Exploring Students' Perceptions on Movies as a Vocabulary Learning Aid

Abstract

This study investigates students' perceptions of watching movies as a tool for vocabulary development among senior high school students in Danao City, using a qualitative research design. Data were collected through purposive sampling from 30 participants for focus group discussions and 50 participants for survey questionnaires, and analyzed using thematic analysis. Findings reveal that students perceive movies as an effective medium for vocabulary acquisition due to exposure to authentic language use, contextual learning, and multimodal input. Subtitled films enhance word recognition and pronunciation, while animated movies aid comprehension through visual storytelling. However, excessive reliance on movies without active practice contributes to passive vocabulary retention. Additionally, the study highlights the importance of interactive learning strategies alongside movie-based learning to reinforce vocabulary application. Strategies to address vocabulary learning challenges include guided viewing activities, discussion-based reflections, and integration of movie-based exercises in the curriculum. The study underscores the need for educators to incorporate media literacy and structured instructional support to maximize the benefits of movies in language education.