The International Journal of Technology, Innovation, and Education

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Volume 4, 2026 – Issue 3

Beyond Entertainment: Moroccan EFL Learners’ Perceptions of Film-Based Language Learning in the Digital Streaming Era

Fouad Elhabchi 1* and Mohammed Zeriouh 2

Department of Education Sciences and Technologies of Teaching, The Higher School of Teachers (ENS), Moulay Ismail University, Meknes, Morocco

* Corresponding author: fo.elhabchi@edu.umi.ac.ma

DOI: 10.5281/zenodo.23584750

Abstract

The educational landscape has witnessed many changes in the 21st century. Learners and teachers have incrementally relied on various digital resources rather than traditional ones. Films have been significantly used to enhance the teaching practices and learning processes of both teachers and learners. However, studies are still limited in this area of research, as they are proposed by many scholars. This study aims to investigate the learners’ perceptions of using films as an English language learning tool. A quantitative research design was chosen, and data were collected through a five-point Likert scale questionnaire from 107 students of the École Normale Supérieure (ENS), Moulay Ismail University. The instrument consisted of two parts: demographic information and learners’ perceptions of film-based learning. Descriptive statistics were conducted on the learners’ responses using SPSS (version 27). The findings show that films are considered by learners as a vital tool that improves language skills, facilitates vocabulary acquisition, sparks motivation, increases interest, and helps reduce anxiety. Based on these findings, pedagogical implications are drawn to direct the effective use of films in English language learning. Additionally, the study implies that films could be useful in educational contexts due to their authenticity, motivational value, and salient role in boosting the learners’ self-confidence.

Keywords: English language learning, films, Moroccan higher education, learners’ perceptions 

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Published

2026/10/31

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Research Papers

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Elhabchi, F., & Zeriouh, M. (2026). Beyond entertainment: Moroccan EFL learners’ perceptions of film-based language learning in the digital streaming era. The International Journal of Technology, Innovation, and Education, 4(3), 224–242. https://doi.org/10.5281/zenodo.23584750

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Elhabchi, Fouad, and Mohammed Zeriouh. 2026. “Beyond Entertainment: Moroccan EFL Learners’ Perceptions of Film-Based Language Learning in the Digital Streaming Era.” The International Journal of Technology, Innovation, and Education 4 (3): 224–42. https://doi.org/10.5281/zenodo.23584750.

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Elhabchi, Fouad, and Mohammed Zeriouh. “Beyond Entertainment: Moroccan EFL Learners’ Perceptions of Film-Based Language Learning in the Digital Streaming Era.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, Oct. 2026, pp. 224–42, https://doi.org/10.5281/zenodo.23584750.

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F. Elhabchi and M. Zeriouh, “Beyond entertainment: Moroccan EFL learners’ perceptions of film-based language learning in the digital streaming era,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, pp. 224–242, Oct. 2026, doi: 10.5281/zenodo.23584750.

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Elhabchi, F. and Zeriouh, M. (2026) “Beyond entertainment: Moroccan EFL learners’ perceptions of film-based language learning in the digital streaming era,” The International Journal of Technology, Innovation, and Education, 4(3), pp. 224–242. Available at: https://doi.org/10.5281/zenodo.23584750.

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Elhabchi F, Zeriouh M. Beyond entertainment: Moroccan EFL learners’ perceptions of film-based language learning in the digital streaming era. The International Journal of Technology, Innovation, and Education [Internet]. 2026 Oct 31;4(3):224–42. Available from: https://ijtie.com/wp-content/uploads/2026/10/N40365.pdf

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Elhabchi, F., & Zeriouh, M. (2026). Beyond entertainment: Moroccan EFL learners’ perceptions of film-based language learning in the digital streaming era. The International Journal of Technology, Innovation, and Education, 4(3), 224–242. https://doi.org/10.5281/zenodo.23584750

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About the authors
  1. Fouad Elhabchi is a doctoral student at the Higher School of Teachers (ENS), Moulay Ismail University, Morocco. He has over 14 years of experience teaching English and holds a master’s degree in Applied Language Studies. His research interests include applied linguistics, digital learning, intercultural communicative competence, and foreign language teaching.
    fo.elhabchi@edu.umi.ac.ma
    ↩︎
  2. Mohammed Zeriouh is an Associate Professor at the Higher School of Teachers (ENS), Moulay Ismail University, Morocco. He specializes in English Language Teaching and Digital Technology. His research focuses on integrating technology in language education and teacher development.
    m.zeriouh@umi.ac.ma
    ↩︎
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