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https://jurnal.unigal.ac.id/jeep/article/view/17815
P-ISSN: 2460-4046 E-ISSN: 2830-0327
Journal of English Education Program (JEEP), Vol. 12 No. 1, January 2025
56
EXPLORING HOW EXPOSURE TO POP CULTURE ENGLISH MOVIES
ENRICHES VOCABULARY
Muhammad Keivan Alfaiz
English Education Program, FKIP, Universitas Galuh, Ciamis, Indonesia
mkeivanx@gmail.com
Iskhak Said
English Education Program, FKIP, Universitas Galuh, Ciamis, Indonesia
iskhakunigal@gmail.com
Leni Iriannti
English Education Program, FKIP, Universitas Galuh, Ciamis, Indonesia
bulen.lenie@gmail.com
APA Citation: Alfaiz, M. K., Said, I, & Irianti, L. (2024). Exploring How Exposure to Pop Culture English
Movies Enriches Vocabulary. Journal of English Education Program (JEEP), 9(2), 56-67.
doi: 10.25157/(jeep).v12i1.17815
Received: 15-11-2024
Accepted: 4-12-2024
Published: 22-01-2025
Abstract: EFL students frequently face challenges in understanding cultural references, idioms, and
slang, hindering vocabulary acquisition and overall language comprehension. This study sheds light on
key questions about the accessibility and effectiveness of language learning tools for learners from
various cultural and linguistic backgrounds. It focused on how pop culture English movies can help EFL
college students improve their vocabulary. This study uses the qualitative paradigm with the inquiry
method of case study involving 40 participants—10 students from each grade level. The primary data
is collected by using questionnaires and following up by interview. The instrument of data collection
included Likert-scale questionnaires to capture students’ perceptions and semi-structured interviews to
explore their strategies for learning vocabulary through movies. The Likert-scale questionnaires was
analysed by using descriptive statistics and the interview result was transcribed, coded, categorized,
condensed, and interpreted. The findings showed that students generally viewed movies as a valuable
tool for building their vocabulary. They noted that improvements in listening skills and a better
understanding of how words are used in context. Many students felt more confident using the new
vocabulary they picked up from the movies. To maximize learning, students employed various strategies
such as taking notes, using subtitles, and discussing the content with peers. However, they also faced
challenges, including difficulty in understanding cultural references and keeping up with the fast pace
of dialogues. Despite these hurdles, most students preferred learning vocabulary through movies over
traditional classroom methods. The study concluded that pop culture English movies can be an effective
way to learn vocabulary, especially when students are guided on how to use the right strategies. Looking
ahead, future research could examine how movie-based learning impacts vocabulary retention over time
and explore how different movie genres might benefit language learners.
Keywords: Vocabulary acquisition; pop culture English movies; EFL college students; learning
strategies; qualitative case study.
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INTRODUCTION
Vocabulary acquisition remains a pivotal component of the English language for EFL learners.
Nevertheless, traditional methods, such as rote memorization and repetitive textbook exercises, often
lack engagement and practical application. These methods are especially limiting for EFL college
students, who benefit from more dynamic and contextually relevant strategies. As suggested by
Nation (2013), interactive and context-based approaches are essential for making vocabulary
learning more engaging and effective.
In this context, integrating multimedia resources, like pop culture English movies, into
language education has gained traction as an innovative approach to enhancing vocabulary learning.
Pop culture movies provide authentic and engaging content that goes beyond the artificial scenarios
found in textbooks, presenting language in natural and varied contexts. Sánchez-Auñón et al. (2023)
highlight movies' effectiveness as educational tools, noting their learning performance to improve
understanding and new vocabulary input.
Mayer’s (2009) Multimedia Learning Cognitive Theory strengthens this approach by positing
that int egrat ed visual and auditory inputs in movies facilitate deeper processing and new
information input. This is particularly related to vocabulary learning, where the context in which
words are used significantly aids their acquisition. Research conducted by Ashcroft et al. (2018)
further demonstrates how movies with captions can enhance students’ vocabulary recall, making pop
culture movies powerful tools in language education.
