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method of learning 
English speaking via textbooks or handouts 
was compared with watching English movies. 
Almost students recognized that they were 
inspired to practice better daily conversation 
by the motion pictures in the movies 
(M=3.81). In reality, the contexts and 
language choice on the classrooms are 
carefully checked so that these settings 
usually involve in formality. On the other 
hand, idioms, proverbs, and slang are 
commonly used in everyday conversations, 
that is why the respondents highly preferred 
watching English movies (M = 3.84). One 
surprising finding was that students did not 
feel that they wasted a lot of time watching 
English movies to enhance their ESSs. 
Compared with the Likert scale, this figure 
belonged to a low level. Thus, students felt 
interested in learning English through 
watching English movies. 
Table 2 presents the problems of watching 
English movies. Clearly, idioms, proverbs, 
and slangs might be frequently used in the 
movies. New vocabulary or dialects used by 
the characters make it difficult for students to 
catch up with the movie plots. Students 
confessed that they did not understand fully 
English movies because of their poor 
 225(11): 85 - 92 
vocabulary (M = 3.56, SD = .716; high). It is 
advisable for teachers to either choose the 
English movies equivalent to the students’ 
knowledge or pre-teach some difficult terms 
or jargons. Another problem was related to 
the differences in cultures. The participants 
reported that they sometimes had difficulty in 
comparing two different cultures with the 
high mean of 3.87. As mentioned in the item 
6, students showed high preference for 
exploring English speaking culture, so 
teachers should introduce the movie 
background before asking them to watch. 
Although the respondents reported neutrally 
about the confusion between the mixture of 
watching scenes, listening to dialogues, and 
reading subtitles at the same time with the 
mean 3.22, the standard derivation 1.039 was 
high, which denoted that the participants did 
not have the similar views. For the catching 
new words due to unfamiliar characters’ 
accents, the participants had low choices (M = 
2.06). The same situation with fast speech of 
the characters and visual aspects of the movies, 
the students did not care much with the means 
of 1.79 and 2.81, respectively. Generally, 
problems with watching English movies got a 
neutral weighted mean, which denotes that 
these problems might happen to the students but 
they have not clearly affected them.
Table 1. Advantages of watching English movies in improving speaking skill 
Mean 
Std. 
Deviation 
1. With English movies, I can learn and be entertained at the same time. 4.12 .707 
2. Watching movies takes me a lot of time. 2.31 .859 
3. Viewing the movie with English subtitle makes me remember the language and 
scene easily. 
4.16 .723 
6. English movies offer me the exploration of the culture and society of English 
speaking countries. 
4.00 .880 
7. Movie dialogue imitation improves my pronunciation. 4.16 .884 
8. I can enrich more idioms, proverbs, and slang in practice through movie dialogues. 3.84 .767 
11. Motion pictures in the movies inspire me in practicing better daily conversations. 3.81 .644 
12. The use of English movies raises my confidence when I speak. 3.97 .782 
13. English movies raise my enthusiasm towards speaking lessons. 4.25 .880 
16. I am familiarized with native accents and dialects better through English movies. 4.50 .568 
Weighted mean 3.91 
Bui Thi Kieu Giang TNU Journal of Science and Technology 
 Email: jst@tnu.edu.vn 90 
Table 2. Problems with watching English movies 
 225(11): 85 - 92 
Mean Std. Deviation
4. My lack of vocabulary does not allow me to catch up with the movie plot. 3.56 .716 
5. Sometimes I cannot understand the differences in our culture compared 
with those in the movies. 
3.78 .751 
9. I’m overwhelmed by watching scenes, listening to dialogues and reading 
subtitles at the same time. 
3.22 1.039 
10. Characters speak too fast. 1.97 .782 
14. Visual aspects of the movie appeal to me, and disable me to focus on 
movie dialogues. 
1.81 .592 
15. I cannot catch new words due to unfamiliar accents of actors. 2.06 .669 
Weighted mean 2.73 
Table 3 presents the differences between the pre-test and post-test of the experimental group. As 
glimpsed from the mean, the application of watching English movies helped the students improve 
in their learning outcomes with a high mean of the post-test (8.27) compared with that of the 
pretest score (M = 6.75). Perhaps the knowledge students had gained during the experimental 
period improved their speaking performance during the test. 
Table 3. The differences of the pre-test and post-test of the experimental group 
 Mean Std. Deviation Std. Error Mean 
pre-test experimental group 6.75 .813 .144 
post-test experimental group 8.27 .523 .093 
Table 4 shows the comparison of the post-test results between the control group and the 
experimental one. The differences were easily recognized between the mean of control group and 
experimental one; 6.50 and 8.27, respectively. Thus, watching English movies yielded a positive 
result on the experimental group, which had the similar findings in other studies [3], [5], [13]. 
