This quasi-experimental pre-test–post-test study, conducted within an action research framework and entitled “Exposure to English Movies: Learners’ Content Knowledge and Vocabulary Comprehension,” aimed to determine learners’ content knowledge and level of vocabulary comprehension. The respondents were thirty BSED 2 English students enrolled during AY 2021–2022 at West Visayas State University–Calinog Campus, selected through convenience sampling. A researcher-made instrument was utilized, consisting of two parts: Part I described the respondents’ profile, while Part II included the pre-test and post-test measuring content knowledge and vocabulary comprehension. The pre-test comprised a 15-item vocabulary test and a 15-item content knowledge test. The intervention involved exposure to three English movies: Little Women, Forrest Gump, and The Hunger Games: Mockingjay. Mean was used for descriptive analysis, while the Wilcoxon Signed-Rank Test and Spearman’s rho were employed for inferential analysis at a 0.05 level of significance. Findings revealed that respondents demonstrated an average level of vocabulary comprehension during the pre-test (M = 9.00), which improved to a high level in the post-test (M = 10.80). In contrast, content knowledge remained at an average level, with pre-test results (M = 9.67) slightly decreasing in the post-test (M = 8.13). The Wilcoxon Signed-Rank Test indicated significant differences between pre-test and post-test scores in both vocabulary comprehension (z = -3.48, p = 0.001) and content knowledge (z = 4.04, p = 0.000). However, Spearman’s rho revealed no significant relationship between the two variables. These findings suggest that exposure to English movies enhances vocabulary comprehension but requires structured instructional support to improve content knowledge.
Latap et al. (Tue,) studied this question.