L2 Learners’ Watching Habits of English-subtitled Movies vis-à-vis Reading Abilities

Abstract ―​

This correlational study aimed to determine the relationship between the grade 12 students’ watching habits of English-subtitled movies and their reading abilities. The purposive sampling technique was employed to determine the sample population. As a result, 149 Grade 12 students were surveyed regarding their watching habits of English-subtitled movies and reading abilities. The Pearson chi-square and the Spearman's rho tests were used to read and assess the relationship between the variables. The results revealed that the respondents’ watching habits of English-subtitled movies in terms of length of time found to be correlated to their self-assessed decoding ability, vocabulary knowledge, memory, and logical thinking; and the type of English-subtitled movies they watch with their self-assessment in reading fluency and reading comprehension. On the other hand, there is no significant relationship between their watching habits of English-subtitled movies and their performance ratings in the vocabulary and reading comprehension tests. Finally, their performance ratings in the vocabulary test have a significant correlation with their self-assessed vocabulary knowledge and reading comprehension. Whereas, their performance ratings in the reading comprehension test also appeared to have a significant relationship with their self-assessed decoding ability, reading comprehension, vocabulary knowledge, and logical thinking. The findings of the study contribute to the necessity of having alternative language learning instructions and techniques.