| Abstract: |
The use of audiovisual media as a means of exposing second-language learners to real-world language input has grown in popularity. This study examined how Hollywood films affect a subset of Nigerian university students' English Language proficiency, with an emphasis on vocabulary competency, listening comprehension, pronunciation and contextual language use. Based on Albert Bandura's Social Cognitive Theory, the study conceptualized language learning as a process that can occur through observation and modelling in mediated environments such as movies. A quantitative survey design was used to target students from the university of Ibadan and Obafemi Awolowo University in the Southwestern part of Nigeria. Cochran's formula for an unknown population was used to determine a sample size of 400 respondents. Participants were reached using snowball sampling techniques and data was gathered online using Google forms and a structured questionnaire. Descriptive statistical analysis was used to interpret the responses. The findings demonstrated that students' vocabulary grew as a result of watching Hollywood f ilms as they report learning new words, idioms, slang phrases that they subsequently used in everyday speech. Participants also reported improvements in listening and pronunciation, particularly recognising accents, keeping up with rapid-fire conversations, and distinguishing between similar sounds in spoken English. This study concludes that Hollywood films function as valuable informal learning resources that complement classroom instruction by providing authentic linguistic and cultural exposure. |
