(TIỂU LUẬN) NGHIÊN cứu NHỮNG ẢNH HƯỞNG của VIỆC XEM PHIM đối với VIỆC học NGÔN NGỮ ANH để PHÁT TRIỂN kỹ NĂNG NGHE và nói của SINH VIÊN TRƯỜNG đại học KINH DOANH và CÔNG NGHỆ hà nội

HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

FACULTY OF ENGLISH LANGUAGE STUDIES

GRADUATION PAPER

A STUDY ON THE EFFECTS OF MOVIE VIEWING ON LEARNING
ENGLISH TO DEVELOP LISTENING AND SPEAKING SKILLS OF
STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND
TECHNOLOGY
NGHIÊN CỨU NHỮNG ẢNH HƯỞNG CỦA VIỆC XEM PHIM ĐỐI VỚI
VIỆC HỌC NGÔN NGỮ ANH ĐỂ PHÁT TRIỂN KỸ NĂNG NGHE VÀ
NÓI CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC KINH DOANH VÀ CÔNG
NGHỆ HÀ NỘI

HANOI, 2021

i


HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

FACULTY OF ENGLISH LANGUAGE STUDIES

GRADUATION PAPER
A STUDY ON THE EFFECTS OF MOVIE VIEWING ON LEARNING
ENGLISH TO DEVELOP LISTENING AND SPEAKING SKILLS OF
STUDENTS AT HANOI UNIVERSITY OF BUSINESS AND
TECHNOLOGY
NGHIÊN CỨU NHỮNG ẢNH HƯỞNG CỦA VIỆC XEM PHIM ĐỐI VỚI
VIỆC HỌC NGÔN NGỮ ANH ĐỂ PHÁT TRIỂN KỸ NĂNG NGHE VÀ

NÓI CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC KINH DOANH VÀ CÔNG
NGHỆ HÀ NỘI

Field

: English Language

Student’s code :
Course

:

Class

:.

Supervisor

:

HANOI, 2021

ii


CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authorship of the study project report
entitled “A study on the effects of movie viewing on learning English to
develop listening and speaking skills of students at Hanoi University of
Business and Technology” submitted in partial fulfilment of the requirements

for the degree of Bachelor in the English Language. Except for the indicated
reference, no other person’s work has been used without due acknowledgement
in the text of the thesis.
Hanoi, 2021

Approved by
SUPERVISOR

Date:……………………

iii


ACKNOWLEDGEMENT
During the process of doing this graduation paper, I have received a lot of
support from teachers, friends, and encouragement from my family. This paper
could not have been completed without the help, encouragement, and support
from several people who all deserve my sincerest gratitude and appreciation.
Firstly, I would like to express my deep and sincere gratitude to my
research supervisor, ……………… for his patience, motivation, and immense
knowledge. His guidance helped me in all the time of researching and writing
this thesis. Without his motivation and instructions, the thesis would have been
impossible to be done effectively.
Secondly, I also would like to sincerely thank the Faculty of English
Languages for providing me with a foundation as well as advanced knowledge of
the English language in the learning process.
Finally, this is also a good opportunity for me to express my deep
gratitude to my family and friends who have always loved and supported me
during the past four years. This accomplishment would not have been possible
without them.

Sincerely,

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TABLE OF CONTENT

ABSTRACT .......................................................................................................vii
LIST OF ABBREVIATION.............................................................................vii
LIST OF TABLES AND FIGURES...............................................................viii
PART A: INTRODUCTION...............................................................................1
1. Rationale of the study....................................................................................1
2. Aims and objectives of the study...................................................................2
3. Research questions.........................................................................................2
4. The scope of the study...................................................................................2
5. Design of the study........................................................................................2
PART B: DEVELOPMENT...............................................................................4
CHAPTER 1: LITERATURE REVIEW...........................................................4
1.1. Review of previous studies.........................................................................4
1.2. Review of theoretical background..............................................................5
1.2.1. Definition of the movie, listening, speaking........................................5
1.2.1.1. Movie................................................................................................5
1.2.1.2. Listening............................................................................................5
1.2.1.3. Speaking............................................................................................5
1.2.3. The importance of using movie in learning the English language.......7
1.2.4. The effects of movie viewing on learning the listening and speaking
skills...............................................................................................................8
CHAPTER 2: METHODOLOGY....................................................................10
2.1. Research questions....................................................................................10