Table 4. The differences in the post-test results of the control group and experimental one 
 N Mean Std. Deviation Std. Error Mean 
Control group’s post-test 35 6.50 .475 .084 
Experimental group’s post-test 32 8.27 .523 .093 
Table 5 tests the hypothesis that the application of watching English movies did not enhance the 
ESSs. As seen from the table 5, the results rejected the hypothesis as the Sig. (2-tailed) showed 
that the value 0.749 was higher than the confidence level (95%). Therefore, it concluded that the 
application of watching English movies had a positive on the students’ English speaking skills. 
Table 5. The comparison of the post-test result of the experimental group 
 post-test result watching English video clips 
Post-test result 
Pearson Correlation 1 .059 
Sig. (2-tailed) .749 
N 32 32 
Application of watching 
English video clips 
Pearson Correlation .059 1 
Sig. (2-tailed) .749 
N 32 32 
Table 6 analyzes the strengths and weaknesses of the results of the post-test to comprehend 
which aspects of the speaking factors would have to drill to improve the ESSs. The 16 
questionnaire items were constructed basing on the 4 criteria, namely grammar and vocabulary, 
discourse management, pronunciation, and interactive communication. 
Bui Thi Kieu Giang TNU Journal of Science and Technology 225(11): 85 - 92 
 Email: jst@tnu.edu.vn 91 
Table 6. The strengths and weaknesses of the post-test for the experimental group 
Number 
of items 
Lowest 
Score 
Highest 
Score Mean 
Std. 
Deviation 
Index of 
Mastery Rank 
Grammar and Vocabulary 5 2.0 2.5 2.406 .1983 48.11 1 
Discourse Management 5 1.5 2.0 1.766 .2535 35.32 4 
Pronunciation 5 2.0 2.5 2.156 .2355 43.12 2 
Interactive Communication 5 1.5 2.5 1.922 .2239 38.44 3 
As seen from table 6, students got the highest 
score on the grammar and vocabulary, 
following the pronunciation, which shared the 
same similarities in the questionnaire items 8 
and 16 with the high mean of 3.84 (SD = 
0.767) and 4.50 (SD = 0.568), respectively. 
The third rank was the interactive 
communication, which could be in line with 
the problem in the item 4 about the lack of 
vocabulary (M = 3.56; SD = 0.716), and item 
15 for unfamiliar accents of actors (M = 2.06; 
SD = 0.669) in Table 2. The lowest rank was 
about discourse management. The reason 
might come from the fact that students had a 
high misunderstanding about the different 
cultures so they could not deal with the 
questions relating the discourse. Therefore, 
the necessity to pre-teach keywords and 
provide the background of English movies is 
essential for students to get the main ideas of 
what they are going to watch so that they 
have a good understanding of what they see 
and apply into the speaking skills. The lower 
and the lowest ranks mentioned in the table 6 
had the same findings in the other researches 
[1], [4], [5], [11]. 
4. Conclusion and implications 
4.1. Conclusion 
IT has developed so quickly that it can meet 
the demands of human beings in every walk 
of life. The application of innovative and 
modern teaching facilities is necessary for 
teachers and students to put it in practice. 
This study investigated the perceptions and 
the influence of watching English movies on 
enhancing students’ speaking skills. The 
findings clearly revealed that despite some 
problems appeared when students studied 
with the use of watching English movies, 
students felt highly active and interested in this 
pedagogical tool. After 3 months of the quasi-
experiment, the results of the experimental 
class’ post-test basing on the B1 English 
speaking test format [15] yielded higher than 
that of the control one although they had 
gotten a nearly starting point – A2 speaking 
results [14]. Some studies [2], [3], [4], [5], [12] 
have also concluded that the application of 
watching English movies has a good impact on 
enhancing students’ speaking skills. 
Analyzing the post-test based B1 speaking 
test format [15], the findings revealed that 
students had lower results in interactive 
communication and got the lowest rank in 
discourse management whereas grammar got 
the first rank and vocabulary was the second 
position. These facts prove that the positive 
influence of watching English movies 
somehow improve students’ speaking skills 
to a certain extent. 
4.2. Implications 
To get the best exploitation of watching 
English movies, teachers should spend time 
and efforts surveying the students’ favorite 
film genres before applying this pedagogical 
tool. Before the implementation of the lesson, 
pre-teaching keywords, and scene explanation 
are necessary. Basing on native accents and 
dialects or speed of the characters, subtitle on 
English movies should be on or off. In 
addition, blended learning model should be 
applied as it has a positive impact on 
enhancing student’s English speaking 
performance [12]. 
Bui Thi Kieu Giang TNU Journal of Science and Technology 225(11): 85 - 92 
 Email: jst@tnu.edu.vn 92 
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