kjk

1. 1
Dedication
This monograph is dedicated to
all my family, teachers, professors, friends,
the light of : my mind and my heart,
and to people who are looking for knowledge wherever it is.

2. 2
Acknowledgments
First and foremost, I would like to thank ALLAH without whom nothing could be
possible.
Second, I’m grateful to my Supervisor Mr. Dr. Mounir Chibi for his guidance,
support, encouragement and his loyalty to work.
I want to thank my priceless father Hassan Kziber who prayed for me at every stage
of this monographs’ preparing.
I would like to thank the many colleagues and students with whom I have discussed
the ideas expressed in this paper.
Last, I don’t know how to thank my beautiful mother Fatiha El Makhoukhi to
whose wisdom I am addicted, for her kindness, patience, strength, and
encouragement, Iwill always love her.

3. 3
Contents
 Dedication...................................................................................................
 Acknowledgment.........................................................................................
 Contents.......................................................................................................
 Abstract........................................................................................................
 Introduction..................................................................................................
Part One:
Literature Review
1. Definition of speaking fluency.........................................................................
2. The concept of speaking...................................................................................
3. Functions of speaking.......................................................................................
4. Types of speaking assessment tasks.................................................................
5. Using movies as an authentic material.............................................................
- Definition of movies............................................................................
- Definition of authentic materials..........................................................
- Types of authentic materials
6. Benefits of watching English movies………………………….......................
7. Review of previous related studies……………………………………………
Part two:
1. Introduction......................................................................................................
2. Setting the hypotheses......................................................................................
3. Setting the research questions...........................................................................
4. Research method...............................................................................................
5. Data collection and analysis………………………………………………….
6. Discussion.........................................................................................................
7. Conclusion.........................................................................................................

4. 4
Abstract
The present research aimed to investigate the impact of using English movies on the
spoken fluency of undergraduates at English department of Kenitra University. The
study adopted a mixed methods research design. The instrument used for data
collection was a questionnaire distributed to 132 students. The survey consists of ten
questions in which there were two questions related to demographic information of
participants (Gender, age), five items were intended to collect data pertaining to
students’ perceptions about the effect of watching English movies on their speaking
skill, and three items were set up to assess students’ disfluency.
The data were analyzed by the mean of SPSS software and illustrated through
descriptive statistics including tables and graphs. The qualitative analysis
demonstrated that students believe that watching English movies help them to speak
naturally, to enrich their vocabulary, to improve their pronunciation, and to enhance
their listening comprehension. The quantitative analysis revealed that there is no
significant relationship between students’ frequency of watching movies and their
speaking fluency. Consequently, the contradictory results leaded the study to draw a
conclusion that the students’ strong belief in the influence of English movies on
helping them to speak naturally is due to a widespread misconception among
undergraduates of Ibn Tofail English department.
Key Words: English movies, authentic material, speaking fluency
Introduction
English is the second foreign language in the Moroccan educational system
that comes after the French language. Yet, its importance as the lingua-franca of the
world alongside its dominant role as the international language of science and
technology, are all reasons that relatively have changed its status in Morocco at the
expense of French language. That explains why there are many Moroccans grew
interest in learning English nowadays. Especially among youth, it has become a trend

5. 5
which leads many students after high school graduation to choose English Major for
pursuing their study in college.
For EFL students in Morocco to attain English proficiency, that entails
mastering four skills including writing, reading, listening and speaking. The student
should constantly work on each skill and try to develop it until reaching competence.
However, speaking fluency remains the bigger challenge that every fellow
struggles to achieve, compared with the other remaining skills. Students often have
difficulties to speak despite of the fact that they know a wide range of vocabularies,
which is rich lexicon. So paradoxically, their oral performance does not reflect their
actual competence, and this is a problematic issue. According to Schumann (1978)’s
theory of SLA, one of the possible factors behind the speaking difficulty is related to
the social distance. In other words, learning English in another cultural context where
English is inadequately practiced and is not used as a tool of communication on a
daily basis, while it is only confined to be taught in schools or institutions for
academic purposes. This undoubtedly limits the student’s opportunities to receive a
comprehensible input. Thus, in turn, deprives them from acquiring L2, and remain
conscious of their speaking. By taking into account Krashen’s (1985) input
hypothesis; one of the most reliable concepts in the second language acquisition
theory that today attempts to answer this problem by laying a big stress on the
significant role of receiving the comprehensible input in language acquisition. This
let us assume that students who expose themselves more to receive input language,
may be given an advantage to achieve more fluent speaking over those who do not,
by the virtue of their daily lifestyle and how they spend time.
Accordingly, it’s important here to draw attention toward the significant role
of using media outlets in creating a conveniently alternative environment that make
up this lack of social distance and bring the students closer to authentic materials. It’s
said that such materials help students to develop both listening and speaking skills.
However, they may not probably have a direct influence towards student’s speaking
as Krashen, (1985) points out that “speaking is a result of acquisition and not its
cause” (p. 2). So, it would be fair to value the importance of getting comprehensible
input through listening at beginning as it comes before speaking within the process of
language acquisition. Listening to authentic speech in English using media outlets

