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Impact of Films on Students’ Vocabulary Acquisition among UiTM

Shah Alam Non-English Major Students

Nur Fatin Izzati Muhamad Rusdan, *

Doreen Azlina Ab.Rahman,

Wardah Ismail

1,2,3

Academy of Language Studies, Universiti Teknologi MARA

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0018

Received: 23 September 2025; Accepted: 30 September 2025; Published: 29 October 2025

ABSTRACT

Given the accelerating pace of globalization, English language proficiency is essential for academic and

professional success. However, many non-English major students have difficulty learning language, which

limits their ability to communicate effectively. While the pivotal role of English language skills continues to

expand, many non-English major students struggle to broaden their vocabulary due to a lack of exposure to

appropriate learning strategies. This small-scale study investigates the use of English movies as a learning tool

to improve vocabulary acquisition as well as examines the effects of English film subtitling on students’

vocabulary acquisition among non-English major students. A quantitative research design using stratified

random sampling was employed, yielding 150 participants from non-English major students in UiTM Shah

Alam. Data were collected via an online questionnaire distributed through Gmail, WhatsApp, and Telegram,

stored in Google Sheets, and analysed in SPSS using descriptive statistics and correlations. Findings showed a

significant result which indicates that there are various impacts for students who watch English films with and

without subtitles. This displayed that some students agreed that watching subtitled English films help them

expand their vocabulary while some see it as challenging due to the different levels of English proficiency. The

study is based on Mayer's Cognitive Theory of Multimedia Learning, that supported the use of multimedia to

improve language acquisition. In sum, including films into language learning can be advantageous, yet

simultaneously aiding the process of acquiring language. Hence, the study implies that multimedia-based

approach can bridge vocabulary gaps particularly in higher education.

Keywords: vocabulary, language, acquisition, films, non-English major

INTRODUCTION

Technology has changed how students acquire new languages by making the process more efficient and

engaging. These days, digital platforms provide lessons that combine text, audio and video with feedback to

assist learners practice the right skills more effectively (OECD, 2021). According to Shadiev and Wang (2022),

the use of text, audio and video may encourage participation and teamwork, which eventually will increase

motivation and confidence in language learning. Hence, technology does more than make learning easy.

Besides that, films also help students learn in context by showing how words are used in real situations. When

subtitles are added, learners can link spoken words with written forms, which improves vocabulary. Reynolds

et al. (2022) claim that English subtitles provide the biggest boost to vocabulary learning. On top of that, films

are also interesting with their own storylines, which keeps learners focused and allows repeated exposure.

Indirectly, films or movies can turn entertainment into meaningful practice. Combining both, technology and

films create a flexible way to learn new vocabulary.

Many non-English majors at UiTM Shah Alam struggle with speaking and writing fluently in English due to

lacking in vocabulary skills. Though they understand grammar, but owing to limitation in vocabulary skills,

making it hard for them to choose the right words, express ideas clearly and maintain coherency in writing.

According to Sukying (2023), deep understanding of vocabulary is more significant than knowing a lot of

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words. This is owing to, with deep understanding, it assists in writing and effective communication. Hence,

other than learning more words, gaining richer word knowledge is equally important. In addition, weakness in

vocabulary acquisition may also affect students’ ability to understand lessons, join discussions and perform

well in exams, which can lead to difficulties in securing jobs. Li and Gan (2022) establish that poor in

vocabulary skills will influence reading comprehension as well as learning outcomes which indirectly can

contribute to unemployment or underemployment among graduates in Malaysia. Many students do not receive

sufficient practice in academic vocabulary hence their word knowledge stays basic and uneven (Read & Dang,

2022). To address this, the current research explores how using English movies with subtitles might help

improve vocabulary learning for non-English majors at UiTM Shah Alam.

The general objective of this study is to examine the impact of English films on vocabulary acquisition among

non-English major students at UiTM Shah Alam, focusing on how films and subtitling strategies contribute to

language development. This research aims to identify practical, engaging methods that enhance lexical

knowledge and improve language proficiency for academic and communicative purposes.

Research questions:

1. How does the use of English movies as a learning tool improve vocabulary acquisition among non-

English major students?

2. What are the effects of English film subtitling on students’ vocabulary acquisition among non-English

major students?

