CEIC STUDENTS’ OPINIONS ON WATCHING

ENGLISH MOVIES WITH THAI SUBTITLES TO

IMPROVE ENGLISH LISTENING-SPEAKING SKILLS

BY

MISS NIDSARA SAREEPATTANAPOL

AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL

FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN CAREER ENGLISH FOR

INTERNATIONAL COMMUNICATION

LANGUAGE INSTITUTE

THAMMASAT UNIVERSITY

ACADEMIC YEAR 2017

COPYRIGHT OF THAMMASAT UNIVERSITY

Ref. code: 25605921040662ZRN

CEIC STUDENTS’ OPINIONS ON WATCHING

ENGLISH MOVIES WITH THAI SUBTITLES TO

IMPROVE ENGLISH LISTENING-SPEAKING SKILLS

BY

MISS NIDSARA SAREEPATTANAPOL

AN INDEPENDENT STUDY PAPER SUBMITTED IN PARTIAL

FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN CAREER ENGLISH FOR

INTERNATIONAL COMMUNICATION

LANGUAGE INSTITUTE

THAMMASAT UNIVERSITY

ACADEMIC YEAR 2017

COPYRIGHT OF THAMMASAT UNIVERSITY

Ref. code: 25605921040662ZRN

i

Independent Study Paper Title CEIC STUDENTS’ OPINIONS ON

WATCHING ENGLISH MOVIES WITH THAI

SUBTITLES TO IMPROVE ENGLISH

LISTENING-SPEAKING SKILLS

Author Miss Nidsara Sareepattanapol

Degree Master of Arts

Major Field/Faculty/University Career English for International Communication

Language Institute

Thammasat University

Independent Study Paper Advisor Assoc. Prof. Sripathum Noom-ura

Academic Years 2017

ABSTRACT

This study aimed to determine advantages and disadvantages of watching English

movies with L1 (Thai) subtitles from CEIC students’ point of view, and to investigate

their views and personal experiences by watching English movies with L1 subtitles to

improve listening-speaking skills. The sample of this study was 75 first-year and

second-year CEIC students at Thammasat University. A survey questionnaire was

used as the research tool to collect the data, which was analyzed by the SPSS

program. The findings revealed that the respondents agreed that they could improve

English listening-speaking skills through watching English movies with Thai

subtitles. In addition, they could understand the vocabulary, unfamiliar idioms, slang

and phrases better. They believed that they could get used to hearing native speakers.

Furthermore, they agreed that watching English movies with Thai subtitles enabled

them to learn how to use English conversations in daily life, learn different cultures,

and entertain them while learning. However, the results showed that the respondents

agreed that they could not know how some words are written or spelt in English, and

Thai subtitles might distract them from listening to English dialogue in movies.

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Keywords: English movies, Thai subtitles, L1 subtitles, improve English listening-

speaking skills

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ACKNOWLEDGEMENTS

Firstly, I would like to express my sincere gratitude to my advisor, Assoc.

Prof. Sripathum Noom-ura. She has devoted her precious time to advising and

providing me with valuable comments to develop my research study. Furthermore, I

would like to thank my classmates and all the CEIC students who helped me to

succeed in studying at Thammasat University.

In addition, I wish to extend my sincere thanks to the instructors of the

Language Institute, Thammasat University for giving me an opportunity to study here

and giving me the knowledge that I can apply to use in the future.

Furthermore, my deepest thanks go to all CEIC staff for supporting me in

everything.

Lastly, my heartfelt thanks are expressed to my parents for always

supporting me, giving me suggestions and helping me to reach my goal.

Miss Nidsara Sareepattanapol

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TABLE OF CONTENTS

Page

ABSTRACT i

ACKNOWLEDGEMENTS iii

LIST OF TABLES viii

CHAPTER 1 INTRODUCTION 1

1.1 Background 1

1.2 Research Questions 3

1.3 Objectives of the Study 4

1.4 Definition of Terms 4

1.5 Scope of the Study 4

1.6 Significance of the Study 4

1.7 Organization of the Study 5

CHAPTER 2 REVIEW OF LITERATURE 7

2.1 Advantages and Disadvantages of Watching English Movies

for Language Learning 7

2.1.1 Language learning by watching English movies

without subtitles 8

2.1.1.1 Advantages of watching English movies

without subtitles 8

2.1.1.2 Disadvantages of watching English movies

without subtitles 9

2.1.2 Language learning by watching English movies

with English subtitles 9

2.1.2.1 Advantages of watching English movies

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with English subtitles 9

2.1.2.2 Disadvantages of watching English movies

with English subtitles 10

2.1.3 Language learning by watching English movies

with first language subtitles 10

2.1.3.1 Advantages of watching English movies

with L1 subtitles 11

2.1.3.2 Disadvantages of watching English movies

with L1 subtitles 12

2.2 English Skills Improvement Through Movies 13

2.2.1 Reading skills improvement 13

2.2.2 Writing skills improvement 14

2.2.3 Listening skills improvement 14

2.2.4 Speaking skills improvement 15

2.3 Relevant Research 18

2.3.1 Related research about the use of movies to improve English

skills 18

2.3.2 Related research about the use of movies with L1 subtitles to

improve English skills 23

CHAPTER 3 RESEARCH METHODOLOGY 27

3.1 Respondents 27

3.2 Research Instrument 28

3.3 Procedures 29

3.4 Data Analysis 29

CHAPTER 4 RESULTS 30

4.1 General Background Information and Behavior Information of the

Respondents 30

4.2 Opinions of CEIC Students on the Advantages and Disadvantages

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of Watching English Movies with Thai Subtitles 35

4.3 Opinions of CEIC Students on Watching English Movies

with Thai Subtitles to Improve Their English Listening-Speaking Skills 37

4.4 Other Opinions of CEIC Students on Watching English

Movies with Thai Subtitles to Improve Their English Listening-Speaking

Skills 39

4.4.1 Advantages 39

4.4.2 Disadvantages 41

4.4.3 Suggestion 41

CHAPTER 5 CONCLUSION AND RECOMMENDATIONS 43

5.1 Summary of the Study 43

5.1.1 Objectives of the study 43

5.1.2 Respondents, Instrument, and Procedures 43

5.2 Summary of the Findings 44

5.2.1 General background information and behavior information of the

respondents 44

5.2.2 The opinions of CEIC students on the advantages and disadvantages

of watching English movies with Thai subtitles 44

5.2.3 The opinions of CEIC students on watching English

movies with Thai subtitles to improve their English listening-speaking

skills 44

5.2.4 Other opinions of CEIC students on watching English

movies with Thai subtitles to improve their English listening-speaking

skills 45

5.3 Discussion 45

5.3.1 Advantages and disadvantages of watching English

movies with Thai subtitles 45

5.3.2 Watching English movies with Thai subtitles to improve

English listening-speaking skills 46

5.4 Conclusion 48

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5.5 Recommendations for Further Study 48

REFERENCES 50

APPENDICES

APPENDIX A: Questionnaire 59

APPENDIX B: Additional Statistic Results 67

BIOGRAPHY 74

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LIST OF TABLES

Table Page

3.1 The Points of Rating Scores 29

4.1 Age of Respondents 31

4.2 Level of Education 31

4.3 Occupation 31

4.4 Frequency of English Skills Used 32

4.5 Frequency of Watching English Movies without Subtitles Per

Month 33

4.6 Frequency of Watching English Movies with English Subtitles Per

Month 33

4.7 Frequency of Watching English Movies with Thai Subtitles Per

Month 34

4.8 Most Preferred Movie Genres in English Movies with Thai

Subtitles 34

4.9 Opinions on Watching English Movies 35

4.10 Opinions on Advantages and Disadvantages of Watching English Movies

with Thai Subtitles When Compared with Watching Movies without Subtitles or

with English Subtitles 36

4.11 The Opinions of CEIC Students on Watching English Movies with

Thai Subtitles to Improve Their English Listening-Speaking Skills 37

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CHAPTER 1

INTRODUCTION 1.1 BACKGROUND

English movies nowadays have become an alternative tool for improving

English skills (Suetrong, 2015). Sherman (2003) stated that it was because movies

consist of voices, pragmatic conversations, and visuals which require little effort to

understand the situations in the movies. “Learners may observe and listen to native

speaker input with genuine accents, posture, and gestures, talking about situations,

emotions, and activities that interest them” (Hanson-Smith & Marzio, 2006, p.2).

Yang, Huang, Tsai, Chung and Wu (2009) revealed that a number of researchers

intended to use videos or movies as learning materials because they were applied in

numerous educational applications successfully. Moreover, English movies are very

famous because a number of countries around the world can watch English movies

easily (Etemadi, 2012).

To further understand the role of using English movies to improve English

skills, a study was carried out on how English movies delivered an opportunity for

learning in an authentic setting, the culture and society in which the native language is

spoken (Stempleski, 1992; Telatnik & Kruse, 1982). Furthermore, the learners could

study and evaluate what they had heard and seen from the visual-audio such as facial

expressions and gestures simultaneously to understand the conversations in the

movies (Allan, 1985; Sheerin, 1982). King (2002) indicated that watching English

movies could help individuals to learn English and it also provided opportunities to

develop English skills. Ismaili (2013) found that the respondents of his study could

develop their listening and communication skills after watching English movies.

Ismaili also revealed that English movies could attract the learners’ attention to learn

English and English movies presented visual aids which would be beneficial to the

learners in developing their English skills. Moreover, the learners could enlarge their

listening and speaking skills after watching English movies (Li & Wang, 2015). Li

and Wang stated that the students could improve their pronunciation and intonation.

Another line of thought on watching English movies is to improve English

skills with English subtitles. Subtitles are defined as the text appearing on the screen

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and representing the dialogue (Zarei, 2008). Zarei also affirmed that subtitles were

frequently located at the bottom of the screen. Therefore, learners could learn

vocabulary, slang, and idioms from the movies with subtitles and these also enabled

them to comprehend the content of movies. English movies with second language

(L2) subtitles (English subtitles) was one of the effective tools to help students

improve listening skills because they could hear authentic conversations (Haghverdi

& Vaezi, 2012). Darabi and Naghizadeh (2015) determined that bimodal subtitling

(English movies with English subtitles) facilitated the learning of new vocabulary.

English movies with English subtitles helped students to improve reading, listening,

speaking and writing skills (Tahir, 2015). Tahir affirmed that the participants of his

study agreed that learning English language by using movies was a faster way to

improve English skills. In addition, Bazaee and Ebrahimi (2016) proposed that

English movies with English subtitles had a positive impact with regard to the content

and vocabulary comprehension.

Watching English movies with first language (L1) subtitles to enhance English

skills is the key issue that has to be considered. Koolstra and Beentjes (1999)

researched the effectiveness of three aspects of an English television program without

subtitles, with Dutch subtitles (L1), and narrated in Dutch. They found that the

participants gained more English vocabulary through watching English programs with

L1 subtitles than the others. In other research, Chinese students enhanced their

listening comprehension and vocabulary by watching English animation movies with

L1 subtitles (Wang & Shen, 2007). Moon and Yun (2014) indicated that the learners

preferred watching English movies with L1 subtitles because the learners were able to

understand the content more easily without understanding L2 vocabulary or

expressions. According to Winiyakul (2010), English skills can be improved via

watching English movies because they are accessible media. He found that most

students who use movies as a tool to improve their English skills pay more attention

and enjoy learning English. Furthermore, he also mentioned that they liked to watch

English movies because they could enhance their listening skills when watching

English movies with Thai subtitles. Pimsamarn (2011) found that the respondents of

her study strongly agreed that English movies with Thai subtitles could help them to

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understand the context and they could learn pronunciation, new vocabulary and daily

life conversations.

