hearing refers to the sounds that one hears, but listening does not. It requires
more attention including the story, voice and language used, how it is told and the
gestures or body movements the speaker uses.
English movies have several advantages for teaching English. The first major
advantage of using movies is they provide authentic and different language. Movies
give an example of real-life situations and complete communication. Lonergan (1984)
explains that movies allow learners to distinguish native speakers' conversations in
daily life and help them to enhance linguistic structures. Gildea, Miller and
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Wurtenberg (1990) also highlight that learners who do not watch English movies and
only read definitions and narratives are more likely to face difficulty in producing
more complicated and difficult sentences in the second language than those who
watch English movies, since movies help learners improve sentence production.
Second, movies give visual clues that help learners understand by interpreting
facial expressions and gestures. When they understand the story, they are willing to
focus and pay more attention.
Third, movies present foreign culture more effectively than other materials
because they illustrate history, social movements, and facets of culture (Turner, 2004).
Lastly, movies motivate learners and maintain their interest and attention.
Movies are made for entertainment that combine sound, pictures and human
interactions so learners will not get bored and feel free from pressure and stressful
situations because they will not be aware that they are learning. According to Davis
(1993), movies are a memory technique, enabling learners to remember information
in long-term memory. In addition, movies are a good way to learn language in an
enjoyable way outside the classroom environment.
2.3 ATTITUDES TOWARD LANGUAGE PROFICIENCY
Good (1973) states that attitude is a person's feeling on things in a positive,
neutral and negative way. They may like or dislike something or agree or disagree
with it. It is an important part that indicates how learners feel toward objects or
surrounding situations. Choy and Troudi (2006) add that inner feelings can affect
learners’ attitudes towards target language. Wenden (1991) explains that the attitude
concept can be divided into three elements: cognitive, affective and behavioral. The
cognitive component involves a person’s beliefs and knowledge about an attitude
object. The affective component is a person’s feelings and emotions regarding an
attitude object and the behavioral component is the way the attitude influences how
we act.
According to Eagly and Chaiken (1993, p.1) attitude is defined as:
A psychological tendency that is expressed by evaluating a particular entity with
some degree of favor or disfavor. A psychological tendency refers to a state
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which is internal to the person, and evaluating refers to all classes of evaluative
responding, whether overt or covert, cognitive, affective or behavioural. This
psychological tendency can be regarded as a type of bias that predisposes the
individual towards evaluative responses that are positive or negative. An attitude
develops on the basis of evaluative responding: an individual doesn't have an
attitude until he or she responds evaluatively to an entity on an affective,
cognitive or behavioural basis. Evaluative responding whether it is covert or
overt, can produce a psychological tendency to responds with a particular degree
of evaluation when subsequently encountering attitudes object. If this
tendency to respond is established, the person has formed an attitude towards
the object.
The significant factor influencing language learning is a positive attitude.
Attitude is believed to be essential factor and plays an important role in academic
success. According to Gardner (1985) and Benremouga (1995), attitudes influence
learners’ success in learning a foreign language. Similarly, Hammerly (1982); Hakuta
(1985); and Mian (1998), assert that having a positive attitude towards language study
is a major component influencing how successful a learner is in language learning. In
addition, Brown (1987) also adds that negative attitudes can negatively influence
language study.
Furthermore, motivation is also an essential in language development. This
relates to language attitudes and language achievement that has a direct role on
learning context. According to the research of Wlodkowski (1978), a positive attitude
can lead learners to succeed in learning because motivation will stimulate behavior
and lead to selection of behavior.
A learner’s attitude is an important factor in studying a foreign language. It can
influence the behaviors of learners such as reading English books, watching foreign
movies or speaking in a foreign language. Learners can success on particularly area if
they have a positive attitude toward it.
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2.4 ENGLISH MOVIES WITH SUBTITLES
Subtitles are defined as text shown at the bottom of the screen when a movie
plays to explain what is being said. Vanderplank (1988) points out that subtitles surely
benefit learners who face difficulty in listening skill. Furthermore, Guillory (1998)
and Markham (1993) affirm that subtitles are beneficial for all proficiency levels of
learners. Beginning level learners benefit from subtitles that present only key words
because it might be difficult for them to understand entire sentences. For intermediate
to advanced learners, subtitles are of most benefit when movies are more abstract or
complex.
Many researchers have indicated that English movies with subtitles are more
positive and effective than English movies without subtitles for second language
learners on the subject of vocabulary development, overall listening comprehension,
oral fluency, and improving learning motivation and attitude. The benefits of using
English movies with subtitles for language learner can be summarized as follow.
