Watching English Movies with Subtitles: A Phenomenological Study of English Major Students' Language Learning Experiences

Abstract

Despite the growing body of research on the use of English subtitles in language learning, previous studies have primarily examined specific language skills using quantitative approaches, with limited qualitative evidence on students’ lived experiences and perceptions, particularly in the Philippine higher education context. This study explored the lived experiences of English major students in watching English movies with subtitles, focusing on their reasons for watching, the perceived effects on their language competency, and the pedagogical implications of this practice. The study employed a qualitative phenomenological research design involving eight third-year English major students from the University of Mindanao Digos College, selected through homogeneous purposive sampling. Data were collected through semi-structured interviews and analyzed using Colaizzi’s (1978) method of phenomenological analysis. The findings revealed that watching English movies with subtitles provided meaningful language-learning experiences by supporting vocabulary, pronunciation, grammar, listening, speaking, and reading comprehension, while serving as a valuable supplementary resource for language teaching. The study contributes qualitative evidence on students’ lived experiences and highlights the educational value of English movies with subtitles in supporting language learning in higher education.