INCORPORATING HOLLYWOOD BLOCKBUSTERS INTO THE MALAYSIAN ENGLISH CLASSROOM: A CONTENT ANALYSIS OF PREFERRED FILMS AMONG HIGHLY ENGLISH-PROFICIENT MALAYSIAN UNIVERSITY STUDENTS FOR MEANINGFUL LANGUAGE TEACHING
DOI:
https://doi.org/10.35631/IJMOE.830053Keywords:
English Movies, High-Proficiency Students, Malaysia English Classrooms, Malaysian University Students, Meaningful IncorporationAbstract
This study investigates the English-language movie choices of Malaysian university students and its usefulness in language teaching and learning. English-proficient learners are typically considered as language custodians that can offer views that extend beyond enjoyment, emphasising that films are a great source of language input and creativity. The purpose of this study was to find out films favoured by the English-proficient learners, analyse common language patterns in the films and suggest ways in which our classrooms might use films to enhance English language engagement. The study adopted a mixed-method approach with 20 students from Tunku Abdul Rahman University of Management and Technology (TARUMT) who are skilled in English. Quantitative data was obtained by a survey of movie preferences. Thematic analysis of chosen linguistic elements (vocabulary, idiomatic expressions, registers, and humour) from the top four preferred films was used to explore views of language development. Everyone agreed that watching films in English was good for mastering the language. The participants loved the pronunciation, social emotions and above all the inventiveness in language (witty conversation, puns). Formal accuracy, emotional language, and idiomatic completeness all differed film by film. The design of this study is also replicable in learners of other competence levels, other institutions and cultures, and with similar audiovisual forms like TV shows or streamed content. These additions would investigate whether the language benefits of films are universal or context-dependent and help educators to adapt film-based teaching approaches to suit different learners. In brief, they underscore the promise of films as contextually rich and immersive opportunities for language acquisition, offering teachers concrete strategies to incorporate linguistically enriched media into their education.
Downloads
References
Ahmed, A., Pereira, L., & Jane, K. (2024). Mixed methods research: Combining both qualitative and quantitative approaches. Research Gate. https://www.researchgate.net/publication/384402328_Mixed_Methods_Research_Combining_both_qualitative_and_quantitative_approaches
Bjork, U. J. (1991). American media domination and audience preference: A 60-year perspective. Annual Conference of the International Communication Association. http://files.eric.ed.gov/fulltext/ED332252.pdf
Bocci, F. (2020). Movies in education: A non-formal approach for lifelong and lifewide learning. Educatia 21 Journal, (19), 4–10. https://doi.org/10.24193/ed21.2020.19.01
Chan, H. X. (2023). Perception of conventional TV and OTT video streaming platforms among university students in Klang Valley [Bachelor thesis, Universiti Tunku Abdul Rahman]. http://eprints.utar.edu.my/5844/1/Chan_Hern_Xi_1902188.pdf
Chao, T. (2013). A diary study of university EFL learners’ intercultural learning through foreign films. Language Culture and Curriculum, 26(3), 247–265. https://doi.org/10.1080/07908318.2013.833936
Chu, J. M. (Director). (2024). Wicked [Film]. Universal Pictures.