First, learners can better understand dialogues and plots because they can see
the text and images simultaneously, which helps them interpret the meaning of
unknown words. Moreover, subtitles can lower learners' anxiety. When students fail to
catch an important point, they will get anxious and give up watching, so subtitles help
them relax, feel at ease and assist learners to follow and learn with confidence
(Chang, Tseng & Tseng, 2011; Vanderplank, 1988).
Second, learners acquire new vocabulary and learn how to pronounce words.
The words presented with text and sound help in recognition. Learners can learn how
the words are pronounced from hearing native speakers conversation simultaneously
with seeing how the word are written.
Third, it provides different language styles from formal to slang that cannot be
found in books or dictionaries. Learners will hear English conversations in many
styles that can be helpful for them to adapt or use language outside the school.
Fourth, it can motivate learners to practice English. In classes, they will learn
much about grammar and vocabulary, but they may not know how to adapt or use it in
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real life. Thus, watching English movies will help them understand and know how to
use what they have studies in everyday situations.
There are also problems of movies with subtitles. First, learners may become
hooked since subtitles provide security; without them learners may be afraid to take
steps on their own. Second, learners will focus more on reading skill and vocabulary
than listening comprehension because they read the text on the screen. Lastly, subtitles
may bother viewers since they cover visual information of the movies.
Watching movies with first language (L1) subtitles is easy to understand
because the translated text is show simultaneously with sound and visual clues. With
these, learners can understand the story in the movie better. On the other hand, there
are also disadvantages of first language subtitles. Many researchers such as Markham,
Peter, and McCarthy (2001); Tardieu and Gyselinck (2003); and Stewart and Pertusa
(2004) note that learners may only read the translated text due to the fact that they are
strong in reading skill of their native language and might not focus on listening skill.
Second language (L2) subtitles have been proven by many studies to be more
useful for second language learners. According to Guichon and McLornan (2008);
and Kon (2002), L2 subtitles help learners identify words that they may not recognize
while watching movies. Moreover, the motion and sound also assists learners to
interpret the meaning of unknown words and facilitates their comprehension.
Nevertheless, Harley, Howard and Roberge (1996), argue that learners may not
accurately interpret the meaning even though they see the L2 subtitles. Besides this,
learners may read the text and pay less attention to the motion and sound in the
movies because reading is easier and faster than listening (Markham et al., 2001;
Tardieu & Gyselinck, 2003).
Comparing the effectiveness of L1 and L2 subtitles, many studies have
revealed that L2 subtitles are more effective for improving listening comprehension.
Stewart and Pertusa (2004) mention that learners can obtain the support of animation
and L2 subtitles also give visual reinforcement for what learners are hearing.
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2.5 ENGLISH MOVIES WITHOUT SUBTITLES
English movies are a great tool for learners to improve English language skill. A
part from not bothering viewers, there are several advantages of English movies
without subtitles for developing listening skill.
• Enhancing learners' listening strategies by guessing and interpreting the
meaning of the context from visual clues such as facial expression and
gestures.
• Learners become more active by listening for key words and main ideas.
• Learners can concentrate more on the image and sounds without the distraction
of subtitles.
• Motivating learners to watch and take steps on their own.
(Baltova, 1999)
However, learners are also worried that they might become confused and give
up watching due to their proficiency level, experience and feelings about English
movies without subtitles. There are many difficulties of watching English movies
without subtitles.
• Learners might not recognize all the words or used by the actors and may
misinterpret the meaning when the image presented is ambiguous.
• The actors speak quickly with unclear speech and pronunciation.
• Learners may get confused and misinterpret due to the use of colloquial
expressions, technical terms and many idioms and slang.
• Unfamiliar words and specific humor with cultural background and
knowledge.
According to Guichon and McLornan (2008); and Harley, Howard and
Roberge (1996), with these problems and without texts, learners may not recognize
the words or phrases. Thus, they and may misunderstand or misinterpret the meaning
when the images are ambiguous.
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2.6 RELEVANT RESEARCH
This section presents relevant research about using movies to enhance
students’ listening skills and attitudes toward English movies.
Mansoory (2015) studied postgraduate students of English Language
Teaching department (ELT) at Eastern Mediterranean University (EMU) in
Northern Cyprus about their attitudes towards using subtitles while watching
movies. This study sought to investigate the effectiveness of subtitles on students’
listening comprehension. In this study, the participants were 118 master’s degree
students in the ELT department at EMU. The data was collected through
questionnaires to find out students’ attitudes and feeling toward subtitles in the
movies. The results revealed that the majority of participants believed that subtitles
help them understand the story and help them focus better on the movies. They also
claimed that subtitles help them discover the meaning of unfamiliar words.