Accordingly, learners can choose any media as an instrument for improving

and learning English. As mentioned by several researchers e.g. Winiyakul (2010),

Pimsamarn (2011), Suetrong (2015), it is interesting to investigate learning English by

watching English movies with Thai subtitles. At the Language Institute, Thammasat

University, the Career English for International Communication students (hereafter,

CEIC students) are a group of people who have great interest in improving their

English skills. Most of them are good at English as evidenced by the fact that they

have passed tests such as TU-GET, a university admissions test and interviews in

English. Having conversed with other CEIC students, the researcher found that the

majority of them watch English movies with Thai subtitles regularly. This triggered

an interest in investigating whether watching English movies with Thai subtitles can

help improve English skills. For this reason, the sample of this study was CEIC

students. Thus, this study spotlighted CEIC students’ opinions in watching English

movies with Thai subtitles in order to improve listening and speaking skills. If there is

evidence for this in the results, it can be a stepping stone in the education sector to

break away from the traditional way of teaching English language and adopting

interesting methodology of using English movies with Thai subtitles as an instrument

to improve the way they speak and listen. As what Kusumarasdyati (2006, p.6) stated

the sheer development of multimedia for pedagogical purposes has encouraged more

and more educators to make use of them in their language classrooms. Among many

different types of media, movie videos remain one of the popular teaching tools due to

several reasons.

In addition, the learners can use English movies with Thai subtitles as a choice

to develop their English skills while entertaining themselves.

1.2 RESEARCH QUESTIONS

1.2.1 What are the advantages and disadvantages of watching English movies

with Thai subtitles?

1.2.2 What are the CEIC students’ opinions toward watching English movies

with Thai subtitles to help improve their English listening-speaking skills?

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1.3 OBJECTIVES OF THE STUDY

1.3.1 To investigate the advantages and disadvantages of watching English

movies with Thai subtitles to improve listening-speaking skills.

1.3.2 To investigate CEIC students’ opinions toward watching English movies

with Thai subtitles to help improve their listening-speaking skills.

1.4 DEFINITION OF TERMS

The definition of the terms in this study is as follows:

1.4.1 An opinion means the views of CEIC students toward watching English

movies with Thai subtitles in order to improve their listening and speaking skills.

1.4.2 Career English for International Communication ( CEIC) refers to

first-year and second-year students of Master of Arts Program in Career English for

International Communication ( CEIC) which is a part of the Language Institute,

Thammasat University.

1.4.3 Movies refer to English movies with Thai subtitles.

1.4.4 Subtitles refer to the Thai language words, phrases, or sentences that are

shown at the bottom of movies to translate the meaning in the movies.

1.5 SCOPE OF THE STUDY

This research spotlighted CEIC students’ opinions toward watching English

movies with Thai subtitles to improve English listening and speaking skills. A total of

75 first-year and second-year students of Career English for International

Communication (CEIC) at Thammasat University in the academy year 2017 were the

participants of this study. The questionnaires were distributed from March 19 to April

1, 2018.

1.6 SIGNIFICANCE OF THE STUDY

This study should be advantageous in pedagogical areas. First of all, L2

learners may use the English movies with Thai subtitles as a tool to enhance their

listening and speaking skills. They can entertain themselves and learn English

simultaneously. It is an alternative tool for students to self-study. They can learn

English at home via watching English movies with Thai subtitles. Therefore, the study

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may be worthwhile in terms of investigating the CEIC students’ opinions toward

watching English movies with Thai subtitles in order to improve listening and

speaking skills.

More importantly, English teachers who are in doubt whether L1 subtitles can

help improve English skills may consider English movies with Thai subtitles to be

used in their classes to develop students’ listening and speaking skills. This is because

this study explored the feasibility of using media tools to attract individuals’ attention

in learning English language. Moreover, English teachers can make their traditional

classes more entertaining by using English movies with Thai subtitles to improve

students’ listening and speaking skills. The English movies with Thai subtitles could

benefit students by involving them in the movies and also learning language from

them.

1.7 ORGANIZATION OF THE STUDY

There are five chapters in this study.

Chapter one: This includes the introduction of the background, research

questions, objectives of the study, definition of terms, scope of the study, significance

of the study, and organization of the study.

Chapter two: The review of literature contains three sections: advantages and

disadvantages of watching English movies for language learning, English skills

improvement through movies, and relevant research.

Chapter three: The methodology consists of four parts: the respondents,

research instruments, procedures, and data analysis.

Chapter four: The results of the study are divided into four sections: (1)

general background information and behavior information in watching English

movies with Thai subtitles of the respondents; (2) opinions of CEIC students on the

advantages and disadvantages of watching English movies with Thai subtitles; and (3)

opinions of CEIC students toward watching English movies with Thai subtitles to

improve their English listening-speaking skills; (4) additional opinions of CEIC

students toward watching English movies with Thai subtitles to improve their English

listening-speaking skills.

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Chapter five: Conclusion and recommendations contain five topics: a

summary of the study, a summary of the findings, discussion, conclusion, and

recommendations for further study.

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CHAPTER 2

REVIEW OF LITERATURE A total of three sections will be discussed in this chapter. The first section

reviews the advantages and disadvantages of watching English movies for language

learning. This includes watching English movies without subtitles, with English

subtitles, and with first language subtitles. Section 2 involves the improvement of

English skills through movies. English skills denote four aspects: reading skills

improvement, writing skills improvement, listening skills improvement, and speaking

skills improvement. The main focus of English skills improvement is on the

feasibility of English movies with L1 subtitles for helping to improve listening-

speaking competency. The final section gives a brief overview of the relevant

research from previous studies. For this section, the relevant research is separated into

two parts. The first part deals with related research on the use of movies to improve

English skills. Part 2 describes related research on the use of movies with L1 subtitles.

2.1 Advantages and Disadvantages of Watching English Movies for Language

Learning

Korte, Drexler, Rodenberg and Thiele (2010) define movies as motion pictures

working together with sound transmission used to send a message to the general

public. There are three characteristics of the movie: (1) multimedia characteristics i.e.

the movie is an art form which contains visual and audio art, and movies express

ideological content because they employ moving pictures and audio. (2) Moral

features; individual movies contain their own meaning. The directors of movies

generally put his or her own experience and personal views of the world into movies.

(3) Symbolic features; the directors of movies usually used a certain theme or an

object as a symbol to express their feelings.

Brown (2001) states that individuals often learn language by beginning with

listening. The dialogue in movies is spoken in an authentic mother tongue. Thus,

movies are one of the most direct and effective way to develop listening and speaking

abilities. According to Wood (1995), movies are increasingly being used as an

instrument to learn language. He found that movies were largely available in various

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countries. Moreover, movies can be watched whenever the learners would like to

access them. Bazaee and Ebrahimi (2016) propose that films or movies are

motivating, entertaining and enable the learners to understand the language as spoken

in different accents.

While a number of studies have examined advantages and disadvantages of

watching English movies to improve English skills, they have not compared movies

with no subtitles to English subtitles and L1 subtitles (Tsai & Huang, 2010). The

following paragraphs review the literature of language learning related to watching

English movies without subtitles, with English subtitles, and with first language

subtitles.

2.1.1 Language learning by watching English movies without subtitles

In the early 1990s, Kirk (1992) demonstrated that movies can be an important

motivational too; in learning English. This is because movies use natural situations,

real conversation, and communication, which makes it easy to understand the

contexts. For this reason, watching movies can be a more accessible way to learn

languages. There are advantages and disadvantages in regard to learning language by

watching English movies without subtitles.

2.1.1.1 Advantages of watching English movies without subtitles

1. The learners can develop their language skills, critical thinking skills, and

content knowledge capabilities through watching English movies (Chapple &

Curtis, 2000).

2. English movies without subtitles are challenging and can be utilized to

practice listening to English and provide the opportunity to enhance listening

skills (Flowerdew & Miller, 2005; King, 2002; Latifi, Mobalegh &

Mohammadi, 2011).

3. Learners can avoid the distraction of reading text as subtitles when watching

English movies without subtitles, which allows them to focus more on

listening, visual indications, and interpretation of the meaning of what they are

listening to (Baltova, 1999; Tsai & Huang, 2010).

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4. English movies are one of the good materials for providing cultural,

educational, entertaining, and accessible support in the process of learning and

practiceing English language (Tuncay, 2014).

5. Learners can improve their vocabulary knowledge in context by watching

movies without subtitles (Sirmandi & Sardareh, 2016).

2.1.1.2 Disadvantages of watching English movies without subtitles

1. Learners might not be able to recognize or understand all the words or phrases

in the movies (Guichon & McLornan, 2008; Harley & And, 1996).

2. Without subtitles, the audience cannot learn new words because they cannot

understand what they were hearing in the movies (Kaivananah & Alavi, 2008).

3. Learners might not be able to follow the storylines and might not improve

their English skills (Chang & Read, 2007).

2.1.2 Language learning by watching English movies with English

subtitles

Subtitles are written to translate the dialogue of the movies and are presented

synchronously with matching dialogues generated at the bottom of the screen

(Gerzymisch-arbogast, 2008). There are connections between image, sound of

authentic language and text that are translated while using subtitles movies (Zanon,

2006). Subtitles have three types: (1) bimodal subtitling, it was translated from

English conversations to English subtitles as a text; (2) standard subtitling, translating

from English dialogue scripts to first language of learners subtitles; and (3) reversed

subtitling, converting from mother tongue of learners to English subtitles. Building on

from the idea that learners can learn language by watching English movies with

English subtitles, this section spells out the advantages and disadvantages of using

English subtitles.

2.1.2.1 Advantages of watching English movies with English subtitles

1. English movies with English subtitles support both visuals and text, enabling

learners to understand what they were hearing (Stewart & Pertusa, 2004).

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2. English movies with English subtitles contribute visual and English text to

learn language and help learners to improve listening comprehension (Chang

& Read, 2007; Guichon & McLornan, 2008; Kon, 2002; Latifi et al., 2011).

3. Watching English movies with English subtitles gives learners an opportunity

to become familiar with listening to native speakers. Therefore, learners can

improve listening skills (Rattanachai, 2015; Tsai & Huang, 2010).

4. Learners can focus on new vocabulary acquisition when watching movies with

English subtitles because these new words are restated in movies several times

(Ismaili, 2013; Sirmandi & Sardareh, 2016; Sydorenko, 2010; Tsai & Huang,

2010).

5. Watching movies with English subtitles can enable learners to learn idioms,

slang, and pattern of conversations (Jeebpinyo, 2013).

6. Learners can improve their speaking skills by pronouncing words or sentences

shown in the movies (Katchen, 2003; Pratiwi, 2010; Tam, 1997).

2.1.2.2 Disadvantages of watching English movies with English

subtitles

1. Learners may not understand the words or sentences in the movies even

though they are shown as text. They might not understand the contexts or the

story lines in the movies (Harley & And, 1996).

2. Learners might be distracted by reading English subtitles instead of listening

to the movies (Markham, Peter & McCarthy, 2001; Tardieu & Gyselinck,

2003; Taylor, 2005).

2.1.3 Language learning by watching English movies with first language

subtitles

Subtitles are specified as translation of movie dialogue to text enabling a

person to read and understand the meaning while watching unfamiliar language

movies in a familiar language at the bottom of the screen (Canning-Wilson &

Wallace, 2000). By watching English movies with L1 subtitles, learners can

understand the contexts in the movies better by listening to the inputs and reading the

translated texts (Stewart & Pertusa, 2004). Many instructors consider L1 subtitles as a

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tool to make movies understandable. Having established L1 subtitles, the following

paragraphs will consider the advantages and disadvantages of learning language of

watching English movies with L1 subtitles.

