A Research Paper on

Do EFL Learners Really Acquire the Language via

Watching English Subtitled movies?

By:

Ahmad Y. Totah

120141456

&

Ahmad S. Abu-Samra

120142065

Submitted to

Dr. Kamal R. Murtaga

First semester 2020-2021

IUG
 Do EFL Learners Really Acquire the Language via Watching English Subtitled movies?

Introduction

"You can't just watch a movie, you have to study a movie"(Lewis, 2020:1). Learning English

form movies, as Abdulrazaq (2018) clarified, is an ideal technique to help learners acquire the

language through a pleasant and enjoyable situation. They are the richest materials among other

forms of media because they provide an authentic environment and realistic feelings about the

language. Also, they introduce the words and expressions associated with the nonverbal language

and give students live examples to imitate. In addition, they help in language retention, too. The

most important effect is that they help learners to acquire the everyday language which is very

essential for modern English communication.

However, movies cannot teach the language alone, but it can be used as an aid to the basic

study. Pimsamarn (2011) stated that the combination of the images, sounds and subtitle text make it

easy for the learners to comprehend the language. The images gives the clue and gestures to verbal

language, while the subtitle text helps learners to identify the vocabulary they already know period

however, the target language subtitle may attract the students more than the images and sounds

because they're reading scales are better than listening ones. Watching movies with the students' first

language subtitle on the other hand draws their attention to the translated text and sounds and help

them to confirm their understanding. Nevertheless, students may focus on the subtitle and ignore

what they actually hear because their reading skills and their mother language is strong when

compared to their listening and speaking skills in the target language. In spite of all of these facts

1
about using movies to acquire a new language, there are a few studies that aimed to questioning the

learners' perspectives toward using them to improve language skills.

Objectives of the study:

This is study aims at:

1. investigating the IUG EFL learners attitude towards implementing English subtitled movies

to enhance language acquisition.

2. investigating the IUG EFL learners attitude towards implementing English subtitled movies

to improve language skills.

3. Identifying the most suitable genres of movies for teaching and learning purposes.

Questions of the study:

the problem of the study is stated in the following questions:

1. What is the IUG EFL learners' attitude towards using English movies to enhance acquiring

the English language?

2. What is the IUG EFL learners' attitude towards using English movies to improve English

language learners skills?

3. Which genre of the movies is more suitable for acquiring the English language?

The problem of the study:

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 Watching English movies with subtitle and no subtitle is very prevalent these days. However,

little efforts are paid to investigate EFL learners perspectives of implementing them to acquire the

English language( Albiladi, Abdeen, and Lincoln, 2018). Therefore, the researchers intend to search

on this point for helping EFL learners to change the time of watching movies for fun to a time of

learning and enhancing learners languages skills.

Importance of the study:

This study is very important as it attempts to help EFL learners to exploit learners' time and

to transform entertainment and pleasure tool into a way of interesting and funny learning. It also

provides effective ways to learn by watching films, and to make use of them to develop learners'

language skills as much as possible.

Limitation of the study:

This study is applied within the following limitation:

 It was a three-month study in the first semester of 2020-2021 academic year.

 It was limited to a sample of…. students who enrolled at the IUG English Department

at the same semester.

 It was limited to the topics of EFL learners' attitude towards implementing English

subtitled movies to enhance language acquisition.

Definition of terms:

EFL: English as a foreign language.

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IUG: Islamic University of Gaza.

Attitude: in this study, refers to the learners point of view about the topic under the study.

Literature Investigating

General Background:

Lewis (2020) argues that watching movies can be a waste of time unless it is done the proper

way. "You can't just watch a movie, you have to study a movie"(1), he comments. He mentioned five

attributes from the study-focused approach to movies. The first one is to focus and study the movie

actively. The second one is to break the movies up into smaller chunks of times for better

observation .the third one is to repeat and repeat. The fourth one is to engage and mimic what you

see. The fifth one is to know how to utilize from the subtitle. Based on this approach he, also,

recommends a method to be followed. Firstly, choose a movie with excellent subtitle in both

languages: the first and the target language. Secondly, watch the story and get to know the characters.