Moreover, most of them believed that they should rely on their listening rather than
only reading the subtitles. The results also showed that most of the participants
sometimes use subtitles depending on their mood or circumstances. They prefer
English subtitles and almost 60% believed having second language subtitles is
helpful for developing language skills. Most of students agreed that second
language subtitles are very helpful for them in terms of listening comprehension
and improving new vocabulary.
Additionally, Safranj (2015) conducted a study entitled “Advancing listening
comprehension through movies”. This study aimed to explore to what extent of
English movies both with and without subtitles can enhance students’ listening
comprehension and gather students’ opinions toward English movies. The
participants were 38 students learning English as a second language at a private
school in Novi Sad. Twenty-nine of them were university students, and nine
students were high school students. The instruments used for collecting data were
interviews and a questionnaire. The results indicated that more than a half of
participants claimed that they like watching English movies with subtitles. When
they do not understand the language, they can comprehend the event that being
shown in films. Most of the students believed they improved listening through
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movies since it helps them learn vocabulary, enable them to use correct words
through all situations, including English in everyday life, and foreign culture.
Moreover, they had fun improving their listening comprehension through movies.
Furthermore, Damronglaohapan and Stevenson (2013) conducted a study about
students’ attitudes toward short English movies on YouTube. This study aimed to
explore short English movies clips on enhances learners’ listening skills and also
aimed to investigate the learners’ attitudes toward learning English through media
clips on YouTube. The participants in this research were 78 third-year students in the
Faculty of Business Administration enrolled in an English conversation course at
Rajamangala University of Technology Srivijaya at Songkhla. The participants were
log in to the Learning Management System of the university (LMS) to watch short
media clips related to topics covered in the English conversation course and complete
the exercises. For the instruments, the researcher used ten movie clips on YouTube
and TV series of approximately two to five minutes in length. Questionnaires were
used after each clip and were given at the end of the five weeks to investigate learners'
attitudes toward movies clips on YouTube. In the first day of the English conversation
class, the participants were given five sets of questionnaires to find out their attitude
towards watching media clips and were instructed how to use the LMS campus web
site to learn listening skill. They had freedom to access the LMS web site to watch two
movies clips once a week for five weeks. They then submitted the first part of the
questionnaire each week for five weeks. The students completed the second part of the
questionnaire in class in the sixth week. The findings showed that more than half of
participants believed that they improved listening skill through movies, which
enhanced their understanding of culture and conversations and they believed that
watching movie clips was effective than listening to the textbook CD. They also
claimed that they could understand vocabulary in the topic and want their teacher use
more clips in the classroom since they were interested and enjoyed them. This showed
that movies can improve listening skill and exposed learners to authentic language
and culture. Moreover, movies can used as a tool to improve learners listening
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comprehension since movies are interesting and enjoyable. Most of respondents
welcomed the movie clips in their English class.
Pimsamarn (2011) investigated students’ attitudes on enhancing listening skill
through English movies. The participants were 80 senior students who major in
English at Khon Kaen University. The questionnaire used to examine students’
behavior and their attitudes. The result showed that most participants had studied
English for 13-15 years. They often used listening skill and English skill three to four
times a week. They preferred Thai subtitles to English subtitles and watched English
soundtrack movies for entertainment much more for improving their English skills.
However, they claimed that they learn new vocabulary through movies, understand
the dialogue better when watching movies with subtitles and know more about correct
pronunciation, unfamiliar proverbs and slang. Most of them agreed that films helped
them better understand and can develop their listening skill. Plus, they also believed
that English soundtrack movies are a good tool for language teaching.
The findings of these four studies showed that movies can be a useful material
for teaching English language since it can motivate students to learn and enhance
listening skill and vocabulary in an enjoyable way. However, the researcher wanted to
extend the research in order to study APIU learners’ attitudes toward using English
movies to improve listening comprehension skills and to find the differences in
attitudes between learners who study in different classes of ESL. The results of this
study might encourage students to practice listening skill and teachers to use movies
as a tool in the classroom.
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CHAPTER 3
METHODOLOGY
In this chapter will describe the participants, follow by material, procedures,
and data analysis.
3.1 PARTICIPANTS
The participants of this study were 66 first-year English major students from the
Faculty of Humanities at Asia Pacific International University. This study focused on
how English movies influence the participants’ attitudes toward developing listening
comprehension skills. The reason that the researcher selected Asia Pacific
International University students as the participants was because the researcher
graduated from this university and knows many teachers there so it was convenient to
collect the data.