2.2. Methods.....................................................................................................10
2.3. Research setting........................................................................................10
v


2.4. Data collection instruments.......................................................................11
2.5. Data analysis.............................................................................................11
CHAPTER 3: FINDINGS AND DISCUSSION..............................................12
3.1. Findings ....................................................................................................12
3.1.1. The effect of movies..............................................................................12
3.1.2. Duration of watching movies.............................................................13
3.1.3. Selecting movie genres to watch........................................................14
3.1.4. The use of subtitles............................................................................15
3.1.5. Motivating Students...........................................................................15
3.1.6. The effects of watching movies on learning the Listening skill........16
3.1.7. The effects of watching movies on learning the Speaking skill........17
3.2. Discussion.................................................................................................18
3.2.1. Watching movies is a great way to learn the English language,
especially listening and speaking skills.......................................................18
3.2.2. Difficulties students may encounter when watching movies to learn
English.........................................................................................................21
3.2.3. Some recommendations for learning English listening and speaking
skills through movies...................................................................................22
3.3. Summary of the chapter............................................................................23
PART C: CONCLUSION.................................................................................24
1. Recapitulation..............................................................................................24
2. Limitation of the study.................................................................................25
3. Suggestion for further study.........................................................................26
REFERENCES...................................................................................................27
APPENDIX.........................................................................................................29

vi


ABSTRACT
The world has been experiencing language globalization, and in this
transition, the English language has been playing a prominent role. So, many
people in the world whose mother tongue is not English have been trying to
master the skills of the English language. Currently, many people tend to love
and choose the method of learning English through movies. In particular, this is
also a way of self-studying English selected by many students at Hanoi
University of Business and Technology (HUBT).
This article aims to find out the positive effects that watching movies
brings in improving students' English speaking and listening skills at HUBT. In
addition, the study also pointed out some difficulties that students may encounter
and suggested some solutions to help self-study English through movie viewing
more effectively. To conduct the study 100 students from K23, K24 in HUBT
participated in this survey research. A questionnaire survey is employed to
collect data for the research. The findings indicated that many students at HUBT
are aware that they can improve their listening and speaking skills by watching
English movies. They also think watching English movies has a more direct
influence on listening skill compared to speaking skill. Besides, subtitles also
can help respondents to understand English conversation in the movies more
effectively. From the above results, it can be concluded that learning English
through movies has supported motivation to the learning process of HUBT
students in particular and English learners, in general, become interesting,
effective, and successful.
Keywords: English listening and speaking skills, effects, difficulties, solutions.

vii

LIST OF ABBREVIATION

1. HUBT : Hanoi University of Business and Technology
2. EFL

: English as a Foreign Language

LIST OF TABLES AND FIGURES
Chart 3.1: Students’ opinions on the beneficial effects of watching movies
on learning English
Chart 3.2: Students’ time for watching movies per week
Chart 3.3: Students’ selection of movie genres to watch
Chart 3.4: Students’ preference for using subtitle to watch movies
Chart 3.5: Students’ motivation to watch English movies
Table 3.6: Students’ agreement on Listening skill
Table 3.7: Students’ agreement on Speaking skill

viii


PART A: INTRODUCTION
1. Rationale of the study
In a modern society with a growing globalized economy, English has
become a common language that brings countries together. So, it is not
uncommon for English to become a global language that everyone must learn
and master. Among the four skills: reading, writing, listening, and speaking, the
two last one is being paid the most attention. Due to the geographical distance as
well as the difficulties in the teaching and learning environment that many
schools, many students have not had the opportunity to contact with real English