6. 6
may be one of the great ways to pick up the language. Especially, the audiovisual
ones like TV programs, Internet videos, ect. They are all means enable the ESL
students to be exposed to comprehensible input.
This interestingly triggers the writer will to investigate the effect of authentic
materials on ESL students’ speaking fluency. However, for practical reasons, the
scope of this dissertation is narrowed to only study the impact of English language
movies on the spoken fluency of undergraduate students at English department of
Kenitra University. Watching movies in English to improve the speaking skill is a
popular claim that is worth checking.

7. 7
.

8. 8
Part one
Literature Review.

9. 9
1- Speaking fluency: (what is fluency in speaking?)
Hedge (1993) stated that speaking fluency is “the ability to link units of speech
together with facility and without strain, or inappropriate slowness or undue hesitation”
(p.275). Moreover, Hedge (1993) distinguished the non fluent speaker for having some
specific characteristics “frequent pauses, repetitions, and self-corrections”(p.275). Thus,
the spoken fluency can be defined as the level of competence when a student is able to
speak smoothly (not quickly) in a coherent way without remarkable effort (naturally). A
weak fluency is normally attributed to repetitions, frequent pauses, self-corrections.
2- The conceptof Speaking:(What is speaking)
Harmer (2001) defined speaking as “the ability to speak fluently presupposes not only
knowledge of language features, but also the ability to process information and language on
spot” (p.284).
Speaking then, is a complicated linguistic and cognitive ability. A child learns to talk in
their mother tongue by being exposed to language input and interacting with the people
surrounding him. Any ordinary adult can speak naturally in its native language without exerting
any effort, and that skill is natural. Yet speaking in a foreign language involves more than
knowing certain vocabularies or rules of grammar; learners remain restricted to the
consciousness unless they get to use the language in its context, on purpose to interact with
others, and to make meaning of it. Moreover, Speaking is a productive skill that can’t be
isolated from receptive skill of listening. Talking is not possible without listening because these
two abilities are correlated.

10. 10
3- Functions of Speaking (why we speak?)
In human lives, the need of speaking may vary depending on the purpose that it serves.
Accordingly, Brown and Yule (1983) distinguished three functions of speaking:
 Interaction
 Transaction
 Performance
a) Speaking as Interaction
Speaking as an interaction is simply a social dialog. The focus here is not on the message
itself as much as on maintaining social relationships.. For example, expressing your love to your
beloved ones, talking with a fellow traveler, telling a friend about an amusing encounter, etc., is
the interaction we perform through speech
b) Speaking as Transaction
In talk as transaction, the focus is on getting something done, rather than maintaining
social interaction. Where the interlocutors exchange messages but center primarily on what is
said or achieved. Generally, transactional speaking is used for the purpose of making requests,
orders, offers, suggestions, etc. For example, classroom group discussions, shopping, making a
phone call, ordering meals from a restaurant menu, etc. use speaking as knowledge transaction.
c) Speaking as Performance
In this case, speaking tends to be in the form of monolog rather than dialog, and it
involves transmitting information to an audience. It is analogously closer to written language
than conversational language. Such speaking activities usually happen at political speeches, a
class presentations, conference, etc.

11. 10
4- Types of speaking assessment tasks:.
Brown (2003) states that: “As with all effective tests, designing appropriate assessment
tasks begins with the specification of objectives or criteria. Those objectives may be classified in
term of five basic types of speaking performance:” (p.119). According to brown (2003), there
are five types of tasks for speaking assessment include:
a) Imitative:.
Imitative speaking is the ability to just repeat a a single word, or phrase or perhaps a
sentence. Thus, the focus in this task is on the pronunciation rather than on comprehension, or
expressing meaning.
b) Intensive:
It is the production of short stretches of oral language. It focuses on specific phonological or
grammatical points. Examples of intensive assessment tasks include directed response tasks, reading
aloud, sentence and dialogue completion, limited picture-cued task.
c) Responsive:
Responsive assessment tasks included interaction and test comprehension but at the
somewhat limited level of very short conversations, standard greetings, small talk, requests and
comments.
d) Interactive:
The length and complexity of the interaction are more in the interactive tasks than in
responsive ones. The task sometimes includes multiple exchanges and/or multiple participants.
e) Extensive (Monologue) :
Extensive oral production tasks include speeches, oral presentations, and story-telling,
during which the opportunity for oral interaction from listeners is either highly limited (perhaps
to nonverbal responses) or ruled out altogether.