2.1.3.1 Advantages of watching English movies with L1 subtitles

1. Learners can recognize and understand the conversations that they had heard

in the English conversation and also the meaning by reading L1 subtitles

simultaneously (Guichon & Lornan, 2008; Stewart & Pertusa, 2004).

2. English movies with L1 subtitles can be one of the effective tools enabling

learners to experience cultures from other countries. It can also help to

improve listening skills and learn language (Damronglaohapan & Stevenson,

2013; Hsieh, Wu, Lai, Chang, Chen, & Kao, 2010; Markham et al.,2001;

Suetrong, 2015; The National Center for Technology Innovation and Center

for Implementing Technology in Education, 2010; Wang & Shen, 2007;

Wang, 2014; Winiyakul, 2010;).

3. English movies with L1 subtitles are effective for improving listening

comprehension (Chiang, 2006; Kobayashi, 2011).

4. Learners can understand the contexts in the movies more quickly and fully

through translations of L1 subtitles (Hsieh et al., 2010; Moon & Yun, 2014).

5. English movies with L1 subtitles provide the opportunity to practice repeating

the sentences in the movies with understanding of the meaning. Hence,

learners can enhance speaking skills (Moon & Yun, 2014).

6. Learners can learn expressions, pronunciation, syntax, connotations, and

vocabulary by watching English movies with L1 subtitles (Bird & Williams,

2002; Koolstra & Beentjes, 1999).

7. Learners should watch English movies with L1 subtitles first, followed by

English subtitles and without subtitles. This is because L1 subtitles enable

beginners to understand the context and become familiar with listening.

Therefore, they will be able to go to the next step in learning (Markham et al.,

2001).

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2.1.3.2 Disadvantages of watching English movies with L1 subtitles

1. Learners might not be able to watch and hear the visual clues clearly in the

movies; hence, they may not be able to improve their listening and speaking

skills. They also might be distracted by reading L1 subtitles despite strong

reading skills in English language (Markham et al., 2001; Tardieu &

Gyselinck, 2003).

2. Learners might read only L1 subtitles. Therefore, they might not know how

some words were written or spelt (Tsai, 2009).

To sum up, there are a number of features in movies that can help individuals

to improve their English skills as below:

1. Movies contain natural situations, real conversations, and a communication

that can enhance learners’ English skills by learning native speakers’ conversations.

Therefore, it can help learners to improve their listening skills. Moreover, it assists

them to pronounce words or sentences like native speakers. Thus, they can also

improve speaking skills.

2. English movies provide authentic settings that enhance cross-cultural

understanding, and are also entertaining and accessible for learners.

3. Some words are repeated in the movies several times, so the viewers can

learn new words and meanings.

4. There are numerous slang words, idioms and jokes in movies, so a person

can learn slang words, idioms and jokes that are not taught in the classroom.

5. The L1 subtitles enable the audience to understand the contexts and

recognize the words and phrases in the movies.

From the above, there are a number of advantages in learning English

language through watching English movies with L1 subtitles. This study will focus

only on learning language by watching English movies with L1 subtitles, i.e., Thai

subtitles. The following section will discuss how each skill can be developed through

watching English movies.

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2.2 English Skills Improvement Through Movies

English skills contain four aspects: reading skills, writing skills, listening

skills, and speaking skills.

2.2.1 Reading skills improvement

In terms of reading skills improvement, reading skills have become one of the

most significant skills for individuals these days (Dubin & Bycina, 1991; Grabe 1991;

Kaplan, 2002). There are various objectives of reading such as reading to get the main

idea and to obtain specific information. Moreover, learners generally read for

understanding the main ideas and supporting details.

Having established the improvement in reading skills, this part will now

illustrate the use of English movies to improve reading skills. Herron and Seay (1991)

examined the use of video in reading comprehension. They found that the results of

reading comprehension testing of the experimental group hat used both the video and

the audio to enhance reading skills were significantly better than the control group.

This indicated that using video could help the participants improve their reading skill

(Herron & Seay, 1991). Luo (2004) discovered the students were able to enhance their

reading skills through watching DVD films in the classroom and they also agreed that

the learning environment can lower the anxiety level by using DVD films to teach.

The impact of DVD movies on how the students improved reading skills is

one of the important factors that has to be considered. Another important benefit of

using movies is improving students’ reading skills. Xhemaili (2013) investigated the

benefits of using films to improve student’s reading skills in the EFL classroom. A

novel-based English movie was used as the experimental instrument. He found that

the students gave positive feedback in regard to improving reading skills using films.

Xhemaili indicated that most of the students were more motivated to read the books

after they watched the film, suggesting that the English movies and the books

complemented each other. This may motivate those seeking to further improve their

English language by reading the books after having watched the English movies.

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2.2.2 Writing skills improvement

Byrne (1997) states that writing is one of the methods used to communicate

when face-to-face communication is not used. Therefore, writing is a primitive way to

record dialogue. Writing is a crucial skill for communication. This is because writing

skills can help individuals to build good relationships, make ideas, feelings,

information, and opinions explicit. Focusing on processing of writing, Celce-Murcia

(1991) asserts that an interactive process is required in written communication

between the writer and reader using text. According to Palmer (1994), writing is the

process of recognizing and constructing ideas, writing on a paper, modifying and

rewriting. Writing is processing of sentences and linking them together as a text. The

text may contains one or more paragraphs (Byrne, 1997). Langan (2001) states that a

paragraph is approximately 150 to 200 words, and usually contains a topic sentence

which is used for the opening. Moreover, he proposed that writing gives supporting

sentences for the topic sentence.

Apart from the meaning of writing, several studies have investigated writing

skills improvement. Firstly, Shaughnessy’s (1976) study indicated that writers could

improve their writing skills by expressing their ideas instead of being restricted by

conventional rules. Secondly, writing skills may be improved through watching

movies. According to Baratta and Jones (2008), using English movies can improve

academic writing skills. Participants in their study increased their score in writing.

Fitriana (2011) examined the use of animation movies in his class for attracting

students’ attention in learning English. He found that the students could memorize

easier than teaching in the traditional way. Fitriana also affirmed that the students

could gain ideas in writing from the actors, setting, and plot in animation movies. This

gave the opportunity to the students to practice writing in the past tense. Moreover,

the students could generate narrative text easily using a large amount of vocabulary.

2.2.3 Listening skills improvement

Rost (1991) states that the listening process consists of two parts. Firstly,

listeners have to integrate the component skills consisting of contrasting sounds;

noticing words; classifying the grammatical groups of words; linking cues that relate

with verbals, for example, intonation, stress and nonverbals such as gestures.

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Moreover, applying the background knowledge of listeners evokes essential words

and ideas. For the second part, listeners need to decide on determining the situation

and conceiving a plan for listening. In addition, they need to decipher the crucial

words, units of meaning, and understand the words. Rost also states that listeners

should focus on four principles to develop listening ability:

1) Applying face-to-face communication

2) Emphasizing the meanings and attempting to gain new knowledge and

important content

3) Executing comprehension activities

4) Keeping in mind that listening is an internal process that cannot always be

precisely observed

Several researchers have investigated listening skills improvement by using

movies as a media. To confirm that the use of movies can assist learners to improve

their listening skill, Wang and Shen (2007) indicated that watching English movies

with L1 subtitles assisted learners to develop English listening comprehension.

Winiyakul (2010) found that the students could improve listening skills after watching

English movies with Thai subtitles. This is in consonance with Pimsamarn (2011)

who affirmed that learners considered that they could improve their listening skills

through watching English movies with subtitles. Furthermore, Latifi et al. (2011)

found that the participants of their study could become familiar with listening to

English; thus, they could develop their listening skills. Additionally, Kobayashi

(2011) found that watching English movies assisted students to improve their

listening skills.

2.2.4 Speaking skills improvement

Tarigan (1990, p.15) affirmed that “speaking is ability to produce articulation

sounds or sentences that express an idea or feeling”. The intention of speaking is

“communication”, and speakers communicate with listeners by sharing the ideas.

Moreover, both the speaker and listener understand each other in the same direction.

There are a number of elements of speaking skills e.g. utterances, vocabulary,

grammar, content and meaning, and pronunciation. Speaking is a way of

communication to articulate or deliver an idea (Hurlock, 1998). Hurlock stated the

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objective of speaking is communication. Furthermore, Hurlock also proposed that

speaking involves a mental aspect regarding the capability to understand the meaning.

Besides the definitions of speaking, there are a number of studies that

investigated improving speaking skills. According to Tam (1997), there are a large

number of factors involved with effective English speaking performance. The

important factors are pronunciation, vocabulary, and collocations for English as a

foreign language (EFL) speaker to establish fluency. Therefore, Tam claimed that the

opportunity to speak in different situations and frequency of speaking were important

position for improving speakers’ fluency.

Using English movies to improve speaking skills is one of the effective

instruments that need to be considered. Katchen (2003) found that movies or films

encouraged learners to project their ideas, opinions, and feelings about the movies that

they had watched. Thus, movies can help the learners practice and improve their

speaking skills through watching the English movies. For using English movies in

order to learn English, Lynch (2006) listed five reasons that movies were used as

teaching media. First, movies illustrated varieties of accents. Secondly, learners could

learn cultures that were demonstrated in the movies. Moreover, the learners could

learn how the history had changed. Next, movies are learning aids with audio-visual

elements. Lastly, movies inspired learners to watch. Lynch also mentioned that using

movies in the classroom for teaching was an effective because learners could learn to

speak by replicating the accents, stress, pronunciation, and conversations from the

actors in the movies. Additionally, they could learn about the culture and history that

were displayed in the movies. Pratiwi (2010) demonstrated that English movies could

assist students to understand pronunciation. She found that after watching English

movies, students could be better in English stress patterns. In addition, the English

movies could help them to understand unfamiliar sounds like /æ/.

Watching English movies or animation is one of the most direct ways to listen

to native English in a non-native English country like Japan and Thailand. Studies in

these two countries have shown that students welcome the idea of improving English

listening skills by watching English movies. Furthermore, using such media tools

allows students to understand and follow the British or American accent used in the

movies, which helps them to speak English better. It also enhances students’ focus

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and stimulates content ideas. In addition, students are more willing to improve in their

learning of English through interesting content instead of the traditional way of

memorizing words and style of writing. Hence, this will also greatly aid in their

writing skills and reading skills.

As mentioned above, there have been a number of studies about improving

English skills through watching English movies in terms of listening skills, speaking

skills, reading skills, and writing skills. However, this study will focus only on

improving listening and speaking skills. This is because this study targeted self-study,

as normally viewers do not write a summary or practice writing skills after watching

movies. In addition, it is not often that after someone watches a movie, he or she will

try to read the book made into the movie. Once the story is revealed, it is less likely to

attract the attention of the viewer as a reader. In general, the writing and reading

practice usually occur as class assignments. Subtitles help to make movies more

understandable and can help the audience to comprehend the content, especially when

the movies are not in the mother tongue of the audience.

The following is the advantages of enhancing listening and speaking skills

through watching English movies with L1 subtitles:

1) Improves overall listening comprehension.

2) Learn idioms, slang, and patterns of conversation that they hear in English and

read the meaning in Thai.

3) Get used to hearing native speakers talk to each other.

4) Learn the accents of native English speakers.

5) Remember simple sentences.

6) Listen and know the meaning of the unknown words.

7) Learn more new words from what they hear in English and what they read in

Thai.

8) Know the meanings of more words.

9) Self-correct their misunderstanding with Thai subtitles.

10) Mimic or repeat the sentence patterns with understanding.

11) Learn spoken English.

12) Understand real conversation situations that have been shown in movies such

as conversations in a restaurant, on public transport, etc.

