Enhancing Language Acquisition: A Study on the Effectiveness of Films in

Teaching English Literature Among Second Year English Major Students

of Southern Baptist College

ELMER G. DUHAYLUNGSOD Jr.

SHEKINAH JOY G. PINEDA

BEVERLIE E. BANDIOLA

LORENE M. BLANCO

BACHELOR OF SECONDARY EDUCATION

(Major in English)

APRIL 2024

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 OBJECTIVES

This study aims to:

1. Determine the perception of students to the effect of watching films on

Second year English major students’ comprehension of English literature.

2. Investigate the effectiveness of films in enhancing language acquisition

among Second year English major students.

THEORETICAL LENS

The dual-coding theory (DCT) is a general cognition theory that has been

directly applied to literacy and language learning. The theory was proposed by

Allan Paivio in 1971 and explains the powerful effects of mental imagery on the

mind and memory. In his theory, Paivio originally accounted for verbal and

nonverbal influences in memory, but researchers soon started applying it in other

areas of cognition. According to this theory, a person can learn new materials

using verbal associations or visual imagery but the combination of both is more

successful in learning. The dual-coding theory states that the brain uses both

visual and verbal information to represent information, but this information is

processed differently along two distinct channels in the human mind, creating

different representations for information that each channel processes.

The existing dual coding systems are the verbal system and the

nonverbal/visual system.

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These dual coding systems interact and this interaction results in better recall.

The verbal system stores linguistic information/units (such as text, sound, or

even motor experience such as sign language) in sequential units called

“logogens.” The non-verbal/visual system processes visual information/units

(such as symbols, pictures, or videos) and keeps them in units called “imagens.”

The terms “logogen” and “imagen” refer respectively to representational units of

verbal and nonverbal information that produce already existing mental words and

images and can function unconsciously to improve cognitive performance.

According to the research investigates the feasibility of employing Paivio's

(1971, 1991; Clark and Paivio, 1991). The dual coding hypothesis provides an

explanation for the impact of multimedia on learning. The newspaper describes

dual coding theory before it explores its suitability as an explanation of the

findings of a wide number of research conducted across numerous media. It

appears that Dual coding theory might be a plausible explanation for several of

these findings. People, they appear to learn better when relevant information is

offered simultaneously via verbal and Pictorial media is more effective than

verbal or pictorial media alone for conveying information. (Lawrence J. Najjar)

September 15, 1995

Dual coding might help people learn spatial information. For example,

Garrison (1978). Short stories were offered to youngsters, both with and without

drawings. One day later, the children that viewed images with the text

remembered and recognized more spatial. Children who simply viewed text were

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less aware of the links between concepts in the narrative. A sequence of Dwyer

(1967, 1978) discovered that learning through illustrated text was superior than

text alone. When pupils were evaluated on spatial knowledge using a drawing

test. So, folks, they seemed to find it simpler to remember spatial information

when they saw pictures and text than they saw just text.

CONCEPTUAL FRAMEWORK

The focus of this study is to determine the effect of films in teaching

English Literature among second year students major in English students at

Southern Baptist College.

Films in teaching Effectiveness in enhancing

Literature language acquisition and
comprehension

Figure 1: The figure above shows the hypothesized connection of the

researchers regarding watching films in the effectiveness of
enhancing language acquisition and comprehension.

Hypotheses

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H10

Watching films in teaching English literature has no significant effect on

the effectiveness of enhancing language acquisition and comprehension of the

respondents.

H11

Watching films in teaching English literature has a significant effect on the

effectiveness in enhancing language acquisition and comprehension of the

respondents.

CHAPTER IV

RESULTS AND DISCUSSION

This chapter provides the findings and analysis derived from the gathered

data. The goals of the study, as stated in Chapter I, are followed by the finding’s

presentation and discussion.

Table 1. Determine the perception of students to the effect of watching films on

Second-year English major students’ comprehension of English literature.

ITEM MEAN SD INTERPRETATION

1. Learning English by using films can 3.13 0.37 Agree
improve your learning outcomes.
2. Do you think that watching movies is 3.20 0.43 Agree
effective for enhancing language fluency?