All APIU students have to study English as a second language (ESL) to
improve their basic English by developing reading, writing, listening and speaking
skills and learning important grammar and vocabulary before studying in their
freshman year. ESL is divided into five classes: basic one, basic two, intermediate
one, intermediate two and advanced.
3.2 MATERIAL
A questionnaire was utilized to gather the data in this study. It was adapted
from one previously used in studies conducted by Safranj (2015) and Pimsamarn
(2011). The questionnaire were written in English version and was divided into three
parts.
Part1: Background of participants
This part of the questionnaire asked about the background of participants
including gender, background of English study, and frequency of using the English
language.
Part2: English movie watching behavior
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The second part of the questionnaire examined the participants’ behavior with
regard to watching English movies including frequency, motivation to watch movie,
and subtitles and movie preferences.
Part3: Attitudes toward watching English movies with English subtitles
The last part of the questionnaire aimed to find out the influence of English
movies on listening comprehension and the participants’ attitudes toward developing
listening comprehension skills through English movies. This part was based on a five-
point Likert scale ranging from strongly agree, agree, neutral, disagree, and strongly
disagree with the following criteria.
5 = Strongly agree
4 = Agree
3 = Neutral
2 = Disagree
1 = Strongly disagree
3.3 PROCEDURES
The questionnaire (English version) was piloted on six students at Asia Pacific
International University to determine whether the instructions and all the questions
could be clearly understood. The reason that the researcher used an English
questionnaire was that all the participants were English majors, and they usually use
English language both inside and outside the classroom. A total of 66 questionnaires
were distributed to the students after class and collected by the researcher on the same
day.
3.4 DATA ANALYSIS
In this quantitative research, the Statistical Package for the Social Sciences
Program (SPSS) was used to analyze the data. Frequencies, percentages, arithmetic
means and standard deviations were calculated. The average scores of the
participants’ attitudes were classified into five levels as follows:
4.50 – 5.00 = Strongly agree
3.50 – 4.49 = Agree
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2.50 – 3.49 = Neutral
1.50 – 2.49 = Disagree
1.00 – 1.49 = Strongly disagree
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CHAPTER 4
RESULTS
This chapter reports the research findings of the study on learners’ attitudes
toward using English movies in developing listening comprehension skills which are
presented in three parts as follows:
1. Background of the participants
2. English movie watching behavior
3. Attitudes toward watching English movies with English subtitles
4.1 BACKGROUND OF THE PARTICIPANTS
This part of the questionnaire investigate the background of the participants
including gender, English study background, frequency of using English skill. The
results were as follows:
Table 4.1 Gender
Gender Frequency Percentage
Male 25 37.9%
Female 41 62.1%
Total 66 100%
According to the result, forty-one of the participants (62.1%) were female and
twenty-five of the participants (37.9%) were male.
Table 4.2 Years of studying English
Years Frequency Percentage
10-13 years 12 18.2%
14-16 years 49 74.2%
17-20 years 5 7.6%
Total 66 100%
Forty-nine participants (74.2%) had been studying English for 14-16 years;
meanwhile, twelve of them (18.2%) claimed that they had been studying English for
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10-13 years and five of the participants (7.6%) had been studying English for 17-20
years.
Table 4.3 English as a second language program (ESL)
ESL classes Frequency Percentage
Basic One 38 57.6%
Basic Two 19 28.8%
Intermediate One 4 6.1%
Intermediate Two 2 3.0%
Advanced 3 4.5%
Total 66 100%
The result showed that 57.6% of participants were in Basic one while 28.8%
of them were in Basic two, followed by Intermediate one at 6.1%, Advanced at 4.5%,
and Intermediate two at 3.0%.
Table 4. 4 Participants’ rating of their English level
English languages level Frequency Percentage
Excellent 2 3.0%
Very good 6 9.1%
Good 46 69.7%
Fair 11 16.7%
Poor 1 1.5%
Total 66 100%
More than half (69.7%) of participants claimed that their English level was
good, followed by fair (16.7%), very good (9.1%) and excellent (3.0%) while some of
the participants (1.5%) claimed that their English level was poor.
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Table 4.5 Frequency of using English in everyday life
Frequency of using
English in everyday life
Frequency Percentage
Everyday 42 63.6%
3-4 times/week 16 24.2%
1-2 times/week 8 12.1%
Never 0 0%
Total 66 100%
The results revealed that 63.6% of the participants use English everyday then
followed by three to four times a week at 24.2%, and one to two times a week at
12.1%.