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13) Improve their speaking skills by practicing and learning how to converse like

native English speakers.

14) Learn the pronunciation of words with Thai subtitles.

15) Learn syntax, connotation, intonations and expressions.

16) Learn different cultures.

According to the advantages of watching English movies with L1 subtitles, it

can be concluded that the learners practice more listening and understand the meaning

and speaking by mimicking native speakers, which can familiarize them with native

accents and lead to better in pronunciation. Therefore, learners will acquire more

listening and speaking skills. Chumchaiyo [(2002) as cited in Phaisuwan (2006)]

found that Thai EFL learners have limited listening and speaking abilities. They were

not familiar with listening to the native accents. As mentioned by Dr. Netpreeya

Chumchaiyo (Kru Kate), in many places in Thailand, learners can naturally learn

English by listening to native speakers every day and practice to speak English by

replicating English spoken of the native speakers (Boonphayoong, 2010). She said

that the learners can learn and practice these skills by watching and listening through

the English movies. It is because the more the learners practice, the more they can

improve. This is in line with Kanatip Soonthornrak (Kru LukGolf), who said he could

self-study English language by watching English movies. It could help him to become

familiar with listening to native speakers (I Get English Magazine, 2013). Moreover,

it assisted him in practicing to speak like native speakers. The English movies assisted

him to improve listening skills and also speaking skills.

2.3 Relevant Research

This section contains two parts. The first part reviews the related research

about the use of movies to improve English skills. The second part discusses the

related research about the use of movies with L1 subtitles to improve English skills.

2.3.1 Related research about the use of movies to improve English skills

Luo (2004) studied using DVD films to increase first year students’ English

listening comprehension and motivation. Nine films were provided to use in the

classroom. She used the DVD films as the main materials of her course and other

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additional and specially designed activities were supported. Story-telling, picture

description and open-ended questions were contained into instructional activities for

group discussion on topics from the films. For improving students’ reading skills, Luo

integrated caption-on and caption-off activities. The main results of the study

indicated that students improved their reading skills using DVD films in the

classroom. Moreover, the majority of the students agreed that instruction using DVD

films could create a learning environment that lowered the anxiety level.

Baratta and Jones (2008) studied the development of academic writing skills

using films among UK undergraduate students. The participants of this study were 31

undergraduate students of the University of Manchester, United Kingdom, in a year

one class entitled Aspects of Language. The questionnaires were distributed to the

subjects to collect feedback in terms of a comparison of students’ academic

performance pre- and post-instruction. Baratta and Jones found that the use of films to

develop academic writing skill was useful. They reported that the overall average

score of students increased 3.13%. It showed that the use of film in academic writing

pedagogy was successful as a pilot study. Moreover, most of the students agreed that

use of films assisted them to understand the conversations of academic essay writing.

Next, Fitriana (2011) explored the improvement of narrative writing skills

though using animation movies. His participants were 38 eleventh grade students of

SMA Negeri 1 Teras, Boyolali at IPA II in the academic year of 2010/2011.

Classroom action research was used as the method of his study. Fitriana collected the

data by using interviews, observations, a questionnaire, and a test. According to the

results of the study, if students enjoy the learning process, they will be successful in

their learning. In addition, Fitriana investigated using animation movies in his class

and they could gain students’ attention to study English. Students could memorize

easier by watching animation movies, and the actors, settings, and plots in animation

movies made students get ideas to write easily. Furthermore, students could practice

writing past tense and create narrative text easily.

Etemadi (2012) investigated the impact of using English movies with bimodal

subtitling on content comprehension and vocabulary recognition. A total of 44 senior

undergraduate students studying at Shiraz Islamic Azad University were the subjects

of this study selected from two classes of Tapes and Films Translation course. She

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selected two BBC documentary movies to study, namely, “Dangerous Knowledge”

and “Where’s My Robot?” The first movie was selected to be watched with English

subtitles and the other without subtitles. Etemadi divided students into two classes;

both classes watched the same movies but with differences in the consequences.

Therefore, the first group watched “Dangerous Knowledge” with English subtitles,

then “Where’s My Robot?” without subtitles. The other group watched “Where’s My

Robot?” without subtitles, then “Dangerous Knowledge” with English subtitles. After

finishing the films, both classes answered questions. Etemadi found that bimodal

subtitling had an impact on the content of English movies. As a result, it can be

assumed that watching English movies with subtitles can help learners gain more

understanding than those without subtitles.

Xhemaili’s (2013) research attempted to investigate the use of movies to

improve reading skills of the students in EFL classroom. His data collection was

divided into two parts. Firstly, Xhemaili distributed questionnaires to students and

teachers. Secondly, he gave a quiz to the subjects at the end of the reading section.

The participants were 80 SEEU undergraduate students between the ages of 18-25.

All the subjects’ level of proficiency was intermediate. Xhemaili spent four months

doing the research. Control and experimental groups were used in this study. A novel-

based English movie was used for the experimental group. After that, they read the

same novel on graded reading books (Oxford University Press). The control group

read the same novel and the same question activities, but they did not watch the

movie. Xhemaili provided two films, which were “Gulliver’s’ Travels” and “Picture

of Dorian Grey”, for the class reading. He chose these two films because students

thought that there were difficult to analyze and understand. Xhemaili revealed that

most of the respondents were concerned with the improvement of reading skills in the

questionnaires and respondents gave positive feedback. The students gave a positive

response to the movie-based instruction. They reported that using films gave them the

chance to learn actual conversations. Moreover, students could improve the reading

comprehension by using films. Xhemaili also affirmed that the majority of students

were more motivated to read the graded books after they watched the film.

Ismaili (2013) researched the effectiveness of using movies in the EFL

classroom at South East European University. The researcher used movies to be an

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instrument in EFL teaching. The objective of Ismaili’s study was to analyze the

effects of using movies in EFL teaching. In his research, he found that students could

improve their listening and communication skills. A total of 60 students of South East

European University in the academic year 2011 and 2012 were the participants of this

study. A questionnaire and quiz were used as the method of this research. Ismaili

found that movies could gain students’ attention. Furthermore, movies showed visual

context aids that students can understand and use to improve their learning skills. He

pointed out that most of the students agreed that watching movies can be an effective

tool to learn English and they can learn words repeated in the movies several times.

Kalean (2013) observed the progress of teaching and learning process by using

Classroom Action Research (CAR) method. A total fo 37 students in the first grade at

SMP Negeri 13 Malang, Jawa Timur located on Jalan Sunan Ampel II Kota Malang

were the participants of the study. Kalean conducted a preliminary study that included

planning, implementing, observing, and reflecting, and data analysis. She analyzed

the data quantitatively. Her results showed that the students could improve their

speaking skills after watching English movies. The mean score of testing revealed that

it had increased from 60.32 up to 70.81 by using movies as a media to teach speaking

skills. In addition to increasing the mean score, it indicated that the strategy of using

movies as teaching media could assist students to improve their speaking skills. In

other words, using English movies to teach in the English as a foreign language (EFL)

classroom was an effective method to benefit students to learn speaking. Kalean

supported that the students appreciated to learn speaking by using movies. Apart from

enjoying class, the students could learn new vocabulary and learn to speak like native

speakers. The students could learn speaking by practicing to replicate the dialogues

from actors in the movies. The students could also learn to link words together.

Jeebpinyo (2013) examined TV series watching behavior and opinions of

English for Careers students at Thammasat University. The objectives of this study

were to find behavior and opinion of participants towards watching TV series. There

were 64 students in the English for Careers program at Thammasat University in the

academic year 2013 in the sample. The method of selecting the sample was

convenience sampling method. The questionnaire was distributed as the instrument of

the study. The data was analyzed by using SPSS. The study showed that most students

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strongly agreed that TV series was a media that was advantageous for teaching and

learning English. Furthermore, the majority of students agreed that watching TV

series with English subtitles could assist them to learn new vocabulary, idioms, slang,

and pattern of conversations.

Rokni and Ataee (2014) studied movies in EFL classroom with or without

subtitles. The respondents were 45 students at Golestan University in fall 2013 which

were divided into two groups. The first group was bimodal and the other group

watched the movies without subtitles. All of the students had to watch the same type

of movies but with differences in subtitling. Rokni and Ataee distributed a proficiency

test to ensure that all the students had similar English language proficiency. They also

used listening comprehension pretest and posttest to be the other instrument. An

original American English DVD film was used in this study. Rokni and Ataee found

that watching English movies with subtitles had positive effects on learners' listening

comprehension. They found that movies with English subtitles could benefit students

on listening comprehension, while movies without subtitles had less effect on

listening comprehension.

Rattanachai (2015) investigated the opinions of 30 MONO Group employees

toward watching English movies with English subtitles in order to enhance English

skills selected by convenience sampling. A total of 30 questionnaires were distributed

to MONO Group employees. The respondents used English in daily life work.

Ratanachai analyzed the data using Microsoft Excel in terms of descriptive statistics

and percentages. She found that majority of MONO Group employees strongly agreed

that they can develop their listening skills through viewing English movies with

English subtitles. In addition, watching English movies with English subtitles helped

them become familiar with listening to native speakers. The respondents had positive

opinions towards watching English movies with English subtitles and this helped

them to improve speaking skills by enabling them to pronounce words like native

speakers. Moreover, most of respondents agreed that they were able to enhance their

reading skills in terms of new vocabulary, slang words, idioms, and jokes by watching

English movies with English subtitles.

In a recent study, Kabooha (2016) surveyed the use of movies in English as a

Foreign Language (EFL) classroom. This study was conducted at the English

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Language Institute (ELI), King Abdul-Aziz University. Kabooha explored the

attitudes of Saudi EFL learners and teachers towards the using English movies in the

classrooms as an instrument to improve learners’ language skills. The questionnaires

were distributed to 50 female intermediate level students studying English in their

Preparatory Year Program (PYP). Kabooha also interviewed students and teachers to

investigate their attitudes towards the using English movies in their classrooms. He

found that most of the students and teachers had positive attitudes towards the use of

English movies to develop students’ English skills. Furthermore, Kabooha discovered

that the majority of students agreed that the use of English movies enabled them to

improve their language skills. The use of English movies provided an authentic and

meaningful context in which students can learn English language. He also concluded

that the English movies contained an abundance of conversations between native

speakers. Therefore, the students could learn to speak English naturally and fluently.

2.3.2 Related research about the use of movies with L1 subtitles to

improve English skills

Chiang (2006) compared different subtitling formats in two English news

broadcasts in Taiwan: English news on CTS (Chinese Television System), which was

captioned in Chinese and English subtitles, and FTV (Formosa Television) English

News Edition, which was captioned in English. The participants of his study were

first and second year students who majored in English and freshman of non-English

majors. The students watched English news with Chinese and English subtitles on

CTS and next watched English news on FTV with only English subtitles. The

questionnaires and posttests were distributed to the participants. The posttest

contained three parts, which were listening comprehension, spelling, and vocabulary.

The results revealed that English news with Chinese subtitles were more effective for

improvement in listening comprehension. Therefore, Chiang concluded that the L1

subtitles were useful for language learning.

In 2009, Tsai researched learners’ point of view on watching movies with L1

vs. L2 subtitles. Forty-five students who were not majoring in English from a

Taiwanese university were the participants. The GEPT (General English Proficiency

Test developed by LTTC (Language Training and Testing Center)) elementary level

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listening practice test was used to classify participants’ listening proficiency. There

were two groups of participants that were divided based on their listening proficiency

scores. Group 1 watched English movies with L1 subtitles and the members of group

2 watched English movies with English subtitles. The animated movie “Over the

Hedge” was used as the instrument of this study. Two question sheets were distributed

to L1 and L2 subtitles group. The question sheets consisted of four open-ended

questions that required the students to write their own perspective on the advantages

and disadvantages of watching English movies with L1 and L2 subtitles in terms of

vocabulary learning, listening comprehension, pronunciation, and oral abilities. Tsai

found that majority of the participants in the L1 subtitles group believed that more

words can be learnt by listening in English language and reading Chinese characters.

