<![CDATA[This study aimed to investigate students’ perceptions of watching English movies for vocabulary learning from cognitive, affective, and conative perspectives. While previous studies have mainly focused on learning outcomes and general perceptions, limited research has explored students’ perceptions through these three psychological dimensions. This study employed a qualitative case study design involving ten eighth-semester students from the English Education program at Universitas Negeri Semarang (UNNES). Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students generally had positive perceptions of using English movies for vocabulary learning. From the cognitive aspect, students perceived movies as a meaningful medium that helped them understand vocabulary through contextual learning, subtitles, visual scenes, and authentic language exposure. From the affective aspect, students felt that learning through movies was enjoyable, motivating, and less stressful than traditional learning methods. From the conative aspect, students demonstrated active learning behaviors such as pausing movies, replaying scenes, taking notes, and practicing newly learned vocabulary in daily communication. Although students encountered challenges such as fast speech, unfamiliar accents, slang, and unfamiliar vocabulary, English movies were still perceived as an engaging and supportive medium for vocabulary learning. The findings suggest that English movies can be used as an alternative medium to support meaningful and enjoyable vocabulary learning experiences among EFL learners.]]>
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