The Impact of Watching English Shows on Enhancing English Language Acquisition Among Undergraduate Students

This study examines the impact of watching English-language shows on undergraduate students’ English language acquisition, specifically in listening comprehension, vocabulary enrichment, and communication skills. This is guided by the central research question: To what extent does exposure to English-language shows influence undergraduate students’ acquisition of English, particularly in listening comprehension, vocabulary development, and communication skills? While previous research highlights the role of audiovisual media in language learning, limited studies focus on its direct influence on undergraduate learners’ proficiency and confidence. Using an explanatory sequential mixed-methods design, this study collected quantitative data from 536 undergraduate students through surveys, followed by qualitative interviews with selected participants. The findings reveal that students perceive watching English shows as a valuable supplementary tool, particularly for improving vocabulary retention, comprehension, pronunciation, and cultural awareness. The quantitative results show high mean scores in vocabulary retention (M = 4.16, SD = 0.96) and comprehension improvement (M = 4.09, SD = 0.91), reinforcing the role of media exposure in language acquisition. However, the lowest mean score (M = 3.55, SD = 0.98) on confidence in speaking suggests that passive media consumption alone is insufficient for developing spoken fluency. Qualitative insights further support these findings, highlighting improved listening skills, exposure to native-like pronunciation, and increased motivation to learn, yet also underscoring challenges in active language production. Comparison with existing literature confirms that while audiovisual media enhance language learning, they should be integrated with interactive speaking activities and structured instruction to develop comprehensive communication skills. The findings of this research contribute to the ongoing discourse on multimedia-assisted language learning. This also provides practical recommendations for English as a Second Language (ESL) learners and educators to emphasize the need for a balanced approach that combines media exposure and active language practice.