Learning vocabulary through movies in the EFL context

Abstract

This study is a didactic investigation of the use of English movies in education for better vocabulary learning and text comprehension. It aims at investigating the effect of watching movies on students’ vocabulary learning and text comprehension, also at identifying the most effective tool (movies or texts) in increasing vocabulary learning and comprehension. Moreover, it intends to explore participants’ perceptions towards the use of English movies in their vocabulary learning in the EFL classroom. To achieve these objectives, the study relied on an experiment and a questionnaire to collect data. Firstly, the population was first year students of English at the University of Abderrahman-Mira/Bejaia. 40 students were randomly selected as the sample of the study, and randomly divided into two Groups, A and B, 20 students in each group. Both were administered the same pre-test to measure their level of vocabulary knowledge and comprehension. After that, Group A received vocabulary instruction through watching a movie whereas Group B received the same instruction through reading a text. Then, they were administered the same post-test after the treatment. However, only Group A took part in answering the questionnaire afterwards. The findings, after the quantitative and qualitative analysis of the data, reveal that watching English movies enhances learners’ vocabulary knowledge and comprehension. Also, movies are superior to texts in improving vocabulary and comprehension. They aid students in grasping new words and their contextual usage, enhancing learning and enjoyment. Additionally, movies alleviate anxiety, boost motivation, and make teaching a more pleasant experience for educators.