and practice these two skills. Therefore, learning English through movie viewing
has become an easy, convenient and effective option. For them, English movies
are more suitable as they provide the real-time experience of learning the English
language. It is also one of the top choices for many students at Hanoi University
of Business and Technology (HUBT) to improve their listening and speaking
skills.
Nowadays, phones, laptops, or tablets have become indispensable tools in
the life and learning process of students at HUBT. With these devices, they can
easily search, watch movies, share and download videos to watch over and over
again in their spare time. Besides, for students in HUBT, developing listening
and speaking skills is very important because it is the foundation to accumulate
vocabulary, grammar as well as cultural knowledge. Then, they can improve
their writing and reading skills. To achieve such results, viewing frequency and
genre selection is some of the key factors influencing this. Hence, for many
people, watching movies is not only for entertainment purposes, but it has a very
positive impact on their English learning process. Being aware of the importance
of this, the researcher decided to conduct a study entitled: “A study on the effects
1


of movie viewing on learning English to develop listening and speaking skills of
students at Hanoi University of Business and Technology”.
2. Aims and objectives of the study
This study is aimed at finding out how students at HUBT are getting
benefit from watching English movies to advance their listening and speaking
skills. Also, the paper suggests some recommendations to help their learning
process become more effective.
3. Research questions
This study aims to answer the following questions:
1. What are the benefits students get when learning English through movie

viewing to improve their listening and speaking skills?
2. What are some useful solutions that help them improve their English listening
and speaking skills?
4. The scope of the study
Due to the researcher’s limitation of time and ability, this study only
focuses on listening and speaking skills through the survey questionnaires
piloted to one group of 100 students from K23, K24 in HUBT to investigate the
benefits students get when learning English through movie viewing as well as
find out solutions to improve their listening and speaking skills.
5. Design of the study
The study consists of three main parts:
Part 1: Introduces the aim and objectives of the study, and the
methodology used to conduct this paper.
Part 2: Development
Chapter 1: Literature Review
2


Chapter 2: Methodology
Chapter 3: Findings and discussion
Part 3: Conclusion – discusses the conclusion and limitations of the
study as well as suggests some directions for further study.

3


PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Review of previous studies
In this section, some studies are reviewed that pertinent to the effects of

watching movies to improve students’ listening and speaking skills on learning
the English language.
Tahir, B. J., & Hamakarim (2015) studied the impact of using movies on
learning the English language. 50 learners from the department of English
language at the University of Halabja, aged 18-30 years old, participated in this
research. The results of their study showed that the significance of using movies
as modern technology to learn the English language, its beneficial effect on
English language skills: reading, listening, speaking, and writing, and English
language components. The study concluded that movies help EFL learners to
learn the English language faster than other ways.
Kabooha, R. H. (2016) investigated that both students, as well as teachers,
had positive attitudes towards the use of movies in their classes to improve
students’ language skills. The results obtained from this research showed that
well-selected movie materials could enhance students’ language learning process
and increase their motivation to learn the target language. Husain(2018) carried
out a study on the effectiveness of audio-visuals on learning English as a foreign
language. The researcher emphasized that audio-visuals have a great impact on
developing language skills, including reading, writing, speaking, listening, and
communicating, as well as improving the familiarity with the English culture
through certain situations and contexts. Kieran Donaghy(2014) stated that films
and TV shows are an integral part of students’ lives so it makes perfect sense to
bring them into the language classroom. The film, as a motivator, also makes the
language learning process more entertaining and enjoyable.
4


1.2. Review of theoretical background
1.2.1. Definition of the movie, listening, speaking
To have a full understanding of the concept of the movie, listening, and
speaking, this section would provide several relevant definitions of them in

previous studies.
1.2.1.1. Movie
Severny and Andrei (2013) defined a movie as an art form conveyed by
moving images, which contain ideas, stories, perceptions, feelings, and beauty
that the author wants to impart to viewers. These images are often accompanied
by sound to attract the attention of the audience. According to Zhuang(2006), a
movie is simply understood as a series of moving pictures recorded with a sound
that tells a story watched at a movie theater or on a television or other device.
1.2.1.2. Listening
Bentley (1996) defined listening as the process of receiving information,
understanding the meaning of this data, and responding to spoken or nonverbal
messages. Besides, listening is the way we actively receive information through
the ears. That way, we will break them down into words and sentences. When
we listen, we don’t use our ears to receive collective sounds, but we accept
individual sounds like letters, stress, rhythm… to decompose them into
meaningful information (Richard Nordquist, 2019).
1.2.1.3. Speaking
Speaking is the human voice communication through the use of language.
In other words, Speaking is to say words orally, to communicate as by talking,
making a request, and making a speech (Nunan, 1995). According to Chaney
(1998), speaking is the process by which language is produced by speech or
converted into body language so that information can be shared with listeners in
5


