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AUDIOVISUAL NEWS, CARTOONS, AND FILMS AS SOURCES OF AUTHENTIC LANGUAGE INPUT AND LANGUAGE PROFICIENCY ENHANCEMENT
Abstract
In today's audiovisually driven world, various audiovisual programs can be incorporated as authentic sources of potential language input for second language acquisition. In line with this view, the present research aimed at discovering the effectiveness of exposure to news, cartoons, and films as three different types of authentic audiovisual programs on improving the language proficiency of low level language learners. To this end, 60 low level language learners were selected based on a language proficiency test and were assigned into three groups as group one, two, and three randomly. During the study which lasted for 10 weeks, the first group of the participants had exposure to a sample selected audiovisual materials from news, the second group of the participants had exposure to a sample selected audiovisual materials from cartoons, and the third group of the participants had exposure to a sample selected audiovisual material from various films. At the end of the study, another sample language proficiency test was administered to all the three groups to find out which group could gain significant language proficiency improvement. The results of the post-test were indicative of the fact that group one (news) failed to improve its language proficiency. In contrast, groups two (cartoons) and three (films) could improve their language proficiency. More importantly, the cartoon group participants' improvement was more significant than that of the film group. The results showed that audiovisual programs generally are a great source of language input for teaching purposes. However, more caution should be given to the selection of the type of audiovisual programs for low level proficiency learners. Cartoons and films with good story lines seem to motivate the learners to absorb the language input better and have a significant effect on the language improvement. INTRODUCTION In the last few years, the world of educational technology has witnessed a rapid development in various audiovisual technologies which offer many possibilities for the teachers to construct activities around listening to various authentic programs, watching related videos, and holding conversations in real world. Considering this issue, the use of authentic materials to provide the necessary language input in foreign/second language learning has a long history. For example, Sweet (1899) is considered as one of the first linguists who made use of authentic texts in his books because he was aware of their potential advantages over contrived materials. Authentic language input is any materials in English which have not been specifically produced for the very purpose of language teaching. Examples of these materials are films, songs, stories, games, and play. Although these materials are not made for language teaching purposes, they contain the characteristics of language used by the native speakers (Taylor, 1994). In the same line, Gilmore (2007) defined authentic language input as the language conveying a real message which is produced by a real speaker or writer for a real audience. Nunan (1999) also defined authentic language materials as spoken or written language materials that have been produced in real communication not specifically for language teaching. Nunan (1999) further highlighted the assumption that authentic language input can be extracted from many different sources including TV and radio broadcasts, recorded conversations, meetings, and newspapers. From the linguistic point of view, authentic language input refers to the use of authentic materials from the target culture which is presented in the target language such as different programs, for example, news, films, songs, soap opera, and comedy as audiovisual mass media materials provided by various technologies. In this relation, desktop technologies such as computers and non-desktop technologies such as TV and radio can provide easy access to authentic audiovisual language input for language learners in both EFL and ESL contexts. Examples of audiovisual materials can include different print materials accompanied by related video and audio supplements, audiotapes and CDs with accompanying textbooks, and videotapes with textbooks.
... With all the ideas and recent studies in mind it could be claimed that although some studies have shown the upsides or benefits of using novels (Pitts et al. 1989;Horst et al. 1998;Pellicer-Sánchez & Schmitt, 2010;Al-Bajalan, 2017) or films (Kale, 2010;Bahrani & Sim, 2012;İsmaili, 2013;Bal-Gezegin, 2014;Raman, 2016;Amalia et al. 2017) while teaching vocabulary; there has been very little research on incidental vocabulary learning through novels in Turkey (Hişmanoğlu, 2005;Öz & Efecioğlu, 2015). This indicates a need to understand the possible results of an experimental study investigating the effect of the input type (namely written and audio-visually enriched written) on the learning and use of modifiers in English. ...
... That can be valid for the experimental group students of the study who were more successful in the posttests due to being subject to both the novel and the film adaptation of the novel. The results were also in line with those of Bahrani and Sim (2012) who found out that watching film motivated students to absorb new input in the target language. That might be one of the reasons of high success of the experimental group students who watched the film adaptation of the novel while the control group students only read the novel. ...
... Therefore, it could be claimed that students had acquired these modifiers and the other non-frequent modifiers while reading the novel and watching the film adaptation of the novel; consequently, they used these modifiers in the interview process of the study. Both qualitative and quantitative findings of the present study show similarities with Kale (2010), Bahrani and Sim (2012), İsmaili (2013) and Bal-Gezegin's (2014) studies which displayed that watching films in ELT context increased students' success in vocabulary learning. ...
This study aims to explore whether learning modifiers via audiovisual input results in more extensive knowledge of modifiers than learning modifiers via written input. Fifty-four compulsory preparatory students participated in the study. In the study, mixed-method research design was adopted. Quantitative data were collected through the pre-test and post-test results of the control group and the experimental group. Qualitative data were collected through a semi-structured interview conducted with 54 students. Data were analyzed with Independent Samples T-tests, Paired Samples T-tests, and descriptive and frequency analysis. The results revealed that the students in the experimental group were more successful than the students in the control group who were only subject to written input in learning modifiers that they encountered during the treatments. Moreover, qualitative results were consistent with quantitative results indicating that the student in the experimental group used more modifiers than the students in the control group during the interviews. Keywords: audiovisual input, input form, modifiers in English, vocabulary knowledge, written input. İNGİLİZCEDE NİTELEYİCİLERİN ÖĞRETİMİNDE GİRDİ BİÇİMİNİN ETKİSİ Öz Bu çalışma belirteçlerin görsel-işitsel girdi yoluyla öğretilmesinin yazılı girdi yoluyla öğretilmesinden daha başarılı sonuçlar doğurup doğurmadığını araştırmayı amaçlamaktadır. Bu çalışmaya bölümü İngilizce Öğretmenliği ve İngiliz Dili ve Edebiyatı olan 54 hazırlık sınıfı öğrencisi katılmıştır. Çalışmada hem nicel hem de nitel araştırma yöntemlerinden faydalanılmıştır; başka bir deyişle, karma araştırma yöntemi kullanılmıştır. Araştırmanın nicel sonuçları hem kontrol hem de deney grubuna uygulanan ön test ve son test puanlarından elde edilmiştir. Araştırmanın nitel verileri ise araştırmacı tarafından oluşturlumuş yarı-yapılandırılmış görüşmelerden elde edilmiştir. Veriler Bağımsız Örneklem T-Testi, Bağımlı Örneklem T-Testi, betimleyici ve sıklık analizi kullanılarak analiz edilmiştir. Sonuçlar göstermiştir ki hem yazılı girdi olan roman hem de görsel-işitsel girdi olan film kullanılan deney grubu öğrencileri sadece yazılı girdi olarak roman kullanılan kontrol grubu öğrencilerinden belirteç öğrenimi konusunda daha başarılı olmuşlardır. Ayrıca, çalışmanın nitel sonuçları deney grubu öğrencilerinin görüşmeler sırasında kontrol grubu öğrencilerinde daha fazla belirteç kullandığını göstermiştir ve bu bağlamda nitel sonuçlar nicel sonuçlarla örtüşmektedir. Anahtar Kelimeler: girdi biçimi, görsel-işitsel girdi, İngilizcede belirteçler, kelime bilgisi, yazılı girdi.