Then, break the movies into segments. Thirdly, write down the new words and phrases which seem

to be significant to the story or are repeated more than once. The learners should repeat this step

about five times with each segment. Fourthly, check comprehension and remembrance by turning off

the subtitle. Fifthly, review the movie with another partner or teacher for more understanding and

learning. Thus, watching movies can be very useful as it is:

1. An Exposure to new cultural situations

2. A great way to acquire the body language and other nonverbal cues

3. A more authentic language input then a textbook such as vocabulary idioms colloquial

expressions and so on.

4
 Learning English form movies is an ideal technique to help learners acquire the language

through a pleasant and enjoyable situation. They are the richest materials among other forms of

media because they provide an authentic environment and realistic feelings about the language. Also,

they introduce the words and expressions associated with the nonverbal language and give students

live examples to imitate. In addition, they help in language retention, too. The most important effect

is that they help learners to acquire the everyday language which is very essential for modern English

communication. However, movies cannot teach the language alone, but it can be used as an aid to the

basic study. (Abdulrazaq, 2018)

Many teachers are keen to using films in language teaching classrooms due to their multiple

advantages. Firstly, they are motivating and enjoyable as they are integral parts of students' lives.

Secondly, they provide authentic and varied language that helps students to understand the language

because they associate listening with seeing facial expressions and gestures at the same time. Thirdly,

they give a visual context because the language is spoken inside films are real and interactive that

has a natural expressions and natural flow of speech. Fourthly, they bring variety and flexibility to

classroom by widening the range of the teaching techniques to help students to improve their four

language skills. (Donaghy, 2014)

Adel (2019) argued that Movies are not the best way to learn the language. Even, it's not a

way at all, but it may help the learner overcome some of his weaknesses as it:

1. helps the learner to understand some aspects of culture as most of the content of the films is

fictional and does not reflect reality.

2. Gives the learner the opportunity to listen to the native speakers of the language.
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 3. helps learners to review the words and expressions she/he already knows.

However, it is not a good way to learn new points as it will only raise many questions for the learner

without answering them. Moreover, they cannot be exploited to repeat behind the actors as this

method does not contribute at all to the development of the level of fluency of the learner, but all

there is it will help to improve the pronunciation a little. In order to be able to benefit from films, the

learner must:

1. focus on the quality of the films and their language content, not on the number of films

watched.

2. Repeat the same movie several times without subtitles.

3. choose of dramatic films and not action films which their linguistic content is fairly rich in

personality and their tradition of speaking, and this helps to build the character of the learner

within the language gradually

Language teachers can take advantage of a movie treasure that addresses topics such as

immigration, xenophobia, and adaptation to a new culture, or the dilemmas one faces when one

belongs to two cultures. Although the films cannot replace actual interaction with members of other

cultures, they can provide useful preparation for those meetings by promoting understanding and

sensitivity development. Intercultural communication through films allows students to understand the

behavior of others and empathize with members of minority groups, the misunderstandings between

cultures, and the roots of racism. (TAULEAN, n.d.)

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 English movies are a great tool for learners to improve English language skill. Specifically,

English movies without subtitles are considered to be effective tools for enhancing language learners'

listening skill as they help in:

1. Enhancing learners' listening strategies by guessing and interpreting the meaning of the

context from visual clues such as facial expression and gestures.

2. Activating Learners by listening for key words and main ideas.

3. Concentrating more on the image and sounds without the distraction of subtitles.

4. Motivating learners to watch and take steps on their own.

However, still there are many difficulties that could face learners because of their level of

proficiency, experience, and feelings such as:

1. Not recognizing all the words used by the actors and misinterpreting the meaning when

the image presented is ambiguous.

2. The actors' fast speaking with unclear speech and pronunciation.

3. Getting confused and misinterpret due to the use of colloquial expressions, technical

terms and many idioms and slang.

4. Unfamiliar words and specific humor with cultural background and knowledge. (Baltova,

1999)

Pimsamarn (2011) stated that the combination of the images sounds and subtitle text make it

easy for the learners to comprehend the language. The images gives the clue and gestures to verbal

language, while the subtitle text helps learners to identify the vocabulary they already know period
7
however, the target language subtitle may attract the students more than the images and sounds

because they're reading scales are better than listening ones. Watching movies with the students' first

language subtitle on the other hand draws their attention to the translated text and sounds and help

them to confirm their understanding. Nevertheless, students may focus on the subtitle and ignore

what they actually hear because their reading skills and their mother language is strong when

compared to their listening and speaking skills in the target language.

