Movies as Tools for Enhancing ESL Learning: Insights into Students’ Emotions and Experiences

Abstract

Numerous studies have reported that ESL students often struggle with poor motivation, low self-confidence, and high levels of anxiety. Watching movies has a strong potential to ignite these students’ interest in learning English, thereby enhancing their language learning journey. However, integrating movies into language learning is only effective if it positively impacts students’ anxiety, motivation and self-confidence. This study explores university students’ emotional factors along with their experiences to determine whether movies enhance their language learning. An online questionnaire via Google Forms was distributed to 76 participants, including 43 students from the LG241 program (Malay Language for Professional Communication) and 33 from the LG242 program (Arabic Language for Professional Communication) at Universiti Teknologi MARA (UiTM) Shah Alam. Data were extracted and analysed using SPPS version 29 via descriptive statistics. Results showed that movies created a calm and non-intimidating learning atmosphere, fostering increased self-motivation and self-esteem while reducing anxiety. Students also reported improved language skills, as movies provided real-life examples of English usage and immersive learning environments. This study demonstrates that integrating movies into English lessons can improve students’ emotions and experiences, making language learning more effective. Collecting ESL students’ feedback on using movies for language learning helps educators identify areas for improvement. By incorporating students’ perspectives, educators can develop more effective teaching methods, ultimately enhancing the learning experience through unconventional means.