Integrated-Skills Development through Literary Films: How EFL Learners Experience and Perceive Skill Transfer

This study investigates the effects of literary film–based English instruction on high school learners’ affective engagement and language skill development within an Integrated-Skills Approach. Over one semester, surveys, performance assessments, and learning journals were analyzed to examine changes in learners’ interest, motivation, confidence, and the four language skills. Results showed consistent improvement in affective factors and balanced gains across listening, speaking, reading, and writing. Although quantitative correlations among skill gains were limited, qualitative data revealed process-level transfer, such as listening-to-speaking and reading-to-writing, facilitated by learners’ immersion in the film’s narrative and audiovisual cues. These findings align with prior research on film-based instruction and further demonstrate that literary films promote cognitive–affective integration, enabling cyclical connections between input and output. The study highlights the pedagogical value of literary films as integrated learning resources and suggests the need for task designs that support skill interconnection.