LITERATURE REVIEW

Cognitive Theory of Multimedia Learning

Richard Mayer’s Cognitive Theory of Multimedia Learning posits that learners process information through

two distinct channels, verbal and visual, where verbal channel handles spoken or written language, while

visual channel processes images and animations (Mayer, 2005). The theory highlights that learning will

become more effective when instructional materials integrate both verbal and visual elements, allowing

learners to construct dual mental representations. Mayer also outlines three core cognitive processes. Firstly,

selection, which involves identifying relevant verbal and visual inputs. Secondly, organization which functions

as to structure the inputs into coherent verbal and visual models. Lastly, integration, which links the models to

each other and to prior knowledge. Therefore, Mayer’s theory suited this study as it encompasses multimedia

instructional design principles that aimed to enhance comprehension and retention.

Vocabulary Acquisition

Vocabulary acquisition is a foundational component of language proficiency enabling individuals to construct

meaningful expressions and comprehend spoken or written discourse (Wilkins, 1972). Patesan et al. (2019)

argue that vocabulary learning should focus on contextual usage, including collocations and idiomatic

expressions, rather than mere memorization of words lists. Wilkins (1972) established that only limited words

can be conveyed without grammar. However, without vocabulary, nothing can be expressed, highlighting the

importance of lexical or a person’s knowledge of words in a language. Effective acquisition requires repeated,

contextual exposure rather than rote memorization, focusing on form, meaning, collocations, and usage

(Patesan et al., 2019; Nation, 2008; Webb, 2007; Stirling, 2003; Zimmerman, 1997).

Vocabulary Acquisition and Films

The use of films as a pedagogical tool for vocabulary acquisition has gained considerable support in second-

language learning contexts. Vocabulary learning can be achieved through captioned viewing as well as reading

while listening process, which these two methods may enhance the recognition of word forms and grammatical

structures (Feng & Webb, 2020; Teng, 2024). According to Albiladi et al. (2018), most educators claim that

English films are very effective in helping language development among learners attributable to films enhance

engagement. Auberg (2017) as cited in Roslim et al. (2021) also reported that learners show improvements in

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vocabulary, pronunciation, listening and speaking skills, including express greater motivation when learning

through films as compared to traditional methods. Moreover, exposure to native speakers in the real contexts

fosters confidence and facilitates both oral and written language development (Kalra, 2017). Thus, films offer a

dynamic and rich in context medium for enhancing vocabulary acquisition among language learners.

METHODOLOGY

The quantitative study explores relationship between English films, subtitling and vocabulary acquisition

among non-English major students adopting a positivist paradigm for measurable outcomes (Kessler &

Cekmegeli, 2025; Hasumia & Chiu, 2024). This study is anchored in empiricist and positivist paradigm which

focuses on observable evidence and measurable outcomes. Structured questionnaires captured influences of

films and subtitling effects, analyzed descriptively and via correlations in SPSS (Gao et al., 2024; Alenizi &

Adawi, 2024). However, the reliance on self-reported perceptions via questionnaires introduces potential bias,

as responses reflect subjective views rather than objective vocabulary growth; future work could incorporate

pre- and post-tests for causal inference. A sample of 150 UiTM Shah Alam students enrolled in non-English

major courses was selected for this study using stratified random sampling and Cochran’s formula:

𝑛 = Z

P (1 – P)

𝑛 = required sample size

𝑍 = score corresponding to the desired confidence level

𝑃 = estimated proportion of the population

𝐸 = margin of error 𝑛= (1.96)2(0.5) (0.5) (0.08)2

𝑛 = 0.96040.0064

𝑛 = 150.06

Participants were divided into two strata: Science & Technology majors and Social Science majors, using

stratified random sampling. Data were gathered via digital platforms such as Gmail, WhatsApp, and Telegram,

stored in Google Sheets, reorganized and analysed using SPSS. SPSS perfectly suits this study as it functions

to perform descriptive and correlation analyses efficiently which are extremely significant in identifying

patterns and relationships among variables (Gao et al., 2024; Alenizi & Adawi, 2024).

Validity of this research is achieved through experts review where the questionnaire was assessed in order to

ensure that all items reflected the research questions. Meanwhile, Cronbach’s Alpha was utilized with the aim

to measure the questionnaire items to certify the results.

While this study primarily employed a quantitative research design, future investigations could benefit from

adopting a mixed-methods approach to achieve a more comprehensive understanding of learners’ experiences.

Incorporating qualitative techniques, such as focus groups or semi-structured interviews, would allow

researchers to capture nuanced insights into students’ perceptions of films and subtitles as tools for vocabulary

acquisition. Besides, the techniques could also add more understanding regarding motivational factors,

learning challenges and contextual influences that may not be measurable through quantitative data alone,

thereby providing deeper insights that inform more focused and effective pedagogical strategies.