Table 4.6 Frequency of English skills used
English skills Frequency Percentage
Listening 15 22.7%
Speaking 40 60.6%
Reading 8 12.1%
Writing 3 4.5%
Total 66 100%
Speaking skill was the most frequently used at 60.6% while listening, reading,
and writing skill were at 22.7%, 12.1%, and 4.5%.
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4.2 ENGLISH MOVIE WATCHING BAHAVIOR
This part of the questionnaire contained 6 questions designed to examine
behavior on watching English movies of the participants.
Table 4.7 English movie watching preferences
Favor to watch English
movies
Frequency Percentage
Yes 60 90.9%
No 6 9.1%
Total 66 100%
A total of 90.9% of the participants liked watching English movies while
9.1% of them claimed that they did not like watching English movies.
Table 4.8 Movie watching frequency
Frequency of watching
movies
Frequency Percentage
Everyday 2 3.0%
3-4 times/week 10 15.2%
1-2 times/week 50 75.8%
Never 4 6.1%
Total 66 100%
The result showed that 75.8% of the participants watched English movies
one to two times a week followed by three to four times a week at 15.2%, never
watched English movies at 6.1%, and watched everyday at 3.0%.
Table 4.9 Watching movies with subtitles
Watching movies with
subtitles Frequency Percentage
Yes 57 86.4%
No 9 13.6%
Total 66 100%
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The largest number of the participants at 86.4% claimed that they preferred
watching English movies with subtitles while only 13.6% of them claimed that they
favored watching English movies without subtitles.
Table 4.10 Subtitle preferences
Subtitles Frequency Percentage
Thai 23 34.8%
English 43 65.2%
Other 0 0%
Total 66 100%
A total of 65.2% of the participants preferred English subtitles while the
rest of them at 34.8% preferred watching English movies with Thai subtitles.
Table 4.11 Movie genre preferences
Movie genre Frequency Percentage
Action 15 22.7%
Adventure 14 21.2%
Animated 8 12.1%
Comedy 12 18.2%
Documentary 0 0%
Drama 1 1.5%
Fantasy 5 7.6%
Historical 1 1.5%
Horror 3 4.5%
Musical 0 0%
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Movie genre Frequency Percentage
Mystery 1 1.5%
Romance 2 3.0%
Science-fiction 3 4.5%
Thriller 1 1.5%
Others 0 0%
Total 66 100%
The results revealed that 22.7% of the participants liked action movies
followed by adventure at 21.2%, comedy at 18.2%, animated at 12.1%, and fantasy at
7.6%. Horror and science fiction movies got the same percentage at 4.5%, while
romance was at 3.0%. Some participants at 1.5% favored drama, historical, mystery,
and thriller movies.
Table 4.12 Motivation to watch English movies
Motivation to watch English movies Frequency Percentage
Entertainment 26 39.4%
Improve English skills 36 54.5%
Inspiration 1 1.5%
Learn more about history or
biographies
1 1.5%
Others (learn new vocabulary and
native accents)
2 3.0%
Total 66 100%
More than half of the participants watched English movies to improve
their English skills while 39.4% of them watched English movies for entertainment.
Meanwhile, 3.0% watched English movies for other reasons such as learning native
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speaker accents and new vocabulary, followed by inspiration and learning more about
history or biographies at 1.5%.
4.3 ATTITUDES TOWARD WATCHING ENGLISH MOVIES WITH
ENGLISH SUBTITLES
Table 4.13 The participants’ attitudes toward watching English movies with English
subtitles
Content
Level of agreement
Mean
SD
Mean
of
agree
ment
Strongly
agree Agree Neutral Disagree
Strongly
disagree
1. I can improve my
listening comprehension
skills through watching
English movies.
17
(25.8%)
40
(60.6%)
8
(12.1%)
1
(1.5%)
-
4.11
0.65
Agree
2. I can understand
unfamiliar accents and
dialects better from
watching English
movies.
6
(9.1%)
38
(57.6%)
21
(31.8%)
1
(1.5%)
-
3.74
0.64
Agree
3. I can learn the correct
pronunciation of
different words from
watching English
movies.
10
(15.2%)
37
(56.1%)
18
(27.3%)
1
(1.5%)
-
3.85
0.68
Agree
4. I can learn new
vocabulary from
watching English
movies.
26
(39.4%)
36
(54.5%)
4
(6.1%)
-
-
4.33
0.59
Agree
5. I can understand
unfamiliar words,
idioms, proverbs, slang
and phrases better from
watching English
movies.
8
(12.1%)
39
(59.1%)
16
(24.2%)
3
(4.5%)
-
3.79
0.71
Agree
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Content
Level of agreement
Mean
SD
Mean
of
agree
ment
Strongly
agree Agree Neutral Disagree
Strongly
disagree
6. I can understand
dialogues in the movies
better from watching
English movies with
English subtitles.
