The Effectiveness of Watching English Movies on Student’s Vocabulary Mastery

By

Ayat Muhammad Jabbar 

University of Kerbala , College of Education for the Humanities 

Department of English , Iraq 

Email: ayat.muhammad@s.uokerbala.edu.iq

Keywords : Effectiveness, English Movie, Vocabulary mastery

Abstract

This study examines the effectiveness of English movies as a tool for enhancing students’ vocabulary mastery. By analyzing contextual learning, subtitle usage, and engagement strategies, the artical highlights how movies can bridge linguistic and cultural gaps. Data from writing, reading, and listening tests suggest that structured exposure to English movies significantly improves vocabulary retention and speaking proficiency. Recommendations include strategic subtitle use, curated content selection, and active learning activities to optimize outcomes.

Introduction

Vocabulary can define a group of letters arranged in a dictionary consisting of one word that has meaning. Learning English as a foreign language requires sufficient vocabulary. Vocabulary has an important role in English language teaching programs. As technology continues to develop, it has given rise to many ideas for using media in learning, one of which is English movies or audio visuals. English movie or audio visuals are a medium that can be used to practice memorizing and understanding vocabulary.

English movie can motivate students to learn vocabulary and understand English better. The habit of watching English movie using English subtitles can encourage students to have the ability to speak the English language Good, because speaking requires vocabulary mastery as well as the composition of words, phrases, sentences as well as the meaning conveyed. This study aims to determine the relationship between habits watch English movies using English subtitles and speaking ability. Watching movies provides entertainment and make students interested in and enjoy learning English. Movies usually displays audio and visuals with text that can help students understand the meaning and spelling of new words that are expected through viewing activities Movies can enrich vocabulary and improve English proficiency students especially speaking ability.

To support good English language mastery, the lecturer asks students hone their English speaking mastery by getting used to it watch English movie using English subtitles. Movies can become one of the media or tools in learning. Watching movies is an activity that anyone can do, from children, teenagers, to adults mature. Movies have become a hobby in itself for people who like to watch movie. However, what needs to be underlined is the delivery of the storyline in the movie can be used as vocabulary learning.

According to Hornby (1984) vocabulary is a collection of several words that are combined, so that they have meaning or significance. Vocabulary cannot be separated from the four mastery in language, reading, writing, listening and speaking.

The first benefit that we don’t realize is that it trains our brains and ears by introducing accents to the foreign languages used. In English, there are many accents which of course everyone will say differently. Of course, often hearing people dialogue in movie will increase your understanding of the various accents. So, it can be concluded that the most effective practice of listening comprehension is by watching movies. The second benefit that is often obtained without realizing it is the addition of vocabulary in your brain. In watching movies, of course, there will be a lot of vocabulary that will come out in various dialogues between the actors. The third benefit that will be obtained is not only about vocabulary and practicing listening. It’s about learning about culture. Watching foreign language movie, of course, you will find a different culture or culture in the movie. This will be very useful for you when going abroad.

According to Kitakagi (2013) states that someone who remembers English sentences has an effect on his speaking ability, which means memorization has a role in producing spoken language. When speaking English is needed some criteria so that it is easy for others to understand. The criteria or elements that make the speaker have good speaking mastery.

According to Brown (2004) states that elements of speaking are divided into several aspects. The first is grammar which means the ability of students to understand native speakers or native speakers who use English in speaking. The second is vocabulary, which means understanding vocabulary or speaking terms. The Third is comprehension, which means understanding a brief question, statement, delivery of an utterance, repetition and understanding with paraphrase. The fourth is fluency, which means the ability to speak like a native speaker. The fifth is pronunciation, which means the accent or dialect that is spoken.

If the five elements in the ability to speak are fulfilled then students have good speaking mastery. The process of learning foreign languages, especially English requires students have knowledge of vocabulary, understanding of grammar, semantics and pragmatics. Some of these things are supporting elements in the ability to speak in order acquire good speaking mastery.

The effectiveness of watching English movies on students’ vocabulary mastery is influenced by multiple factors, as outlined below:

1. Contextual Learning: 

   – Visual and Situational Context: Movies provide visual cues and real-life contexts, aiding in understanding and retaining vocabulary. For example, seeing an “umbrella” used during rain reinforces the word’s meaning.

   – Cultural and Colloquial Exposure : Learners encounter slang, idioms, and cultural references, enriching their linguistic and cultural knowledge.

2. Subtitles and Language Exposure:

   – English Subtitles: Enhance vocabulary retention by linking spoken and written words, improving both listening and reading skills.

   – Native Language Subtitles : May reduce focus on English, potentially limiting vocabulary acquisition unless balanced with active listening.

3. Student Proficiency Level:

   – Beginners: Might struggle with fast dialogue but benefit from basic vocabulary in simple scenes.

   – Advanced Learners: Can grasp nuanced language and complex dialogues, expanding their lexicon.

4. Active vs. Passive Engagement:

   – Structured Activities: Pre-teaching vocabulary, post-viewing discussions, and exercises (e.g., vocabulary lists, quizzes) enhance retention.

   – Passive Watching : Less effective unless paired with repetition or intentional focus on language.

5. Motivation and Enjoyment :

   – Movies can increase motivation, making learning enjoyable and fostering sustained engagement, which aids retention.

6.Repetition and Method :

   – Rewatching scenes or films helps reinforce vocabulary. Clipping specific segments for focused study can be more practical than full-length viewing.

 Research Insights:

– Positive Outcomes : Studies highlight improved listening skills and incidental vocabulary acquisition, especially when combined with subtitles and active tasks.

– Mixed Results: Effectiveness varies with learner engagement, movie selection (e.g., genre, language complexity), and instructional support.

Recommendations for Maximizing Effectiveness:

– Use Subtitles Strategically : Start with native subtitles for beginners, transitioning to English subtitles as proficiency improves.

– Curate Content: Select movies aligned with learners’ levels and goals (e.g., educational films for academic vocabulary).

– Integrate Active Learning : Pause to discuss scenes, create vocabulary logs, or role-play dialogues.

– Scaffold Learning : Provide pre-viewing vocabulary lists and post-viewing assessments to reinforce retention.

 Conclusion:

Watching English movies can be a powerful tool for vocabulary mastery when used intentionally. Combining structured activities, strategic subtitle use, and alignment with learner proficiency levels optimizes outcomes. While passive viewing alone has limited benefits, active engagement transforms movies into dynamic, context-rich learning resources.