12. 10
5- Using movies as an authentic material
5.1. Definition of movies: (what are movies?)
Various online sources were examined for the sake of assigning sufficiently a precise
definition to the term Movies. According to Simple Wikipedia, “Movies, also known as films,
are a type of visual communication which uses moving pictures and sound to tell stories or teach
people something.” Thus, it can be deduced that movie is generally a recording combined of
moving images and sounds that are running in sequence, and which is displayed for audience
either through a TV screen, or a theatre screen, or laptop screen, ect. Furthermore, movies
represent stories of real situations and people with the aim to get the viewers emotionally
engaged, or to raise awareness about some subject, or to educate them about some issue.
It also was shown that “People in every part of the world watch movies as a type of
entertainment” (Simple.wikipedia). Then, it seems to be that entertainment is the main purpose
which draws people to watch movies.
5.2. Definition of authentic materials:
Thanks to the advances in technology and globalization, authentic materials
nowadays are available for all students in the real world outside the classroom. So, it can’t
be argued that there is a home or a street which the media outlets can’t break into.
Moreover, it’s fairly expected that all students may have an exposure to authentic materials
with their intention or without, throughout their everyday activities; For example they can
be watching English tutorial video on YouTube to learn how to make a blog, or be
watching a Hollywood movie on TV as a way to have fun and relax at the end of a hard
working day, or be encountering an advertising board while they are walking outside.
Harmer (2001) defines authentic materials as “Materials which are designed for
native speakers; they are real text; designed not for language students, but for the speakers
of the language” (p.45). In the same vein, Martinez (2002) stated that authentic materials
are not made for native speakers and they are not designed to be used for teaching
purposes. Furthermore, Morrow (1977) points out that “an authentic text is a stretch of real
language, produced by a real speaker or writer for a real audience and designed to convey a

13. 10
real message of some sort”. (p. 13)
So, authentic materials can be identified as the materials that contain real language
written or spoken by native speakers, which are intended for native speakers, and they are
not created for pedagogical purposes. However, authentic materials can be employed for
the benefit of ESL students as it allows them to grasp the real language used in everyday
life by focusing on the meaning first rather than on the language form.
5.3. Types of authentic materials
As stated by Laniro (2007), there are 2 major types of authentic materials which are
printed materials and audio-visual materials.
 Some examples of printed authentic materials include:
 News papers
 Magazines
 Restaurant menus
 TV guides
 Recipes
 Food labels
 Bus and train schedules
 Price tags
 Product descriptions
 Some examples of auditory and visual authentic materials include:
 Movies

14. 10
 Radio broadcasts
 Songs
 Cartoon
 TV series
 YouTube videos
 E-books
 TV documentaries
 E-books

15. 11
5
6- Benefits of watching English Movies:
Typically, people watch English movies as a mean of entertainment. Yet, that does
not diminish its importance for students who are interested to learn the language in a way
they actually enjoy since it fulfill their need for having exposure to language input. Indeed,
movies can be used as an effective supplementary way of learning the language beyond the
school walls because they have several educational benefits:
a. They provide students with authentic language input:
Movies are definitely a great way that provides students with the opportunity to
have exposure to authentic language with visual support. Thereby, students can see how the
real conversational language is used based on context just as it’s practiced in the real life.
So, students can construct their understanding based on context rather than on words only,
hear how words are pronounced by native speakers, and get familiar with the colloquial
language as well. In this regard, Kaiser (2011) emphasizes the crucial role of using movies
in foreign language learning as they are considered authentic source of material.
b. They motivate students:
Since the spoken language in English movies is the primary focus of the students’
major field. The activity of watching English Movies is considered as one of the most
effective ways to motivate students, especially those who lack motivation in school as it
helps them to intuitively learn English with greater ease and in an enjoyable manner
without feeling that they are forced to do so. Additionally, it makes students grows interest
in different relevant subjects that they may encounter later on within their course at the
faculty.
Accordingly, Kassin et al., 2020 assume based on Bum (1972)’s self-perception
theory that students can be motivated by internal motives when they engage in an activity
for their own interest like when they watch movies for entertainment. In contrast, students
can also be motivated with external motives when they engage in activity as means to an
end for tangible benefit, to fulfill an obligation or an expectation like when they study for

16. 11
6
graduation.
Thus, it can be inferred that students who are not motivated learners in school would
learn English better when they are engaged in the activity of watching movies for the sake
of their own interest. In which they learn the language in a practical way they actually
enjoy rather than when they study for exams, or for graduation.
c. They raise students’ cross-cultural awareness:
With regard to the importance of using movies, (Huber & Reynolds, 2014) state that
“during and after viewing or reading, such experiences can potentially enhance
intercultural competence” (p: 44). Thus, alongside the advantage of learning language,
movies can be an effective medium to promote students’ cultural awareness.
In addition, (Huber & Reynolds, 2014) point out that “Films and texts in general can
be a key to self‑reflection and to openness to explore other places as well as conflicts and
tensions related to diversity”(P:44). Hence, movie is an effective vehicle that allows
students to explore the target culture just from home without the need to move to the
country where the language is used. In turn, students can develop empathy toward the
target culture by getting familiar with different values and conventions which (Huber &
Reynolds, 2014) define as a referential standard on which people commonly make
judgments, construct perceptions about the world, and behave accordingly.
Furthermore, it allows students to understand the religious and historical
implications in the language, and connotations which may change from positive to negative
or vice versa across cultures.