Columbia University Mailman School of Public Health. (2023, March 30). Content analysis method and examples. https://www.publichealth.columbia.edu/research/population-health-methods/content-analysis
Daneshfard, F., Khosravian, E., Alimorad, Z., Honarparvaran, M., & Bordbar, F. T. (2021). Watching English movies and proficiency development: Advanced learners’ perceptions and strategies. Global Journal of Foreign Language Teaching, 11(2), 109–123. https://doi.org/10.18844/gjflt.v11i2.5660
Delić, A., & Jašić, A. J. (2017). Linguistic complexity in high-school students’ EFL writing. Explorations in English Language and Linguistics (ExELL), 5(2), 122–146. https://doi.org/10.2478/exell-2019-0003
El-Mahmoud, S. (2019, August 18). Which age group goes to the movies most often? You might be surprised. Cinemablend. https://www.cinemablend.com/news/2478258/which-age-group-goes-to-the-movies-most-often-you-might-be-surprised
Harshman, J. (2017). Developing global citizenship through critical media literacy in the social studies. The Journal of Social Studies Research, 42(2), 107–117. https://doi.org/10.1016/j.jssr.2017.05.001
Hashim, A., & Leitner, G. (2014). English as a lingua franca in higher education in Malaysia. The Asian Journal of Applied Linguistics, 1(1), 16-27. http://caes.hku.hk/ajal
Hoti, S. (2020). The impact of English movies on college students' English proficiencies at the University of Prizren (English department) [Research paper, University of Prizren]. http://dx.doi.org/10.13140/RG.2.2.36407.04002v
Inspiration. (2023, December 11). Cinema across cultures: How film reflects society. Inspire Culture. https://inspireculture.org/cultural-awareness/arts-culture/cinema-across-cultures-how-film-reflects-society/
Kanellopoulou, C. (2019). Film subtitles as a successful vocabulary learning tool. Open Journal of Modern Linguistics, 9(2), 145–152. https://doi.org/10.4236/ojml.2019.92014
Kang, E., & Hwang, H. (2023). The importance of anonymity and confidentiality for conducting survey research. Journal of Research and Publication Ethics, 4(1), 1–7. https://doi.org/10.15722/jrpe.4.1.202303.1
Kennedy, N. F., Şenses, N., & Ayan, P. (2011). Grasping the social through movies. Teaching in Higher Education, 16(1), 1–14. https://doi.org/10.1080/13562517.2010.507305
Kenton, W. (2024, June 26). Sample: What it means in statistics, types, and examples. Investopedia. https://www.investopedia.com/terms/s/sample.asp
Majlis Peperiksaan Malaysia. (2018). Band description. https://www.mpm.edu.my/images/dokumen/calon-peperiksaan/muet/BAND_DESCRIPTION.pdf
Manel, B., & Mohammed-Hichem, B. (2022). The effectiveness of subtitled movies and TV shows in enhancing language learning [MA dissertation, University of Tlemcen]. http://dspace.univ-tlemcen.dz/bitstream/112/20404/1/The_Effectiveness_of_Subtitled_M ovies_and_TV_Shows_in_Enhancing_Language_Learning.pdf
Marise. (2024, September 10). 10 strategies for enhancing student engagement and participation: Effective techniques for teachers. LearningMole. https://learningmole.com/enhancing-student-engagement-and-participation/
Maulida, S., & Warni, S. (2024). Students’ perceptions toward the impact of English movies on students’ vocabulary knowledge. SALEE Study of Applied Linguistics and English Education, 5(2), 666–680. https://doi.org/10.35961/salee.v5i2.1448
Mazlan, L. M., & Kamal, M. A. A. (2022). Students’ perceptions on the use of English movies to enhance English language competency. Journal of Creative Practices in Language Learning and Teaching (CPLT), 10(2), 80–89. http://dx.doi.org/10.24191/cplt.v10i2.19187
Mbirimi-Hungwe, V. (2023). Towards the development of a multilingual environment: A case of a South African university. Journal of Languages and Language Teaching, 11(3), 526–536. https://doi.org/10.33394/jollt.v11i3.8361
Medina, E. G. L., & Hurtado, C. P. R. (2018). Impact of Hollywood movies in the expansion of English as global language. Ciencia Digital, 2(2), 524–543. https://doi.org/10.33262/cienciadigital.v2i2.117
Mustafa, A. A. B. M., & Nagaraj, S. (2019). Local films or Hollywood films: Malaysian’s preferences. INTI Journal, 2019(45). http://eprints.intimal.edu.my/1319/
Nolan, C. (Director). (2023). Oppenheimer [Film]. Universal Pictures.