Previous Studies:

Ebrahimi and Bazaee (2016) conducted an experimental study to investigate the impact of

watching standard subtitled movies on EFL learners' content and vocabulary comprehension. The

participants of the study were 44- Iranian- female -and -male students aged between 20 and 27 and

have been exposed to the English language for more than 6 years. The participants were divided into

two equal groups: The experimental group watched the movie with Standard English subtitle while

the control group watched it without any subtitles. Then, the two groups were tested in multiple

choices vocabulary and content comprehension questions. The results of the study revealed that the

subtitle had a positive impact on content comprehension of English movies, but no effect on

vocabulary comprehension.

Using movies in teaching English language is so prevalent among language teachers to help

students acquiring a new language. In fact, there is a little effort spent in investigating the learner's

attitude towards media including movies. Therefore, Albiladi, Abdeen, and Lincoln's (2018)

qualitative study aimed at investigating adult learners' opinions about using movies to improve

language competency among learners. The sample of the study consisted of 25 adult learners chosen

purposively from different states of the United States. Interviews results revealed that language

8
learners believe that movies are effective tools that improve their linguistic skills in terms of

speaking, listening, reading, vocabulary, and writing. Also, they believe that movies help them to

enhance their cultural awareness.

The assumption that perceptual learning of the sounds of a foreign language, English, will

improve the perceptual skills of the non-English spoken learners made watching English-spoken

movies with subtitles very common. Birules and Soto- Faraco (2016) conducted a study to examine

the impact of watching subtitles movies on the language acquisition of the learners. The participants

of the study were 60 Spanish-spoken-intermediate-university students learning English as a foreign

language. They watched one-hour episode of English TV drama with English, Spanish and no

subtitle. The participants had a pre and posttests in listening and vocabulary to test their speech

perception and vocabulary acquisition in addition to a final plot comprehension test. The findings

indicated that the participants had a significant development in the listening skills after the English

subtitle, and there are no significant differences between the three subtitles and capillary acquisition.

Indeed, the plot comprehension was the best under the Spanish, native language, subtitle. The

researchers recommended for more studies in which the exposure time to the language is longer.

Goctu's (2017) study Investigated EFL learners' perspectives and awareness of using English

movies in classrooms to develop their English language skills. The sample consisted of 25

intermediate level EFL students at Georgian university period the participants watched the English

movie at home, and the movie was analyzed at the lecture. Then, students were asked seven

questions to reflect their awareness of implementing movies in EFL classrooms. The results showed

that students had a positive attitude towards using movies to improve language skills. Although there

weren't many movies materials in the past time, there are a vast range of educational movies that are

designed for this specific purpose nowadays.

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 Kabooha's (2016) study aimed at studying Saudi EFL learners and teachers attitudes towards

implementing English spoken movies in language classrooms to improve students' language skills.

Participants of the study were 50 female intermediate level students at their preparatory-year

program at Abdul-Aziz University in Saudi Arabia. To achieve the objectives of the study, the

researcher used two data collection tools: students' questionnaire; and students and teachers' semi-

structured interviews. Also, teachers were asked to write reflective composition about implementing

movies in their classrooms. The results revealed that both students and teachers had positive attitudes

towards using movies in teaching and learning English to improve the four language skills.

According to the results, the researchers recommended some educational methods to utilize movies

in the classrooms and provided well selected movies to increase student motivation.

Many researchers stated that one of the most essential and supplementary tools in EFL

classrooms all movies. They are implemented to stimulate EFL students. However, few studies were

dedicated to investigate the relationship between students' movie preference and effective learning.

Therefore, Yaseen and Shakir (2015) aimed at investigating this relationship. The sample of the

study consisted of 15 to 18 years old 12 male and eight female students from Iraqi school in Kuala

Lumpur- Malaysia. To collect the needed data, the researchers used two posttests. The results

showed that movies helped students to visualize the reading text and enhance their information

attention and retrieval. Also, the results indicated that the visual learners preferred to watch movies

similar to their learning materials while kinesthetic and auditory learners interested in any type of

movies.