17. 11
7
7- Review of previous related studies:
This section presents critical analysis of previous relevant studies which have been
conducted so far in the research area. It shows how these works are different and how they
are related to this current study. Additionally, it shed light on their gaps, and gives
reasoning for the need of conducting this present paper.
First, a recent article was conducted by Liando, Sahetapy, and Maru (2018), and
titled as “English Major Students’ Perceptions Towards Watching English Movies In
Listening And Speaking Skills Development”. The target population was students who
took the listening and speaking class at one university at North Sulawesi. This study
adopted a qualitative design, used a questionnaire to collect the data, and employed
Microsoft Excel for the data analysis. The results indicated that watching English movies
influence the students’ speaking and listening skill but noted that it has more influence on
this last.
Compared to the current study, this prior study falls into the same research area.
However, it is different in terms of the scope. It was expanded to investigate the influence
of watching English movies towards two skills including speaking and listening. While,
this present study is narrowly concerned with studying the effect of watching English
movies on one skill which is the spoken ability, and more specifically the spoken fluency
of students. The shortage in this research can be attributed to the lack of any empirical
evidence which in turn gives less reliability to the findings.
Second, an earlier study was implemented by Puspitaningrum (2017) with the title
of ‘the influence of using Animation Movie towards students’ speaking ability. It adopted
quasi experimental design. The subjects were 60 students at the first semester of the
eleventh grade of MA Al Hikmah Bandar Lampung university. They were assessed at the
level of their speaking skill through pretest and posttest. The study investigates the
significance of using Animation Movie for improving students’ speaking. The findings
demonstrated that there is a significant effect of using Animation Movie on students’
speaking ability.
The research is analogous to the present study in terms of the scope as it studied the
effect of movies on the speaking skill of students. However it is different from this present

18. 11
8
study in regard of the objective it serves. It was conducted to assess the effectiveness of
using animation movies as pedagogical tool for teaching speaking in classroom, while this
present study aims to investigate watching English movies as an activity outside the faculty
which students can effectively use on daily life basis. It should be noted that the results in
this research are more reliable since the hypothesis was empirically tested.
Third, other previous study was conducted by Tahir (2015) with title of “The Impact
of Using Movies on Learning English Language At University of Halabja”. The sample
consists of The sample of this study consisted of 50 students from English department at
the University of Halabja. The qualitative data was obtained through a questionnaire, and
analyzed descriptively by calculating percentages and average scores. The findings showed
that watching English movies is beneficial for students to improve the four English skills
including reading, listening, speaking and writing.
This research falls in the same research area compared to the present study but it is
different in respect of the scope. It studied the impact of movies on the overall language
ability including the four skills, whereas this present study is only concerned with the
impact of watching movies on the speaking skill of students. In addition, it is also different
in terms of the objective it serves. It investigated the effect of using movies as a
pedagogical media in language teaching. In contrast, this present study considers watching
movies as an everyday activity that students can do outside the classroom. The gap in this
study is due to the absence of the empirical proof which decreases the scientific reliability
of the findings.
It seems that no one has studied the impact of watching English movies on the
spoken fluency of students, and it is possible to be carried out. Therefore, the research
entitled “The impact of English movies on the spoken fluency of undergraduates at the
English department of Kenitra University” is eligible to be implemented.

19. 11
9
Part two:
Survey the impact of English movies on
the spoken fluency of Undergraduates.

20. 12
0
1- Introduction
Following the development of technology that offers various media outlets. Students
can have easily access to authentic programs which are seen as great sources of language
input. Movies are considered as an important source of language learning for students
because it is an authentic source of material (Kaiser, 2011). In fact, movies provide
language learners with opportunities of exposure to the real language uttered in authentic
settings.
This research aims at investigating the impact of English movies on students’ spoken
fluency; thus, this practical part is structured in the following order: Setting the hypotheses,
research questions, and objectives. Followed with, the description of the research method,
the sample, and the instrument which were used in this study. Followed by, the data
analysis, discussion, and the conclusion.
2- Setting hypotheses:
 The majority of English undergraduate students of English department believe that
watching movies has a positive effect on their speaking skill.
 H0: There is no significant correlation between students’ frequency of Watching
English movies and their spoken fluency
 H1: There is a significant correlation between students’ frequency of Watching
English movies and their spoken fluency
3- Setting the researchquestions :
 What are the attitudes of the students towards the effects of watching English movies on
their speaking skill?
 Is there any significant correlation between the activity of watching English movies and
students’ speaking fluency?