specific situations. Brown (1994) and Burns and Joyce (1997) defined speaking
as a sequence of actions that people communicate and exchange information
with each other in 3 basic steps: creating, getting, and handling data. From those
different perspectives above, it is regarded as speaking is the way of combining
sounds systematically to form meaningful sentences.

1.2.2. The basic movie genres
Action film is a genre of cinema in which one or more heroic characters
are thrust into a series of challenges, often consisting of physical feats, lengthy
action sequences, elements of violence. Action movies tend to depict a character
who has a knack for struggling against incredible odds, including life-threatening
situations, a villain, or a pursuit that often ends in victory for the hero.
Comedy is a genre of film in which the main focus is humor. Movies are
built to make audiences laugh by exaggerating characteristics for humorous
effects. Movies of this style have a happy ending (black comedies are an
exception).
Dramas are serious, plot-driven presentations, portraying realistic
characters, settings, life situations, and stories involving intense character
development and interaction. Usually, they are not focused on special-effects,
comedy, or action, Dramatic films are probably the largest film genre, with many
subsets.
Romance films can be defined as a genre where the plot revolves around
the love between two main characters. This genre is often themed to explore a
problem in love, including but not limited to: love at first sight, forbidden love,
the love triangle, and sacrificial love. The tone of romance movies can vary
greatly. Whether it's a happy ending or a tragedy, romance is all about evoking
strong emotions in the audience.
6


The horror film is a genre of cinema that gives viewers negative emotions,
evokes the viewer's most primal fears through the plot, film content, creepy,
mysterious images, dim lighting, creepy sounds, many gores, death scenes... The
traditional horror genre formerly often involved the infiltration of an evil force,
dark force, event, or character, often of supernatural origin, into the everyday
world.

7


1.2.3. The importance of using movie in learning the English
language
Learning English as a second language is not an easy thing for most
people and mastering the two skills of listening and speaking in English is an
even more difficult challenge for many students. It can be said that learning
English through movies is becoming more and more popular because of the
efficiency and convenience that it brings to learners. Therefore, this method has
been occupying an important position to make the process of learning English
more enjoyable and effective.
Kusumarasdyati (2004) studied “Listening, viewing and imagination:
Movies in EFL classes” and understood that movies not only motivate the
learners effectively but also stimulate their imagination a lot. Another study
conducted by Herron and Hanley (1992) approves of using movies as a tool to
support teaching English in the classroom and the results of this study show that
the use of movies helps students reinforce existing background knowledge as
well as comprehensive development of four language skills
According to Florence(2009) movies as a method of teaching have also
been found to be an effective motivator for studying the language. Keene (2006)
expressed that movies teach the students through the use of paralinguistic
features where the students use the gestures, pauses, actions, and reactions of the
characters to understand the gist of the dialogues. He considered movies as a
useful tool in providing contextual information and developing interactional
skills compared to audio cassettes and CDs. They provide a plethora of
knowledge about language providing input in terms of literary, drama, cinema,
and language aspects thereby promoting critical thinking and other language
skills of the students.

8


1.2.4. The effects of movie viewing on learning the listening and
speaking skills.
It can be said that motivation is one of the main factors that help learners
absorb knowledge more easily and effectively. Therefore, learning English
through movies is also a common factor as it has become an indispensable part
of students' lives. When learners have gained interest in learning English, they
will have a significant improvement in 4 language skills, especially 2 listening
and speaking skills will be advanced in the learning process.
Varga stated a research question as follows: “Which skills can be
developed with the help of feature movies?” (Varga, 2013, p. 343). The results
demonstrate that all four skills of listening, reading, speaking, and writing are
possible to develop with one single movie. Using movies in EFL classrooms has
beneficial effects on the learners’ receptive and productive skills (Varga, 2013).
Chen(2015) performed a study about the influence of English movies on
English listening and speaking skills. The researcher stated that there is no
shortcut to language learning, if so, it must be listening and speaking. The
findings of his study show that the language in the movies comes from life,
which is the reprocessing of life language. On one hand, watching English
movies and repeatedly listening to the dialogue can open up the vocabulary of
students, so that students can easily remember more practical words; on the other
hand, they also cultivate their sense of language and improve their information
sensitivity.

