Full name: Nguyễn Thị Thảo Vy

Student’s ID: DTA197096

Class: DH20TA2

Lecture: Trần Thị Thanh Huế

INDIVIDUAL ASSIGNMENT
ENTRY 1
Bioliography:

Waheeb A., Fahad A. & Felicia L. (2018), Learning English through Movies: Adult English
Language Learners’ Perceptions. Theory and Practice in Language Studies, 8(12), 1567-1574.

Retrieved from:

https://www.researchgate.net/publication/
329448607_Learning_English_through_Movies_Adult_English_Language_Learners'_Perceptio
ns

Sumary:

There are various ways to learn English, but watching movies is one of the most efficient
methods. This research aimed to see whether watching English-language movies helped
American adults learn and improve their English language skills. The research's secondary
objective was to determine the benefits and drawbacks of using movies to learn English.

For this research, there are two key questions. The initial question is “How do language learners
describe their experiences using English movies as tools to learn English?” and the second
question is “To what extend do adult language learners believe that watching movies to learn
English is beneficial?”

In order to obtain the results for the research paper, this research collects data using qualitative
methods and analyzes that data. Interviews are the primary method of gathering and analyzing
data. To find out what participants believe about utilizing movies to learn English, there are two

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primary forms of interviews: direct and semi-structured. This interview featured 25 adult
language learners who had completed a variety of language-intensive courses in various US
states before being chosen to take part. Different language levels, from intermediate to advanced,
were covered by the participants. The participants were from many ethnic groups and ranged in
age from 18 to 33. The researchers used the Dedoose website (https://www.dedoose.com) to
organize and evaluate the data they had gathered.

The study's findings indicate that watching movies is a useful technique to learn and practice
English. Learning English through movies can aid with vocabulary development, speaking,
listening, writing, and speaking and listening in particular. The pronunciation of the language is
one of its key features and has substantially improved. The study's findings also indicate that
watching movies enhances the authenticity and vividness of learning. The study's findings also
demonstrate the challenges of learning English through movies. First off, since these films aren't
made with learning in mind, they aren't usually a reliable resource for education.

Participants also suggested that the classes should include watching movies as a teaching and
learning method.

(336 words)

ENTRY 2
Bioliography:

Norwati R., Aini A., Vahid N., Muhammad A. (2021), Exploring Movies for Language Teaching
and Learning at the Tertiary Level.

Retrieved from:

https://files.eric.ed.gov/fulltext/EJ1309430.pdf

Sumary:

English language learning, in particular, is becoming more and more widespread through
movies. The value of employing movies as a theoretical foundation has been clearly
demonstrated in a number of academic research. However, this issue needs to be explored

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further. The objective of this research is to look into how university students perceive and
experience finding movies to help them learn a language.

The following three research questions were the focus of this study. The initial query is “What
are the learners’ perceptions of exploring movies for language learning?”. The second question is
“What are the learners’ experiences in exploring movies for language learning?”. The third
question is “What is a general framework in exploring movies for language learning?”.

This study uses quantitative methods to collect and analyze data to address the research
questions. The 5-point Likert Scale questionnaire was used through Google Forms to collect data
online. The three sections of the questionnaire covered the student demographics, student
attitudes, and student experiences in finding language-learning movies. The study report
involved 77 third-semester Diploma in Business Administration students from Teknologi MARA
University.

The results of the study indicate that learners' perception that watching movies has a beneficial
effect in improving their English speaking skills. Participants reported that they felt that learning
through movies improved their vocabulary acquisition, making it more enjoyable and easier for
them to learn. In addition, learning languages through movies also help them reduce anxiety and
stress. The results of the study also show that English learners through movies often improve
their language skills, they use words and sentences from movies in daily conversations, and their
pronunciation skills also improve. Participants also advocated the use of movies for language
learning. The results show that film selection also plays a very important role in learning, so
movies with appropriate themes should be selected.

(307 words)

COMPARISON:

When comparing the research purposes of both studies, it can be seen that the
similarity in the goals set by the two studies. The first study aimed to find out
whether watching movies helps language-learning adults improve their English.
The second study again aimed to find out how university students perceive and
experience learning English through movies. The research objectives of both

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articles are similar because they both learn about the influence of movies on
learning English, but they are different in the target audience. For the first study,
the goal was to investigate in adults, for the second study, the goal was to find out
in college students. In addition, the second study indicated that they wanted to
delve deeper into aspects that were not covered by previous studies, not simply
draw conclusions on the basis of theory.

Regarding the research question, both articles set out very clear research questions
about the problem the research paper wants to understand and solve. The
difference is that the 1st study asks 2 questions, and the 2nd study asks 3 questions.
The research question of the first study tends to find out whether language learning
through movies is beneficial for adults. The third research question is more about
understanding the thoughts and experiences of language learners through movies.

Regarding research methodology, the first study was carried out by qualitative
method, while the second study was carried out by quantitative method. And of
course, the method of data collection and analysis of the two studies is therefore
also different.

The method of data collection and analysis used by the first study is mainly
interview, in two ways of a face-to-face interview and a direct semi-structured
interview. The second study has a method of collecting and analyzing data through
questionnaires and presenting it to participants using a Google form. The two
studies also used two different methods to analyze the data. Because there are
different research purposes for the subjects who want to learn, the participants of
the two research papers are also different. While the first study involved people
ranging in age from 18-33 years old, the second study included third-year college
students.

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The results of the two studies have great similarities. Both studies suggest that
learning English through movies is a beneficial and very effective way in the
English learning process of the participants. Learning English through movies
helps improve listening, speaking, writing, and pronunciation skills, in which the
results of two studies show that learning English through movies helps learners
develop very well in two skills: speaking and pronunciation. The next similarity is
that both studies have found that learning English through movies helps learners
feel more interesting, authentic, lively, and motivated. But at the same time, there
are also some differences between the analytical results of both studies. The first
study has an additional analysis that is the participants' desire, they want to include
the film learning method in classroom lessons, applied to both learning and
teaching, while the study The second research only vague statement is that
language learning through watching movies should be applied to language
learning. In addition, the first study analyzed the difficulties that learning English
through movies would encounter, which the second study did not have. The results
of the second study also have the advice to choose the right movie to study, which
the first study does not have.

Both research papers set research objectives, research questions, and

implementation methods very clearly and in accordance with the topic focus. The
data collection and analysis methods chosen by both papers are very flexible and
perform well in their role in the research paper.

The results obtained by the two studies are very good and useful to those who are
learning languages in particular and those interested in this topic in general, both
studies help to clarify the influence of language learning. language through film.

However, both studies still have some research gaps that need to be supplemented
and clarified. For the first study, it was possible to change the subject including
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children to find out whether language learning through movies affects children's
English ability. At the same time, you should also learn about how to maximize the
benefits and limit the difficulties of language learning through movies. For the
second study, the participants should not be restricted to third-year university
students, but should learn about all undergraduate students, and should also delve
deeply into the advantages and disadvantages of learning languages through
movies.

(748 words)