Language Learning (Page 3)

Earlier research, on the other hand, preferred university students or

adults over elementary or secondary school students. In addition, only a
small amount of research has looked into the link between language
learning strategy and attitudes about foreign language acquisition and
the foreign language mark. Learners' attitudes about language learning
between the age of 10-20 are particularly significant because they
influence motivation, learning outcomes, and subsequent language
learning success (Platsidou and Kantaridou, 2014; Platsidou)
However, language learning is the outcome of a "very
sophisticated cognitive structure" that is generated by the gathering and
fine-tuning of knowledge units, according to Anderson's book Adaptive
Control of Thought. It also emphasizes the procedural part of language
learning rather than the declarative knowledge that is already stored in
the brain. As a result, practice (the procedural part) is critical for
language development.
Khan (2015) explained that viewing a movie visually can aid
language learners' knowledge and comprehension in the context of an
ideal visual, making it an effective language learning method for them.
Some students learn English by watching movies. Khan (2015) argues
that movies can provide a number of strategies and resources for
learning the target language to assist students to enhance their listening
and speaking skills. As a result, the movie is appropriate for students
who wish to study English as a source of amusement because it can
pique the students' curiosity and influence their motivation to learn more
from another English films.

Results and Discussion (Page 13)

3.1 Did the use of programmed moving images in movies and

televisions help them develop their comprehensive skills in languages?
The table above shows the responses to survey question 3.1 asking,
did the use of programmed moving images in movies and televisions
help them develop their comprehension skills in languages? 1.67 of the
respondents strongly disagree, 5.83% disagree, 20% neutral, 50% agree,
and 22.5% strongly agree, with a TWM of 3.86 and a verbal description
of Agree
3.2 Did it help them positively advance their speech and oral
communication skills by using the languages they repeatedly watch
The table above shows the responses to survey question 3.2 asking,
did it help them positively advance their speech and oral communication
skills by using the languages they repeatedly watch? 1.67% of the
respondents strongly disagree, 4.17% disagree, 16.67% neutral, 53.33%
agree, 24.17% strongly agree with a TWM of 3.94, and a verbal
description as Agree.

3.3 Did the languages they learned by watching movies and television
help them improve their written communication skills by writing in the
language they acquired?
The table above shows the respondents for survey question 3.3
asking, did the languages they learned by watching movies and
television help them improve their written communication skills by
writing in the language they acquired? 1.67% of the respondents
strongly disagree, 5% disagree, 30% neutral, 39.17% agree, and 24.17%
strongly agree with a TWM of 3.79 and a verbal description as Agree.

3.4 Are the subtitles and English translation in movies and televisions
help them to be more proficient in reading and discussing what they
learn through watching?
The table above shows the respondents of survey question 3.4
asking, are the subtitles and English translation in movies and televisions
help them to be more proficient in reading and discussing what they
learn through watching? 1.67% of the respondents strongly disagree,
4,17% disagree, 19.17% neutral, 46.67% agree, and 28.33% strongly
agree with a TWM of 3.96 and a verbal description as Agree.