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 3. Watching Films can bring variety and 3.15 0.39 Agree
flexibility to the language classroom.
4. Learning English by using films can 3.24 0.48 Agree
improve my English comprehension.
5. English films can help me understand 3.10 0.46 Agree
the lesson better.
6. Do you think watching English films is 3.28 0.52 Strongly Agree
useful in improving your reading
comprehension skills?
7. Do you think watching English movies 3.19 0.50 Agree
has a beneficial effect on learning English
literature?
8. I understand the lesson better if the 3.06 0.44 Agree
teacher uses English movies as teaching
material.
9. Watching English movies can help me 3.22 0.47 Agree
improve my comprehension.
10. I learn more effectively by watching 3.20 0.48 Agree
English films
OVERALL 3.18 0.34 Agree

The table illustrates second-year students' perceptions of the influence of

watching films on language learning. With the two highest mean value. 3.24 in

number four indicates they agree that learning English by using films can

improve their English comprehension. In six, the mean score is 3.28, indicating

agreement that watching English films is useful in improving your reading

comprehension skills. Two lowest mean value 3.10 in five expresses agree that

English films can help them understand the lesson better. 3.06 in eight suggests

that they agree that they understand the lesson better if the teacher uses English

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movies as teaching material. Overall value of 3.18 interpreted that student agree

that watching films effect on Second-year English major students’

comprehension of English literature.

According to the study by Sarıçoban, A. & Yürük, N. (2016). The use of

films as a multimodal way to improve learners' comprehension skills in reading in

the English language and literature department at Selçuk University 62.9% of the

students think that (item 5) using film improved their receptive skill (reading &

listening). In addition to improving their receptive skills, to learning more about

grammar and structure, film is very beneficial for them (item 7) because most of

the students (74.1%) responded positively to that item.

To sum up, the overall mean score is 3.18, showing that respondents

agree on the questions concerning how films help them enhance their language

learning when teaching literature.

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 Table 2. Investigate the effectiveness of films in enhancing language acquisition

among English major students.

ITEM MEAN SD INTERPRETATION

1. Learning English using films can improve 3.30 0.53 Strongly Agree
my mastery of my English vocabulary.
2. My vocabulary has increased as a result of 3.21 0.44 Agree
watching movies.
3. I notice some improvement in my English 3.28 0.48 Strongly Agree
vocabulary because of watching movies.
4. More movies should be used in the 3.17 0.05 Agree
language classroom.
5. It’s more enjoyable to learn English while 3.74 3.23 Strongly Agree
watching films.
6. Watching English Movies helps me learn 3.24 0.48 Agree
the language faster.
7. Watching English Movies improves my 3.41 0.52 Strongly Agree
pronunciation.
8. Watching Films can be beneficial in 3.28 0.50 Strongly Agree
learning the language.
9. Watching English movies improves my 3.27 0.50 Agree
speaking skills.
10. Watching films improves my writing skills. 2.91 0.59 Agree
OVERALL 3.28 0.46 Strongly Agree

The table displays the responses of second-year students about the

usefulness of films in enhancing language acquisition. Providing the two highest

mean value of 3.74 in five say they strongly agree that, it’s more enjoyable to

learn English while watching films. 3.41 weighted mean value, interpreted as

strongly disagree in number seven that Watching English Films improves their

pronunciation. With the two lowest mean value 3.17 in four implies they agree

that more movies should be used in the language classroom.

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The mean for number ten is 2.91, indicating that they agree that watching films

improves their writing skills. Overall mean value of 3.28 interpreted strongly

agree that films enhance language acquisition among English major students.

According to the study by Papp M. (2021) films as a potential teaching tool

in secondary school English classes. The students agree with the statement, that

it is more enjoyable to watch films in the lessons than do exercises, they think

that watching films can improve their reading and writing skills sometimes, but it

is more beneficial in improving listening and speaking skills, and their social

skills, pronunciation and vocabulary.

To sum up, the mean score is 3.28, indicating that respondents strongly

agree with the questions about how film helps them improve their language

acquisition in teaching literature.

Table 3.

VARIABLES MEAN SD INTERPRETATION

1 3.18 0.34 Agree
2 3.28 0.46 Strongly Agree

Variable 1 has a mean value of 3.18, the standard deviation is 0.34 and

the interpretation is Agree. It shows that most of the respondents agree with

Variable 1.

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 Variable 2 has a mean value of 3.28, the standard deviation is 0.46 and

the interpretation is Strongly Agree. It shows that most of the respondents agree

with Variable 2.

Table 4.

Variable Mean SD Interpretatio T-test

1 3.18 0.34 Agree

2 3.28 0.46 Strongly 2.03104E-97

Agree

Null Hypothesis: Watching films in teaching English literature has no significant

effect on the effectiveness of enhancing language acquisition and

comprehension of the respondents.

