IMPACT OF WATCHING ENGLISH MOVIES, SERIES, AND CARTOONS ON ENGLISH LANGUAGE LEARNING OF A PRIVATE UNIVERSITY IN BANGLADESH

Rahman M Mahbub

doi:10.22159/ijss.2024.v12i1.49874

Authors

Rahman M Mahbub Department of English, City University, Bangladesh.

DOI:

https://doi.org/10.22159/ijss.2024.v12i1.49874

Keywords:

English movies, English series, Animated cartoons, EFL classroom, Language acquisition

Abstract

The article examines the influence of English movies, series, and cartoons on students majoring in English at a university in Bangladesh. The objective of this study was to ascertain the potential impact of films, series, and cartoons on the acquisition of the English language and to determine the extent of their influence. This quantitative research centered on the English department located in Dhaka, Bangladesh. A set of questionnaires was employed to administer a series of inquiries to 140 students. The research uses both primary and secondary data sources. Primary data sources include surveys and interviews, while secondary data sources encompass journals, publications, previous research, and websites. This study has shown the significant impact exerted by English films, series, and cartoons on EFL learners. The development of English language proficiency – reading, speaking, listening, writing – was noticeably improved. It is found that watching English series, cartoons, and movies is a quick and effective way for EFL students to pick up the language. The approach functions as an audiolingual method, incorporating visual aids and facilitating situational language instruction. Moreover, the subtitles have been found to enhance both reading and writing abilities, as well as promote social interactions and foster a deeper understanding of the culture of native speakers. This research will also provide valuable insights for future scholars and researchers.

References

Aksar, M. (2010). Formulaic sequences in English TV series, (Master’s thesis). Bursa: Uludağ University.

Albiladi, W. S., Abdeen, F. H., & Lincoln, F. (2018). Learning English through movies: Adult English language learners’ perceptions. Theory and Practice in Language Studies, 8(12), 1567-1574.

Alcon, E. (2005). Does instruction work for learning pragmatics in the EFL context. System, 33(3), 417-435.

Aliyev, A., & Albay, M. (2016). Bridging the gap between theory and practice: The use of films in language learning. International Journal of Social Sciences and Educational Studies, 2(3), 13.

Bahrani, T., & Sim, T. S. (2012). Audiovisual news, cartoons and films as sources of authentic language input and language proficiency enhancement. Turkish Online Journal of Educational Technology, 11(4), 56-64.

Brandt, S. (2005). Can Bart, Monika, Malcolm and Jerry help English language learners develop their listening skills? The use of sitcoms in the classroom. 18th Annual EA Education Conference, English Australia.

Clark, C. (2000). Innovative strategy: Concept cartoons. International Learner Strategies, 12, 3445.

Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497-527.

Danan, M. (2004). Captioning and subtitling: undervalued language learning strategies. Meta: Translators’ Journal, 49(1), 67-77.

Doring, A. (2002). The use of cartoons as a teaching and learning strategy with adult learners. New Zealand Journal of Adult Learning, 30, 56-62.

Ebrahimi, Y., & Bazaee, P. (2016). The effect of watching English movies with standard subtitles on EFL learners’ content and vocabulary comprehension. Journal of Applied Linguistics and Language Research, 3(5), 284-295.

Enayati, B., & Kakarash, F. (2016). The effect of watching English cartoons on grammatical accuracy of elementary students in Shahab English Institute of Mahabad, Iran. Retrieved from http://www.europeansp.org/ files/cd_papers/r_376_170213132823.pdf

Etemadi, A. (2012). Effects of bimodal subtitling of English movies on content comprehension and vocabulary recognition. International Journal of English Linguistics, 2(1), 239-248.

Faqe, C. K. (2017). The effectiveness of English movie subtitles in vocabulary learning among Iraqi Kurdistan EFL learners: Soran University EFL learners as an example. International Journal of Current Advanced Research, 6(3), 2590-2594.

Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239-258.

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97-118.

Goctu, R. (2017). Using movies in EFL classrooms. European Journal of Language and Literature, 3(2), 121-124.

Gorjian, B. (2014). The effect of movie subtitling on incidental vocabulary learning among EFL learners Bahman Gorjian. International Journal of Asian Social Science, 4(9), 1013-1026.

Guillory, H. G. (1998). The effects of keyword captions to authentic French video on learner comprehension. Calico Journal, 15(1-3), 89-108.

Harmer, J. (2004). The practice English language teaching. New York: Longman.

Harmer, J. (2007). The practice of English language teaching. 4th ed. London: Longman.

Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom-a study conducted at South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121-132.

Jylhä Laide, J. (1994). Learning by Viewing: Cartoons as foreign language learning material for children: A case study. Journal of Educational Television, 20(2), 93-109.

Kalra, R. (2017). The effectiveness of using films in the EFL classroom: A case study conducted at an International University in Thailand. Arab World English Journal (AWEJ), 8(3), 13.

Karakas, A., & Sariçoban, A. (2012). The impact of watching subtitled animated cartoons on incidental vocabulary learning of ELT students. Teaching English with Technology, 12(4), 3-15.

Khoshniyat, A. S., & Dowlatabadi, H. R. (2014). Using conceptual metaphors manifested in Disney movies to teach English idiomatic expressions to young Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98(1), 999-1008.

Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.

Kruger, J. L., Hefer, E., & Matthew, G. (2013). Measuring the impact of subtitles on cognitive load: Eye tracking and dynamic Audiovisual Texts. ACM international conference proceeding series, p62-66.

Kusumaningrum, M. (2016). Using English movies as an attractive strategy to teach senior high school students English as A foreign language. LLT Journal: A Journal on Language and Language Teaching, 18(1), 11-18.

Li, X., & Wang, P. (2015). Research on using English movies to improve Chinese college students’ oral English. Theory and Practice in Language Studies, 5(5), 1096-1100.

Liontas, J. I. (1992). From the living room to the classroom: Working with authentic Spanish language videos. Hispania, 75(5), 1315-1320.

Markham, P. L. (1993). Captioned television videotapes: Effects of visual support on second language comprehension. Journal of Educational Technology Systems, 21(3), 183-191.

Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.

Poštič, S. (2015) Influence of cartoon network on the acquisition of American English during childhood. Verbum, 6, 188-195.

Pratiwi, Z. F., & Ayu, M. (2020). The use of describing picture strategy to improve secondary students ‘speaking skill. Journal of English Language Teaching and Learning, 1(2), 38-43.

Qiu, J. (2017). The effect of English movies on college English listening teaching. Theory and Practice in Language Studies, 7(11), 1011-1024.

Rokni, S. J. A., & Ataee, A. J. (2014). The effect of movie subtitles on EFL learners’ oral performance, International Journal of English Language, Literature and Humanities, 1(5), 201-215. Sabouri, H. Z. M., & Osbouei, Z. K. (2015). The impact of watching English subtitled movies in vocabulary learning in different genders of Iranian EFL learners. International Journal on Studies in English Language and Literature, 3(2), 110-125.

Sari, F. M. (2020). Exploring English learners’ engagement and their roles in the online language course. Journal of English Language Teaching and Linguistics, 5(3), 349-361.

Simamora, M. W. B., & Oktaviani, L. (2020). What is your favorite movie?: A strategy of English education students to improve English vocabulary. Journal of English Language Teaching and Learning, 1(2), 44-49.

Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3), 422-427.

Zarei, A. A., & Rashvand, Z. (2011). The effect of inter-lingual and intra-lingual, verbatim and non-verbatim subtitles on L2 vocabulary comprehension and production. Journal of Language Teaching and Research, 2(3), 618-625.

Enayati, B., & Kakarash, F. (2016). The effect of watching English cartoons