Beyond vocabulary acquisition, pop culture movies offer exposure to authentic language use,
including idiomatic expressions, slang, and cultural references—elements often missing in
traditional classroom settings but crucial for real-world communication. Gilmore (2007) argues that
this exposure better equips learners for authentic interactions. In particular, Simamora and Oktaviani
(2020) emphasizes the important of repetition in watching English movie. The captivating nature of
these films can significantly boost learners' motivation and enjoyment, resonating with Krashen’s
(1985) Affective Filter Hypothesis. This theory highlights that language acquisition is more
effective when learners feel confident, and motivated, and experience minimal anxiety. To minimize
anxiety, for example, Indonesian subtitles may become a good strategy in understanding the English
movie (Schmitt and Schmitt's 2020; Hestiana and Anita, 2022),
Research has shown that students view movies as a beneficial tool for language learning.
Silvani (2020) and Hasby and Sugianto (2022) argued that movies provide learners the opportunity to
develop their writing skills development. Kabooha (2016) discovers that learners regard movies as
effective for building vocabulary and enhancing overall language skills. Likewise, Katemba and
Wei Ning (2018) observes that students feel more confident applying vocabulary learned through
movies compared to traditional approaches. These results indicate that movies not only support
vocabulary acquisition but also boost learners’ confidence and language proficiency (Rogerson-
Revell’s, 2021). Despite these advantages, movies also present challenges, such as potential
distractions and varying language difficulty levels. Careful selection of movie content is necessary
to maximize its educational value (Ismaili (2013; Sánchez-Auñón et al., 2023). Despite the notable
advantages of using pop culture movies for vocabulary learning, their influence on EFL college
students has not been thoroughly examined. This study aims to bridge this gap by exploring the
perceptions of EFL college students towards English pop culture movies in affecting their
vocabulary development as well as their vocabulary learning strategies while watching these
movies.
METHOD
This study utilized a qualitative research paradigm to investigate the influence of English pop
culture movies on vocabulary acquisition among EFL college students. A qualitative approach was
deemed suitable as it captures the complexities of human behaviour and the meanings individuals
assign to their experiences (Creswell & Creswell, 2023). This methodology facilitated a detailed
exploration of students’ perceptions and vocabulary learning strategies, offering nuanced insights
that quantitative methods might overlook (Denzin & Lincoln, 2018).
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The case study method was adopted to gain a thorough understanding of the specific
experiences and perspectives of EFL college students regarding their use of English pop culture
movies for vocabulary acquisition (Stake, 1995; Yin, 2018). The research was conducted at a
university in Ciamis, involving 183 EFL students across four academic years. Stratified random
sampling ensured proportional representation from each academic year, enhancing the validity and
reliability of the findings (Bryman & Bell, 2019; Saris & Gallhofer, 2014).
Data collection included questionnaires and semi-structured interviews. A closed-ended
questionnaire, distributed via Google Forms to 40 students (10 from each academic year), used
Likert-scale questions to assess perceptions of the impact of pop culture movies on vocabulary
development. Mainly, the questionnaires was used to rate the frequency of degree to which the
students agree or disagree with a statement. To delve deeper, 10 students were selected for semi-
structured interviews, focusing on their vocabulary learning strategies, such as utilizing subtitles
and note-taking. These interviews were recorded, transcribed, and translated into English to ensure
accuracy in analysis and interpreted. The data were analysed using descriptive statistics for the
questionnaire responses and thematic coding for the interviews. Methodological triangulation was
employed to enhance the credibility and rigor of the findings (Braun & Clarke, 2006; Patton, 2014).
RESULTS AND DISCUSSION
This research presents two key findings consisting of highlighting EFL college students'
perceptions regarding the impact of English pop culture movies on their vocabulary development.
Another finding deals with EFL college students' specific vocabulary learning strategies while
engaging with English pop culture movies. These findings will be discussed in the following
sections:
EFL College Students’ Perceptions of the Impact of English Pop Culture Movies on Their
Vocabulary Development
To address the first research question, “How do EFL college students perceive the impact of
English pop culture movies on their vocabulary development?” the questionnaire results were
analysed and organized into two subsections. Each subsection delves into distinct aspects of the
student’s experiences and perceptions, providing a comprehensive understanding of their views.
