Exploring Students’ Autonomous Vocabulary Learning Through Marvel Cinematic Universe (MCU) Movies (A Qualitative Study Of Senior High School Learners)

Abstract

This research investigates the experiences of senior high school students in learning English vocabulary autonomously through Marvel Cinematic Universe (MCU) movies. The growing interest in integrating multimedia content into language learning reflects the need for engaging and contextual vocabulary acquisition methods. It was believed that by understanding how students independently utilize MCU movies, educators could gain valuable insights into promoting learner autonomy and enhancing vocabulary retention. This study aims to explore students’ experiences, strategies, challenges, and vocabulary outcomes in learning through MCU movies. A qualitative descriptive method was employed, with data collected through semi-structured interviews, indirect observation via reflective journals, and documentation of students’ vocabulary learning results. The data were analyzed using thematic analysis to uncover patterns of learner behavior and language acquisition. The findings reveal that students were highly engaged in learning vocabulary through MCU content, benefiting from features such as contextual language, relatable characters, and authentic expressions. Students used various strategies, including pausing scenes, using subtitles, repeating dialogue, and maintaining vocabulary journals. Challenges included dealing with fast-paced conversations, slang, and distractions from action scenes, which students managed through strategy adaptation and playback control. The study concludes that MCU movies serve as an effective and enjoyable medium for autonomous vocabulary learning, supporting students’ motivation, language exposure, and self-directed learning habits. It is recommended that educators consider integrating similar authentic audiovisual materials into the learning environment to foster autonomy and engagement in vocabulary development.