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 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, conclusions, and

recommendations based on the data analyzed in the previous chapter. After this,

are Implications for Educational Practice, Implications for Research, and

Concluding Remarks followed by recommendations for further research.

SUMMARY

The study found that watching films is effective in student’s

comprehension of English literature. According to the study, the top five benefits

of the effectiveness of films in enhancing language acquisition are as follows:

respondents strongly agree that watching English films helps them improve their

reading comprehension skills, with a mean of 3.28 and a standard deviation of

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0.52. The majority of responders (mean = 3.24) believe that studying English

through films may help them enhance their English comprehension. A standard

deviation of 0.48. Respondents agree (Mean = 3.24) that watching English films

can help them enhance their understanding. Respondents agree (Mean = 3.20)

that watching films with a standard deviation of 0.43 improves their learning

abilities. Respondents think that watching films is useful for improving English

fluency (mean 3.20, SD 0.43).

The study revealed that films are effective in enhancing the language

acquisition of students. The following are the top five benefits of the effectiveness

of films in the study conducted: The respondents strongly agree that it is more

enjoyable to learn English while watching films, having a mean of 3.74 and 3.23

standard deviation. The respondents that watching movies improves their

pronunciation, mean of 3.41 and 0.52 standard deviation. The respondents

strongly agree that learning English using films can improve their mastery of their

English vocabulary with a mean of 3.30 and 0.53 standard deviation.

Respondents strongly agree (Mean = 3.28) that watching films can be beneficial

in learning the language with a standard deviation of 0.48. Respondents strongly

agree that they notice some improvement in their English vocabulary because of

watching movies with a mean of 3.21 and 0.44 standard deviation.

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 The study revealed that the overall average weighted mean is 3.226 which

is interpreted as agree. The overall standard deviation is 0.355. The T-test result

of 2.03104E-97 is less than the crucial threshold of 1.990, indicating that

watching films in teaching English literature does not significantly improve

language acquisition and comprehension among respondents. The T-test was a

method of calculation used to determine whether there is a significant difference

in the means of the Effectiveness of films in English major’s student’s

comprehension and enhancing language acquisition.

CONCLUSION

This study was conducted to determine The Effectiveness of Films in

Teaching English Literature Among Second Year English Major Students of

Southern Baptist College. It specifically focused on determining the perception of

students to the effect of watching films on Second-year English major students’

comprehension of English literature and investigated the effectiveness of films in

enhancing language acquisition among second-year English major students. The

data that was gathered were analyzed. The study reveals the perception of

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students to the effect of watching films on Second Year English major students’

comprehension of English literature agree with variable one with a mean of 3.18

and standard deviation of 0.34 that they understand English literature using films.

On the other hand, the study investigates the effectiveness of films in enhancing

language acquisition among Second-year English major Students. The variable

two overall mean is 3.28 with a standard deviation of 0.46 which means strongly

agree. Indicates that the student prefers to watch films to enhance their language

acquisition. The overall mean of the effect of watching films on comprehension

and language acquisition of English literature is 3.226 which has a verbal

interpretation of agree.

The correlation between the score in the test tool for the effectiveness of

films in students’ comprehension and language acquisition and the survey

questionnaire using the Likert Scale addressing the two research objectives of

this study shows no relationship.

It is concluded that watching English films has no significant effect on the

comprehension and language acquisition of literature in the learning of the

respondents.

RECOMMENDATIONS

The study shows no significant effect on the comprehension and language

acquisition of literature in the learning of the respondents.

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 To find another alternative that would cater the students for their

intelligence. Since films are no significant in teaching English language, teachers

should use the following:

1. Teachers should establish a more varied and productive

classroom that accommodates various learning preferences and

fosters language acquisition in a way which improves the study

of English literature.

According to Howard Gardner's theory of multiple intelligences, different

learning modalities—such as kinesthetic, visual, auditory, etc.—are the most

effective for individuals. Teachers can include activities that accommodate

these different learning styles. According to Armstrong (2010), this could

entail kinesthetic learners performing situations, visual learners creating

storyboards, auditory learners participating in debates, and logical learners

analyzing literary devices.