EFL college students’ background and preferences
The first section examined EFL college students’ backgrounds and preferences for English pop
culture movies. This step used six questions to gather important information about their views. The
results and explanations is given in the following Table 1.
Table 1. EFL college students’ duration of study English
Duration of study English
Frequency of Student
<5 years
10
5-8 years
6
8-10 years
6
10-12 years
8
>12 years
10
Total
40
The Table 1 shows that EFL college students have varied durations of English learning. The
largest groups, with 10 students each, had been studying English for less than 5 years and more than
12 years. This variety in experience levels might influence how students view the influence of
English pop culture films on vocabulary mastery. The diverse learning backgrounds help achieve
the study’s goal of gathering broad insights from participants. The findings also shows the variety
of EFL college students most frequently speak English in daily life as described in Figure 1.
Journal of English Education Program (JEEP), Vol. 12 No. 1, January 2025
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Figure 1. EFL college students most frequently speak English in daily life
Figure 1 displays that listening is the most used English skill in daily life for EFL college
students, with 16 students identifying it as their primary skill. Reading follows with 12 students, 11
students with speaking, and writing is the least used with only 1 student. It is indicated that receptive
skills like listening and reading are more central to their routines than productive skills.
Additionally, the finding evidences of the EFL University students’ reason for watching pop culture
English movies as illustrated in Table 2.
Table 2. EFL University students’ reason for watching pop culture English movies.
Reason for watching pop
culture English movies
Frequency
of Student
For entertainment
4
For performance improvement
5
Both
31
Total
40
Table 2 reveals that 31 students watch English pop culture movies for both entertainment and
skill improvement, 5 students mainly for skill development, and 4 students just for entertainment.
These results underscore the role of English pop culture movies in enhancing language skills and
providing enjoyment, which likely supports the greater use of receptive skills. Also, the findings
reveals the EFL college students’ frequency of using pop culture English movies as a learning
medium as given in Figure 2.
Figure 2. EFL college students’ frequency of using pop culture English movies as a learning medium
The data from Figure 2 reveals that most EFL college students regularly watch one English pop
culture movie for learning, with 25 out of 40 students following this pattern. The others 10
participants watch between three and five movies, while 5 students watch more than five, indicating
Frequency of using pop
culture English movies as a
learning medium
30 25
20 10
10 5
0
1 movie/week
3-5 movies/week
>5 movies/week
Journal of English Education Program (JEEP), Vol. 12 No. 1, January 2025
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varying levels of engagement. This is followed by data of EFL college students regarding genre
preferences favored action movies as depicted in Figure 2.
Figure 3. EFL college students’ genre preference for English learning
The data from Figure 3 reveals genre preferences favored action movies, with 12 students, 11
students preferring fantasy, and 5 students choosing drama and horror. Romance and comedy are
less popular, with 4 and 3 respectively. These patterns reflect how different frequencies and genres
of movie-watching align with students’ individual learning goals and interests. With regards to EFL
college students’ preferred subtitle language is given in Table 3.
Table 3. EFL college students’ preferred subtitle language
Preferred subtitle language
Frequency of Student
English
17
Indonesian
23
No subtitle
0
Total
40
The data from Table 3 shows that most EFL college students preferred Indonesian subtitles, with
23 out of 40 choosing this option. Meanwhile, 17 students preferred English subtitles. No students
opted for movies without subtitles, highlighting their importance for understanding and enjoying
films. This students’ choice indicated that subtitles, whether in English or Indonesian, help
students with comprehension and language learning.
EFL college students’ perceptions of how exposure to pop culture English movies influences
vocabulary and English skills development
The second subsection relating to the first research question, “How do EFL college students
perceive the impact of English pop culture movies on their vocabulary development?” explores EFL
college students' perceptions of how watching English pop culture movies impacted their
vocabulary and overall English skills. A Likert scale questionnaire was used, offering responses
from “Strongly Disagree” to “Strongly Agree.” The questionnaire included 20 statements grouped
into six key areas: vocabulary growth, motivation and engagement, language skills development,
cultural insights, the role of subtitles, and learning strategies. The more detailed data from the
questionnaire can be illustrated in the following Table 4.