9
(13.6%)
33
(50.0%)
22
(33.3%)
1
(1.5%)
1
(1.5%)
3.73
0.77
Agree
7. I understand more
about foreign cultures
from watching English
movies.
22
(33.3%)
30
(45.5%)
14
(21.1%)
-
-
4.12
0.73
Agree
8. I learn how to use the
correct words in different
situations from watching
English movies.
14
(21.2%)
38
(57.6%)
11
(16.7%)
3
(4.5%)
-
3.95
0.75
Agree
9. I am motivated to
improve my English
skills through English
movies.
14
(21.2%)
36
(54.5%)
15
(22.7%)
1
(1.5%)
-
3.95
0.71
Agree
10. I think learning
English through movies
is more fun and easier.
26
(39.4%)
29
(43.9%)
7
(10.6%)
4
(6.1%)
-
4.17
0.85
Agree
11. I feel relaxed when
watching English
movies.
18
(27.3%)
33
(50.0%)
13
(19.7%)
2
(3.0%)
-
4.02
0.77
Agree
12. I like to improve my
listening skills through
watching English
movies.
19
(28.8%)
36
(54.5%)
10
(15.2%)
1
(1.5%)
-
4.11
0.70
Agree
Total 3.98 0.06 Agree
According to Table 4.13, the results showed that the overall total mean score
was 3.98 (SD = 0.06.). The mean of agreement showed that the participants agreed
that English movies can be used for teaching English language since this can motivate
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students to learn and enhanced their listening skill and vocabulary in an enjoyable
way.
The results indicated that the participants believed that English movies not
only effective for improving listening comprehension skills, but also for learning new
vocabulary (Mean = 4.33). In addition, the participants agreed they could know more
about foreign cultures since movies show them people’s way of life in other countries
including historical events (Mean = 4.12). Moreover, the participants agreed that they
were motivated to improve English skills through English movies because movies are
more fun and an easier way to practice (Mean = 4.17).
Table 4.14 Attitudes toward watching English movies with English subtitles
Content
Group 1
(Basic one & two)
Group 2
(Intermediated one &
two)
Group 3
(Advanced)
Mean
SD
Mean
of
agree
ment
Mean
SD
Mean
of agree
ment
Mean
SD
Mean
of agree
ment
1. I can improve my listening
comprehension skills through
watching English movies.
4.11
0.64
Agree
4.0
0.63
Agree
4.33
1.15
Agree
2. I can understand unfamiliar
accents and dialects better
from watching English
movies.
3.65
0.58
Agree
4.33
0.51
Agree
4.33
1.15
Agree
3. I can learn the correct
pronunciation of different
words from watching English
movies.
3.81
0.66
Agree
4.00
0.63
Agree
4.33
1.15
Agree
4. I can learn new vocabulary
from watching English
movies.
4.33
0.54
Agree
4.17
0.93
Agree
4.67
0.57
Strongly
agree
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Content
Group 1
(Basic one & two)
Group 2
(Intermediated one &
two)
Group 3
(Advanced)
Mean
SD
Mean
of
agree
ment
Mean
SD
Mean
of agree
ment
Mean
SD
Mean
of agree
ment
5. I can understand unfamiliar
words, idioms, proverbs, slang
and phrases better from
watching English movies.
3.70
0.70
Agree
4.17
0.40
Agree
4.67
0.57
Strongly
agree
6. I can understand dialogues
in the movies better from
watching English movies with
English subtitles.
3.70
0.77
Agree
4.00
0.63
Agree
3.67
1.15
Agree
7. I understand more about
foreign cultures from watching
English movies.
4.05
0.71
Agree
4.67
0.51
Strongly
agree
4.33
1.15
Agree
8. I learn how to use the
correct words in different
situations from watching
English movies.
3.95
0.74
Agree
3.38
0.75
Neutral
4.33
1.15
Agree
9. I am motivated to improve
my English skills through
English movies.
3.88
0.68
Agree
4.50
0.54
Strongly
agree
4.33
1.15
Agree
10. I think learning English
through movies is more fun
and easier.
4.07
0.86
Agree
4.83
0.40
Strongly
agree
4.67
0.57
Strongly
agree
11. I feel relaxed when
watching English movies.
3.96
0.77
Agree
4.33
0.51
Agree
4.33
1.15
Agree
12. I like to improve my
listening skills through
watching English movies.