Generalizability is constrained to UiTM Shah Alam; thus, comparisons across institutions would strengthen

applicability.

RESULTS

RQ1: Use of English movies as a learning tool and vocabulary acquisition

Table 1 illustrates descriptive statistics for five items on the use of English movies in sustaining vocabulary

acquisition among non-English major students. The mean scores ranged from 2.72 to 2.99 with standard

deviations between 1.01 and 1.17. Item 1 (More exposure to the English language through films/movies

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helps me improve my speaking and comprehension skills) achieved the highest score (M = 2.99, SD = 1.06),

followed by watching English films helps improve social interaction and linguistic skills, item 3 (M – 2.95, SD

= 1.08). Students also agreed that watching real-life situations in films/movies increases my English

understanding (M = 2.88, SD = 1.11) and that watching a lot of English films/movies with English subtitles

helps me understand the English language better (M = 2.87, SD = 1.17). The lowest mean was watching

English films without Malay subtitles improves my English language skills (M = 2.72, SD = 1.01). The results

show that movies assist vocabulary growth particularly through exposure, contextual cues and supportive on-

screen text. These perceptions indicate films' potential, but without pre/post-tests, causal links remain

inferential.

Table 1: The use of English movies as a learning tool in improving vocabulary acquisition.

No.

Item

Mean

More exposure to the English language through films/movies helps me improve

my speaking and comprehension skills.

2.99

1.06

Watching real-life situations in films/movies increases my English understanding.

2.88

1.11

Watching English films helps improve social interaction and linguistic skills.

2.95

1.08

Watching English films without Malay subtitles improves my English language

skills.

2.72

1.01

Watching a lot of English films/movies with English subtitles helps me understand

the English language better.

2.87

1.17

RQ2: Effects of English film subtitling on students’ vocabulary acquisition

Table 2 summarizes five indicators of subtitling effects on vocabulary acquisition among students. Mean

scores spanned 2.73 to 2.89 with standard deviations from 1.07 to 1.16. Item 2 (Watching English films

improves my English pronunciation) recorded the highest mean score value (M = 2.89, SD = 1.07), followed

by item 1 (M = 2.81, SD = 1.14) indicated that students’ sentence writing structure improved significantly

through the vocabulary used in English films. Item 4 (M = 2.81, SD = 1.11) revealed that students were able to

conquer their anxiety by practicing their spoken English after watching English films. Followingly, item 5 (M

= 2.77, SD = 1.08) showed that students’ proficiency was increased through speaking after watching English

films. Lastly, item 3 (M = 2.73, SD = 1.16) scored the lowest indicating that students’ confidence was boosted

when speaking after watching English films. Subtitling supports form-sound mapping and sentence

construction, but mixed results highlight proficiency variations; correlations suggest positive associations

without establishing causality.

Table 2: The effects of English film subtitling on students’ vocabulary acquisition

No.

Item

Mean

Vocabulary use through English films improves my sentence structure in writing.

2.81

1.14

Watching English films improves my English pronunciation.

2.89

1.07

Watching English films boosts my confidence when speaking in English.

2.73

1.16

Practicing my spoken English after watching English films helps me overcome

2.81

1.11

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my anxiety.

Speaking in English after watching English films increases my proficiency.

2.77

1.08

DISCUSSION

Pertaining to the first research question: How does the use of English movies as a learning tool improves

vocabulary acquisition among non-English major students?, a significant majority of students strongly agreed

that movies can be an effective tool to improve speaking and comprehension skills. This supports research that

claims films provide real-life language examples and assist learners to understand words in context (Reynolds

et al., 2022; Baranowska, 2020). Lower subtitle preferences may reflect proficiency differences. Advanced

learners favour English-only viewing, while others need bilingual support. This exploratory design relies on

perceptions via descriptive statistics and correlations, limiting causal claims; self-reporting bias is evident, as

direct vocabulary measures (e.g., pre/post-tests) were absent.

Apart from that, the leading score for comprehension matches Mayer’s multimedia learning theory, where

combining pictures and words together aids learners to understand better. This proves that films can make

learning more engaging. Nevertheless, certain students may find it challenging particularly using English

subtitles as it depends on their English levels. Students with strong English competence may benefit from

English subtitles while others may find it complicated.

Overall, the difference between high scores for comprehension and interaction and the lower score for subtitles

indicates that subtitles are effective but not always opted for. This likely stems from students' predominant

reliance on textual resources. Despite that, educators may overcome this by utilizing subtitles at first and

slowly removing them while performing tasks.