Liando, Sahetapy, and Maru (2018) investigated the perceptions of the English major

students toward watching movies to improve listening and speaking skills. The participants were 67

English major students who involved in listening and speaking classes in a university in North

Sulawesi. They used a three-part questionnaire. The findings revealed that the participant were aware

11
of the effectiveness of English movies on developing listening and speaking skills. However, they

thought that the effects of movies were more on developing listening skills than speaking ones. Also,

the subtitle has a positive impact on conversations' comprehension. English movies are considered to

be more effective than other medias on language teaching. Therefore, the researchers recommended

for more studies in the same topic and other topics such as the effectiveness of the different subtitles

of English movies and the different genres on language teaching.

Damronglaohapan and Stevenson (2013) aimed at examining the students' attitudes towards

using short English movies and TV series clips on YouTube to acquire the English language and

improve listening skills. The participants were 78 third -year students enrolled in English

conversation course. To collect the required data, the participants watched ten clips, two clips /a

week for five weeks, and answered related exercises.in addition to two questionnaires, one after each

clip and another at the end of the project to elicit students' attitudes towards their experience. The

findings revealed that students had positive attitude towards implementing clips to support the

classroom instruction. Also, the majority of the participants indicated that clips are more effective

than textbook CD and they assisted them to improve their listening skills and vocabulary and

expressions understanding. Tracking students' attitudes changing through the project, the results

indicated that they were most engaged by comedy clips and least by drama clips.

Nowadays, it is taken for granted that watching films can affect the learners positively. They

are thought to be major contributors to the acquisition of the language. Therefore, Keser and Acar

(2017) aimed at investigating the impact of watching films on learners' communication skills. The

sample consisted of 20 Turkish volunteers' students at Akdeniz University's Antalya School of

Health who conformed to the criteria for inclusion. .The researchers adopted experimental research

with one group. The data collection methods were a pretest, a posttest, a questionnaire, and a

communicative skills rating scale. The results of the study showed that there was a statistically

11
significant difference between the pretest and the posttest of the participants. Thus, it was approved

that watching films improved learners' communication skills.

Worrawattananukul (2017) Investigated learners' perceptions towards implementing English

movies to develop listening comprehension skills. 66 first-year English major students at APIU (Asia

Pacific International University) who had to study English as a second language were the participants

of the study. The researchers adopted a questionnaire from another previous study to elicit students'

attitudes. The findings indicated that movies had a positive effect s on enhancing the students'

comprehension skills. Also, learners with higher proficiency level had more positive attitude towards

using English movies. Based on these results, the researchers recommended for more studies with

different groups of participants, other media than English movies, and other instruments to get more

information.

The study of Gomathi, Geetha and Raa (2017) studied the use of vocabulary affected by

media with a special reference to the movie Slumdog Millionaire. 60 female and male Indian first-

year engineering students were the participants of the study. The researchers used a pretest, a posttest

and semi-structured interviews to achieve the objectives of the study. The results indicated that there

was significant improvement in vocabulary learning according to the pretest and posttest. Therefore,

teachers were recommended for using films in language teaching as it can be entertaining and

enjoying for the learners.

Stewartn and Pertusa (2004) Argued that the attempt of the language teachers to ease

learners' comprehension of films in the target language by turning on the target language subtitle it

promotes learners to use their reading skills instead of improving their listening ones. Therefore,

watching films with a closed subtitle reinforces what students here visually. by conducting a

comparison study of acquiring vocabulary of a group of students enrolled in an intermediate Spanish

conversation classes watching English subtitled films with another group watching the same films
12
with Spanish closed captioning come up they concluded that: watching films with the target language

subtitles made learners read the translated text due to their strong reading skills and their first

language and not focus on listening.

Masria (2019) aimed at investigating the relationship between watching English movies with

first language subtitle and popular knowledge and listening comprehension. The participants of the

study were 78 EFL Arab learners at the university level. The researcher used the first language

subtitle to improve understanding of the second language throw matching the sounds with the

meaning period the findings indicated that extensive viewing movies has positive impact on

improving oral vocabulary knowledge and listening comprehension. The results revealed that the

priority knowledge was a strongly associated with vocabulary acquirement through watching movies.

Methodology

Research type:

In this study, the researchers adopted a quantitative descriptive method.

Data collection method:

To go along with the objectives of the study, the researchers design a questionnaire that is

consisted of 14 closed-ended items that attempts to the gather the participants' point of view of the

effectiveness of watching movies on enhancing language acquisition and improving language skills

as well as the most suitable genre of movies to learning purposes. The validity of the questionnaire

items is approved by the prof. and instructor of the Advanced Writing course, Dr. Kamal

Murtaga.( see appendix one page 23)

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Participants:

The sample of the study consists of 20 undergraduate students from The English department

at the IUG. They share the same characteristic; for example, they are all EFL learners and their ages

are between 19 and 22 years old They are randomly selected to make the reserve more reliable and

objective.