... When literature is reviewed, it is concluded that although some studies have shown the upsides or benefits of using novels (Pitts, White & Krashen, 1989;Horst, Cobb & Meara, 1998;Pellicer-Sánchez & Schmitt, 2010;Al-Bajalan, 2017) or films (Kale, 2010;Bahrani & Sim, 2012;İsmaili, 2013;Bal-Gezegin, 2014;Raman, 2016;Amalia, Suparman & Mahpul, 2017) while teaching vocabulary; there has been very little research on incidental vocabulary learning through novels in Turkey (Hişmanoğlu, 2005;Öz & Efecioğlu, 2015). In order to fill this gap, the present study aims to investigate whether learning and teaching modifiers such as adjectives and adverbs via audio-visually enriched written input result in more extensive knowledge of modifiers than learning modifiers via written input. ...
... That can be valid for the experimental group students of the study who were more successful in the post-tests due to being subject to both the novel and the film adaptation of the novel. The results were also in line with those of Bahrani and Sim (2012) who found out that watching film motivated students to absorb new input in the target language. That might be one of the reasons of high success of the experimental group students who watched the film adaptation of the novel while the control group students only read the novel. ...
... Therefore, it could be claimed that students had acquired these modifiers and the other non-frequent modifiers while reading the novel and watching the film adaptation of the novel; consequently, they used these modifiers in the interview process of the study. Both qualitative and quantitative findings of the present study show similarities with Kale (2010), Bahrani and Sim (2012), İsmaili (2013) and Bal-Gezegin's (2014) studies which displayed that watching films in ELT context increased students' success in vocabulary learning. ...
Audio-Visual Input, Input Form, Modifiers in English, Vocabulary
Knowledge, Written Input
... An example of real-world context (https://www.euronews.com/embed/2368514) Online news was also found to improve vocabulary, as indicated in previous studies (Abeyweera, 2021;Bahrani & Sim, 2012;Chavangklang et al., 2019;Dang & Long, 2023;Katemba & Parilia, 2020;Munawarah et al., 2020;Rohmatillah, 2016;Shakibaei et al., 2019;Shamim et al., 2023;Singh, 2022;Sultana & Taghavi et al., 2012;Teng, 2015;Tran, 2023;Wijajanti, 2020;Zhang & Milton, 2022). News articles often contain a wide variety of vocabulary, which introduces learners to new terms and phrases, assisting them in building vocabulary, like specific vocabulary items or phrases in news headlines or articles (Figure 2), such as "gruta" in Spanish, meaning "grotto" in English. ...
... An example of a news story for cultural understanding (https://www.euronews.com/embed/2361890) It was also determined that online news might contribute to the enhancement of four language skills (Bahrani & Sim, 2012;Barella & Linarsih, 2020;Chavangklang et al., 2019;Khorsheed & Rassoul, 2018;Lee, 2014;Liunokas, 2016;Morrison, 1989;Onoda, 1994;Rozak et al., 2021;Tasya et al., 2018 ). Traditionally, online news involves textually rich content (i.e., authentic input) that might be utilized for reading and writing. ...
... The systematic literature review also indicated that online news might offer rich, authentic language use (Bahrani & Sim, 2012;Bahrani et al., 2014). Professional journalists produce news articles and provide examples of authentic language use, which can enhance language skills. ...
The digitization of news has made it accessible to a growing number of people worldwide. Since it contains large quantities of authentic language input, online news has riveted language learners, teachers, and educators. Despite the availability of multitudes of studies on online news, there is a lack of research on comprehensively exploring its potential benefits and drawbacks to serve as a guide for language education. To that end, this exploratory research sought to survey the possible educational impacts of online news on language learning and teaching. The examination of the extensive literature review revealed eight potential advantages (real-world context, vocabulary expansion, grammatical/syntactical practice, heightened cultural awareness, practice/improvement in four skills, authentic language input, and content diversity) and disadvantages (linguistic complexity, content bias and inaccuracy, limited interactivity, time consumption, accessibility and technology dependency, information overload, digital distraction, and privacy concern). A five-step practical guideline for using online news was suggested for language teachers. News websites beneficial to multilingual and multicultural learning and awareness were provided. The research concluded with some limitations and recommendations for future studies.
... Researchers maintained an interest in the educational uses of AVC prompted by its massive presence in people's entertainment habits and its mobile nature. Several authors (Wei, 2014;Bahrani et al., 2014;İlin et al., 2013;Bahrani and Sim, 2012) put forth successful educational practices based on the use of AVC in several fields of education, thus motivating the pursuit of more information to understand how to address the learners' request for AVC to support their language learning. ...
