EFL Students’ Perceptions of the Impact of Watching English Movies on Language Skills

Abstract

The present study investigated the impact of watching English movies on enhancing EFL students’ language skills. A descriptive research design was employed to explore students’ perceptions of the educational value of English movies in language learning. The study was conducted among 36 undergraduate students from the Department of English Language, Faculty of Education, Sabratha University, Libya. Data were collected using a structured questionnaire consisting of three sections: socio-demographic characteristics, the linguistic benefits of watching English movies, and the psychological and motivational effects associated with movie-based learning. Prior to data collection, a pilot study was conducted, and the test–retest method was applied to ensure the reliability of the instrument. The collected data were analyzed using Microsoft Excel through descriptive statistics, including frequencies, percentages, and mean scores. The findings revealed that students generally held positive attitudes toward watching English movies as a language-learning tool. The results indicated that movies contributed significantly to improving listening comprehension, pronunciation, grammar awareness, and exposure to authentic language use. The highest-rated linguistic item was related to listening comprehension, while the strongest psychological benefit was cultural understanding and awareness of English-speaking communities. Furthermore, students reported increased motivation, confidence, and reduced anxiety when using English. Overall, the study concludes that English movies represent an effective supplementary resource for enhancing EFL students’ language skills and promoting learner engagement in the language-learning process.