21. 12
1
4- Objectives of the study:
 To examine students attitudes towards the effect of watching English Movies on their
speaking skills
 To investigate the relationship between students’ frequency of Watching English movies
and their spoken fluency

22. 12
2
5- Research method:
This study adopted a mixed methods research approach to investigate the
impact of English movies on the speaking fluency of undergraduates of English
Department Ibn Tofail. For collecting the data in this study, the writer used a self
made-questionnaire was distributed to the students aged of 18 to 28 years old and
over, through social media platform such as Facebook, WhatsApp.
The sample consists of 132 male and female students from the from 2nd, 3rd,
and 4th semesters of English department at Ibn Tofail University, Kenitra. The
students answered a researcher made questionnaire consists of 3 main parts (See
below). The first part contained two forced choice questions related to demographic
information of participants (Gender, age) as shown in Table 1. The second part
contained five items were based on 5 point Likert-Type scale, and it was about
students’ perceptions of the impact of English movies on their speaking skill as
shown in Table 2. The third part contained 3 items were based on 5 point likert scale,
and was intended for assessing the students’ fluency levels. As shown in Table 3.
Questionnaire:
1- Age
2- Gender
3- How frequently do you watch English movies?
4- Do you think that watching English movies has helped you to speak naturally?
5- Do you think that watching English movies has an effect on expanding your vocabulary?
6- Do you think that watching movies has helped you to pronounce words correctly?
7- While watching movies, to what extent do you understand what you hear?
8- In your speech, do you notice hesitations and frequent pauses?
9- In your speech, do you notice self-corrections?
10- In your speech, do you notice repetitions?

23. 12
3
For measuring the nominal data; the answers for age and gender were given
numerical values as follows:
Tableau 1
Values 1 2 3
Question 8 18-22 years old 23-27 years old Up to 28 years old
Question 9 Male Female
5point-Likert scale is the most widely used rating scale for measuring attitudes
directly from the target population (McLeod 2019). It was used in this study to allow
responders to specify their level of agreement, frequency, and quality to correspondent
questions in five points:
Agreement: (1) Strongly disagree; (2) Disagree; (3) Undecided; (4) Agree; (5) Strongly agree.
Frequency: (1) Never; (2) Rarely; (3) Sometimes; (4) Often; (5) Always.
Quality: (1) Very poor; (2) Poor; (3) Fair; (4) Good; (5) Excellent.
Each of the eight answers is given numerical values which are used to measure the
attitudes under examination.
Table 2
Five Point Likert-Type Questions
Values 1 2 3 4 5
Question 3 N R S O A
Question 4 SD D U A SA
Question 5 SD D U A SA
Question 6 SD D U A SA
Question 7 VP P F G E
*N: Never, R: Rarely, S : Sometimes, O : Often, A : Always
*SD: Strongly disagree, D: Disagree, U: Undecided, A: Agree, SA: Strongly agree
*VP: Very poor, P: Poor, F: Fair, G: Good, E: Excellent

24. 12
4
Table 3
Five Point Likert Scale Questions
Values 1 2 3 4 5
Question 8 N R S O A
Question 9 N R S O A
Question 10 N R S O A
*N: Never, R: Rarely, S : Sometimes, O : Often, A : Always
Then, the researcher coded the collected data into values by means of IBM SPSS
software (statistical package for the social sciences) for getting descriptive statistics and
graphs and so that the results can be interpreted.
6- Data Collectionand Analysis:
Students’ answers are used to examine the hypotheses of this monograph. Thus,
tables and graphs are used in this segment to show the results of the survey.
 Quantifying the surveyed students according to their age and gender:
Table 4 :
The total number of students covered by the field survey
Gender
Total
Male Female
Age 18-22 year olds 18 57 75
23-27 year olds 17 25 42
Up to 28 years 9 6 15
Total 44 88 132

25. 12
5
Figure 1
As shown in table 4, there are one hundred thirty two students from English
department participating in the survey. There are eighty eight females which represent the
higher rate 66,7% of participants and forty four males which is the lower rate by 33,3%.
The age of the participants is ranging between 18 and up to 28 years old. However, it
seems that the predominant category is aged of 18 to 22 years old as the graph in Figure 1
attests.