... Many times, AVC fails to achieve its goal because it is not relevant to the lesson's goals. Another issue concerning the exposure to authentic language has to do with the difficulty in understanding the content, and the contact with irrelevant vocabulary, which springs from learners not being accustomed to using the appropriate processing strategies to comprehend authentic language input (Bahrani and Sim, 2012). An example of difficult language in authentic material is normally associated to regional dialects, slang words, idioms, unfamiliar accents and/or English spoken by individuals of the outer circle 42 . ...
... Thirdly, Bahrani and Sim (2012) also raised the concern as to the cultural bias present in some Finally, Richards and Renandya (2002) also recommend working with learners on how to deal with AVC in the classroom. The main reason thereof is the fact that learners tend to associate AVC with entertainment and their interaction with it is usually passive. ...
This thesis describes the process of developing and testing a prototype of a mobile application aimed at English as Foreign Language (EFL)teachers,as well as English for Specific Purposes / Business Englishlearners. It is a prototype of an online collaborative platform that allows the sharing and mapping of audiovisual content. This mapping also allows for the search of content on the same platform,to use in-classor in informal contexts.
In this work the followingsteps are depicted: i. the identification ofthevariables included inthe Matrix, whichsupports mapping and searching tasks, ii.how this Matrixwas incorporated into a Google Form,to be tested by anexpert panel, iii. the selection of the tools used to build the high-fidelity prototype, and iv. how this prototype was tested and evaluated by a sample of target users.
In terms of methodology, this project is a development-research work, in which four different phases were outlined: i. the construction ofthe Matrix –through an exploratory study of the literature, as well as language learning platforms and software; ii. the validation of the Matrixby an experts’panel; iii. the incorporation of the Matrixinto a prototype –using prototyping freeware online tools; iv. the experimental use of the prototype by target users. With the data gathered in the latter, the potential of implementing such a platform was evaluated.
The results of the prototype trial show that,on a behavioral level, this type of platform has the potential to change the habits of searching for audiovisual content by both user groups; regarding the tasks, theyare intuitive and simple to perform; on a conceptual level, the platform was validated as tool tosupport the teachingand learningprocess; the functions of social interaction tools were also validated. However, the planned gamification functions still need some review.
A platform of this nature can be a useful instrument to other TESOL branches (such as General English). It can generate the development of mechanisms of artificial intelligence for automatic mapping of audiovisual content and the underlying rationalecan be transferred to other foreign languages.
... Several case studies report improved student engagement and increased willingness to communicate when incorporating animated content into speaking lessons. Preliminary findings suggest that the visual and auditory elements of animation films help create immersive learning experiences that support natural language acquisition (Bahrani & Tam, 2012;Rokni & Ataee, 2014). ...
... Vocabulary acquisition and retention show marked improvement through animation film implementation in speaking classes. Bahrani & Tam (2012) documented that students learning vocabulary through animation films retained 35% more new words compared to textbook-based instruction. The contextual presentation of vocabulary through animated scenarios helps students understand both denotative and connotative meanings of words. ...
This library research examines the implementation of short animation films as an instructional medium for developing EFL students' speaking performance. Through analysis of theoretical foundations and empirical studies, this research investigates three key aspects: the impact of animation films on speaking skills, effective implementation strategies, and solutions to common challenges in classroom practice. Findings indicate that animation films significantly enhance speaking performance through improved pronunciation accuracy, vocabulary acquisition, and speaking confidence when implemented systematically. Successful implementation requires careful consideration of pre-viewing preparation, structured viewing activities, and post-viewing tasks that maximize speaking practice. While technical constraints and pedagogical challenges exist, these can be effectively addressed through proper resource management and structured teaching frameworks. This study contributes to the understanding of multimedia integration in language teaching by providing evidence-based insights for practitioners implementing animation films in speaking instruction.
... There is a relatively small body of literature that focused on the use of animated cartoons for the development of adult learners' L2 acquisition (Bahrani 2014;Bahrani & Sim 2012;Bahrani & Soltani 2011;Bahrani, Tam & Zuraidah 2014;Clark 2000;Saeedi & Biri 2016;Maranzana, 2021a;Maranzana, 2021b;Vulchanova et al. 2015). According to Bahrani (2014), the advantages of employing cartoons for L2 pedagogy are the following: (1) cartoons often grab the viewer-learner's attention, (2) they display a strong picture-to-word connection, (3) dialogues are simple, (4) with numerous repetitions, and (5) the rate of speech is often relatively low, depending on the cartoon. ...
... Inquiring into the effectiveness of exposure to three different types of authentic videos (news, cartoons, and films), Bahrani and Sim (2012) implemented a 10-week study comprising 60 low-level learners of English. The news programs were CNN, BBC, Press TV and CBS news on, economy, politics, society and science. ...
Second language acquisition researchers seem to agree that compared to traditional textbook-bound instruction, the use of video for pedagogical purposes provides significant enhancements in terms of context, discourse, paralinguistic features, cultural aspects, and student motivation. This study explores the use of the cartoon series Peppa Pig as a resource to enhance listening comprehension skills, vocabulary, and grammar acquisition, and to motivate students. Specifically, it enquires on how intermediate students of Italian perceive the effectiveness of the use of same-language captions while watching Italian (dubbed) children's cartoons in class. The qualitative data that were acquired throughout a 16-week semester show that greater accessibility to the videos was attained with captions on. While helping learners pick up the pronunciation of Italian words, captions also assisted them in isolating and noticing lexical elements, thus clarifying indistinct input and enabling word/phrase recall with more accuracy.
... It has been proven that when the foreign language learners reach the stage of inter-language, then they can understand each other but unfortunately the conversation is full of errors. When opportunities to practice the language arise, they are usually between learners in the classroom and the interaction is often filled with errors" (Al-Nawrasy, 2012, p. 243).Unfortunately, the students also have very little authentic exposure to English beyond the classroom as revealed in previous studies (Khan, 2015;Al-Nawrasy, 2012;Bahrani & Tam, 2012;Bahrani & Tam, 2011;Li, 2009). ...