As for the second research question: What are the effects of English film subtitling on students’ vocabulary

acquisition among non-English major students? student feedback indicated a strong consensus that English

films are greatly helpful for improving pronunciation. In other words, it illustrates that listening to real speech

and matching it with subtitles assists learners to know the correct sounds. According to Birulès-Muntanè and

Soto-Faraco (2016), subtitles facilitate learners to link sounds with written words, improving phonological

awareness and listening skills. Hence, the finding of this study agrees with the study that signifying subtitles

can influence speech perception and pronunciation. Mixed confidence results suggest subtitles build accuracy

but require practice for fluency (Donaghy, 2014; Fidelia & Rohmah, 2023). Overall, films foster engagement

per Mayer’s theory, but findings' generalizability is limited to UiTM Shah Alam's context; multi-institution

studies could test broader applicability.

Beyond these observations, the majority of students confirmed that subtitles assisted them in writing better

sentences. This assistance, alongside a reduction in speaking anxiety, was attributed to subtitles, enabling

students to better understand grammar and subsequently apply it in their writing. Donaghy (2014) supports that

films help to provide actual language and visual context which corroborates understanding at the same time

motivates learners. Similarly, exposure to real-life dialogues in movies improves listening, vocabulary and

pronunciation including confidence and engagement (Fidelia & Rohmah, 2023). This implies that, films can

support both language accuracy and confidence.

Nevertheless, confidence in speaking displayed mixed results, which probably due to a portion of students who

were very confident while others need more practice. Donaghy (2014) claims that films can motivate learners.

However, it is unable to fully remove speaking anxiety especially without practice. In summary, this study

supports Mayer’s Multimedia Learning Theory which indicates that people learn better from words and

pictures together than words alone (Mayer, 2009). Hence, incorporating audio, visuals and text in films or

movies helps learners to process language via auditory and visual means, at the same time improving

understanding and retention.

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Implications

The findings of this study highlight the importance of integrating films with subtitles into vocabulary

instruction in a structured and purposeful strategy. To operationalize this approach, educators should embed

films within lesson plans by selecting titles that match learning goals and vocabulary acquisition in order to

create meaningful connections between audiovisual input and vocabulary learning. Selecting films that align

with curriculum goals and introducing essential lexical items in advance can prepare students for effective

engagement. Subtitles should be utilized strategically to strengthen the link between spoken and written forms.

Gradually removing subtitles may help in improving listening and inferencing skills. Educators should

incorporate post-viewing activities such as discussions, role-plays and writing tasks which will provide

opportunities for active language use, supporting deeper retention and communicative competence. Therefore,

the approaches may ensure that films serve as an integral part of language teaching, promoting sustained

vocabulary growth and authentic learning experiences.

CONCLUSION

This study examined the impact of English films and subtitles on vocabulary acquisition among non-English

major students. The results suggest that films, when combined with subtitles, can enhance comprehension,

pronunciation and sentence formation, although improvements in speaking confidence were less consistent.

Quantitative self-reports provide perceptual insights but are limited by bias and lack of causal measures like

pre/post-tests. Qualitative methods such as interviews or focus groups could uncover factors influencing

motivation and engagement that quantitative data alone may not reveal. From a pedagogical perspective, films

should be integrated systematically into language instruction through structured lesson plans that include pre-

viewing vocabulary activities, strategic use of subtitles and post-viewing tasks. This approach transforms films

from supplementary resources into essential tools for vocabulary growth, fostering authentic communication.

RECOMMENDATIONS FOR FUTURE RESEARCH

Based on the results of this study, a few suggestions can be made to help students acquire vocabulary through

the use of English films. The significant differences between the groups who watch films with and without

subtitles indicated that by including subtitles may have an evident effect on vocabulary learning. Hence, the

following strategies are recommended to maximise vocabulary learning in educational environments.

Future researchers should look into other components of language learning, such as pronunciation, rather than

solely focusing on vocabulary acquisition. The frequent imitation of consumed media by language learners

suggests that examining their pronunciation could yield useful insights into media's influence on language

development. In other words, more thorough findings and the possibility of discovering a wider and variety

results can be achieved.

Future researchers should also consider specifying the types of films that are shown to students. By varying the

genres, the findings may be broader and more diverse compared to being exposed to one particular genre.

ACKNOWLEDGEMENTS

The authors express their gratitude to the anonymous reviewers for their valuable feedback which has

contributed to improving the overall quality of this paper.

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