Genre Preference for English Learning
15
12
11
10
5
5
5
3
4
0
Action
Comedy Drama
Fantasy Horror Romance
Journal of English Education Program (JEEP), Vol. 12 No. 1, January 2025
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Table 4. EFL college students’ general perceptions
No.
Statement
Level of
Agreement
1.
Pop culture English movies improve my vocabulary.
36
2.
Pop culture English movies are an active way to learn new vocabulary
for EFL learners.
33
3.
English movies contribute a better framework for learning
vocabulary rather than other English media which are normally held
in class, including textbooks.
26
4.
I think pop culture English movies are more efficient for learning
vocabulary rather than multimedia resources like songs or podcasts.
18
5.
Pop culture English movies help me figure out unfamiliar idioms,
proverbs, and slang.
35
6.
I recommended the use of pop culture English movies
as teaching media for beginners.
17
7.
I think pop culture English movies are more fun for learning English
compared to traditional educational materials.
32
8.
Pop culture English movies are useful for my English use in everyday
life and inspire me to practice better daily conversations.
35
The data of Table 4 shows that most EFL college students believe pop culture English movies
are effective for vocabulary learning. The first statement reveals that 36 students felt movies
significantly enriched their vocabulary while also posed as an effective method to learn new
vocabulary (Statement 2). It is also supported by Statement 3 and Statement 7, which shows that 26
students agreed that English movies offer a better context for learning vocabulary than textbooks or
traditional methods and provide more entertaining, engaging, and motivating materials, as noted
from the level of agreement from 32 students in Statement 7. Additionally, from Statement no.5,
pop culture English movies allow them to understand idioms, proverbs, and slang, which they weren’t
familiar with.
However, in Statement no. 4, opinions regarding movies and other multimedia resources like
songs or podcasts are mixed. Only 18 of the students found movies more effective, while 16 were
neutral, and 6 disagreed. Moreover, opinions on recommending pop culture English movies as
teaching tools for beginners are divided; 17 had a positive outlook, 18 remained neutral, and 5
disagreed. This suggested that while movies are generally valued for vocabulary acquisition, there
are varied opinions on their effectiveness compared to other resources, and their effectiveness as
teaching media for beginners is uncertain and may depend on factors like learners’ proficiency
levels and the content of the movies. Completing the findings aforementioned, language and cultural
skills improvement through pip culture English movies are also elaborated in the following Figure
4.
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Figure 4. EFL college students’ perception of language and cultural skills improvement through pop
culture English movies
The data from Figure 4 reveals that most EFL college students believed in watching pop
culture English movies improved their listening skills, with 36 participants expressing a positive
perception. The participants viewed movies as beneficial in improving speaking skills, with 29
students agreeing, though 7 were neutral, and 4 disagreed. The students also recognized the value of
movies in improving pronunciation, as 35 underscored the effectiveness of movies in this area.
However, opinions on the impact of movies on reading skills were more varied, with 24 students
seeing benefits, while a significant 12 remained neutral. Writing skills received the most mixed
responses, with only 13 students agreeing, 15 remaining neutral, and 12 disagreeing. These findings
suggest that while students generally viewed movies as effective for enhancing oral language
skills—such as listening, speaking, and pronunciation—they were less convinced of their utility for
improving reading and writing skills. While movies are a valuable resource for some aspects of
language learning, they may need to be supplemented with other methods to address the full
spectrum of language skills.