... Indonesian EFL students' views on their explicit and implicit language aptitude profiles, TOEFL scores and language proficiency 278 situational factors inside the classroom and outside as well. Even the communicative approach in many EFL countries faces many challenges; insufficient number of qualified teachers, unsupportive school environment and negative feedback, clear assessment procedures, Lack of exposure, materials for teaching English are not communicative, home values and culture, and lack of interaction and creating the right way of it (Koosha &Yakhabi, 2013;Bahrani & Tam, 2012;Bahrani & Tam, 2011). ...
This study is designed to find out students’ views on their explicit and implicit language aptitude profiles, TOEFL scores and language proficiency. Based on purposive sampling scheme, the data were collected from sixty-five students in the end of their eighth semester at the English department in faculty of teacher training in UIN Raden Fatah Palembang. The students were asked to respond to the five points Likert scale questionnaire which consists of four parts: Part A elicits the participants’ demographic information, Part B on language experience, Part C on language aptitude, and Part D especially on TOEFL and language proficiency. The findings revealed that language learning success is attributed to a number of individual factors. The individual factors related to foreign language learning can be divided into affective factors (e.g., motivation, attitude, and personality) and cognitive factors (e.g., intelligence, aptitude). The cognitive factors interact with affective factors for learning a particular language which may explain why a person is better able to learn a language over another language. Thus, a full model of language learning that considers the impact of language aptitude on learning should also investigate the combined mediating role of individual differences such as motivation, anxiety, and learner’s beliefs.
... On the basis of their research, the linguists argue that students who use cartoons can improve different language skills and achieve higher test scores. The quantitative research carried out by Bahrani and Sim (2012) shows that low level language learners can achieve a significant language proficiency improvement through exposure to cartoons. The dialogue of cartoons is characterised by sentences that are simple and complete, and repetition is used frequently. ...
... As Suggestopedia and certain scholars suggest (Bahrani and Sim 2012), repetition is crucial in the learning process. A student explains: "As a kid I was constantly watching English cartoons and, naturally, I wanted to understand them better [...] The learning process was simple -watching old and new cartoons, I think re-watching old episodes was the most useful because I would try to understand the parts I didn't understand the last time. ...
In the past decade or so, the appearance of first-year students who not only speak excellent English, but also speak it with an American accent, has been evident to every English university lecturer. Although the importance of the English language as the international language of communication and the influence of American media in general have been on a steady rise this century, the influence of American cartoons in the acquisition of the American version of English has been paramount. For this paper, I interviewed eight first-and second-year students of Physics and Economics at Vilnius University who demonstrate native-like proficiency of American English about the influence of media, especially Cartoon Network, on their adoption of the English language. I found that they all watched the channel in their childhood, and most of them watched it at least a few hours every day. I conclude that, even though certain other factors are important for such near-perfect acquisition of the language-such as awareness of the importance of the English language and the pervasiveness of American pop culture, as well as watching American films and TV shows, and the use of the internet-the crucial role in the formation of American accent in Lithuanian children is played by cartoon-watching during their childhood.
... Although authentic videos may be considered overly challenging for this population due to their poor proficiency (e.g., Zanon, 2007), cartoons may offer a viable alternative. Typically aimed at younger audiences, cartoons demand less cognitive effort compared to other television genres and can be particularly appropriate for children beginning to learn a foreign language (FL) (Bahrani & Sim, 2012;Bahrani & Soltani, 2011). While it has been posited that comprehension of children's programs requires knowledge of at least 2,000 words (Nation, 2006), Webb and Rodgers (2009) contend that cartoons may require a lower lexical threshold. ...
This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition.
... Furthermore, nearly 70% of students demonstrated a positive perception towards the use of cartoons in ESL classrooms as they believed it facilitates their speaking skills making the input more comprehensible and enhancing collaborative learning. In accordance with authentic audiovisual exposures, Bahrani (2012) conducted the research which aimed to find the effectiveness of exposure to news, cartoons, and films as three different types of authentic audiovisual programs on improving the language proficiency of low level language learners. The findings showed that audiovisual programs generally are a great source of language input for teaching purposes. ...
The development of technology increases exposure to the English language. There are various forms of English exposure are given by the technology. One of them is through English amusement such as games, songs, movies, podcasts, social media, and other media that is accessible to the learners. They are not only used in the classroom, but they can be used by the learners outside the classroom. However, most of learners often use these kinds of media for entertainment purposes only; they may not aware using it for learning purposes. Therefore, this study aims to investigate how effective English amusement exposures are for ESL learners acquiring the language. A systematic literature review was used as a method for this study. Furthermore, the data were collected by collecting and comparing the 30 articles related to English amusement exposures that had been conducted by some researchers. The expected finding of this study is to promote informal exposures such as English amusement to be an effective way for ESL learners getting the language and facilitate the learners with a pleasant way of learning with flexible time so they can learn English whenever they want outside the classroom. In addition, through English amusement exposures, learners may not feel bored and stressed when they learn a language. They can find enjoyment which may lead to unconsciously acquiring the language itself.
... Along with gaining a general understanding of the French press, the students also learn the specific vocabulary from the media and expand it with common words that appear in a variety of reports in the media. Genuine documents enhance the development of communicative skills by providing important linguistic and cultural information Bahrani, T., & Sim, T. S. (2012). By exposing learners to the reality of living in many nations across the world, the cultural component of media texts helps in the development of intercultural competency in them. ...
The importance of media in language learning is covered in this article. The goal is to identify the media that students find engaging and how it advances or enhances their learning process. The development of the French language among students has increased, as this article will demonstrate, particularly for those who regularly consume media on TV and other platforms like YouTube, Netflix, etc. A survey was conducted among the students of the department of French Language & Culture at the Institute of Modern languages, Dhaka University. There are 50 French learners who have participated in this study are the students of French Language & Culture, IML, International Relations, Dhaka University and the students of BUP. Through this study, a survey based on a quantitative data was conducted by distributing a set of questionnaires to the participants. An impressive impact on learning French is seen when data collected from participants is analyzed along with their ideas. This definitely helps to accelerate the learning process. Ultimately, some recommendations on how to choose suitable media resources to enhance the course's relevance and effectiveness will be given. Teacher’s World: Journal of Education and Research, 49 (2),75-84
... To this end, the researchers believe that the usage of technology, especially cellphones, in classroom activities can help learning aims, for instance assisting the difficulty in learning idioms and enhancing their achievement. In this regard, technology can be one of the means of learning rather than traditional ways such as books to improve learners' English and language learners may be able to improve language proficiency and idiom knowledge (Bahrani & Tam, 2012;Bahrani & Sim, 2012). ...