4.09
0.68
Agree
4.17
0.75
Agree
4.33
1.15
Agree
Total 3.94 0.10 Agree 4.21 0.20 Agree 4.36 0.30 Agree
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As seen in Table 4.14, the results revealed that the participants in group one
(who were in Basic one and Basic two class of the ESL program) agreed that English
movies help them improve in many area such as listening comprehension skills (Mean =
4.11), vocabulary development (Mean = 4.33), and they also agreed that using
English movies improves their listening skill (Mean = 4.09). The average mean score
of the participants in group one was 3.94 which means they agreed to use English
movies for improving listening comprehension skill.
The participants in group two (who were in the Intermediate one and
Intermediate two class of the ESL program) strongly agreed that movies provided
them many kind of circumstances and events so they could understand more about
foreign cultures (Mean 4.67). They also strongly agreed that they enjoy learning
through movies because movies are fun and easy (Mean 4.83) and they were
motivated to improve their English skills through English movies as well (Mean
4.50). The average mean score of the participants in group two was 4.21, which
showed that the participants believed that English movies are not only entertaining but
also help them understand foreign cultures.
The participants in group three (who were in Advanced class of the ESL
program) were more likely to strongly agree that they gained new vocabulary (Mean
= 4.67) and understood unfamiliar words such as idioms, proverbs or slang better
(Mean = 4.67). In addition, they strongly agreed that English movies are an easy and
enjoyable way to learn English (Mean = 4.67). The average mean score of the
participants in group three was 4.36, indicating that the participants agreed that
English movies can be used as teaching tool since this helps them know more
vocabulary and unfamiliar words in an entertaining way.
This results indicated that all the participants agreed that English movies give
them advantages for practicing English language. Additionally, more advanced
learners in the ESL program were more likely to have positive attitudes toward using
English movies to enhance listening comprehension skill. This supports the studies of
many researchers (Benremouga, Gardner, Hakuta, Hammerly, Mian, and
Wlodkowski) cited in chapter two, which determined that having a positive attitude
towards language study is a major influence on learners’ success in language learning.
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CHAPTER 5
CONCLUSION, DISCUSSION AND RECOMMENDATIONS
This chapter presents (1) summary of the study, (2) summary of the findings, (3)
discussion of the results, (4) the conclusion, and (5) recommendations for further
study.
5.1 SUMMARY OF THE STUDY
This section summarizes the objectives of the study, the participants, materials,
and procedures of the study.
5.1.1 Objective of the study
The main objective of this study was to explore the APIU learners’ attitudes
about improving listening comprehension skills through watching English movies.
Moreover, this study aimed to investigate students’ behavior on watching English
movies and also show the advantages of watching English movies.
5.1.2 Participants, material and procedures
The participants were 66 first-year English major students from the Faculty of
Humanities at Asia Pacific International University and all of them were studying in
the ESL program to improve their basic English before their freshman year. The study
used questionnaire to collect the data which was adapted from one previously used in
studies conducted by Safranj (2015) and Pimsamarn (2011). The questionnaire
consisted of three parts: background information, movie watching behavior, and
attitudes toward improving listening comprehension skills through watching English
movies. The researcher used the Statistical Package for the Social Sciences program
(SPSS) to analyze the data.
5.2 SUMMARY OF THE FINDINGS
5.2.1 Background information of the participants
Majority of the participants were female and had been studying for 14-16
years. Most of them were at Basic One level of the ESL program and they believed
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that their English level was good. A large group of participants used English everyday
and speaking was the skill that they used the most.
5.2.2 Movie watching behavior of the participants
The participants like watching English movies and watch English movies one to
two times a week. They like watching English movies with English subtitles and like
many kind of movies such as action, adventure, animation and comedy. Improving
English skills is the main reason that motivated most of the participants to watch
English movies.
5.2.3 Attitudes toward watching English movies with English subtitles of
the participants
The participants believed they could improve their listening comprehension
skills through watching English movies. They agreed that they understand unfamiliar
accents and dialects better, as well as learn the correct pronunciation of words and
new vocabulary from watching English movies.
In addition, more than half of the participants claimed that watching English
movies help them understand unfamiliar words, idioms, proverbs, slang and phrases
better and they could use the correct words in different situations. At the same time,
they believed they could know more about foreign cultures since movies reflect
cultural events.
Lastly, the participants in the higher level of the ESL program had more
positive attitudes toward English movies. However, the participants were motivated to
improve their listening comprehension skills through English movies because it is fun
and easier.
5.3 DISSCUSION
The findings showed that first-year English major students like watching
English movies with English subtitles. Even though they watch English movies one to
two times a week, they agreed that English movies with English subtitles are a good
tool that help enhanced their listening comprehension skills.