The Figure 4 also shows that EFL college students generally believed in that exposure to pop
culture English movies significantly enhanced their intercultural communication skills and cultural
understanding. Most students, 37, recognized the cultural insights and communicative nuances
gained from watching these movies, which likely helped them interact better with people from
different cultural backgrounds. Additionally, 32 students agreed that these movies were effective in
helping them understand cultural contexts, references, and customs associated with the English
language, with no students expressing disagreement. Furthermore, 33 agreed that these movies
fostered appreciation and respect for cultural diversity, highlighting their role in promoting cultural
awareness and tolerance. Overall, students perceived pop culture movies as valuable resources for
developing intercultural communication skills, deepening cultural insights, and enhancing cultural
awareness. Besides, EFL college students employed various strategies to enhance their vocabulary
and comprehension through pop culture movies as can be seen in Figure 5.
LANGUAGE AND CULT U RAL SKILLS IMPROVEMENT
THROUGH POP CULTURE EN G L I SH MOVI ES
40
35
30
Listening Skills
Reading Skills
25
Speaking Skills
20 Writing Skills
15
Pronunciation Skills
10
5
Intercultural Communication Skills
Cultural Awareness Skills
Cultural Appreciation Skills
0
LEVEL OF AGREEMENT
FREQUENCY OF EFL COLLEGE STUDENTS
13
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Figure 5. EFL college students’ strategies for vocabulary and comprehension enhancement through pop
culture movies
As reflected in the Figure 5, EFL college students employed various strategies to enhance their
vocabulary and comprehension through pop culture movies. A significant number of students, 30,
emphasized the importance of English subtitles in aiding their understanding and vocabulary
acquisition, though 9 remained neutral and a small minority, 1 student, did not find them essential.
Additionally, 20 of the students actively noted down new words for later learning, while 12 were
neutral, and 8 did not engage in this practice. Online resources were also a vital tool for vocabulary
enhancement, with 30 students relying on them to understand difficult words, though 9 remained
neutral. Furthermore, 24 of the students found rewatching movies beneficial for reinforcing their
learning, while 11 were neutral and 5 disagreed. These responses highlight various strategies, from
using subtitles and online resources to taking notes and rewatching content, indicating varied
approaches among students in their language-learning process.
FL College Students’ Vocabulary Learning Strategies When Watching English Pop Culture
Movies
To answer the second research question, “What vocabulary learning strategies do EFL college
students use when watching English pop culture movies?” the researcher employed semi-structured
interviews to delve deeper into the students’ approaches and techniques. This method allowed the
researcher to explore the nuances of how students interact with movies for language learning,
uncovering personalized strategies that might not be captured through questionnaire data alone.
EFL college students employed various ways of learning new vocabulary during watching
pop culture English movies, revealing a blend of personalized approaches as elaborated in the
following Excerpt 1:
“…several strategies are utilized in learning new vocabulary while watching pop culture
English movie…I prefer using Indonesian subtitles…Pausing, rewinding, and rewatching are
strategies to reinforce understanding… ” (Condense version of students’ interview)
Excerpt 1 indicates that some students favored using English subtitles to identify and infer the
meaning of new words, while others preferred Indonesian subtitles for direct translation. A common
method involved pausing, rewinding, and rewatching scenes to reinforce their understanding, with
some even creating personalized dictionaries by noting down unfamiliar words and looking up their
meanings later. The diversity of these strategies highlights how students tailor their learning methods
STRATEGIES FOR VOCABULARY AND C O M PREHEN S I ON
ENHANCE M E NT THROUGH POP CULTURE MO VIE S
35
30
25
The role of English subtitles
20
Noting down new words
15
10
5
Using Online Resources for
Vocabulary
Rewatching Movies to Reinforce
Vocabulary
0
LEVEL OF AGREEMENT
FREQUENCY OF EFL COLLEGE STUDENTS
20
24
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to match their preferences and needs, combining both active and passive learning techniques, such as
note- taking, repetition, and social interactions.
Despite these strategies, students encountered several challenges in learning vocabulary from
movies, primarily due to diverse accents, slang, and fast-paced speech as depicted in the following
Excerpt 2: “…I rely heavily on the Indonesian subtitles because the accent, slang, and fast-paced
speech are hard for me to be understood…” (A condense version of students’ interview). These
difficulties as shown in Excerpt 2 often lead students to rely heavily on subtitles and online resources
to grasp the dialogue. Cultural references, idioms, and humor were additional obstacles, requiring
students to research or engage in discussions with friends to understand the content better. Some
students also faced challenges with vocabulary that had multiple meanings, necessitating repeated
viewings and an in-depth engagement with the material. These challenges underscored the
importance of adapting strategies to overcome specific hurdles, showing that students were
proactive in refining their approaches to enhance their language acquisition.
