Film Exposure and Film Immersion in English Language and Literature Learning: Perceptions of BSEd English Students in Cotabato Province, Philippines—A Sequential Explanatory Mixed-Methods Study
DOI:
https://doi.org/10.68354/742670Keywords:
film-based instruction,, English language learning, film immersion, BSEd English Students, multimodal learningAbstract
Introduction: Films are increasingly used in English language and literature classrooms, yet evidence on their perceived learning value among BSEd English Students in multilingual Philippine settings remains limited.
Objective: This study examined perceived film-supported language learning experience (FSLLE) and film immersion, differences across learner profiles, and learners’ lived experiences.
Methods: A sequential explanatory mixed-methods design was used with 188 English-major BSEd English Students from five higher education institutions in Cotabato Province. Participants completed 24-item FSLLE and 28-item film immersion scales. Quantitative data were analyzed using descriptive statistics and Kruskal–Wallis tests with effect sizes and Holm correction, while interviews with 12 participants were analyzed using Colaizzi’s method.
Results: SLLE (M = 3.41, SD = 0.61) and film immersion (M = 3.46, SD = 0.60) were very high. Learning new words and expressions received the highest rating (M = 3.70), while using film expressions in conversation (M = 3.33) and post-viewing participation (M = 3.23) were lower. FSLLE differed by year level (p = .007) and device type (p = .006), while immersion differed by device type (p = .002). Interviews identified five themes, including the need for teacher mediation.
Conclusions: Films were perceived as more beneficial for receptive than productive language learning. Structured, teacher-guided output activities may help translate film exposure into active language use, although the proposed guidelines require classroom validation.
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