Review related literature

1. There are many advantages to using film in the classroom. It is a contextually rich. Source of
authentic material (Kaiser, 2009; MacDonald & MacDonald, 1991; Voller & Widdows, 1993). It
brings culture into the classroom, specifically aspects of culture that are difficult to replicate
(MacDonald & Mac Donald, 1991). Wood (1992) contends that film offers a “multilingual and
multicultural oasis” to the classroom, a place that is otherwise a “monolingual and monocultural
society” (p. 4). Film is also engaging. It is a part of the popular culture, and thus garners student
interest in a way that more traditional pedagogies cannot (Malinger & Rossy, 2003; Shea, 1995;
Eken, 2003; Yu, 2009). While teaching content is valuable, language instruction is also the goal.
In this regard, using film has demonstrated positive results. It has been shown to promote
fluency development (Voller & Widdows, 1993), across the board skills such as listening and
speaking (MacDonald & MacDonald, 1993; Kaiser, 2009) as well as acquisition of English
language literacy (Kasper, 1997; Pally, 2000). B. J Thurn(2016).

2. Using movies to teach English is a successful teaching strategy. It can help students become
more enthusiastic about learning English, enhance their speaking and listening skills, and open
doors to learning about American and British culture. Students received artistic edification
concurrently. On the other hand, issues with teaching films could come up during the lesson.
Teachers ought to embrace their leadership roles, plan their lessons with a scientific approach,
and assist students in developing positive study habits. The benefits of seeing English-language
films can only be realized in this manner, which aids pupils in developing their overall language
and communication abilities. Y.Chen (2015)

3. This study explored the effectiveness of English movies in developing Saudi EFL undergraduate
students’ language skills. This study’s participants expressed their views and perceptions on this
topic from different angles. The current study concluded with several important results
consistent with the outputs of previous studies in this field. It revealed that a considerable
number of students watch movies abundantly, with viewing rates reaching hundreds of movies.
Although they watch movies for entertainment, they admitted that this is an effective tool for
improving English speaking, listening, reading, and writing skills, besides developing
pronunciation and enriching vocabulary. Generally, most of the students believed that the
language of movies is colloquial and does not serve academic purposes. Also, watching movies
helped the students learn aspects other than language, such as culture, lifestyle, and ways of
thinking, and also to learn other languages, such as SpanishY. Alolaywi , (2023)

4. This study indicate that both students as well as teachers had positive attitudes towards
the use of movies in their classes to improve students’ language skills. The study offers
pedagogical implications for EFL instructors with respect to the integration of films in
their classrooms to improve students’ language learning. Well-selected movie materials
could enhance students’ language learning process and increase their motivation to
learn the target language.R. H Kabooha,( 2016 ).
5. L2 learners who learn their target language through watching movies admit that they find them
very helpful in learning the new language. The students in Ismaili’s (2013) study reported that
watching movies is particularly helpful for improving their vocabulary items as they keep being
repeated and recycled several times. What’s more, these vocabulary items are presented in real
and meaningful contexts which enables the learner to master and use them accurately (Kalra,
2017). They learn new vocabulary from movies in the target language which widen their
vocabulary range (Albiladi et al., 2018; Goctu, 2017; Kabooha, 2016; Kalra, 2017; Liando et al.,
2018). Watching real people in real-life situations helps learners learn and easily retain the new
vocabulary items that they have learned better by relating them to the scenes within the context
of the movie (Yaseen & Shakir, 2015). N Roslim, A. F Azizu, (2021).

6. Most of the students try to watch films in their native language or at least use subtitles, because
they do not understand English well. Those who can speak English either use English subtitles to
understand the conversations, foreign accents and dialects, and the story better. The students
think that watching movies in the language classroom has many advantages and just a few
disadvantages. Watching movies can be beneficial in language learning because students can
hear English conversations, the accent and pronunciation of native speakers, and in that way,
they can get closer to the target language and its culture. According to the answers, it can be
seen that films are helpful tools in language teaching. They can be used to improve the students’
vocabulary, pronunciation, listening and speaking skills, studying new words and phrases, or
motivating them to study English and other languages. M. Papp,(2021).

7. Films or movies should be recommended since their usage provided many advantages for
English teaching and learning the Language. Their advantages as English learning materials and
learning media are promoting motivation, providing new experiences, providing educational
contents, giving cultural diversity knowledge, enhancing comprehension skill, and serving the
authenticity of materials. Besides, film or movies can be audiovisual tools for improving
students’ reading skills through the subtitle and can be a teaching resource for innovative and
attractive learning. N. Hanif; P. Wiedarti (2021)

References

Thurn, Benjamin James, “The Language of Movies: Using Film to Teach Visual Literacy in the EFL
Classroom” (2016). School of Education Student Capstone Theses and Dissertations. 4174.

https://digitalcommons.hamline.edu/hse_all/4174

Chen, Yan, “ The Application of English Movies in English Teaching” (ICADCE 2015).

https://www.atlantis-press.com/proceedings/icadce-15/23932

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