The participants claimed that they had positive attitudes toward English movies
and were well aware of the benefits of watching English movies on developing their
listening comprehension skills. They claimed that English movies could help them
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improve English language in various area such as vocabulary development,
understand unfamiliar words and correct pronunciation of words. They also enjoy
improving their English comprehension skills through watching English movies. This
finding relates to the studies of Guillory (1998), Markham (1993), and Stewart and
Pertusa (2004), which determined that subtitles ere beneficial for all proficiency levels
of second language learners for building vocabulary, overall listening comprehension,
oral fluency, and improving learning motivation and attitudes. Moreover, animation
and English subtitles also help learners interpret the meaning of words in movies.
In addition, the participants believed that English movies not only entertain
them, but also present foreign culture, which supports the study of Turner (2004),
which found that movies present foreign cultures more effectively by illustrating
history, social movements and facets of culture.
5.4 CONCLUSION
The conclusions regarding the attitudes toward using English movies to
improve APIU learners’ listening comprehension skills can be summarized as
follows:
5.4.1 The participants believed they could enhance listening comprehension
skills from watching English movies.
5.4.2 English movie with English subtitles are a suitable tool that can help the
participants learn more vocabulary, and understand dialogues in the movies.
5.4.3 High proficiency level learners had more positive attitudes toward using
English movies for improving listening comprehension skills.
5.4.4 Most of the participants would like to improve their listening
comprehension through English movies.
5.5 RECOMMENDATIONS FOR FURTHER RESEARCH
Based on the findings and conclusions of this study, the following
recommendations are made for further study.
5.5.1 Researchers should conduct study with other groups of participants to
find the differences of the learners.
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5.5.2 Future researchers should conduct study using other media than English
movies.
5.5.3 Other researchers may consider utilizing other kinds of instruments to get
more information about the attitudes of participants such as listening tests and
interviews.
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APPENDIX A
QUESTIONNAIRE
The Learners’ Attitudes toward using English Movies in
Developing Listening Comprehension Skills
The purpose of this questionnaire is to find out the attitudes of first year
English major students at Asia-Pacific International University toward using English
movies to enhance listening comprehension skills. It is a part of an Independent Study
for Master of Arts in English for Career, Language Institute, Thammasat University.
The information obtained from this questionnaire will only be used for the research
purpose and will be keep confidential. Thank you very much for your cooperation in
answering this questionnaire.
Part1: Background of the participants
Please tick the box to answer questions about your background.
1. Gender Male Female
2. How long have you been studying English? …………………years
3. What ESL level are you?
Basic One Basic Two
Intermediate One Intermediate Two Advanced
4. What do you think your English level is?
Excellent Very good Good Fair Poor
5. How often do you use English in everyday life?
Everyday 3-4 times/week 1-2 times/week Never
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6. What English skill do you frequency used?
Listening Speaking Reading Writing
Part2: English movie watching behavior
Please read the following statements and tick the box that most reflects you.
1. Do you like watching English movies? Yes No
2. How often do you watch English movies?
Everyday 3-4 times/week 1-2 times/week Never
3. Do you prefer watching English movies with subtitles? Yes No
4. Which subtitles do you prefer? Thai English Others..............
5. What kind of movies do you prefer?
Action Adventure Animated Comedy
Documentary Drama Fantasy Historical
Horror Musical Mystery Romance
Science-fiction Thriller Others................................
6. What is the reason for watching English movies?
Entertainment Improve English skills
Inspiration Learn more about history or biography
Others...............................................................
Part3: Attitudes toward developing listening comprehension skills through
English movies
Please read each of following statements and chose the best answer that reflects your attitude.
Ref. code: 25595721040342VDP
39
Description
Strongly
agree
(5)
Agree
(4)
Neutral
(3)
Disagree
(2)
Strongly
disagree
(1)
1. I can improve my listening
comprehension skills through
watching English movies.
2. I can understand unfamiliar accents
and dialects better from watching
English movies.
3. I can learn the correct
pronunciation of different words from
watching English movies.
4. I can learn new vocabulary from
watching English movies.
5. I can understand unfamiliar words,
idioms, proverbs, slang and phrases
better from watching English movies.
6. I can understand dialogues in the
movies better from watching English
movies with English subtitles.
7. I understand more about foreign
cultures from watching English
movies.
8. I learn how to use the correct
words in different situations from
watching English movies.
9. I am motivated to improve my
English skills through English
movies.
10. I think learning English through
movies is more fun and easier.
11. I feel relaxed when watching
English movies.
12. I like to improve my listening
skills through watching English
movies.