He also found that Chinese subtitles helped the participants to remember simple

sentences. Moreover, L1 subtitles group agreed that Chinese subtitles benefited their

oral ability.

Winiyakul (2010) researched the use of English media to enhance the English

language skills of 120 first-year students at Khon Kaen University in the Faculty of

Humanities and Social Sciences. A survey questionnaire was used to collect the data

from the subjects. Winiyakul reported that majority of the respondents agreed that

films or movies were the most accessible English learning instrument. Moreover, they

could spend more than two hours a day, two or three days a week to watch films or

movies. The majority of the participants had a positive response to English media

such as films and movies that could assist them to enhance English proficiency at a

high level. For this reason, Winiyakul found that watching English movies with Thai

subtitles could help the subjects to improve their listening skills.

Since 2010, Hsieh et al. investigated the impact of movie viewing on learning

English as a foreign language. Their participants were 254 first-year, second-year and

third-year English major students and second-year non-English major students at

Yuanpei University. The questionnaires were distributed after watching movies.

Additionally, the questions were written in two versions of Chinese and English

language. They found that comedy movies were the most popular movie genre. The

results of this study showed that 95% of respondents agreed that watching English

movie was useful in language learning. Moreover, there were a large number of

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studies which have shown that DVD films with subtitles features and chapter

separation would help students to develop an effective learning environment.

Pimsamarn (2011) surveyed the opinions of 80 senior English major students

at Khon Kaen University towards the idea of watching English movies to improve

their listening skill in year 2011. The main results from the questionnaire indicated

that 67.5% of students usually watched movies for entertainment with Thai subtitles.

Pimsamarn also found that the students believed that they could improve their

listening skills by watching English movies with Thai subtitles. Furthermore, most of

students had positive opinions on watching English movies and believed they were

useful for their daily life.

Kobayashi (2011) carried out a study of an attempt to foster autonomous

English learning through movies in individual and collective settings. The participants

of this study were 137 undergraduate students of various majors in all years ranging

from freshmen to seniors at two national universities in Hokkaido. The questionnaires

were distributed to 137 participants. Each questionnaire contained 20 questions and

statements about watching movies and learning English. He found that the students

usually watched movies on a DVD player at home with Japanese subtitles. Kobayashi

proposed that the majority of subjects preferred to watch English movies rather than

Japanese movies. Moreover, the participants enjoyed watching English movies

without Japanese subtitles. Additionally, Kobayashi concluded that movies are one of

the most effective learning materials for students’ life-long learning of English. The

students agreed that watching English movies could help them improve their listening

skill.

Suetrong (2015) researched learners’ attitudes toward the use of English

language movies with Thai subtitles and English subtitles to improve listening

comprehension skills. The questionnaires were distributed to 73 English program

first-year students majoring in Journalism in the Faculty of Journalism and Mass

Communication, Thammasat University in the academic year 2015. The researcher

used selective sampling to reach the participants. The data were analyzed by SPSS

program. The study determined that both types of subtitles (Thai and English

subtitles) could develop listening skills in different aspects. She found that Thai

subtitles were effective when students would like to understand situations in the

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movies. Meanwhile, English subtitles were helpful for understanding vocabulary,

unfamiliar idioms, proverbs, slang, and accents. Moreover, they could help students to

improve their listening comprehension skills.

As the literature reviews shows, the majority of the participants agreed that

English movies could enhance their English skills. The purpose of this review was to

show are positive opinions from the participants on learning English through

watching English soundtrack movies with L1 subtitles. It is clear from the

abovementioned research students are receptive to learning English using English

movies. It is important to conduct more studies to validate these claims further to

support the results of the above studies via CEIC students. Therefore, the independent

variable is watching movies with L1 subtitles. This research covers two English skills,

which are listening skills, and speaking skills. Hence, the improvement of English

skills (listening, and speaking skills) are the dependent variables. A questionnaire will

be used to acquire the data, which will be analyzed using the Statistical Package for

the Social Sciences on Personal Computer (SPSS/PC). The next chapter will present

the research methodology.

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CHAPTER 3

RESEARCH METHODOLOGY

This study aims to investigate the advantages and disadvantages of watching

English movies with Thai subtitles to improve listening-speaking skills a n d

investigate the CEIC students’ opinions toward watching English movies with Thai

subtitles to help improve their listening-speaking skills.

This chapter describes: (1) the respondents, (2) research instruments, (3) the

procedures, and (4) data analysis.

3.1 Respondents

The objective of this study was to investigate the CEIC students’ opinions in

watching English movies with Thai subtitles to develop English listening-speaking

skills. Therefore, the population included 92 first-year and second-year students in the

Career English for International Communication (CEIC) program at Thammasat

University. Five students answered a pilot questionnaire to test the reliability, validity,

and clarification. Moreover, this population excluded the researcher who was a

second year CEIC student. Thus, the population was 86 first-year and second-year

CEIC students. Based on Yamane’s (1973) formula, the sample size of this study was

a group of 71 current first-year and second-year students in the Career English for

International Communication (CEIC) program.

𝑛 =𝑁

1 + 𝑁(𝑒))

Where:

n= sample size required

N = number of people in the population

e = allowable error (%)

Substitute numbers in formula:

𝑛 =86

1 + 86(0.05))

𝑛 = 71(𝑅𝑜𝑢𝑛𝑑𝑒𝑑𝑢𝑝)

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Although the sample size was 71 current first-year and second-year CEIC

students, the questionnaire was distributed to 86 first-year and second-year CEIC

students who were the population. The returned questionnaires numbered 75, slightly

more than the expected rate.

3.2 Research Instrument

The research instrument of this study was an online and paper-based

questionnaire. The questionnaire was designed to ask for CEIC students’ opinions

about watching English movies with Thai subtitles to improve listening and speaking

skills. Some questions in the questionnaire were similar to the independent study of

Rattanachai (2015) and Suetrong (2015). The questionnaire contained close-ended

and open-ended questions, which used a five-point Likert scale (Likert, 1932). The

questionnaire contained four main parts.

The first part of the questionnaire was on the general background information

and behavior in watching English movies with Thai subtitles of the respondents. It

was designed using close-ended questions to collect information on gender, age,

occupation, year of study, level of education, the frequency of English skill used, the

frequency of watching English movies without subtitles, with English subtitles, and

with Thai subtitles, and the most popular movie genres in English movies with Thai

subtitles.

The second part was the opinions of CEIC students on the advantages and

disadvantages of watching English movies with Thai subtitles.

The third part included questions asking the opinions of CEIC students on

watching English movies with Thai subtitles to improve their listening-speaking

skills. Parts two and three used a five-point Likert scale as follows: 5 = strongly agree,

4 = agree, 3 = not sure, 2 = disagree, and 1 = strongly disagree.

The fourth part provided open-ended questions to identify other CEIC

students’ opinions in watching English movies with Thai subtitles to improve their

listening-speaking skills.

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3.3 Procedures

The questionnaire was distributed to 86 current first-year and second-year

students in the Career English for International Communication (CEIC) program. The

questionnaires were written in English with close-ended and open-ended questions.

The respondents were asked to answer the questions and return the completed

questionnaires to the researcher during March 19 - April 1, 2018.

3.4 Data Analysis

After the collection of data was completed, the quantitative data was analyzed

using the Statistical Package for the Social Sciences on Personal Computer

(SPSS/PC). A five-point Likert scale, frequency, percentage, average mean, and

standard deviation were used to evaluate the CEIC students’ opinions about

advantages and disadvantages of English movies with Thai subtitles to improve

English listening-speaking skills and about the opinions in watching English movies

with Thai subtitles to help improve English listening-speaking skills. In addition, the

statistical methods were used to analyze the respondents’ general background

information and the watching of English movies with Thai subtitles behavior in terms

of frequency and percentage.

The points of rating scores were calculated based on the suggestion of Srisa-

ard (1996) as below:

Table 3.1

The Points of Rating Scores

Interpretation of the score Point of Rating Score

Strongly Agree 4.51 – 5.00

Agree 3.51 – 4.50

Not Sure 2.51 – 3.50

Disagree 1.51 – 2.50

Strongly Disagree 1.00 – 1.50

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CHAPTER 4

RESULTS

This chapter reports the results of the study of CEIC students’ opinions toward

watching English movies with Thai subtitles to improve English listening-speaking

skills. The results are divided into four sections as follows:

1. General background information and behavior in watching English movies

with Thai subtitles of the respondents

2. Opinions of CEIC students on the advantages and disadvantages of

watching English movies with Thai subtitles

3. Opinions of CEIC students in watching English movies with Thai subtitles

to improve their English listening-speaking skills.

4. Additional opinions of CEIC students on watching English movies with

Thai subtitles to improve their English listening-speaking skills.

4.1 General Background Information and Behavior Information of the

Respondents

The first part of the questionnaire examined the general background and

behavior information of the 75 participants in this study. This part included gender,

age, occupation, year of study, level of education, the frequency of English skill used,

the frequency of watching English movies without subtitles, with English subtitles,

and with Thai subtitles, and the most preferred movie genres in English movies with

Thai subtitles.

Of the study population, 75 CEIC students completed and returned the

questionnaire. It was found that 61 of them were females and 14 were males. In

addition, 39 respondents were second-year students and 36 were first year. The

majority (52%) was aged between 23-27, as shown in Table 4.1, and 17.3% already

held a master’s degree (Table 4.2).

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Table 4.1

Age of Respondents

Age Frequency (N) Percentage (%)

23 – 27 years old 39 52.0%

28 – 32 years old 15 20.0%

33 – 38 years old 16 21.3%

Over 39 years old 5 6.7%

Total 75 100.0%

Table 4.2

Level of Education

Level of education Frequency (N) Percentage (%) Bachelor's Degree 62 82.7%

Master's Degree 13 17.3%

Total 75 100.0%

When looking at their occupations, it was found that the majority (26.7%)

were office employees, followed by full-time students, freelancers, government

officers and other occupations as shown in Table 4.3.

Table 4.3

Occupation

Occupation Frequency (N) Percentage (%)

Bank employee 1 1.3%

Business owner 4 5.3%

Dentist 1 1.3%

English Call Center Agent 1 1.3%

Flight attendant 1 1.3%

Freelancer 6 8.0%

Full-time student 12 16.0%

General Manager 1 1.3%

Government employee 3 4.0%

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Ground staff 1 1.3%

Marketing Communication 1 1.3%

Multi-cultural

organization-Admin

Assistant

1 1.3%

Office Employee 20 26.7%

Product information

officer 1 1.3%

Public relations officer 1 1.3%

Sales assistant 1 1.3%

Sales coordinator 1 1.3%

Sales executive 1 1.3%

Sales representative 4 5.3%

Secretary 1 1.3%

State enterprise officer 1 1.3%

Teacher 6 8.0%

Thai Airways staff 1 1.3%

Tutor 2 2.7%

University staff 2 2.7%

Total 75 100.0%

Table 4.4 demonstrates the frequency of English skills used. The results

revealed that 54.7% of the respondents used English in daily life, followed by 1 – 2

times or 3 – 4 times per week (20.0%), and never use (5.3%).

Table 4.4

Frequency of English Skills Used

Frequency of English

skills used Frequency (N) Percentage (%)

Everyday 41 54.7%

3 - 4 times per week 15 20.0%

1 - 2 times per week 15 20.0%

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Never 4 5.3%

Total 75 100.0%

When investigating the frequency of watching movies without subtitles, it was

found that 60.0% of the respondents watched English movies without subtitles less

than 4 times a month, followed by 4 to 7 times (16.0%) and 10.7%, more than 8 times.