9

Apart from that, the fact is that not everyone has the opportunity to go to
English-speaking countries like the US, UK, and Canada to learn about the
culture as well as talk with native speakers to improve their speaking and
listening skills. Thus, learning English through movies is the best solution for
this. In this way, we will hear real English with context, intonation, tone, accent,
vocabulary, pronunciation… (Sherman, 2003).
From the points above, movie viewing brings many benefits for students
especially in real-life communication and helps them listen as well as speak
better, more fluently, and naturally.

10


CHAPTER 2: METHODOLOGY
2.1. Research questions
This study aims at investigating the importance of the impact of movies on
learning the English language in terms of perceptions, opinions, and attitudes of
students toward learning the English language. The results obtained may provide
beneficial ideas and useful information for the Faculty of English language
Studies at HUBT. This paper will attempt to highlight findings that address the
following questions:
1. What are the benefits students get when learning English through movie
viewing to improve their listening and speaking skills?
2. What are some useful solutions that help them improve their English listening
and speaking skills?
2.2. Methods
The researcher has searched for the materials on web pages, read,
analyzed, summarized, and paraphrased as surveying with the materials. This
study is conducted using survey questionnaires to access the opinions and
perceptions of EFL learners. 100 copies distributed among students of K23 and

K24 in HUBT. The questionnaire was composed of open-ended, closed-ended
questions and rating scales.
2.3. Research setting
The survey was carried out in the process of a researcher gathering
information on the internet and interviewing the students of K23, K24 in HUBT
about the impact, genre, frequency, ... when they learned English through movie
viewing. This was survey research using questionnaires to collect data with the
researcher and a group of 100 students participating in the study.
11


2.4. Data collection instruments
Survey research for writing this paper was conducted using a survey
questionnaire for data collection. The questionnaire in this paper contains 7
multiple-choice questions that help collect information for the two research
questions. The survey questionnaire was carried out after searching for the
materials on the internet, analyzing and recapitulating the important points from
the data to investigate the effects that students can receive when learning English
through movie viewing and find out some solutions to improve their listening
and speaking skills.
2.5. Data analysis
To determine what trends in the data suggested about the students'
attitudes and perceptions toward the effects of movies on learning the English
language, responses of the participants were analyzed descriptively by
calculating percentages. Also, the data collected from the interview are
transcribed for interpretation and description. In chapter 3, the results of the
study are presented in form of charts and tables.

12

CHAPTER 3: FINDINGS AND DISCUSSION
3.1. Findings
3.1.1. The effect of movies

120%
100%
80%
60%

Agreed
Disagreed

40%
20%
0%

Chart 3.1: Students’ opinions on the beneficial effects of watching movies on
learning English
According to the survey questionnaire results, 100% of students agreed
that watching movies has a good impact on their learning English. It is
undeniable that English has become a compulsory subject for all students at
HUBT. Moreover, mastering English skills, especially listening and speaking
skills is even more important for students to seize job opportunities in the future.
Besides, this finding shows that movies could be one of the effective ways they
have been using to improve their English skills. Practising English language
skills, particularly listening comprehension with native speakers is always the
best way, but it is not common to meet foreign people to practice every day. By
using movies, students can practice their English skills from mother-tongue
speakers easily only by videos. And the students mostly are aware of the

13


importance of movies in this way. To sum up, this is excellent feedback to use
movies as a purpose for learning a language; from this day forwards, it is a good
recommendation for students to watch movies as a beneficial way to learn the
English language along with other ways.
3.1.2. Duration of watching movies
70%
60%
50%
40%