Procedure:

On 18th Dec. 2020 and after the validity of the questionnaire had been approved by Dr.

Kamal Murtaga, the researchers chose a sample of the students randomly and sent them the link of

the electronic version of the questionnaire on Google drive to reply on it. Then, they sent their

replies via the same website. It took one days to finish the process of data collection.

Data Analysis, Results, Discussion and Recommendation

The data that collected via the questionnaire are all objective data. Therefore, the researchers

analyzed them manually using the simple percentage. the questionnaire papers analyzed are 20

papers.

Results:

 According to the suggested Advantages of using movies on acquiring the language, the

responses are in Table One.

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 Table One.

Item/ Yes No Don't Know

1. Watching English subtitled movies can enhance EFL and learners listening 90% 10% 0%
skills.
2. Watching English subtitled movies can enhance EFL learners speaking skills. 70% 15% 15%

3. Watching English subtitled movies can enhance EFL learners writing skills. 65% 20% 15%

4. Watching English subtitled movies can enhance EFL learners reading skills. 65% 15% 10%

5. Watching subtitled movies helps EFL learners to acquire new vocabularies 90% 10% 0%
and expressions.
6. Watching subtitled movies helps EFL learners to acquire the grammar 35% 35% 30%
structures of the target language.
7. Watching English subtitled movies enhances EFL learners EFL learners 85% 5% 10%
awareness of the cultural background.
8. Watching English subtitled movies provides EFL learners with authentic 65% 20% 15%
environment to acquire the language.

 According to the suggested disadvantages of using movies on acquiring the language, the

responses are in Table Two.

Table Two

Item Yes No Don't

know

1. Watching the English subtitled movies, the learners focus on reading the 15% 80% 5%
subtitle and ignore the spoken language.
2. Watching English subtitled movies can't replace the actual interaction with the 30% 40% 30%
native speakers of the target language.
3. Watching English subtitled movies is an integral technique and cannot be used 55% 30% 15%
alone to acquire the language.
4. Watching English subtitled movies may affect the learners negatively and get 65% 15% 20%
them confused because of the fast speaking of the actors.
5. Watching English subtitled movies can't help in acquiring the daily language of 50% 40% 10%
the native speakers because it is content is fictional and not real.

15
  According to the most beneficial genre of movies to help in acquiring the language, the

responses are in Chart One.

Chart One

Discussion:

Most respondents agreed on the advantages and potentials of using watching movies in the

target language to acquire the language, such as improving speaking, listening, reading and writing

skills, and contributing to the acquisition of new vocabulary and expressions. However, the

participants' opinions varied significantly on the advantage of using watching movies to acquire the

grammar structures of the target language. This variation is due to the fact that the grammar rules of the

language learned by students in schools and the grammar structure used by the actors in the films are, to some

extent, different, which makes students thinks that "English is crazy" and full of irregularities and that the

speakers do not follow the grammar rules. Another reason is that while watching movies, students may catch

some new structures that raise questions without providing answers.

Similarly, most participants agreed on the disadvantages of watching movies to acquire the

language, such as that it cannot be considered a main means of learning the language and that the

16
speed with which the actors speak may lead to confusion of learners and influence them negatively.

Also, they considered the films to be ineffective in learning the language because the dialogue inside

them is not real and fictional. However, most participants did not agree that the subtitle may distract

learners from the spoken language to the subtitle reading, so this point cannot be considered a

disadvantage at least for this sample. In addition, the participants' opinions varied significantly on

whether watching movies can replace the actual interaction with the native speakers of the target language

or not. A significant number of the participants didn’t find watching movies as an alternative to the

actual interaction with the native speakers of the target language. This can be attributed to the passive

status of the learner as he/she is in the position of the recipient and cannot interact with speakers

within the movie.

To sum up, the participants had a positive attitude towards using movies to enhance language

acquisition and improve language skills. Thus, the first two questions of the study were answered.