A total of 13.3% never watched English movies without subtitles (Table 4.5).

Table 4.5

Frequency of Watching English Movies without Subtitles Per Month

Frequency of watching movies without subtitles Frequency (N) Percentage (%)

More than 8 times 8 10.7%4 to 7 times 12 16.0% Less than 4 times 45 60.0% Never 10 13.3% Total 75 100.0% For watching movies with English subtitles, Table 4.6 shows that 52% of them

watched movies less than 4 times per month, followed by more than 8 times, and 4-7

times. Meanwhile, 9.3% never watched movies with English subtitles.

Table 4.6

Frequency of Watching English Movies with English Subtitles Per Month

Frequency of watching movies with English

subtitles Frequency (N) Percentage (%)

More than 8 times 15 20.0%

4 to 7 times 14 18.7% Less than 4 times 39 52.0% Never 7 9.3% Total 75 100.0%

For the main focus point of this study, watching movies with Thai subtitles, it

was found that half (50.7%) of them watched movies less than 4 times a month,

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followed by 8 times and 4-7 times. Meanwhile, 13.3% of them never watched movies

with Thai subtitles (Table 4.7).

Table 4.7

Frequency of Watching English Movies with Thai Subtitles Per Month

Frequency of watching movies with Thai

subtitles Frequency (N) Percentage (%)

More than 8 times 18 24.0%

4 to 7 times 9 12.0% Less than 4 times 38 50.7% Never 10 13.3% Total 75 100.0%

Table 4.8 presents the most preferred movies genres in English movies with

Thai subtitles. The majority of the respondents preferred action/adventure (28.0%),

followed by romance/romantic comedy (20.0%), horror/thrillers/suspense (17.3%),

and sci-fi/fantasy (14.7%). The others (20.0%) preferred comedy and animation.

Table 4.8

Most Preferred Movie Genres in English Movies with Thai Subtitles

The most preferred movie genres in English

movies with Thai Subtitles

Frequency (N) Percentage (%)

Horror/ Thrillers/ Suspense 13 17.3%

Action/ Adventure 21 28.0% Comedy 8 10.7% Romance/ Romantic comedy 15 20.0%

Sci-Fi/ Fantasy 11 14.7% Animation 7 9.3% Total 75 100.0%

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To sum up, most of the respondents watched English movies without subtitles,

with English subtitles, and with Thai subtitles less than 4 times a month, and their

favourite movies were action/adventure.

4.2 The Opinions of CEIC Students on the Advantages and Disadvantages of

Watching English Movies with Thai Subtitles

The second part of the questionnaire explored the advantages and

disadvantages of watching English movies with Thai subtitles when compared to

watching movies without subtitles or with English subtitles.

It can be seen from Table 4.9 that the majority of the CEIC students strongly

agreed that watching English movies helped them to learn new vocabulary, idioms,

slang or patterns of conversation with a mean of 4.55, followed by helping them

practice English pronunciation (mean = 4.45). They agreed that movies are a useful

media to learn English with a mean of 4.44. In addition, they agreed that they could

learn different cultures by watching English movies with a mean score of 4.33.

Table 4.9

Opinions on Watching English Movies

Mean S.D. Meaning

1. Watching movies helps you learn new

vocabulary, idioms, slang or patterns of

conversation.

4.55 0.552 Strongly

Agree

2. Watching movies helps you practice English

pronunciation. 4.45 0.741 Agree

3. Watching movies helps you learn different

cultures. 4.33 0.704 Agree

4. Movies are useful media to learn English. 4.44 0.702 Agree

The results obtained from the preliminary analysis of the opinions in

advantages and disadvantages when compared with watching movies without subtitles

or with English subtitles and watching English movies with Thai subtitles are shown

in Table 4.10. The respondents mostly agreed that watching English movies with Thai

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subtitles helped them to understand conversations in the movies better (mean = 4.23,).

The respondents also agreed that watching English movies with Thai subtitles

supported them to improve English listening skills with a mean 4.17. Moreover, the

CEIC students thought that English movies with Thai subtitles helped them to

understand the vocabulary, unfamiliar idioms, slang and phrases better (mean = 4.15).

On the other hand, there were some disadvantages of watching English movies

with Thai subtitles. As can be seen in Table 4.10, most of the respondents agreed that

they might not know how some English words are written or spelt because they could

read only Thai subtitles (mean = 3.91).

Overall, it can be concluded that CEIC students believed that watching

English movies with Thai subtitles on average had more advantages (mean = 4.05)

than disadvantages (mean = 3.74).

Table 4.10

Opinions on Advantages and Disadvantages of Watching English Movies with Thai

Subtitles When Compared with Watching English Movies without Subtitles or with

English Subtitles

Mean S.D. Meaning

Advantages

1. Helps you to understand conversations in the

movies better 4.23 0.727 Agree

2. Helps you to understand the conversations in

the movies faster 4.08 0.912 Agree

3. Helps you to understand the vocabulary,

unfamiliar idioms, slang and phrases better 4.15 0.766 Agree

4. Helps you to learn more expressions,

pronunciation, syntax, and connotations. 3.87 0.794 Agree

5. Can be beneficial for using English in daily

life. 4.04 0.796 Agree

6. Helps you to improve English listening skills. 4.17 0.906 Agree

7. Helps you to improve English speaking skills. 3.80 0.885 Agree

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Average score of opinions in advantages 4.05 0.827 Agree

Disadvantages

8. Reading Thai subtitles is distracting. Hence,

you may not be able to pay attention to listening. 3.56 1.017 Agree

9. By reading only Thai subtitles, you may not

know how some English words are written or

spelt.

3.91 0.932 Agree

Average score of opinions in disadvantages 3.74 0.975 Agree

4.3 The Opinions of CEIC Students on Watching English Movies with Thai

Subtitles to Improve Their English Listening-Speaking Skills

This section explored CEIC students’ opinions toward watching English

movies with Thai subtitles to improve their English listening-speaking skills. This part

also used a Likert five-point scale to measure the level of agreement. The results are

presented in terms of statistical data including frequency, percentage, mean, and

standard deviation (S.D.).

It can be seen from the data in Table 4.11 that the majority of the respondents

agreed that watching English movies with Thai subtitles helped them to get used to

hearing native speakers talk to each other with a mean of 4.15. They felt that watching

English movies with Thai subtitles helped them to learn new words from what they

heard in English and what they read in Thai and understand how to use conversations

in real situations such as conversations in a restaurant, on public transport, etc. In

addition, the majority of those who responded to this item felt that English movies

enabled them to become engaged in the storyline of the film, without worrying about

understanding (mean = 4.11).

Table 4.11

The Opinions of CEIC Students on Watching English Movies with Thai Subtitles to

Improve Their English Listening-Speaking Skills

Mean S.D. Meaning

1. Helps you understand conversations in 4.09 0.774 Agree

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movies better. Thus, you can enjoy watching

English movies more.

2. Enables you to become engaged in the

storyline of the film, without worrying about

understanding.

4.11 0.709 Agree

3. Helps you get used to hearing native speakers

talk to each other. 4.15 0.865 Agree

4. Enables you to learn the native English

speakers’ accents better. 4.07 1.004 Agree

5. Helps you learn new words from what you

hear in English and what you read in Thai. 4.12 0.697 Agree

6. Helps you listen and know the meaning by

reading Thai subtitles of the unknown words. 4.05 0.715 Agree

7. Helps you know more the meaning of familiar

words. 4.00 0.717 Agree

8. Helps you remember simple sentences. 3.87 0.827 Agree

9. Helps you to be able to self-correct your

misunderstanding with Thai subtitles. 3.88 0.770 Agree

10. Helps you speak English more fluently. 3.57 0.961 Agree

11. Helps you to improve your speaking skills

by practicing and learning how to converse like

native English speakers.

3.73 1.004 Agree

12. Helps you learn the pronunciation of words

with understanding. 4.01 0.893 Agree

13. Helps you to be able to mimic or repeat the

sentence patterns with understanding. 3.79 0.977 Agree

14. Helps you put intonation on words and

sentences better by replicating from the movies. 3.92 0.955 Agree

15. Helps you understand how to use

conversations in real situations such as

conversations in a restaurant, on public

4.12 0.869 Agree

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transport, etc.

4.4 The Other Opinions of CEIC Students on Watching English Movies with

Thai Subtitles to Improve Their English Listening-Speaking Skills The last section of the questionnaire required respondents to give information

on other opinions toward watching English movies with Thai subtitles, which was an

open-ended question. According to the objective of the study to investigate CEIC

students’ opinions toward watching English movies with Thai subtitles to help

improve their listening-speaking skills, some of the CEIC students gave their opinions

on the advantages and disadvantages of watching English movies with Thai subtitles

to improve English listening-speaking skills. The other opinions are categorized into

three aspects: advantages, disadvantages, and suggestion of watching English movies

with Thai subtitles to improve English listening-speaking skills.

4.4.1 Advantages

There were a large number of respondents who gave positive opinions towards

watching English movies with Thai subtitles to improve English listening-speaking

skill. They agreed that watching movies with Thai subtitles helped them to practice

listening and speaking skills. These are some interesting quotes:

“If you want to practice English listening and speaking skills, you have to

watch a particular movie more than one time. Moreover, in my opinion, the place

where you watch movies also influences your intention towards subtitle. When you

watch it at cinema, you may focus on story over the language using in the movie.”

“English soundtrack movies with Thai subtitles are useful for practicing

English listening skills a lot and it can enable you to obtain new vocabulary that you

can really apply in your daily life.”

“It is useful for me about the correct words in Thai because some Thai words

I don't understand and I don't know the correct words. And it improves my listening

skill a lot.”

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“I think English soundtrack movies are entertaining and instructive. They do

not only enable you to enjoy the time you watch, they also contain lots of knowledge

such as culture, tradition and pattern of linguistic use that you can learn. So, you can

use movies to develop English skills and proficiency so that you can use English more

effectively in the future.”

“Watching soundtrack movies is a good way to practice listening skill

especially watching U.S. Or Hollywood movies. It helps to learn how the native

speakers pronounce the word or speak naturally. However, it takes an hour or more

to watch the movie which is quite a long time for me. Thus, I don't watch movie often

average 1-2 movies per month.”

“Watching movies with Thai subtitles is important for Thai people who start

learning English as second language.”

“It's good to watch English soundtrack movies with Thai subtitles for

practicing.”

“It's a good source to be familiar with accent and culture.”

Moreover, some respondents said watching English movies with Thai subtitles

enabled them to expand their knowledge such as vocabulary, idiom, slang, and

translation.

“Watching movies with Thai subtitles helps the viewers to understand more

and expand their vocabulary.”

“It’s fun and easy and can learn new cultures and idioms.”

“Help me understand some slang which is hard to find the meaning in

google.”

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“Not only help us in about knowing the new vocabs but also help us about

translation.”

“English soundtrack movies can help learners understand the meaning

clearly.”

“To be useful especially to look how to translate English to Thai. It's fun.”

“It helps me to more understand the whole movie and get more unfamiliar

vocabulary to use in real life. However, sometimes I only read the subtitles and did

not concentrate on what the movie said.”

4.4.2 Disadvantages

Although the majority of the respondents had positive opinions toward

watching English movies with Thai subtitles to improve English listening-speaking

skills, there were a few negative opinions. These opinions expressed that they were

distracted by reading Thai subtitles. These are some opinions:

“Sometimes I concentrated more on Thai subtitles.”

“Most of the time I didn't listen to what the actors said, I understand the movie

more from the Thai subtitles.”