1-3 hours per week
4-6 hours per week
More than 7 hours per week

30%
20%
10%
0%

Chart 3.2: Students’ time for watching movies per week
Overall, most of the participants are still spending quite a bit of time
watching the movie, which is 65% are watching movies 1 to 3 hours per week. It
seems that watching movies 1 to 3 hours per week is not enough to improve
language skills and learn foreign languages, at least learners need to spend 4 to 6
hours watching movies, which accounts for 17%. In addition, 18% of those
spend more than 7 hours per week learning English through movies. These
people reported that they spend at least an hour a day watching movies, taking

notes on common communication phrases and usage situations. They also try to
maintain this habit every day to get the best results in the learning process. It is
clear that spending more time watching movies helped learners in the third group
access this method of English learning faster than the other two groups. At the
14


same time, the process of absorbing and getting positive results from this method
is also faster because they spend more time and focus on it.
3.1.3. Selecting movie genres to watch
70%
60%
50%
Comedy
Romance
Others

40%
30%
20%
10%
0%

Chart 3.3: Students’ selection of movie genres to watch
There are many genres of movies such as comedy, romance, cartoon,
action, horror, science fiction, documentary, etc. Depending on these genres, the
impact of the movies on learning language changes, because of the statements in
the movie which are the most important feature and affect the learner. As can be
seen in chart 3.3, up to 60% of the participants surveyed stated that they prefer
watching comedy movies. 23% are watching romantic movies, and 17% are

watching other genres like action, horror, documentary, etc. It's not surprising
that the comedy genre is the choice of most students when they watch movies to
learn English. Because it has fun content and is close to everyday English
conversations. For learners, watching comedies is like a way to both learn and
entertain, then helping them acquire knowledge as well as reduce stress.
Meanwhile, 23% of the students surveyed said that they prefer romance films
because of the compelling plot, the slow and gentle tempo. This makes it easier
for them to understand the content of the movie and easily memorize common
sentence patterns. On the other hand, the remaining students (accounting for
15


17%) are watching movies in the genre of horror, action, or documentaries. It
can be assumed that watching these types of movies does not help learners
improve their English ability much because the words in these movies are often
quite difficult to understand and remember. Also, it is not often used in daily
communication.
3.1.4. The use of subtitles
70%
60%
50%
Subtitle in English
Subtitle in Vietnamese
No Subtitle

40%
30%
20%
10%
0%

Chart 3.4: Students’ preference for using subtitle to watch movies
From these percentages, it shows that apparently, most students are aware
of the use of subtitles, especially English which accounts for 60%. Watching
movies with English subtitles helps learners get acquainted with the words, know
the pronunciation of difficult words, and guess the meaning when listening to
actors speak. If necessary, students can use the dictionary to look up the meaning
of new words. Or they can write down questions they don't understand to ask
friends and teachers. If learners can't hear a sentence, they can rewind it several
times to get used to it. English subtitles will stimulate students' logical thinking,
making the learning process more effective. Meanwhile, 35% of participants are
still using Vietnamese subtitles when watching movies to learn English due to
their limited listening comprehension ability. In contrast, only 5% of students
watched movies without using subtitles. It may be because they have good
16


English ability or they simply want to feel the intonation and expression of the
characters in the movie more clearly. Generally, it is expected that subtitles as a
part of the movies have beneficial effects on learning the English language. Also,
using subtitles can facilitate learning English and help them better grasp the
linguistic elements of the language.
3.1.5. Motivating Students

60%
50%
40%
Entertainment
Skill Improvement
Both

30%
20%
10%
0%

Chart 3.5: Students’ motivation to watch English movies
The chart shows that a majority of respondents are aware that watching
English movies help them to develop their overall English language skills.
Motivation is one of the most important factors in determining successful
second-language acquisition. Films are an integral part of students’ lives so it
makes perfect sense to bring them into the language process. The fơnilm, as a
motivator, also makes the language learning process more entertaining and
enjoyable. Though 10% of the respondents are still not aware of that. The
researcher believes that these people still spend less time on the method of
learning English through movies, so they do not see a clear motivation to study
hard.

17