%0 Journal Article
%@ e2504-8562
%A Siti Sarah Lotfiah, Siti Sarah Lotfiah
%A Md Zolkapli, Rasyiqah Batrisya
%A Abdul Hadi, Nurul Farhanah
%D 2024
%F iab_repo:1545
%I Malaysian Journal of Social Sciences and Humanities
%J Malaysian Journal of Social Sciences and Humanities (MJSSH)
%K Movies, English as A Second Language  English classroom, Emotion  Language Learning Experience
%N 7
%P 1-15
%T Movies as Tools for Enhancing ESL Learning Insights into Students’Emotions and Experiences
%U http://eprints.iab.edu.my/v2/1545/
%V 9
%X Numerous studies have reported that ESL students often  struggle with poor motivation, low self-confidence, and high  levels of anxiety. Watching movies has a strong potential to  ignite these students’ interest in learning English, thereby  enhancing their language learning journey. However, integrating movies into language learning is only effective if it positively impacts students’ anxiety, motivation and selfconfidence.This study explores university students’  emotional factors along with their experiences to determine  whether movies enhance their language learning. An online  questionnaire via Google Forms was distributed to 76  participants, including 43 students from the LG241 program  (Malay Language for Professional Communication) and 33  from the LG242 program (Arabic Language for Professional  Communication) at Universiti Teknologi MARA (UiTM) Shah  Alam. Data were extracted and analysed using SPPS version  29 via descriptive statistics. Results showed that movies  created a calm and non-intimidating learning atmosphere,  fostering increased self-motivation and self-esteem while  reducing anxiety. Students also reported improved language  skills, as movies provided real-life examples of English usage and immersive learning environments. This study  demonstrates that integrating movies into English lessons  can improve students’ emotions and experiences, making  language learning more effective. Collecting ESL students’  feedback on using movies for language learning helps  educators identify areas for improvement. By incorporating  students’ perspectives, educators can develop more effective  teaching methods, ultimately enhancing the learning  experience through unconventional means.