26. 22
6
 Students’ perceptions towards the impact of watching movies on their
speaking skillincluding Question4, 5, and 6:
Table 5
Questions Strongly
disagree
Disagree Undecided Agree Strongly
agree
Mean Rank
Do you think that watching English
movies has helped you to speak
naturally?
N 7 4 6 0 115 4.606 1
% 5.3% 3% 4.5% 0% 87.1%
Do you think that watching English
movies has an effect on expanding your
vocabulary?
N 4 7 3 76 42
4.098
3
% 3% 5.3% 2.3% 43.9% 31.8%
Do you think that watching movies has
helped you to pronounce words
correctly?
N 5 6 10 58 53
4.121
2
% 3.8% 4.5% 7.6% 43.9% 40.2%
Weighted mean 4.2753
Table (5) shows descriptive statistics for the impact of watching movies on speaking
fluency of undergraduates, from which we find that the highest average was awarded to the
question 4: (Do you think that watching English movies has helped you to speak naturally?)
with mean 4.606, followed by question 6: (Do you think that watching movies has helped you
to pronounce words correctly?) with mean 4.121, followed by question 5: (Do you think that
watching English movies has an effect on expanding your vocabulary?) with mean 4.098, with
Strongly Agree by percent (87.1%, 40.2% , 31.8% respectively) and Agree by percent (0%,
43.9%, 57.6%, respectively).
The weighted mean was 4,2753, which indicate that the trend of (watching English
movies affects student’s speaking skill) is (Agree), as a general trend according to 5- point
Likert scale as shown in table (5) since 4,2753 falls in the interval [3,41-4,20].
So, the total average for the effect of watching movies on speaking skill is (4.2753) which
is considered as a high level; Since the intervals of the agreement level as follow:
Low level: [1 – 2.59]
Moderate level: [2.60 – 3.39]
High level: [3.40 – 5]

27. 22
7
The results are statistically shown in Figure 2 below:
.
Figure 2

28. 22
8
 Descriptive Statistics for students’ listening comprehension while watching movies.
Question 7: (While watching movies, to what extent do you understand what you hear?)
The obtained data for question 7 was used to evaluate the students’ listening
comprehension while watching movies.
Table 6
Questions Very
poor
Poor Fair Good Excellent Mean
While watching movies, to
what extent do you understand
what you hear?
N 2 4 23 78 25 3,909
% 1,5% 3% 17,4% 59,1% 18,9%
Figure 3
The obtained data from question 7 as illustrated in table 6 and Figure 3 show evidentially
that the lion share was taken over by 59% of the students who responded by (Good), followed
by 18.9% who reacted with (Excellent), whereas only a minority of students are represented in
1.5% and 3% who reacted with (Very poor) and (Poor) respectively.

29. 22
9
Moreover, the mean 3,909 is close to the numeral value 4 which is assigned to (Good)
quality of understanding. Therefore, it can be inferred that all students believe that they have a
good understanding while watching movies.
 Assessing the correlation between students’ frequency of watching English movies
and their speaking fluency:
With the intent of examining if there is a significant correlation between students’
frequency of watching English movies and their speaking fluency, the researcher relied on the
data obtained from students’ responses on question 3, 8, 9, and 10. Students’ responses are
shown in table 7 as follows:
Question 3: How frequently do you watch English Movies?
Question 8: In your speech, do you notice hesitations and frequent pauses?
Question 9: In your speech, do you notice self-corrections?
Question 10: In your speech, do you notice repetitions?
Table 7
Students’ responses based on their level offrequency
Values 1 2 3 4 5
Level of frequency Never Rarely Sometimes Often Always Total
Question 3 2 9 46 34 41 132
Question 8 1 18 74 27 12 132
Question 9 2 13 52 35 30 132
Question 10 7 33 52 20 20 132
The data of students’ responses for questions 8, 9, and 10 were all emerged together using
SPSS software so as to create the mean score which was statistically used as the dependent
variable. These three questions were intended to assess student’s disfluency at three separated
levels include hesitation/Pauses, Self-correctness, and Repetitions.
But for the mean score of students’ frequency of watching movies, it was simply drawn
from responses on question 3 and used as the independent variable.

30. 23
0
The researcher considered that:
X= Students’ frequency of watching English movies
Y= Students’ speaking disfluency
Once, the involved variables were determined, Pearson correlation non-parametric
statistical test was employed for this purpose to analyze both of the data. The study adopted
Pearson’s correlation test since the data was ordinal based on 5point-likert scale (Never to
Always)
Thus, the researcher considered the decision rule for assessing if the test is significant (For a=
0.05=5%):
If P is less than 0.05, the test is significant because there is less probability that correlation
between students’ frequency of watching English movies and their speaking fluency occurred by
chance.
If P is higher than 0.05, the test is not significant because there is more probability that
correlation between students’ frequency of watching English movies and their speaking fluency
occurred by chance.
Table 7 : The Pearson Product result from variable X and Y
How
frequently do
you watch
English
Movies? Disfluencymean
How frequently do you
watch English Movies?
Pearson
Correlation
1 -,089
Sig. (2-tailed) ,310
N 132 132
Disfluencymean Pearson
Correlation
-,089 1
Sig. (2-tailed) ,310
N 132 132
As depicted in the table above, the output indicates that p= 0,310 which means that p> 0.05.
Thus, it can be concluded that there is no statistically significant relationship between students’
frequency of watching movies and their speaking disfluency.