Students also highlighted several crucial factors influencing the effectiveness of learning
vocabulary through movies as illustrated in the following Excerpt 3:
“…watching movie should be held sustainably …it sustain our engagement and
motivation…we also take a note while watching movie and after that we discuss the movie with
friends…overall, the Indonesian subtitles help us a lot in understanding the move…so that it
can be practiced in our daily life after watching the movie…” (A condense version of students’
interview).
They emphasized the need to choose films aligned with their interests and language
proficiency, as this helped sustain their engagement and motivation. Sustainability in using movies
as a learning tool was also crucial, with students regularly integrating new vocabulary into their
daily routines. Moreover, strategic use of subtitles, such as starting with native language subtitles and
gradually switching to English, was highlighted as an essential technique for progressively building
comprehension and language skills. Active engagement while watching, including taking notes and
discussing movies with friends, further contributed to a more immersive learning experience,
ensuring that students could effectively retain and apply new vocabulary.
The role of subtitles in enriching vocabulary was universally acknowledged by the students,
who viewed them as a critical aid in their language-learning journey. Subtitles not only helped in
understanding new words and phrases but also facilitated the development of listening and reading
skills. English subtitles were particularly valued for reinforcing students’ understanding by
synchronizing spoken dialogue with the text, making it easier to grasp fast-paced or slang-filled
conversations. Some students also found Indonesian subtitles useful for providing context,
especially when trying to comprehend the movie's overall plot. The consensus was that subtitles
served as an indispensable tool for bridging gaps in understanding and enhancing both
comprehension and retention of new vocabulary.
Finally, students shared how they integrated newly acquired vocabulary from pop culture
English movies into their daily activities and academic work, demonstrating the practical application
of their language skills. Many students used new vocabulary in casual conversations with friends
and on social media, which helped solidify their understanding of colloquial language. In academic
settings, students apply this vocabulary in assignments, essays, and presentations, thereby enriching
their academic work and boosting their confidence. Additionally, the process of learning vocabulary
through movies implicitly enhances other language skills, such as listening, pronunciation, and
writing. This integration of vocabulary into various aspects of their lives showed how students made
learning more enjoyable and meaningful, contributing to a holistic approach to language acquisition.
Discussion
This section examines the study's findings related to its two main research questions. The first
focuses on how EFL college students perceive the role of English pop culture movies in their
vocabulary development, while the second investigates the strategies these students use to enhance
Journal of English Education Program (JEEP), Vol. 12 No. 1, January 2025
65
their vocabulary while engaging with these movies. The discussion integrates insights from previous
research and highlights both supportive and contradictory findings within the context of this study.
In response to the first research question, the findings indicate that most EFL students view
English pop culture movies as an effective resource for enhancing vocabulary. This perspective is
consistent with existing literature, which highlights the benefits of multimedia tools in creating an
interactive and context-rich language learning experience, as noted by Nation (2013) and Ashcroft
et al. (2018). Specifically, 29 of the students agreed or strongly agreed that these movies improved
their speaking skills, supporting studies conducted by Ismaili (2013) and Sánchez-Auñón et al.
(2023). Additionally, 35 of the students believed that movies helped improve their pronunciation,
a finding consistent with Rogerson-Revell’s (2021) research, highlighted the benefits of regular
exposure to spoken English in films for pronunciation improvement.
The impact of movies on writing skills appears to be less clear-cut. While 12 students
acknowledged that movies helped improve their writing abilities, a considerable number expressed
neutrality or disagreed with this perspective. This contrasts with the overwhelmingly positive
perceptions regarding speaking and pronunciation. The varied responses suggest that while movies
are effective for some aspects of language learning, they may be less so for others, particularly those
that require more structured practice and feedback. This echoes findings reported by Silvani (2020)
and Hasby and Sugianto (2022), who argued that if movies provide learners with new vocabulary,
then writing skills development typically demands more explicit instruction and practice.