The present investigation examines the impact of Mobile-Assisted Language Learning (MALL) on the enhancement of EFL learners’ idiom learning through WhatsApp during the COVID-19 pandemic. Three complete classes with 60 intermediate female learners (20 per class) were selected and randomly assigned into two experimental and one control group in WhatsApp. Data collection tools included Preliminary English Test (PET) and a researcher-designed idiom test used as pre-and post-tests. In the intervention, the first treatment group included contextualized MALL. In other words, the teachers provided the students with idiomatic expressions in context. The second treatment group included decontextualized MALL, idiomatic expressions merely with their meanings were presented to the students through WhatsApp. In the control group, the researchers taught the idioms through translation. This procedure lasted for 20 sessions. The findings of a paired-samples t-test and one-way ANOVA indicated that the contextualized MALL group surpassed the rest in both immediate and delayed post-tests. The implications regarding the efficacy of MALL and online teaching in developing EFL learners’ idiom learning, and retention are discussed
... To this end, the researchers believe that the usage of technology, especially cellphones, in classroom activities can help learning aims, for instance assisting the difficulty in learning idioms and enhancing their achievement. In this regard, technology can be one of the means of learning rather than traditional ways such as books to improve learners' English and language learners may be able to improve language proficiency and idiom knowledge (Bahrani & Tam, 2012;Bahrani & Sim, 2012). ...
... pandemic, the insight still can be used as a reference in topics such as literature and English learning. But in order to get more insight about how it impacts the critical thinking, some adaption and adding more reference that include critical thinking in their viewpoint.In this article, the author argues that literature, culture, and language are interrelated and that literature components should be included in English as a Foreign Language(EFL) textbooks to e(Alkodimi & Al-Ahdal, 2022;Bahrani & Sim, 2012;Castillo-Cuesta & Quinonez-Beltran, 2022;Eid et al., 2023;El-Esery, 2023; Fernanda Espinosa-Cevallos et al., 2022;Hollis, 2023;Liau & Teoh, 2021;Lo, 2023;Ma et al., 2023;Mardiani & Baharuddin, 2023; Pereszlényi, 2022; Schauer, 2022;Ugwu, 2022)nhance language learning and cultural awareness. In doing this, the authors conducted a content analysis of the Action Pack Series(APS) textbooks used in Jordanian public schools and finds that the inclusion of literature components is very limited and uneven across different grades and genres. ...
The aim of this research is to explore the literary landscape: An Annotated Bibliography of Effective Strategies for Teaching English Literature. The research will primarily rely on academic databases such as JSTOR, ERIC, and Google Scholar to gather relevant scholarly articles. These databases offer extensive repositories of peer-reviewed literature, ensuring the reliability and credibility of the sources retrieved. Keywords such as “literature in higher education”, “literature pedagogy”, and “literature in English classroom” will be utilized to conduct systematic searches and identify pertinent studies.In selecting literature for inclusion in the annotated bibliography, specific criteria will be applied. Only studies publish within the last decade will be considered to ensure relevance and currency. Preference will be given to peer-reviewed articles or journals, as these sources undergo rigorous scrutiny and contribute to the scholarly discourses on the subject matter. Moreover, studies focusing solely on primary education will be excluded to maintain the focus on secondary or higher education English classrooms. The result of exploration of English Literature in Higher Education as a topic in literature education is not novel; rather, it undergoes dynamic changes over time, adapting to diverse situations and cultural contexts. Despite the existence of various topics concerning English Teaching in Higher Education, the significance of incorporating English Literature in classrooms remains steadfast. Consequently, recent articles delve into conducted studies employing relevant theories for Teaching English Literature in higher education.
... According to Enayati and Kakarash (2016), the acquisition of certain talents is particularly challenging, and it is important to note that cartoons or other media materials do not effectively facilitate the development of certain skills. In his study, Bahrani (2012) examined the role of audiovisual materials on the development of language acquisition. According to Gilmore (2007), cartoons serve as a valuable and genuine resource for acquiring a foreign language due to their ability to accurately reflect realistic speech patterns of native speakers, as opposed to being specifically designed for language training purposes. ...
The article examines the influence of English movies, series and cartoons on students majoring in English at a university in Bangladesh. The objective of this study was to ascertain the potential impact of films, series, and cartoons on the acquisition of the English language and to determine the extent of their influence. This quantitative research centered on the English department located in Dhaka, Bangladesh. A set of questionnaires was employed to administer a series of inquiries to140 students. The research uses both primary and secondary data sources. Primary data sources include surveys and interviews, while secondary data sources encompass journals, publications, previous research, and websites. This study has shown the significant impact exerted by English films, series, and cartoons on the EFL learners. The development of English language proficiency—reading, speaking, listening, writing—was noticeably improved. It is found that watching English series, cartoons and movies is a quick and effective way for EFL students to pick up the language. The approach functions as an audio lingual method, incorporating visual aids and facilitating situational language instruction. Moreover, the subtitles have been found to enhance both reading and writing abilities, as well as promote social interactions and foster a deeper understanding of the culture of native speakers. This research will also provide valuable insights for future scholars and researchers.
... Studies on the practice of films and television teaching method are abundant, and most of them focus on the field of second language teaching. Bahrani & Sim proved that compared with the learners who were taught second language by using the traditional approaches, the learners taught by films and television teaching method have a higher language proficiency [7]. Based on the commonly used topics in spoken Chinese teaching, Liu & Fang attempted to set up a database of sorted and ranked film and video clips, labeled the different scenes, so as to assist spoken Chinese teaching [8]. ...