“To watch English soundtrack movies with Thai subtitles helps me understand

more about the movie but sometimes made me only focus on subtitles.”

4.4.3 Suggestions

Besides the other opinions on the advantages and disadvantages of watching

English movies with Thai subtitles to improve English listening-speaking skills, other

responses to this question included the suggestions on developing English skills such

as watching English movies with English subtitles. These are selected quotes:

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“It's better you watch soundtrack movies because the audio sound during the

movie is better than in Thai, which is more exciting for action and thriller movies.”

“I prefer watching movie with English subtitles because l can learn new

words while listening to correct pronunciation.”

“Watching soundtrack movies with English subtitles is better than watching

with Thai subtitles.”

“Watching English movies with Thai subtitles makes me keen to learn English

more than reading from text books.”

“We should watch more with English subtitles instead.”

“Better watch Thai and English subtitles together.”

The results in this chapter indicated that CEIC students agreed that watching

English movies with Thai subtitles enabled them to develop their English listening

and speaking skills by providing them opportunities to study and practice listening

and speaking. For example, it supported them to understand conversations in the

movies better and faster, understand the vocabulary, unfamiliar idioms, slang and

phrases better, and benefitted them in terms of using English in daily life. Moreover,

watching English movies with Thai subtitles helped them to get used to listening to

native speakers and learn new vocabulary. The next chapter discusses the conclusions

and recommendations.

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CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

This chapter presents (1) a summary of the study, (2) a summary of the

findings, (3) discussion, (4) conclusion and (5) the recommendations for further study.

5.1 Summary of the Study

This section summarizes the objectives and methodology of the study as

follow:

5.1.1 Objectives of the study

The objectives of this study were to investigate CEIC students’ opinions in

terms of:

1. Advantages and disadvantages of watching English movies with Thai

subtitles and

2. Watching English movies with Thai subtitles to help improve their

listening-speaking skills.

5.1.2 Respondents, instrument, and procedures

The respondents of this study were 75 first-year and second-year students in

the Career English for International Communication (CEIC) at Thammasat

University. An online and paper-based questionnaire was used to collect the data

about:

1) general background information and behavior in watching English movies

with Thai subtitles of the respondents

2) opinions of CEIC students about advantages and disadvantages of

watching English movies with Thai subtitles

3) opinions of CEIC students on watching English movies with Thai subtitles

to improve their listening-speaking skills

4) additional opinions on watching English movies with Thai subtitles to

improve their listening-speaking skills.

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The SPSS program was used to analyze the data.

5.2 Summary of the Findings

The results of the study can be divided into four sections as follows:

5.2.1 General background information and behavior information of the

respondents

The majority of the respondents were 61 females (81.3%) and 14 males

(18.7%). Most of them were aged between 23 – 27 years old (52.0%). A total of

26.7% of the respondents were office employees. In terms of level of study, 52.0%

were second year CEIC students. Most of them had graduated with bachelor’s degrees

(82.7%) and 54.7% of the respondents used English in daily life. Most of them

watched English movies without subtitles (60.0%), with English subtitles (52.0%),

and with Thai subtitles (50.7%) less than 4 times a month. The majority of the

respondents preferred action/adventure (28.0%).

5.2.2 Opinions of CEIC students on the advantages and disadvantages of

watching English movies with Thai subtitles

Most CEIC students were in strong agreement that watching English movies

helped them to learn new vocabulary, idioms, slang or patterns of conversation with a

mean of 4.55. In addition, a high percentage of the respondents agreed that watching

English movies with Thai subtitles was beneficial in helping them to understand

conversations in the movies better (4.23). The respondents believed that it supported

them to improve English listening skills (4.17). Moreover, the majority of the CEIC

students also agreed that English movies with Thai subtitles helped them to

understand the vocabulary, unfamiliar idioms, slang and phrases better (4.15). In

contrast, most of the respondents agreed that they might not know how some English

words are written or spelt because they could read only Thai subtitles (3.91).

5.2.3 Opinions of CEIC students on watching English movies with Thai

subtitles to improve their English listening-speaking skills

The respondents mostly agreed that watching English movies with Thai

subtitles aided them in becoming familiar with listening to native speakers talk to

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each other with a mean of 4.15. Also, the majority of them believed that watching

English movies with Thai subtitles exposed them to new words from listening in

English and what they read in Thai (mean = 4.12) and enabled them to understand

how to use conversations in real situations such as conversations in a restaurant, on

public transport, etc. (4.12). They believed that English movies enabled them to

become engaged in the storyline of the film without worrying about understanding.

5.2.4 Other opinions of CEIC students on watching English movies with Thai

subtitles to improve their English listening-speaking skills

The open-ended questions conveyed that many respondents were positive

towards watching English movies with Thai subtitles. They felt that they could

practice English listening and speaking skills. Moreover, it gave them an opportunity

to learn new vocabulary and cultures. They could enjoy the movie while learning at

the same time. Conversely, some of the respondents mentioned that Thai subtitles

could distract them from paying attention to the movies.

Some felt that watching English movies with English subtitles might be better

than Thai subtitles.

5.3 Discussion

5.3.1 Advantages and disadvantages of watching English movies with Thai

subtitles

The study’s outcome supported and is in line with previous research (Hsieh el

at., 2010; Jeebpinyo, 2013; Rattanachai, 2015; Suetrong, 2015; Tsai & Huang, 2010;

Tuncay, 2014) involving the advantages of watching soundtrack movies with L1

subtitles in many ways. For example:

1) English movies helped viewers learn new vocabulary, idioms,

slang or patterns of conversation.

2) English movies with Thai subtitles assisted them in terms of

understanding conversations in the movies better.

3) English movies provide learners opportunities to learn English

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language with authentic environments; thus, it could assist the learners to learn and

improve English skills

4) L1 subtitles supported the learners to understand stories in the movies by

translation of English to L1 (Hsieh et al., 2010; Moon & Yun, 2014).

5) Learners listened to unfamiliar words and they could know the meaning by

reading the L1 subtitles.

This means in terms of language learning, watching soundtrack movies with

L1 subtitles significantly helps improve learners’ skills.

However, there were some drawbacks of L1 subtitles, i.e., learners might not

know how some English words are written or spelt because they could read only Thai

subtitles. This result matched with those observed in earlier studies. According to Tsai

(2009), two out of eight respondents of his study agreed that they could not spell some

words because they could hear only in English and read the meaning in L1 subtitles.

Watching English movies with Thai subtitles benefited them to learn new

words and understand the story line better, but by only listening to English and

reading text in Thai, they could not know the spelling of the words. Wang (2014)

affirmed that the participants of his study that were dual subtitles group (with L1 and

English subtitles) attained the highest score. Thus, dual subtitles might help to reduce

the problem of word spellings because learners could listen to English, know the

meaning by reading L1 subtitles, and know the spelling of words by reading the

English subtitles. Spelling, pronunciation, and meaning can be learned pragmatically

at the same time from watching movies with dual subtitles. However, the chances to

come across dual subtitles are quite rare except when subtitles are done for

educational purposes.

5.3.2 Watching English movies with Thai subtitles to improve English

listening-speaking skills

The more movies a learner watches, the more he or she will be exposed to the

original and purposeful use of the language. Obviously, this should lead to

improvement of two skills – listening and speaking.

However, as some of the respondents suggested in the open-ended part,

English subtitles may be more beneficial than L1 subtitles because the viewer can see

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how words are spelt and pronounced simultaneously. Tsai and Huang (2010)

indicated that watching English movies with English subtitles was better than without

subtitles and with L1 subtitles because English subtitles transcribed dialogues from

the movies. Thus, learners could listen and read in the same language and check their

listening abilities. Also, this gives a chance for a person to acquire the language as if

they themselves are having conversations in English naturally. It seems like they are

immersed in an English speaking environment without having to stay in or travel to a

foreign country. Thus, watching soundtrack movies, with or without any subtitles is a

good chance to see and hear how the language is actually spoken.

This is in accordance with Kabooha (2016) who found that all participants of

his study agreed that English movies provided an authentic and meaningful context in

which participants can learn English. Moreover, the student interviews revealed that

English movies contained an abundance of conversations between native speakers

from which his participants could learn to speak English naturally and fluently like

native speakers; movies were also useful for vocabulary learning and acquisition.

Regarding the speech by Dr. Netpreeya Chumchaiyo (Kru Kate), learners

could become familiar with native speakers by frequently listening to their

conversations. Therefore, watching English movies several times a week might help

learners become familiar with listening to native speakers. Furthermore, English

movies containing daily life conversations might support learners to learn how to use

real-life conversations. Ismaili’s (2013) study found that the majority of students

claimed that English movies provided the opportunity to learn to converse in daily

life.

As Damronglaohapan and Stevenson (2013) found, their participants believed

that they could learn language and develop their English listening and speaking skills

by watching English movies. It could be beneficial for them not only in terms of

learning new words and cultures, but it also was an effective tool for learning and

entertainment at the same time.

To gain more benefits from watching English movies in order to improve

English skills, Markham et al. (2001) suggested that the learners should watch English

movies with L1 subtitles first, followed by watching the same movies with L2

subtitles, and without subtitles. This sequence supported learners to understand the

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storyline, become more familiar with listening to native speakers and be prepared to

pay attention to listening to the English language. Every student has a certain level of

English competency. Beginners should start with listening to English movies

accompanied by L1 subtitles. They have to be educated that they should not depend

fully on the L1 subtitles, but instead use them as an aid to understand the movie. Their

main focus should still be on the English soundtrack. Once their level of competency

increases, they can start to use L2 subtitles as a tool for understanding the English

movie. By reading L2 subtitles, this can enhance their vocabulary and focus on how to

form sentence structure. Lastly, once they can dispense with the subtitles, students are

strongly encouraged to watch English movies without them. This is known as

progressive learning. With the individual benefits of all three methods of learning

English, it is important to divide the study into separate stages. This will then allow

the students to reap the full benefits of English movies, with or without subtitles.

5.4 Conclusion

The following concludes the opinions of CEIC students in watching English

movies with Thai subtitles to improve English listening-speaking skills:

1) The respondents agreed that they could improve English listening-speaking

skills through watching English soundtrack with Thai subtitles.

2) Watching English soundtrack movies with Thai subtitles supported the

participants to get used to listening to native speakers.

3) The respondents believed that vocabulary acquisition could be improved by

watching English movies with Thai subtitles because they could learn from what they

hear in English and know the meaning from what they read in Thai.

4) The respondents also opined that watching English movies with Thai

subtitles enabled them to understand how to use real life English conversation such as

conversations in a restaurant, on public transport, etc.

5.5 Recommendations for Further Study

The following is recommended for future research:

1) This study focused on only one group of people, which were CEIC

students. Further research may investigate various groups of individuals to extend the

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sample size. It might also be expanded to another dimension, which may yield more

reliable results.

2) Due to time limitations, the researcher collected data from a questionnaire.

Further studies might use interviews as a research instrument. This will help the

researcher obtain more in-depth information.

3) In future investigations, it might be possible to study other interesting

topics, for example, investigating the other language skills improvement by watching

movies with subtitles in other languages.

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APPENDICES

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APPENDIX A

CEIC STUDENTS’ OPINIONS ON WATCHING ENGLISH

MOVIES WITH THAI SUBTITLES TO IMPROVE ENGLISH

LISTENING-SPEAKING SKILLS

This questionnaire is a part of a research paper as a partial fulfillment of the

requirements for Master Degree in Careers English for International Communication,

Language Institute, Thammasat University. The respondents are first-year and

second-year students in the career English for international communication (CEIC) at

Thammasat University in academic year 2017. Your responses will be kept

confidential and will be used for the research purpose only. Your cooperation in

answering this questionnaire is greatly appreciated.

