Abstract: Due to the difference in language systems between Korean and English, students in an EFL environment may have difficulties understanding Native English speakers. The purpose of this study aims to explore the effects of a movie-based learning project on student’s English learning motivation. Also, this study examines student’s affective factors that can help student’s communication abilities. During the spring semester of 2016, a survey sample of 32 students was chosen for the study. All participants took part in a movie-based learning project and were grouped to complete the project cooperatively during the class. These 32 students were enrolled in advancedpractical English as a 3 h credit elective. A paired-sample t-test was used in order to compare the results of the two motivation questionnaires. Also, the Pearson correlation coefficient was used within groups to investigate the relationship among participant’s self-efficacy, English learning motivation and grade obtained as a result of doing the movie-based learning project. According to the research findings and results of the present study, a movie-based learning project can be integrated into the curriculum to facilitate student’s motivation in English learning. With regards to student’s self-efficacy, students with different self-efficacy levels obtained different grades in the movie-based learning project. The results of this study support the notion that movie-based learning has advantages for student’s English learning motivation and cooperative learning. Future research is suggested in order to explore the effects of a movie-based learning project on student’s motivation and how it varies depending on the age of the learner. Further, studies may show to what degree a movie-based learning project can be considered as an appropriate activity to enhance student’s motivation in English learning.