... Cartoons can be used in the EFL classroom and help students improve their proficiency, and this especially applies to primary school student. Shu Sim's (2012) ten-week study revealed that the cartoon is more effective in increasing foreign language competences than watching news or even films. Cartoons can help young students of EFL to improve their pronunciation skills, which is a significant obstacle in EFL acquisition in many foreign countries. ...
... Language learners in the era of the advancement of technology and new form of media can acquire input from a variety of sources aside from their teacher (Bahrani & Sim, 2012 language proficiency, which must come from diverse sources to reflect the different forms of language in the real world. ...
This study investigated the presence and usage of languages on the different signs within the Linguistic Landscape (LL) of academic institutions in Kagawa, Japan. A sequential explanatory quantitative-qualitative research design was employed to gather and analyze the data. It utilized three research instruments: a camera, an observation protocol, and the researcher as an instrument. Various data sets were incorporated to obtain meaningful findings, including photo analysis, registers, geographical information, content analysis, and discourse analysis. The study's findings revealed that the LL of academic institutions in Kagawa, Japan, predominantly features two languages: Japanese and English, with Japanese being dominant across various functions and intentions. Most signs are in monolingual Japanese, and none are in monolingual English. English texts were found as mere translations of Japanese texts. Additionally, it was observed that there were more top-down or government signs compared to bottom-up signs or private signs. These results shed light on the significance of language education, language planning, and policymaking in the prefecture. Understanding the use of language and types of signs in the LL provides valuable insights that can inform decisions aimed at promoting linguistic inclusivity and cultural diversity within educational spaces.
... Uzun (2012) states these online resources are being used to supplement or augment the teaching and learning process from classroom settings to modern learning in students' literary skills. It has similarity with Bahrani & Sim (2012), that the combination of authentic media in language teaching internet sources provides multisensory stimulation to start generating an idea which is effective and optimal for writing, (Erwin, 2017). A good source with rich knowledge will improve language input (Thi & Nguyen, 2021) and the students can enhance their motivation in writing topics (Li et al., 2021). ...
Internet-Based Resources is one of the solutions for increasing an aspect of English proficiency. This study aimed at knowing the Internet-Based Resources in their learning and to encourage English students’ vocabulary. The method used in this research is experimental research. Sample of this study consisted of English students including 26 students as the experimental group and 26 students as the control group. Each class had five sessions that must be completed, those were treatments for three times, one post-test, and one pre-test. The result found that IBR is effective for students’ vocabulary in writing an interesting, exciting to use and in combining their ideas with new words or vocabulary easier. The mean of the post-test in the control group was 73.53, on the other hand, in the experimental group was 83.12; the degrees of freedom totaled 25, the sig. (2-tailed) was 0.000, and the standard deviation was 8.500. The computation shows that the t-test has a higher score. Thus, it can be concluded that there is a positive impact of this method to encourage students’ vocabulary in English Language Program. The vocabulary mostly achieved for pre-test and post- test in the control group was 412 to 370. However, in the experimental group, the pre-test and post-test ranged around 355 to 470. The increasing ratio of the experimental groups in acquiring vocabularies over Internet-Based Resources was 13.90%.
... In language pedagogy, focus traditionally has been paid to disciplinary knowledge and skills while working with a film. TV series (including sitcoms) and short video recordings are more often discussed in terms of the need for authentic language input, the development of listening skills, vocabulary acquisition, and students' engagement in the classroom (e.g., Abrams, 2014;Bahrani & Tam, 2012;Doring, 2002;Rodgers, 2013;Weyers, 1999). Films usually combine various semiotic resources and meaning-making forms, or modes, and these modes are "simultaneously social, cultural, historical and with this also particular to social actors as they have acquired them in and through their experiences" (Norris, 2020, p. 17). ...
This paper describes one 4-week long online language learning module which utilizes the animated documentary film "My Favorite War" (Burkovska-Jakobsen, 2020) and analyzes four students’ final essays. The learning module was created considering ethnographic views of cultural inferences (Spradley, 2016), the framework of social space (Lefebvre, 1991), multimodal theory (Kress & van Leeuwen, 2006), and the model of learning activities, or knowledge processes (Cope & Kalantzis, 2015). It was developed for a Latvian language course at the University of Washington (Seattle, USA) in 2021. Its goals are to help students learn more about the target language and locals’ place-based experiences, and to promote students’ semiotic consciousness while developing their multiliteracies. However, the assignment’s assessment criteria related to the interaction of semiotic resources and of linguistic and non-linguistic information were not shared in order to find out if students would include these issues in their essays. Analysis of students’ essays show that after the learning module, students were able to comprehend (a) some individual compositional elements from the film; (b) symbolic and functional meanings of differently marked spaces; and (c) the main character’s feelings in various social spaces, internal conflicts, relationship models, and thoughts about family, work, war, historical truth, and independence. The described learning model can inspire educators worldwide to develop similar teaching practices for other less commonly taught languages.
... Participants' levels were satisfactory for using movie trailers as authentic materials. For Bahrani and Sim (2012), using authentic materials in language classes require a high level of proficiency for further learning outcomes. ...
This design-based research explored the language learning outcomes of watching movie trailers in a large speaking class offered in both f2f and online learning environments. In this 12-week study, the instruction was f2f for the first four weeks and online for the remaining eight weeks. The data were collected from 58 first-year university students via interviews and subjected to qualitative content analysis. The results indicated that watching trailers stimulated participation and improved speaking, pronunciation as well as learning/recalling vocabulary. Furthermore, movie trailers helped increase their motivation and willingness to communicate. Therefore, it is argued that the movie trailers deliver positive contributions by infusing numerous pedagogical advantages into foreign language curricula, suggesting that it is rewarding to use them in both f2f and online speaking classes.
... Films have been considered as useful resources for language and culture teaching (Björk & Eschenbach, 2014;Chao, 2013Chao, , 2020Kaiser, 2018;Truong & Tran, 2014). Thus far, English-language films (e.g., American or British films) have been widely used as a medium to motivate English learners (Hennessey, 1995;King, 2002;Ryan & Francais,1998) and help them improve their target language proficiency or communication skills (Bahrani & Tam, 2012;Cho, 2006;Katchen, 2003;Khan, 2015). ...
