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THE IMPACT OF WATCHING ENGLISH MOVIES ON SPEAKING FLUENCY
Abdullahayeva Mohina Sobitxon qizi
Chirchik State pedagogical university
Tourism faculty foreign language and literature (English) 21/4 group
abdullahayevamohina2@gmail.com
Akhmedova Muyassar Ataxanovna
Scientific supervisor: Pedagogical University
https://doi.org/10.5281/zenodo.15036953
Abstract
: Speaking fluency is a fundamental aspect of language acquisition, yet many
EFL (English as a Foreign Language) learners struggle with spontaneous speech,
pronunciation, and conversational confidence. This study examines the impact of watching
English movies on speaking fluency by analyzing how exposure to audiovisual materials
enhances pronunciation, vocabulary acquisition, and natural speech patterns. The study
employs a mixed-method approach, using pre-tests and post-tests, surveys, and interviews to
evaluate improvements in speaking skills. Findings suggest that watching English movies
significantly enhances fluency, reducing hesitation, improving pronunciation, and increasing
lexical richness. The paper also discusses pedagogical implications for incorporating movies
into language instruction.
Keywords
: English movies, speaking fluency, pronunciation, audiovisual learning, EFL
learners, language acquisition.
INTRODUCTION
The ability to speak fluently in English is a critical goal for many EFL learners. However,
traditional language learning methods often prioritize reading, writing, and grammar over
oral skills, leading to difficulties in spontaneous communication. Speaking fluency involves
several components, including pronunciation, speed, coherence, and the ability to use
idiomatic expressions naturally. With advancements in technology and the accessibility of
multimedia content, watching English movies has emerged as a popular self-learning strategy.
Movies provide authentic language exposure, allowing learners to hear native pronunciation,
intonation, and conversational styles in context. This study investigates whether watching
English movies can significantly improve speaking fluency by exposing learners to natural
dialogues, cultural nuances, and real-life communication patterns.
LITERATURE REVIEW
The role of input in language acquisition has been extensively studied. According to
Krashen’s Input Hypothesis (1982), comprehensible input—language exposure that is slightly
above the learner’s current level—is essential for language development. English movies
serve as a rich source of comprehensible input, enabling learners to absorb linguistic features
naturally.
Swain’s Output Hypothesis (1995) complements this perspective, suggesting that
language learners improve fluency when they practice speaking. Watching movies provides
opportunities for imitation, shadowing, and interactive discussions, which reinforce speaking
skills.
Several studies have examined the effectiveness of audiovisual materials in language
acquisition. Webb & Rodgers (2009) found that movies contain a high frequency of commonly
used words and phrases, making them useful for vocabulary expansion. Similarly, Ismaili
(2013) demonstrated that students exposed to movie-based learning showed greater
engagement and improvement in listening and speaking skills than those who followed
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traditional textbook-based instruction. A study by Li & Wang (2015) indicated that watching
English movies helped learners improve pronunciation and intonation by exposing them to
natural speech patterns. Additionally, Kusumawardhani (2017) found that learners who
regularly watched English movies demonstrated increased fluency, reduced hesitation, and
greater confidence in speaking.
METHODOLOGY
This study employs a mixed-method research design, combining quantitative and
qualitative approaches to measure the impact of English movies on speaking fluency.
The
study involved 50 intermediate-level EFL learners from a language institute. Participants
were divided into two groups:
Experimental Group (N=25): Watched English movies with
subtitles three times a week for two months.
Control Group (N=25): Followed traditional
classroom-based speaking exercises without movie exposure.
Pre-test and Post-test:
Participants were evaluated on fluency, pronunciation, lexical variety, and coherence using a
standardized speaking assessment. Surveys and Interviews: Collected feedback on learners’
perceptions of using movies for language learning. Observation and Recording: Speech
samples were analyzed for improvements in fluency and pronunciation.
Pre-Test: Participants
were given a speaking task requiring them to describe a picture or answer open-ended
questions. Treatment Phase: The experimental group watched movies such as The Pursuit of
Happyness, Harry Potter, and Forrest Gump, focusing on dialogues, pronunciation, and
intonation. They engaged in shadowing exercises, repeating dialogues to mimic native
speakers. Post-movie discussions encouraged spontaneous speech production. Post-Test:
Evaluated improvements in fluency and pronunciation.
RESULTS
The post-test results showed that the experimental group outperformed the control
group in all measured aspects of speaking fluency. Qualitative Findings Learner Feedback: “I
learned how to pronounce words more naturally.” “Movies helped me understand how native
speakers connect words.” “I feel more confident speaking in English now.” Observation data
revealed that learners in the experimental group spoke with fewer hesitations, used more
natural expressions, and sounded more fluent compared to the control group.
DISCUSSION
The findings support the hypothesis that watching English movies improves speaking
fluency. Key reasons include: Exposure to Natural Pronunciation – Learners imitated native
speakers, improving their accent and intonation. Increased Listening Comprehension – Better
understanding of spoken English led to faster, more natural responses. Contextual Learning –
Movies provided real-life scenarios, helping learners use vocabulary in appropriate contexts.
Confidence Building – Repeated exposure to conversational English reduced speaking anxiety.
Pedagogical Implications Integrating Movies into EFL Classrooms Use Movie Clips for
Speaking Activities: Teachers can select short dialogues and have students practice mimicking
speech. Shadowing and Dubbing Exercises: Learners repeat dialogues in real-time to improve
pronunciation. Post-Movie Discussions: Encouraging discussions on themes and character
interactions enhances fluency. Challenges and Limitations Comprehension Difficulties:
Beginners may struggle with fast-paced dialogues. Solution: Use subtitles initially and
gradually transition to subtitle-free viewing. Passive Learning Risk: Simply watching movies
may not be enough; active engagement through speaking exercises is necessary.
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CONCLUSION
This study confirms that watching English movies significantly enhances speaking
fluency by improving pronunciation, vocabulary, and confidence. Given the accessibility of
digital content, educators should integrate movies into language instruction to create a more
engaging and immersive learning experience. Future research could explore the impact of
different genres or compare the effectiveness of movies versus other audiovisual resources.
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