Nowicki, M. (2024, January 14). Using movies effectively for language learning. Michał Nowicki. https://michalnowicki.com/en/using-movies-effectively-for-language-learning/
Orhan, A. (2023). Fake news detection on social media: The predictive role of university students’ critical thinking dispositions and new media literacy. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00248-8
Pakaya, M. H., Saleh, Y. R., & Ayuba, H. (2024). The correlation of watching English movies habit and listening skill. Journal of English Language Teaching Linguistics and Literature Studies, 4(1), 69–79. https://doi.org/10.30984/jeltis.v4i1.3116
Pariyanto, P., & Pradipta, B. (2019). Factors influencing an EFL learner’s proficiency: An English teacher’s perspective. Anaphora: Journal of Language Literary and Cultural Studies, 2(2), 89–95. https://doi.org/10.30996/anaphora.v2i2.3369
Rashdan, S. U. S., Johar, E. M., Mohamad, F., & Kadir, Z. A. (2023). English films and their effects on development of productive and receptive skills: Beyond classroom exposure. International Journal of Linguistics, 15(5), 12–29. https://doi.org/10.5296/ijl.v15i5.21325
Roslim, N., Azizul, A. F., Nimehchisalem, V., & Abdullah, M. H. T. (2021). Exploring movies for language teaching and learning at the tertiary level. Asian Journal of University Education, 17(3), 271-280. https://doi.org/10.24191/ajue.v17i3.14520
Russo, A., & Russo, J. (Directors). (2019). Avengers: Endgame [Film]. Marvel Studios.
Sahoo, S. (2024). The impact of streaming services on youth television viewing habits and media literacy. ShodhKosh: Journal of Visual and Performing Arts, 5(1), 703–716. https://doi.org/10.29121/shodhkosh.v5.i1.2024.946
Samuel, M. (2018). Languages in the Malaysian education system: Monolingual strands in multilingual settings. Journal of International Comparative Education, 7(2), 127–128. https://doi.org/10.14425/jice.2018.7.2.127
Saraswati, N. (2024). English idiomatic expressions in EFL classroom through movies: challenges and opportunities. Global Expert Jurnal Bahasa Dan Sastra, 12(1), 19–24. https://doi.org/10.36982/jge.v12i1.4429
Siahaan, S., Eriyanti, R. W., Rofieq, A., & Huda, A. M. (2024). Students' perception regarding the integration of English-subtitled films in language learning. JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan, 10(1). https://doi.org/10.33373/chypend.v10i1.5948
Solijonova, M. (2024). Cinema in the classroom: Enhancing EFL listening and cultural awareness. International Scientific-Practical Online Conference, 229–238. https://doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/sdvq7780
Stoddard, J. D., & Marcus, A. S. (2010). More than “showing what happened”: Exploring the potential of teaching history with film. The High School Journal, 93(2), 83–90. https://doi.org/10.1353/hsj.0.0044
Watts, J. (Director). (2021). Spider-Man: No Way Home [Film]. Sony Pictures.
Williams, B. (2024, November 14). Thematic content analysis method explained. Insight7. https://insight7.io/thematic-content-analysis-method-explained/
Winiarczyk, P. (2023). Generational differences in streaming platform consumption practices. Mediatization Studies, 6, 49–70. https://doi.org/10.17951/ms.2022.6.49-70
Writer, S. (2024, December 23). The benefits of using Google Forms for surveys and feedback. Reference.com. https://www.reference.com/world-view/benefits-using-google-forms-surveys-feedback
Yadav, M., & Srivastava, M. K. (2020). A study of changing consumer trends in the entertainment industry. Iconic Research and Engineering Journals, 4(4), 9–16. https://www.researchgate.net/publication/344671744_A_Study_of_Changing_Consumer Trends_in_The_Entertainment_Industry
Yen, P., Hien, T., & Quyen, V. (2019). A review of factors influencing learners’ gain of English proficiency. Can Tho University Journal of Science, 11(1), 49–59. https://doi.org/10.22144/ctu.jen.2019.007
Yulia, A., Joshi, R. M., Husin, N. A., & Rahim, S. A. A. Y. (2023). Enhancing English proficiency through social circle and vocabulary among Malaysian adult learners. Studies in English Language and Education, 10(1), 322–336. https://doi.org/10.24815/siele.v10i1.25740
Zarate, M. E. C. (2022). Influential factors affecting students’ English proficiency. Journal of Positive School Psychology, 6(7), 3664–3668. http://journalppw.com
