Higher Education Student’s Perceptions on English Movies for English Vocabulary Acquisition

Abstract

Grounded in Krashen’s Input Hypothesis and Nation’s theory of vocabulary learning from context, this study explores English Language Education students’ experiences of learning vocabulary through English movies by examining their perceptions of the benefits and effectiveness of English movies for vocabulary acquisition, the types of vocabulary they acquire and how their vocabulary develops over time, and the challenges they encounter during the learning process. This study employed a qualitative descriptive design. Data were collected from 25 English Language Education students through open-ended questionnaires and analyzed using qualitative thematic analysis. The findings reveal that students perceive English movies as an engaging and effective medium for vocabulary acquisition because they provide authentic language input in meaningful communicative contexts. Participants reported acquiring various types of vocabulary, particularly daily expressions, slang, idioms, and cultural expressions, while regular exposure gradually expanded their vocabulary knowledge and enhanced listening comprehension, pronunciation, speaking confidence, and cultural understanding. Although students encountered challenges related to fast speech, unfamiliar expressions, different accents, and context-dependent meanings, they adopted strategies such as using English subtitles, replaying scenes, and consulting dictionaries or translation applications. Overall, English movies provide meaningful contextual exposure that facilitates vocabulary acquisition and promotes autonomous English language learning.