31. 23
1
7- Discussion
The main aim of this study is to investigate the impact of watching English Movies on
spoken fluency based on the students’ attitudes. For this purpose, the data analysis leads the
writer to conduct the following discussion.
Based on the data analysis for question5, 6, and 7 which inquired the students’
perceptions about the effect of English movies on their vocabulary, pronunciation, and listening
understanding respectively, the study found that the ultimate majority of students have agreed
that watching movies has an effect on improving their pronunciation by the mean score 4.121
and expanding their vocabulary by the mean score 4.098. Besides, most of them stated that they
have a good listening comprehension while watching movies by the mean score of 3.909. Thus,
it can be concluded that all students believe that watching English movies has a positive effect
on their speaking skill, and that they have enough linguistic competence which allow them to
understand roughly most of the language used in movies.
Aside from this statistical evidence, this claim can be also supported by the modality
principle of Mayer(2001)’s cognitive theory of multimedia learning which emphasizes the
importance of using multimedia in learning by stating “People learn more deeply from pictures
and spoken words than from pictures and printed words.”(p. 200). Which implies that movies as
an audiovisual media offers the students with the information in two formats including spoken
words and visuals unlike learning from textbooks which only offer printed words and images.
Thus, movies give the student two ways for remembering information as that helps the students
to remember how words are pronounced by native speakers and to have these new words stored
in mind with their semantic representations rather than only accounting for translation. In
addition, the behaviorist theory of Skinner (1957) in language acquisition also gives further
legitimacy to the findings by emphasizing the role of the subconscious aspect of human mind in
learning by the mean of developing a habit; repetition of words uttered by English native
speakers that students hear constantly within the activity of watching English movies increases
their memory performance and help students in fixing their pronunciation. In other words,
hearing a word that repeatedly occurs within English movies is more likely to be remembered
than hearing it for once.
Furthermore, other previous cognitive theory proposed by Paivio (1960) is the dual-
coding theory which also upheld the validity of students’ perceptions towards the effect of
English movies on their vocabulary, pronunciation, and listening comprehension. It assumes that
human brain processes information through two separate but related codes including the verbal
code for spoken language and a nonverbal code for mental imagery. Thus, having exposure to
English movies enable students to grasp the meaning of new vocabularies and to have these
words stored in mind in a long term memory, depending on two systems; one hearing the verbal
language (the narrative) while another observing the non verbal language of the moving images
like the body language of actors, and other non-verbal cues.
Based on this perspective that prompts the role of visual aids in language learning, it can
be taken for granted that watching movies helps students to immerse in the language by hearing

32. 23
2
how words are pronounced, and to pick up new vocabularies based on context of use which
consequently increases their understanding of the target language. Thus, students can have these
words stored in a long term memory. But, words that students learned from textbooks are more
likely to be mispronounced and stored in a short term memory because they remain abstract
entities that lack any verbal and non verbal conceptualization in mind. However, the students’
prior knowledge about language can’t be all missed but it can be reactivated and takes place
again in the cognitive processing of mind once the students have an exposure to authentic
audiovisual material such as movies which triggers the mental imagery and the verbal
representation at the level of the brain.
To answer the research question: “ Is there a significant correlation between students’
frequency of watching English movies and their speaking fluency, the researcher initially
analyzed the data obtained from a direct question in the questionnaire which was as follows: Do
you think that watching English movies has helped you to speak naturally?
The findings indicated that 87.1% of students were biased to react with “Strongly agree”
while none of them answered by “Agree” that watching English movies has helped them to
speak naturally. The mean score 4,606 postulates that there is a significant correlation between
watching English movies and students’ spoken fluency. However, this bias kept the drawn
conclusion is still questionable and an additional procedure needed to be implemented in this
study for the aim of checking the validity of this trend. The researcher employed Pearson
correlation test to analyze the quantified relationship between the score X for students’
frequency of watching movies which is drawn from responses on question 3, and the computed
score Y of the students disfluency; the summarized data elicited from responses on three
separate questions were attended to assess students at three levels including hesitations/Pauses,
Self-correctness, Repetitions.
The result of the test demonstrates that the correlation is not statistically significant where P-
value=0.310 is way higher than the significance level a= 0.05 which means that p> 0.05.
Therefore, the null hypothesis in Part 2 was accepted and the alternative hypothesis was denied,
there is no relationship between student’s frequency of watching movies and their speaking
fluency.
These contradictory results eventually leaded the writer to draw a conclusion that the
students’ strong belief in the influence of English movies on helping them to speak naturally is
due to a widespread misconception among undergraduates of Ibn Tofail English department.
Furthermore, based on Piaget (1960)’s constructivism theory which emphasizes the role
of active learning in language acquisition, it can be argued that having exposure to language
input through watching English movies is a passive process of learning which remains
insufficient for language learners to achieve fluency unless the students take part in the process
by practicing the language as their own and trying to make meaning of it in terms of personal
knowledge and experience.