English as a lingua franca (ELF), a shared contact language of communication for speakers from different linguistic and cultural backgrounds, has become a common phenomenon in a globalized world. Central to ELF interactions is the ability to negotiate meanings drawing on a broad range of cultural repertoires and linguistic resources. Helping ELF learners and users develop this ability is essential in English language teaching. This paper describes how to adopt a Cultural Linguistics approach to explore the cultural conceptualizations in the contextualized languages of two English-subtitled Taiwanese films. The results reveal that the structural concepts suggested by Cultural Linguistics could become useful strategies to negotiate and explain some cultural schemas, categories and metaphors entrenched in films. Accordingly, pedagogical implications from the film-based research for intercultural ELF communication education in English language teaching are discussed.
... In today's audiovisually driven world, various audiovisual programs can be incorporated as authentic sources of potential language input for second language acquisition (Bahrani & Sim, 2012). ...
Joyce termed the collection of short stories “Dubliners” as a “chapter of Dublin’s moral history”. The collection is subdivided
into four main branches: childhood, youth, adulthood and social cycles. The third cycle is a matter of our focal interest. It
consists of four stories: “A Little Cloud”, “Counterparts”, “Clay” and “A Painful Case”. Despite the age, gender, and social
differences, all protagonists have the unifying traits - their inability to change their life or environment, fear of freedom.
They are captivated by a deadly routine that drains life out of them and leads to ‘paralysis’, which is the natural state of
Dublin. This cycle is the most tragic part of the “Dubliners”, as after the first feeble and futile attempt of releasing themselves
from the deadly influence of Dublin, the young protagonists of the previous cycle join the humble and mute majority and
turn into the grim protagonists of the adult cycle, who have to face the outcomes of their cowardice and indecisiveness in
the period of youth and resort to violence and alcohol as the means of escape from reality. The ‘paralysis’ of the key
characters in the collection of short stories is emphasized by means of numerous artistic devices. Joyce refers to such
symbols as colours associated with death and decay: yellow, grey, brown - the weather, which is usually drab, gloomy and
rainy, constant darkness and the lack of bright colours; the symbol of the circle - despite its positive connotation in general,
as a form of harmony, in this collection the circle denotes enslavement, deadlock, constant repetition of the monotonous
routine which lives no way out.
Key words: Dublin, paralysis, indecisive, freedom, violence, routine
... Being authentic materials, animated cartoons were not initially produced for the teaching of foreign languages. Even though cartoons are particularly tailored for beginners (Bahrani & Sim, 2012), one of the limits of their didactic usage is closely linked with the different language proficiency levels. As far as listening comprehension skills are concerned, low level learners may have a hard time watching cartoons (Martinez, 2002) for instance with separating individual sounds or chunk sounds into words, especially if the rate of speech is very fast (Bacon & Finnemann, 1990). ...
... In ELT, film is often used as a medium to practice English language skills and advance target language proficiency. Many scholars have confirmed the effectiveness of exposure to films on enhancing learning motivation (Hennessey, 1995;King, 2002;Ryan & Francais, 1998), improving English reading comprehension (Cho, 2006), and developing communication skills of non-native English language learners (Bahrani & Tam, 2012;Katchen, 2003;Khan, 2015). However, while the benefits of using films as a teaching tool in intercultural education have been well established in the area of business management and communication (Briam, 2010;Cardon, 2010;Chen, 2010), comparatively few studies have been conducted to understand the impact of integrating films into intercultural ELF education in ELT. ...
... The users of this app can find useful materials, most of which are audio supported, that they need for learning English, including idioms and phrases, vocabulary, single sentences, short stories, essays, grammar, games, IELTS writing tests, and TOEIC vocabulary tests. Research has demonstrated that audio (and visual) aids can motivate L2 learners, improve the effectiveness and engagement of teaching methods, maintain learners' attention, reinforce key concepts of lessons, and help learners understand the content of lessons more clearly (Bahrani & Tam, 2012;Maniruzzaman & Rahman, 2008). Authentic materials have been shown to be more motivating for learners because they expose students to real-world situations and create a link between the outside world and the English classroom (Rao, 2019). ...
This review focuses on a mobile language learning application, namely English Listening and Speaking, and examines the opportunities the app provides for improving English language listening and speaking skills.
... In Turkey, a project has been in use for more than ten years with which all the classes were equipped with interactive whiteboards so that students could make use of new technologies. However, the curriculum explicitly ignores the audio-visual comprehension category although the studies perceive audio-visual mass media as beneficial sources of language input for learning a language (Doring, 2002;Bahrani and Sim, 2012). As the textbooks are centred on audio materials ignoring visual aids, spoken reception activities cause the students to get distracted and bored easily. ...
Despite the ongoing attempts in Turkey to teach the English language to Turkish citizens so that they can communicate effectively in global contexts, the results reached are much lower than desired. To determine where the mistakes originate, different policies have been followed, course hours and instructional strategies have undergone constant changes. The curriculum which is one of the most important pillars of teaching and learning has been updated according to the principles of the CEFR which deeply affect foreign language teaching in Europe. In this study, the A1 level English teaching curriculum, which was prepared in line with the CEFR principles, was examined based on the CEFR communicative language activities. The learning outcomes included in the curriculum were compared in terms of production, interaction and reception activities, and the alignment of the curriculum to the tenets of the CEFR was revealed.
... The results of the research on the application of the didactic possibilities of animated films [10], as well as news and films are important [11], as an original audio material in the process of second foreign language learning. Pedagogical efficiency and value of audiovisual sources compared with printed materials are proved, for example, cartoons reviewing. ...
... Contemporary schools in applied research and didactics of language learning/teaching agree that audiovisual sources (news, cartoons, and films) should be viewed as valuable instruments for authentic language learning (Bahrani, Sim, 2012). ...