2. Teacher should use Interactive Activities.

Students in interactive exercises including debates, role plays, and group

discussions. By encouraging language use in everyday contexts, these exercises

improve communication abilities. Experiential learning theory, also referred to as

learning by doing theory, is a useful framework for encouraging interactive

language learning activities. The "Learning by Doing" theory of John Dewey

provides a strong foundation for developing in-depth, meaningful learning

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experiences. His theories highlight the value of social contact, problem-solving,

and active involvement in the learning process. They also highlight the

significance of practical experience in the learning process. It can facilitate

interactive language learning activities in the following ways.

3. Teachers should use gamification, incorporates game elements,

such as competition, challenges, and rewards.

The learning process to ensure engagement, motivation, and detention of

elements. According to Richard Van Eck (2015): This literature review

explores the effectiveness of game-based learning approaches, including

gamification, in educational settings. It discusses various theoretical

frameworks, design principles, and empirical evidence supporting the use

of games for learning.

4. The teachers should use another alternative way to support last

discussions, like multimedia presentations tailored to different

learning styles.

Providing real life examples and context can also have students grasp

concept more easily. According to Mayer and Moreno (2003) found that

incorporating relevant examples and context into learning materials

improve students’ comprehension and problem-solving abilities.

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 5. Teachers should engage students in activities like daily reading

aloud, sustained silent reading, encouraging personal reading

enjoyment, facilitating book sharing, providing diverse reading

materials, and promoting collaborative reading habits to enhance

their language acquisition in teaching English literature.

According to the study of Jenner J. & Jebakumar N. (2023) in Enhancing

language skills through English novel instruction, Reading plays a key role in the

development of vocabulary and language skills. It's not just about recognising

words or decoding their meaning; it involves a conscious and subconscious mind

process. The reader uses his or her own knowledge to interpret texts, and this is

especially important for Second Language learners. Compared to native

speakers, their cultural background and thought processes affect how they

comprehend the material. English teachers should concentrate on teaching

thinking skills that are comparable to those used by native speakers if they want

to help second language learners improve their reading abilities.

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 IMPLICATIONS FOR FURTHER RESEARCH

The findings in this research might help future researchers to find answers

to some questions of their study “Enhancing Language Acquisition: A Study on

the Effectiveness of Films in Teaching English Literature Among Second Year

English Major Students of Southern Baptist College”. Firstly, this study sets the

stage for investigating the Effectiveness of Films in Teaching English Literature. It

could also revolutionize language learning by optimizing language techniques

and it also deepens our understanding. Investigating the Effectiveness of Films in

Teaching English Literature for Students can embrace multimedia resources and

innovative learning methodologies, educators can create dynamic learning

experiences that enhance student engagement, foster cultural understanding,

and promote language proficiency. By focusing on students, research can assess

the specific language proficiency gains achieved through the use of Films in

Teaching Literature.

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 IMPLICATIONS FOR EDUCATIONAL PRACTICE

The above finding states numerous implications for educational practice.

First of all, the major objective is comprehension, the results of this study show

the Effectiveness of Films in Teaching English Literature. As the results of the

present study show, learning English by using films can improve their learning

outcomes, and they agree that watching Films can bring variety and flexibility to

the language classroom. It indicates that the student prefers to watch films to

enhance their language films. The use of films as a multimodal way to improve

learner’s comprehension skills in the English language and literature department

at Selcuk University 62.9% of the students think that using film improved their

receptive skills (reading and listening). In addition to improving their receptive

skills, to learning more about grammar and structure, film is very beneficial for

them because most of the students responded positively. (Saricoban, A, & Yuruk,

N. (2016).

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 In terms of the Effectiveness of Films in Learning English Literature, the

correlation between the score in the test tool for the effectiveness of films in

students’ comprehension and language acquisition and the survey questionnaire

using the Likert scale addressing the two research objectives of this study shows

no relationship.

CONCLUDING REMARKS

The chapters, filled with mixed feelings of exhaustion, tenacity, and

determination in completing the research study entitled “Enhancing Language

Acquisition: A Study on the Effectiveness of Films in Teaching English Literature

Among Second Year English Major Students of Southern Baptist College” are

finally concluding. The purpose of this study is to investigate the effectiveness of

films in enhancing language acquisition among Second-year English major

students in teaching English literature and to provide empirical evidence on the

effectiveness of films in enhancing language acquisition among Second-year

English major students. To obtain the study's results, the researchers invest a

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great deal of time and energy in collecting data sources that are highly authentic,

reliable, and devoid of bias. Despite all the hurdles and uncertainties, the

researchers have faced along the way, pride and a sense of fulfillment flood their

senses as they reflect upon this new journey that they have conquered while

anticipating new horizons that await exploration.

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