Perceptions on the Use of English Movies as an Instructional Material: Basis for a Proposed Teaching Program

Aim: This study examined how senior high school English teachers in two schools in Dingxi City, Gansu Province, China, perceive the use of English movies in teaching.It aimed to identify the challenges encountered, determine the factors influencing their use, and propose a teacher training program as an intervention.Methodology: Anchored in Dual Coding Theory, the study employed a mixed-methods approach involving surveys and interviews with 20 English teachers.Quantitative and qualitative data were analyzed to capture teachers' perceptions and instructional experiences.Key Findings: Results revealed that teachers perceived English movies as effective tools for enhancing students' language skills, cultural awareness, and classroom engagement.Nonetheless, challenges emerged in word recognition, meaning construction, and image interpretation due to limited technological access, complex linguistic content, and inadequate teaching resources.Factors such as teacher competence, student proficiency, and institutional support significantly influenced the implementation of movie-based instruction.Conclusion: A teacher training program was designed to enhance teachers' ability to select suitable materials, develop learning activities, and integrate multimedia tools effectively.The study contributes to the understanding of English movie-based pedagogy and provides practical directions for improving instructional practices in local high schools.