UNIVERSITY STUDENTS’ VIEWS AND ATTITUDES TOWARD THE USE OF NATIVE FILMS IN ENGLISH LANGUAGE LEARNING

Abstract

This study investigates the role of native films in English language learning, focusing on their effectiveness in improving listening, speaking, vocabulary acquisition, motivation, and cultural awareness among university students. A mixed-methods approach was adopted, incorporating survey responses from 50 students and semi-structured interviews with 5 university professors. The quantitative results demonstrate that films significantly enhance pronunciation, listening comprehension, and vocabulary retention. The qualitative insights from teachers reinforce these findings, with professors highlighting the benefits of films in exposing students to authentic language, varied accents, and conversational structures. They observed that films increase student motivation and engagement, especially when accompanied by structured activities such as discussions and writing assignments. However, challenges such as technical limitations, comprehension difficulties due to fast speech, and cultural unfamiliarity were noted. Professors recommended careful film selection aligned with syllabus objectives, the use of subtitles for better understanding, and interactive activities to enhance learning outcomes. Overall, the study confirms that films can be an effective pedagogical tool for language learning, particularly for listening and speaking skills. The findings suggest that while films provide rich linguistic and cultural input, they should be integrated strategically with supplementary activities to maximize their impact. These insights contribute to the ongoing discourse on innovative and engaging approaches to language education.