Research

USSH English-majored third year students'
attitudes towards the effects of watching English

movies on their Listening skills
Group 3 Instructor:
1. Nguyễn Phúc Đăng Khoa Võ Thị Mai vy
2. Trực Bội Linh
3. Tiêu Tường Vi
4. Nguyễn Thị My My
5. Nguyễn Thị Hồng Phượng
Table of contents
01 02
Introduction Methodology
03 04
Findings Discussion
01
Introduction
INTRODUCTION
● The need to communicate in foreign languages, specifically

English, is gradually increasing.
● None of the relevant studies have clearly shown that watching
movies impact Micro and Macro Listening skills.
● The majority of research papers only collected qualitative data or
only quantitative data for their analysis.
INTRODUCTION
=> The research team will collect both qualitative and quantitative
data to be able to demonstrate the impact of watching English
movies on improving learners’ specific Listening skills
INTRODUCTION
There are two main objectives:
- To investigate the attitudes of the third-year students at the Faculty of

English Linguistics and Literature (EF) towards the effectiveness of
watching English movies on improving their Listening skills.
- To find out students’ suggestions on effective movie-watching methods

to improve Listening skills.
02
Methodology
RESEARCH QUESTION
What are the attitudes of the third-year EF students about using English movies to
improve Listening skills?
+ What are the students’ attitudes towards improving Micro and Macro
Listening skills through using English movies?
+ From their own perspectives and experience, what suggestions do they

have for other English learners when utilizing English movies for
Listening skills improvement?
METHODOLOGY
Research design: survey and interview

Context of the study: USSH
Participants: third-year EF students
DATA ANALYSIS
SCHEME
03
Findings
FINDINGS FROM QUESTIONNAIRE
Background:
+ 92.2% of the participants watch movies to improve Listening skills.
+ 61.2% of the participants sometimes watch movies, 30.6% always watch movies.
+ 89.8% of the participants use subtitles when watching movies.
+ Most participants can comprehend on average 70%-80% of the movie content.
+ Regional accents and idioms are the two biggest difficulties faced by the
participants when watching movies.
+ 71.4% of the participants actively resolve their difficulties when watching movies.
Improvements in Micro Listening skills:
+ Remember information in short-term memory: 44.9% agree, 26.5% strongly agree
+ Recognize English stress patterns: 46.9% agree, 30.6% strongly agree
+ Recognize shortened word forms: 46.9% strongly agree, 44.9% agree
+ Process information at different speaking rates: 46.9% agree, 24.5% strongly
agree
+ Comprehend a wide range of English sentences (simple, compound, complex,
etc.): 49% agree, 26.5% neutral
Improvements in Macro Listening skills:
+ Infer and predict situations: 46.9% agree, 24.5% neutral
+ Distinguish literal and figurative meaning: 28.6% strongly agree, 34.7% agree
+ Guess the meaning through context: 40.8% strongly agree, 40.8% agree
FINDINGS FROM INTERVIEWS
Movie content receptivity level:
+ Most interviewees tended to deal with problems related to vocabulary and idioms.
+ 9/10 interviewees can recognize English stress patterns from watching English
movies.
+ Most interviewees said that they could distinguish shortened word forms but they
could only identify learned or basic shortened ones.
+ Most interviewees can take in information at different speaking rates. However,
when confronted by rapid speech rate, they are unable to understand an entire
sentence with its full meaning.
Movie content receptivity level:
+ “The majority of the interviewees can understand and guess the meaning of a
sentence expressed in different forms.
+ All of the interviewees could infer events based on practical experience.
+ 9/10 interviewees can differentiate between literal and figurative meanings.
+ Most interviewees can figure out the meaning of a new word based on the
context in movies. They can understand new words using “what is currently
presented” in front of them, namely the characters’ surrounding objects, places,
characters’ actions, facial expressions, and gestures.
Some of the benefits of watching English movies to enhance Listening skills:
+ Only one of the participants prefers to use Listening materials because for him,
movies only serve the purpose of entertainment. The rest of the interviewees chose
movies because movies can help them improve on their Listening in a relaxing and
effective way.
Some of the benefits of watching English movies to enhance Listening skills:
+ There are three different answers of “Do you think movies or traditional Listening
practice materials help you enhance your Listening skills better?”:
1. Movies can help learners improve their Listening abilities better than typical
Listening materials.
2. Typical Listening materials are more effective tools to enhance learners’
Listening skills.
3. Interviewees cannot be clear in choosing which one is the best for practicing
Listening skills, and the choice will vary according to the learners’ approaches or
goals.
Suggestions for applying movies to learning and practicing:
+ Some of the interviewees suggest that in order to upgrade our Listening skills, we
should reconsider our movie selection to increase our learning motivation.
+ Others recommended that we should only choose and focus on certain areas or
aspects that we want to improve when watching a movie.
+ Some interviewees also noted that the use of subtitles can be a great help to
learners who are working on their Listening comprehension.
+ The rest of the interviewees responded that Listening skills can be improved
through repeated exposure to movies, and by shadowing the lines from the movies.
04
Discussion
DISCUSSION
● The majority of the participants agree or strongly agree that English movies do help them improve their Micro
Listening skills or at least help them recognize that they can apply these skills when watching movies.
● A small percent of participants do not see the use of these skills when watching movies.
● Neutral responses throughout the survey can indicate that the participants have not noticed that these skills exist
or the usage of these skills does not feel impactful to them.
● Watching English movies can impact the viewer's ability to apply Micro or Macro Listening skills, which can be
transferred to their general Listening skills.
DISCUSSION
● When learners are confronted by fast speaking rates, they need to slow down the speech or use subtitles to be able
to understand the whole sentences, or they would just pick up some keywords to support their understanding of
the movies.
● Almost everyone knows the techniques to guess the meaning of new words based on the context, not everyone is
confident in doing so. This is because the real-life language use of native speakers is idiomatic and colloquial, not
like the kind of language learners are often exposed to in academic environments.
DISCUSSION
● Almost all of the participants claimed that they prefer to use English movies as a way to develop their Listening
skills due to the fact that movies contain real-world knowledge and can stimulate their learning motivation.
DISCUSSION
● The matter of whether English movies or traditional Listening materials are more effective will depend on
the learners’ goals and approaches.
+ If the learners wish to improve their Listening abilities in a more controlled manner with specific instructional
objectives, they should opt for traditional Listening materials.
+ On the other hand, movies can provide learners with natural, diversified input and rich language contexts, which
helps to prepare learners for real-world communicative situations.
DISCUSSION
● The participants suggested that learners who wish to improve their Listening skills through the use of movies
should consume movies on a regular basis.
● Other interviewees recommended that when watching a movie, learners should plan ahead specific areas or
aspects that they want to focus on improving (vocabulary, pronunciation, stress and intonation, etc.).
● In addition, they stated that using subtitles can help learners with their Listening comprehension. This can be
supported by the findings in studies by Liando et al. (2018) and Rokni & Ataee (2014).
● Some participants even proposed that learners should reconsider their to-watch list in order to arrive at the best
learning condition.
Thank you!
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USSH English-majored third year students'

attitudes towards the effects of watching English

● The need to communicate in foreign languages, specifically

- To investigate the attitudes of the third-year students at the Faculty of

- To find out students’ suggestions on effective movie-watching methods

+ From their own perspectives and experience, what suggestions do they

Research design: survey and interview

+ Infer and predict situations: 46.9% agree, 24.5% neutral

Please keep this slide for attribution

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