Additionally, after analyzing the findings, recognizing students’ interest in learning English collocations in general by watching movies is a significant achievement, which is discussed individually in the following sections.

The primary purpose of this research was practiced to determine if TVU English majors are aware of how to acquire collocations by watching subtitled movies and if professors should use this strategy while teaching English. Additionally, after analyzing the findings, recognizing students’ interest in learning English collocations in general by watching movies is a significant achievement, which is discussed individually in the following sections. For starters, the finding showed that the method of learning English collocations through watching English subtitled movies was suitable for students to develop well and to extend their collocation consciousness. This finding is consistent with Naseri & Khodabandeh (2019) who claimed that audio-visual input improvement teaching strategies were more successful in expanding EFL learners' collocation understanding in the M-learning setting. Similarly, Furuhi (2011) asserted that learning English collocations by watching movies was an effective strategy for language learners because the method drew learners in with the film and later helped them get the opportunity to improve their vocabulary, particularly collocations. Also, in our findings, we found that this measure was exciting to attract the student's concentration and boosted their mood in learning combinations of words along with taking part in the discussion in the classroom. This is similar to the point in the study of Kabooha ( 2016 ), he said this method g ave students a good feeling to increase student's enthusiasm. Furthermore, Furuhi ( 2011) claimed that colloquial language in real daily life in films boosted language students to learn English collocations. It is effortless to understand why students prefer to study by watching English films, because viewing this type of movies is frequently considered as a way of relaxing, when teachers apply this measure to teach them who are going to have a sense of enjoyment. Moreover, the result which we explored in the survey showed that this method did not provide enough of the amount of essential collocations for students to learn, which was stated by voting from TVU EFL teachers. Equally, Furuhi ( 2011) also proved that learning collocations just through this approach was not possible to gain the necessary combinations of words. It is obvious to observe that students tend to choose their favorite movies to watch and later learn a language from those sources; these movies do not contain enough collocations in numerous aspects of life or other sectors, for this reason, English learners could not study the size of common collocations only by watching films. However, to acquire advanced levels of collocations and be able to apply them effectively, TVU English majors would need to practice and develop their collocation source. According to Furuhi (2011), the student should associate this method with other modes to learn English collocation to reach the expected goal. Furthermore, from the result of our study, there were 80% to 90% agreement that using movies as teaching materials to teach English and participating in more activities of watching movies in the classroom to assist them improve language skills. Not only the findings in our research, but also the studies of Furuhi (2011), who showed that this method should be used in conjunction with a variety of different methods to teach collocation in order to improve the effectiveness of collocation learning for students and English learners. Besides, it became a useful new teaching method in the professor's curriculum, and most of the EFL students also thought their teachers should make suggestions about English combinations of words before they started to learn them from the film which teachers projected in their classroom. This demonstrates providing the explanation of collocations is an essential step to students acquiring those collocations well during and after watching. Backing up the finding of Fujita (2015), who observed that teachers could explain the meaning of collocations or background knowledge on collocations before they watched movies to improve SFL students' listening comprehension. Additionally, EFL teachers in TVU expressed their agreement with the idea that acquainting combinations of English words by watching films should be considered as an advantageous method for majoring students. Likewise, in the study of Kabooha ( 2016 ), he demonstrated that his result also showed the method was effective when utilizing the movies as teaching materials. We can see beneficial influences of watching movies on learning English due to the fact that English subtitled visual videos endow several knowledge of collocations as well as provide the specific context to use these words, consequently the method is proved to be helpful. According to the results that we explored, there were several points which were similar to some studied surveys such as the study of Naseri & Khodabandeh (2019), Furuhi (2011), Kabooha (2016) and Fujita (2015). These researches mentioned beneficial effects of learning collocations through watching English captioned movies such as enhancing students' knowledge about combinations of words, stimulating learners' interest in studying. Besides, the outcomes from our study also showed that students should combine this method with others in order to learn more effectively leading to reaching their goals. The type of learning measure was supported by not only students but also EFL teachers in TVU. However, they also got the approach's imperfection that does not meet the students' learning demand because it does not provide sufficient size of collocations. As a result, our survey increases the reliability of previous studies, provides the data and objective points for other surveys. In our research, we also find some aspects which are different from the above-related studies, such as the amount of viewing movies, genres, and applying this study method to what year student being the best choice as well as reasons for this recommendation. Primarily, the total number of watching English subtitled films is quite distinct because of data collection. In fact, Tahir (2015) said that participants who used watching movies to study should spend, at least, 4 to 6 hours per week. However, this time is not similar to the TVU English learners gaining data in our findings because the concept of spending more than 3 hours viewing for studying collocations earned the least amount of support from applicants while the highest collected data that participants spend for this method was 1 hour per week. Therefore, from our perspective, it should have more research to study the suitable study time for this method due to the lack of obvious evidence. Secondly, the genre for implementing this studying collocations technique tends to be little mentioned. Although Rao (2019) stated a choice of appropriate English films for the ESL or EFL classroom, he just enumerated kinds of movies, not indicating which genre was the most chosen. In comparison with our study, we also took interest in this item then discovered that with 18 selections, Cartoon was the sort of movie that reached the highest on the chart, with three options for pupils for Drama and Documentary were the lowest choices to learn. As a result; we have a tendency to conclude that viral images, as well as attractive funny contents of cartoon movies positively boost students' cognitive ability and learner's mood in studying English collocations along with English skills. Finally, the opinions on the optimum student year to use the approach seem not to be noticed. In our investigation, approximately half of the thoughts (45. 45%) believed that this strategy should be implemented for sophomores as those pupils had sufficient vocabulary and necessary understanding to grasp, and it was an excellent opportunity for them to improve their words and colloquial expressions. Moreover, applying this method to freshmen received the lowest agreement (9. 0%) despite it giving students the opportunity to acquire new vocabulary and develop listening skills by viewing English captioned films according to the responses of EFL teachers in TVU. From our point of view, consequently, we tend to consider the aforementioned finding for contributing data to experiment in this topic and it also can support professors or teachers in designing suited lesson plans to gain effect as expected of them.