These findings were in line with those of Ebrahimi and Bazaee (2016), Goctu (2017), Albiladi,

Abdeen, and Lincoln's (2018), and many other previous studies mentioned in the literature

investigation section. The answer of the third question of the study was that the majority of the

participants chose drama and comedy to be the most appropriate genres of movies to help in

acquiring the language. These results were consistent with what has been proposed before by Adel

(2019) as he suggested that the content of the dramatic films and not the action films helps to build

the character of the learner within the language gradually.

Recommendation:

Based on the results of this study, watching subtitled movies can be an effective tool in

facilitating acquiring a new language if it's implemented properly. Therefore, many researchers have

17
suggested successful ways to take advantage of watching movies and turn it from time to fun to time

to learn. For instance Lewis (2020) argued that watching movies can be a waste of time unless it is

done the proper way. "You can't just watch a movie, you have to study a movie"(1), he commented.

He mentioned five attributes from the study-focused approach to movies. The first one is to focus

and study the movie actively. The second one is to break the movies up into smaller chunks of times

for better observation .the third one is to repeat and repeat. The fourth one is to engage and mimic

what you see. The fifth one is to know how to utilize from the subtitle. Based on this approach he,

also, recommends a method to be followed:

1. Choose a movie with excellent subtitle in both languages: the first and the target language.

2. Watch the story and get to know the characters. Then, break the movies into segments.

3. Write down the new words and phrases which seem to be significant to the story or are

repeated more than once. The learners should repeat this step about five times with each

segment.

4. Check comprehension and remembrance by turning off the subtitle.

5. Review the movie with another partner or teacher for more understanding and learning.

For a second instance, Adel (2019) recommended that the learner, in order to be able to benefit from

films, must:

1. Focus on the quality of the films and their language content, not on the number of films

watched.

2. Repeat the same movie several times without subtitles.

18
 3. Choose of dramatic films and not action films which their linguistic content is fairly rich in

personality and their tradition of speaking, and this helps to build the character of the learner

within the language gradually

Conclusion:

in this study, the researchers aimed at investigating the IUG EFL learners' attitude towards

implementing English subtitled movies to enhance language acquisition and improve language skills;

and Identifying the most suitable genres of movies for teaching and learning purposes. The

researchers adopted a quantitative analytical method to achieve the previous objectives. The

participants were 20 undergraduate EFL learners from the IUG. They were asked to replay to a 14-

item questionnaire. The results showed that watching English subtitled have many advantages, from

the participants' point of view, which can enhance language acquisition and improve language skills

if it's implemented properly. In addition, the results revealed that drama and comedy are the most

suitable genres of movies for teaching and learning purposes. Based on results, the researchers

recommended some techniques to be followed when using movies to acquire a new language.

19
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 Appendix one

A Questionnaire on EFL Learners Perspectives of Watching English Subtitled Movies to Acquire the

English Language

Dear students:

This questionnaire aims at investigating your perceptions of using English subtitled movies to help

EFL learners to acquire the English language. If you don't mind, can you reply to the following items?

Thank you.

Ahmad Y. Totah & Ahmad S. Abu-Samra

 Select one option for every item:

Item Yes No Don't Know

1. Watching English subtitled movies can enhance EFL and learners listening
skills.
2. Watching English subtitled movies can enhance EFL learners speaking skills.

3. Watching English subtitled movies can enhance EFL learners writing skills.

4. Watching English subtitled movies can enhance EFL learners reading skills.

5. Watching subtitled movies helps EFL learners to acquire new vocabularies

and expressions.
6. Watching subtitled movies helps EFL learners to acquire the grammar
structures of the target language.
7. Watching English subtitled movies enhances EFL learners EFL learners
awareness of the cultural background.
8. Watching English subtitled movies provides EFL learners with authentic
environment to acquire the language.

24
 Item Yes No Don't
know

1. Watching the English subtitled movies, the learners focus on reading the
subtitle and ignore the spoken language.
2. Watching English subtitled movies can't replace the actual interaction with
the native speakers of the target language.
3. Watching English subtitled movies is an integral technique and cannot be
used alone to acquire the language.
4. Watching English subtitled movies may affect the learners negatively and get
them confused because of the fast speaking of the actors.
5. Watching English subtitled movies can't help in acquiring the daily language
of the native speakers because it is content is fictional and not real.

 Which genre of English subtitled movies is the most suitable for acquiring the target

language?

1. Action

2. Comedy

3. Drama

4. Fantasy

5. Horror

6. Mystery

7. Romance

8. Thriller

25