33. 23
3
8- Conclusion:
It seems that watching English movies is a rich source for having exposure to authentic
language input by which students can immerse into the language and develop their linguistic
competence. It is indeed an indispensable stage that students have to go through until language
acquisition takes place in the mind. However, that is not enough for students to achieve spoken
fluency without getting involved in the process of learning by being active learners. Hence,
through watching movies on regular basis, and spending enough time listening, students may
end up having a better understanding of the language but they would probably remain unable to
put a sentence together, or join in a conversation. Simply, because they are not used to speak,
they haven’t developed the skill of moving their tongue to utter English words, and they haven’t
worked the language into their personal experience so that they can make meaning of it.
In a nutshell, it is statistically proved in this study that watching English movies is
beneficial for students to enrich their vocabulary, to have their pronunciation fixed by hearing
how words are pronounced by native speakers, and also to get them familiar with the language
variations like different accents, slang words, ect. Besides, English movies can be also an
effective medium for students to improve their listening skill, and to increase their level of
understanding. However, it is confirmed that there is no statistically significant relationship
between watching English movies and the speaking fluency of undergraduates at English
department of Kenitra University.
It should be noted that this study has some limitations to be considered. First, it addressed
undergraduate students of English department from the second to the sixth semester. Thus, the
findings of the study are restricted to these levels of speaking ability. Second, the study
randomly targeted the sample without taking into account other variables which may affect the
spoken fluency of students including the difference in their academic levels and ages. Hence,
different results could have been found if these variables were controlled. Third, this study was
only conducted based on students’ attitudes and it lacks any empirical evidence. Thus, future
studies are recommended to conduct interviews of students for more reliable results. Other
interesting topic for future works worth addressing is to explore further whether watching
movies with English subtitles or with Arabic subtitles affects more the spoken fluency.

34. 23
4
Bibliography
Brown, G., & Yule, G. (1983). Teaching the spoken language.Cambridge University Press.
Brown, H. D. (2018). Language Assessment. Pearson Education ESL.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education Limited.
Hedge, T. (1993). Key concepts in ELT. ELT J, 47(3), 275–277. https://doi.org/10.1093/elt/47.3.275
Huber, J. (2014). Developing intercultural competence through education (Pestalozzi series No. 3). Council of
Europe.
Kaiser, M. (2011). New Approaches to Exploiting Film in the Foreign Language Classroom. Uccllt_l2,3(2).
https://doi.org/10.5070/l23210005
Kassin, S. (2019). Social Psychology Australian & New Zealand Edition.Cengage AU.
Krashen, S. D. (1985). The input hypothesis:issues and implications (p. 2). Longman.
Laniro, S. (2007). Authentic materials.https://www.calpro-online.org/documents/AuthenticMaterialsFinal.pdf
Liando, N. V., Sahetapy, R. J., & Maru, M. G. (2018). ENGLISH MAJOR STUDENTS’ PERCEPTIONS
TOWARDS WATCHING ENGLISH MOVIES IN LISTENING AND SPEAKING SKILLS DEVELOPMENT.
ASSRJ, 5(6). https://doi.org/10.14738/assrj.56.4627
Martinez, A. (2002). Authentic materials: an overview.Karen’s Linguistic Issues.
http://www3.telus.net/linguisticsissues/authenticmaterials.html.
Mayer, R. E. (2001). Multimedia Learning. Cambridge University Press.
McLeod, S. (2018, June 6). Jean Piaget’s Theory Of Cognitive Development. Simply Psychology.
https://www.simplypsychology.org/piaget.html
McLeod, S. (2019, April 3). Likert scale. Simply Psychology.https://www.simplypsychology.org/likert-scale.html
Morrow, K. (1977). Authentic Texts in ESP (S. Holden, Ed.). Modern English Publications.
Paivio, A. (1990). Mental Representations.Oxford University Press.
Puspitaningrum, A. (2017). THE INFLUENCE OF USING ANIMATION MOVIE TOWARDS STUDENTS’
SPEAKING ABILITY.
Skinner, B. F. (2014). Verbal Behavior.B. F. Skinner Foundation.
Tahir, B. (2015). The Impact of Using Movies on Learning English Language At University of Halabja.
https://www.academia.edu/16421210/The_Impact_of_Using_Movies_on_Learning_English_language_at_Universit
y_of_Halabja
Wikipedia. (1970, January 1). Movie - Simple English Wikipedia,The Free Encyclopedia.Wikipedia.
https://simple.wikipedia.org/wiki/Movie

35. 23
5

36. 23
6

37. 23
7

38. 23
8

39. 23
9