This questionnaire is divided into four main parts as follows:

Part 1: General Information and behavior in watching English soundtrack movies

with Thai subtitles of the respondents

Part 2: Advantages and disadvantages of watching English soundtrack movies with

Thai subtitles

Part 3: Opinions of CEIC students on watching English soundtrack movies with Thai

subtitles to improve listening-speaking skills

Part 4: Other opinions of CEIC students in watching English soundtrack movies with

Thai subtitles to improve listening-speaking skills

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Part 1: General information and behavior information in watching movies of the

respondents

Direction: Please provide the following information by put a tick (ü) or click on (for

online version) in the appropriate box below or writing your response in the space

provided.

1. Gender

0 Male

0 Female

2. Age

0 23 – 27

0 28 - 32

0 33 - 38

0 Over 39

3. Occupation

- ___________

4. Which study year are you in?

0 first year

0 second year

5. Educational Background

0 Bachelor's Degree

0 Master's Degree

0 Doctoral Degree

0 Others_________

6. How often do you use English in daily life?

0 Everyday

0 3 -4 times per week

0 1- 2 times per week

0 Never

7. Frequency in watch English soundtrack movies per month?

a) Watch English movies without subtitles

0 More than 8 times

0 4 to 7 times

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0 Less than 4 times

0 Never

b) Watch English movies with English subtitles

0 More than 8 times

0 4 to 7 times

0 Less than 4 times

0 Never

c) Watch English movies with Thai subtitles

0 More than 8 times

0 4 to 7 times

0 Less than 4 times

0 Never

8. What kind of English movies with Thai subtitles do you like the most?

0 Horror/ Thriller/ Suspense

0 Action/ Adventure

0 Comedy

0 Romance/ Romantic comedy

0 Sci - Fi/ Fantasy

0 Animation

0 Others_________

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Part 2: Advantages and disadvantages of watching English soundtrack movies with

Thai subtitles

Direction: Please read the following statements and put a tick (ü) or click on (for

online version) in the column which represents your level of agreement representing

by the numbers 1- 5 as follow:

5 = Strongly agree

4 = Agree

3 = Neutral

2 = Disagree

1 = Strongly disagree

1. Opinions in watching English soundtrack movies

Strongly

Agree

(5)

Agree

(4)

Neutral

(3)

Disagree

(2)

Strongly

Disagree

(1)

1. Watching movies helps you

learn new vocabulary, idioms,

slangs or patterns of

conversation.

2. Watching movies helps you

practice English pronunciation.

3. Watching movies helps you

learn different cultures.

4. Movies are useful media to

learn English.

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2. When compared with watching movies without subtitles or with English

subtitles, watching English soundtrack movies with Thai subtitles help you to

do the following things:

Watching English soundtrack

movies with Thai subtitles

Strongly

Agree

(5)

Agree

(4)

Neutral

(3)

Disagree

(2)

Strongly

Disagree

(1)

1. Helps you to understand

conversations in the movies better

2. Helps you to understand the

conversations in the movies faster

3. Helps you to understand the

vocabulary, unfamiliar idioms, slang

and phrases better

4. Helps you to learn more

expressions, pronunciation, syntax,

and connotations.

5. Can be beneficial for using

English in daily life.

6. Helps you to improve English

listening skills.

7. Helps you to improve English

speaking skills.

8. Distracts you to read Thai

subtitles. Hence, you may not be

able to pay attention in listening.

9. By reading only Thai subtitles,

you may not know how some

English words are written or spelt.

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Part 3: Opinions of CEIC students in watching English soundtrack movies with Thai

subtitles to improve listening-speaking skills

Direction: Please read the following statements and put a tick (ü) or click on (for

online version) in the column which represents your level of agreement representing

by the numbers 1- 5.

Watching English soundtrack

movies with Thai subtitles

Strongly

Agree

(5)

Agree

(4)

Neutral

(3)

Disagree

(2)

Strongly

Disagree

(1)

1. Helps you understand

conversations in the movies

better. Thus, you can more

enjoy watching English

soundtrack movies.

2. Enables you to become

engaged in the storyline of

the film, without worrying

about understandable.

3. Helps you get used to

hearing native speakers talk

to each other.

4. Enables you to learn the

native English speakers;

accents better.

5. Helps you learn new words

from what you hear in

English and what you read in

Thai.

6. Helps you listen and know

the meaning by reading Thai

subtitles of the unknown

words.

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7. Helps you know more the

meaning of the familiar

words.

8. Helps you remember

simple sentences.

9. Helps you to be able to

self-correct your

misunderstanding with Thai

subtitles.

10. Helps you speak English

more fluently.

11. Helps you to improve

your speaking skills by

practicing and learning how

to converse like native

English speakers.

12. Helps you learn the

pronunciation of words with

understanding.

13. Helps you to be able to

mimic or repeat the sentence

patterns with understanding.

14. Helps you to put

intonation on words and

sentences better by

replicating from the movies.

15. Helps you understand

how to use conversation in

real situations such as

conversations in a restaurant,

on public transport, etc.

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Part 4: Other opinions of CEIC students in watching English soundtrack movies with

Thai subtitles to improve listening-speaking skills

Do you have any other opinions about watching English soundtrack movies with Thai

subtitles?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

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APPENDIX B

ADDITIONAL STATISTIC RESULTS

Table 4.9

Opinions on Watching English Movies

Frequency (N)/Percent (%)

Mean S.D. Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

1. Watching

movies help you

learn new

vocabulary,

idioms, slangs

or patterns of

conversation.

43

(57.3)

30

(40.0)

2

(2.7) - - 4.55 0.552

2. Watching

movies help you

practice English

pronunciation.

44

(58.7)

22

(29.3)

8

(10.7)

1

(1.3) - 4.45 0.741

3. Watching

movies help you

learn different

cultures.

35

(46.7)

30

(40.0)

10

(13.3) - - 4.33 0.704

4. Movies are

useful media to

learn English.

41

(54.7)

27

(36.0)

6

(8.0)

1

(1.3) - 4.44 0.702

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Table 4.10

Opinions on Advantages and Disadvantages when Compared with Watching Movies

without Subtitles or with English Subtitles, Watching English Movies with Thai

Subtitles

Frequency (N)/Percent (%)

Mean S.D. Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

Advantages

1. Helps you to

understand

conversations in

the movies

better

29

(38.7)

35

(46.7)

10

(13.3)

1

(1.3) - 4.23 0.727

2. Helps you to

understand the

conversations in

the movies

faster

30

(40.0)

25

(33.3)

16

(21.3)

4

(5.3) - 4.08 0.912

3. Helps you to

understand the

vocabulary,

unfamiliar

idioms, slang

and phrases

better

26

(34.7)

36

(48.0)

11

(14.7)

2

(2.7) - 4.15 0.766

4. Helps you to

learn more

expressions,

pronunciation,

syntax, and

connotations.

16

(21.3)

36

(48.0)

20

(26.7)

3

(4.0) - 3.87 0.794

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5. Can be

beneficial for

using English in

daily life.

23

(30.7)

34

(45.3)

16

(21.3)

2

(2.7) - 4.04 0.796

6. Helps you to

improve English

listening skills.

31

(41.3)

31

(41.3)

10

(13.3)

1

(1.3)

2

(2.7) 4.17 0.906

7. Helps you to

improve English

speaking skills.

17

(22.7)

31

(41.3)

23

(30.7)

3

(4)

1

(1.3) 3.80 0.885

Average score of opinions in advantages 4.05 0.827

Disadvantages

8. Distracts you

to read Thai

subtitles. Hence,

you may not be

able to pay

attention in

listening.

13

(17.3)

30

(40.0)

20

(26.7)

10

(13.3)

2

(2.7) 3.56 1.017

9. By reading

only Thai

subtitles, you

may not know

how some

English words

are written or

spelt.

20

(26.7)

36

(48.0)

12

(16.0)

6

(8.0)

1

(1.3) 3.91 0.932

Average score of opinions in disadvantages 3.74 0.975

Ref. code: 25605921040662ZRN

70

Table 4.11

The Opinions of CEIC Students on Watching English Movies with Thai Subtitles to

Improve Their English Listening-Speaking Skills

Frequency (N)/Percent (%)

Mean S.D. Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

1. Helps you

understand

conversations in

the movies

better. Thus, you

can more enjoy

watching English

movies.

25

(33.3)

33

(44.0)

16

(21.3)

1

(1.3) - 4.09 0.774

2. Enable you to

become engaged

in the storyline of

the film, without

worrying about

understandable.

23

(30.7)

37

(49.3)

15

(20.0) - - 4.11 0.709

3. Helps you get

used to hearing

native speakers

talk to each

other.

27

(36.0)

37

(49.3)

8

(10.7)

1

(1.3)

2

(2.7) 4.15 0.865

4. Enables you to

learn the native

English speakers;

accents better.

29

(38.7)

30

(40.0)

11

(14.7)

2

(2.7)

3

(4.0) 4.07 1.004

Ref. code: 25605921040662ZRN

71

5. Helps you

learn new words

from what you

hear in English

and what you

read in Thai.

23

(30.7)

38

(50.7)

14

(18.7) - - 4.12 0.697

6. Helps you

listen and know

the meaning by

reading Thai

subtitles of the

unknown words.

19

(25.3)

43

(57.3)

11

(14.7)

2

(2.7) - 4.05 0.715

7. Helps you

know more the

meaning of the

familiar words.

18

(24.0)

40

(53.3)

16

(21.3)

1

(1.3) - 4.00 0.717

8. Helps you

remember simple

sentences.

17

(22.7)

35

(46.7)

19

(25.3)

4

(5.3) - 3.87 0.827

9. Helps you to

be able to self-

correct your

misunderstanding

with Thai

subtitles.

16

(21.3)

36

(48.0)

21

(28.0)

2

(2.7) - 3.88 0.770

10. Helps you

speak English

more fluently.

12

(16.0)

30

(40.0)

24

(32.0)

7

(9.3)

2

(2.7) 3.57 0.961

Ref. code: 25605921040662ZRN

72

11. Helps you to

improve your

speaking skills

by practicing and

learning how to

converse like

native English

speakers.

17

(22.7)

31

(41.3)

20

(26.7)

4

(5.3)

3

(4.0) 3.73 1.004

12. Helps you

learn the

pronunciation of

words with

understanding.

25

(33.3)

30

(40.0)

17

(22.7)

2

(2.7)

1

(1.3) 4.01 0.893

13. Helps you to

be able to mimic

or repeat the

sentence patterns

with

understanding.

17

(22.7)

35

(46.7)

15

(20.0)

6

(8.0)

2

(2.7) 3.79 0.977

14. Helps you put

intonation on

words and

sentences better

by replicating

from the movies.

24

(32.0)

27

(36.0)

19

(25.3)

4

(5.3)

1

(1.3) 3.92 0.955

Ref. code: 25605921040662ZRN

73

15. Helps you

understand how

to use

conversation in

real situations

such as

conversations in

a restaurant, on

public transport,

etc.

27

(36.0)

35

(46.7)

9

(12.0)

3

(4.0)

1

(1.3) 4.12 0.869

Ref. code: 25605921040662ZRN

74

BIOGRAPHY

Name Miss Nidsara Sareepattanapol

Date of Birth August 28, 1989

Educational Attainment

Academic Year 2014: Master of Management

Information System, Chulalongkorn University,

Thailand

Work Position System Analyst

INSEE Digital Company Limited

Work Experiences 2018 – present: System Analyst

INSEE Digital Company Limited

September 2015 – May 2017: SAP Consultant

IAM Consulting Company

Ref. code: 25605921040662ZRN