<![CDATA[This quasi-experimental study examined whether film-based authentic input could improve conversational fluency and metapragmatic awareness among university-level EFL learners and explored the relationship between these two abilities. The participants consisted of 60 Indonesian undergraduate students studying English as a foreign language, who were randomly divided into experimental and control groups. Over an eight-week period, the experimental group participated in film-based learning activities that incorporated dialogue analysis, role-playing, shadowing exercises, and guided pragmatic reflection. In contrast, the control group followed conventional English instruction. Data were obtained from speaking assessments and metapragmatic awareness questionnaires administered before and after the intervention. The data were analyzed using descriptive and inferential statistical procedures, including paired-samples and independent-samples t-tests as well as Pearson correlation analysis. The results showed substantial gains in the experimental group's conversational fluency, with scores increasing from 52.40 to 68.90 (d = 1.80), and in metapragmatic awareness, which rose from 49.75 to 66.40 (d = 1.90). The experimental group also achieved significantly better results than the control group. Furthermore, the analysis revealed a strong positive relationship between conversational fluency and metapragmatic awareness (r = 0.72, p < .001). These findings suggest that authentic input delivered through films can effectively develop both conversational fluency and metapragmatic awareness, with improvement in one area potentially supporting development in the other. The study provides empirical support for incorporating film-based instruction into EFL teaching, especially in learning environments where opportunities for exposure to authentic English are limited. It also highlights the value of active and multimodal classroom activities for promoting learners' communicative development.]]>
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