APIU learners’ attitudes toward using English movies for...

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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

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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


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


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


movies.

3.65

0.58

Agree

4.33

0.51

Agree

4.33

1.15

Agree


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


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


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


3.96

0.77

Agree

4.33

0.51

Agree

4.33

1.15

Agree

12. I like to improve my

listening skills through


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

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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.

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Description

Strongly

agree

(5)

Agree

(4)

Neutral

(3)

Disagree

(2)

Strongly

disagree

(1)

1. I can improve my listening

comprehension skills through


2. I can understand unfamiliar accents

and dialects better from watching

English movies.


pronunciation of different words from


4. I can learn new vocabulary from


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


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.

Ref. code: 25595721040342VDP

40

BIOGRAPHY

Name Ms. Anyarat Worrawattananukul

Date of Birth May 09, 1990

Educational Attainment 2013: Bachelor degree of Arts (English),

Asia Pacific International University

APIU learners’ attitudes toward using English movies for...

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