Addressing the second research question, the study found that students adopt diverse strategies
to enhance their vocabulary while engaging with English pop culture movies. These strategies
include jotting down unfamiliar words, leveraging subtitles for improved understanding, discussing
the movie's content with peers, and incorporating newly learned vocabulary into everyday
conversations and academic tasks. These results align with Schmitt and Schmitt's (2020) framework
of vocabulary learning strategies, emphasizing the significance of both discovery-oriented and
consolidation-focused approaches in effective language acquisition. Students’ active engagement
with movie content, such as note-taking and attempting to use new words in sentences, strengthens
the findings of Simamora and Oktaviani (2020), who emphasized the importance of repetition,
context analysis, and subtitle referencing in vocabulary learning.
Meanwhile, subtitles emerged as a particularly significant tool for students, aiding both
comprehension and vocabulary acquisition. The use of English subtitles allowed students to connect
spoken words with their written forms, contributing to improvements in both listening and reading
skills. This aligns with the findings of Hestiana and Anita (2022), who underscored the effectiveness
of subtitles in supporting vocabulary acquisition. Moreover, students emphasized the significance
of motivation and consistency in their language-learning journey. They noted that choosing movies
aligned with their interests and language proficiency is essential for maintaining engagement and
optimizing learning. These insights reflect the conclusions of Ashcroft et al. (2018) and Sánchez-
Auñón et al. (2023), who highlighted the importance of authentic language exposure and active
practice in building vocabulary.
Nonetheless, some contradictory findings emerged regarding the overall efficacy of movies as
learning media. While many students recognized the benefits of movies for vocabulary acquisition
and other language skills, a notable minority expressed skepticism, particularly regarding their
impact on writing skills. This contradiction suggests that while movies can be a powerful resource
for certain aspects of language learning, they may not fully address all areas, particularly those
requiring more formalized instruction. Additionally, some students indicated that they found it
challenging to apply new vocabulary learned from movies in more structured academic contexts,
which may limit the overall impact of this medium on their language development.
In conclusion, the study’s findings highlight both the potential and the limitations of using
English pop culture movies as a tool for vocabulary development among EFL college students.
While the majority of students perceive movies as beneficial for vocabulary acquisition, particularly
for speaking and pronunciation, there is less consensus regarding their impact on writing skills. The
strategies employed by students, including the use of subtitles and active engagement with movie
Journal of English Education Program (JEEP), Vol. 12 No. 1, January 2025
66
content, suggest that movies can play a significant role in enhancing language proficiency. However,
the contradictions in student perceptions also underscore the need for a more nuanced understanding
of how movies can be integrated with other instructional methods to support comprehensive language
learning.
CONCLUSION
This study examined how English pop culture movies influence vocabulary acquisition among
EFL college students. The results reveal that these movies can be both an effective and enjoyable
tool for vocabulary learning. However, they also pose certain challenges, such as dealing with
cultural nuances and complex language. Students expressed that learning through pop culture
movies boosted their motivation and engagement, highlighting the value of encountering new words
in meaningful and contextualized settings. They employed strategies like using subtitles, taking
notes, and discussing content with peers, which underscores the value of these movies in enriching
vocabulary.
The efficient use of pop culture movies in learning language, educators must support students
in navigating cultural and linguistic challenges. The study also suggests that while subtitles can be
helpful, they should be used strategically to encourage active listening. Future research could delve
deeper into the everlasting effects of using pop culture movies on language proficiency and explore
the effectiveness of different genres in vocabulary acquisition. Moreover, examining the role of
cultural familiarity in comprehension could provide valuable insights for enhancing language
learning through multimedia resources.
ACKNOWLEDGEMENT
This study would not have been possible without so many individuals' invaluable
contributions and unwavering support. The writers are deeply grateful to everyone who offered their
assistance and played a part in this journey. The writers also want to sincerely thank the participants
for generously sharing their time and efforts, as well as the stakeholders who helped ensure the
smooth execution of this research.
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