... However, on this issue, there is an alternative point of view that movies are materials produced by native speakers for native speakers' use and that their authenticity lies in the reproduction of communicative events [40]. In this regard, unlike dialogues we could find in textbooks, films can provide insights into the reality of native speakers and, thanks to their special motivating feature, they help beginners learn faster and remember essential vocabulary better [41,42]. ...
The term “audiovisual” pertains to a combination of both the hearing and sight senses, and different audiovisual stimuli have diverse effects on listening proficiency. Establishing the effectiveness of various audiovisual stimuli on language learners is essential to optimizing secondary language acquisition. This study examines how engagement with audiovisual programs impacts the listening proficiency of second language (L2) learners, and which type of audiovisual program is optimal for higher-level learners to improve their proficiency. By reviewing relevant studies and comparing their results, this study finds that engagement with audiovisual stimuli significantly enhances the listening proficiency of L2 learners. Moreover, there is no strict hierarchy of sources that best help higher-level learners because of the variable interplay of factors such as speech styles, the learners’ first languages and the languages being learned, their topic familiarity, and their level of interest. However, there is a widespread preference for TV news as the optimal material for higher-level L2 classrooms, because they contain a high degree of redundancy that facilitates listeners’ understanding of vocabulary. Furthermore, the TV news has been suggested to be most helpful for building higher-level L2 comprehension if certain features could be adjusted: effectively juxtapose spoken and visual texts, present less ambient noises and clear enunciations, and include more disfluencies as well as greater combinations of voiceovers and visuals instead of talking heads. Teachers are suggested to incorporate more audiovisual sources, especially the TV news, into L2 classroom learning.
The article examines the influence of English movies, series, and cartoons on students majoring in English at a university in Bangladesh. The objective of this study was to ascertain the potential impact of films, series, and cartoons on the acquisition of the English language and to determine the extent of their influence. This quantitative research centered on the English department located in Dhaka, Bangladesh. A set of questionnaires was employed to administer a series of inquiries to 140 students. The research uses both primary and secondary data sources. Primary data sources include surveys and interviews, while secondary data sources encompass journals, publications, previous research, and websites. This study has shown the significant impact exerted by English films, series, and cartoons on EFL learners. The development of English language proficiency – reading, speaking, listening, writing – was noticeably improved. It is found that watching English series, cartoons, and movies is a quick and effective way for EFL students to pick up the language. The approach functions as an audiolingual method, incorporating visual aids and facilitating situational language instruction. Moreover, the subtitles have been found to enhance both reading and writing abilities, as well as promote social interactions and foster a deeper understanding of the culture of native speakers. This research will also provide valuable insights for future scholars and researchers.
Bu araştırmanın amacı yabancı dil olarak Türkçe öğrenenlerin gözüyle Türk dizi ve filmleri ile bunların Türkçe öğrenme sürecindeki rolünü ortaya çıkarmaktır. Araştırmada Türk dizilerini ve filmlerini izleyerek yabancı dil olarak Türkçe öğrendiğini belirten on iki öğrencinin deneyimine başvurulmuştur. Bu çerçevede araştırma nitel araştırma desenlerinden olgubilime uygun olarak tasarlanmış ve yürütülmüştür. Araştırmada veriler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu aracılığı ile toplanmıştır. Verilerin analizinde içerik analizine başvurulmuştur. Araştırma bulgularına göre yabancı dil olarak Türkçe öğrenenler Türk dizi ve filmlerinin eğlenceli, öğretici, teşvik edici/özendirici, heyecan verici ve bağımlılık yapıcı olduğunu düşünmektedir. Bulgulara göre Türk dizi ve filmleri yabancılar için Türkçeyi, Türk kültürünü, Türk tarihini ve coğrafyasını öğretici olabilmektedir. Bulgular Türk dizi ve filmlerinin yabancıları Türkçe öğrenme, Türkçe iletişim kurma, Türkçe müzikler dinleme, Türkiye’ye seyahat etme ve Türk kültürünü deneyimleme konularında teşvik edici olabildiğini göstermektedir. Ayrıca bulgular Türk dizi ve filmlerinin yabancıların dinleme, konuşma gibi temel dil becerilerinin ve Türkçe söz varlığının gelişmesine katkı sunabildiğini göstermektedir. Bunlara ek olarak bulgular Türk dizi ve filmlerinin Türkçe öğrenme motivasyonu sağlayarak yabancı dil olarak Türkçe öğrenme sürecine katkı sunabildiğine işaret etmektedir. Araştırma bulgularından hareketle yabancı dil olarak Türkçe öğretiminde yararlanılacak dizi ve/veya filmlerin seçiminde öğrencilerin ilgi ve ihtiyaçlarının göz önünde bulundurulması tavsiye edilmektedir. Ayrıca Türk kültürünü, tarihini, coğrafyasını doğru bir biçimde yansıtan, öğrencilerin söz varlığını zenginleştirebilecek, Türkçenin kullanımı konusunda öğrenenlere örnek olabilecek nitelikteki dizi veya filmlerin seçilmesine dikkat edilmesi önerilmektedir.
Research on technology-enhanced language learning (TELL) has been rapidly growing since 2000, of which the attention is mostly on the statistically significant positive results. However, learning from TELL with null and negative results (NNR), especially its features and reasons, can develop knowledge and awareness of the nature and limitations of TELL and guide its future implementation and investigation. Hence, this study aims to explore TELL with NNR from the perspectives of features and reasons for NNR by systematically reviewing relevant studies. Forty-nine Web of Science and Scopus-indexed articles were screened based on predefined criteria and analysed step-by-step following the PRISMA framework. The findings revealed features of TELL studies with NNR concerning the seven factors of the activity theory: Outcomes, Targets, Learners, Technologies, Teacher and student engagement, Conditions, and Learning theories/Pedagogical models. We also identified reasons for NNR associated with the seven factors. Based on bottom-up analyses of the results, we constructed a 17-item checklist for analysing TELL studies with NNR from the perspectives of Conceptual framework, Artefacts, Design, Participants, Procedures and Evaluation. An example of analysing TELL studies with NNR was provided to illustrate the use of the proposed checklist. Future directions concern technology-enhanced grammar learning, technology with inclusive results, and the influence of sample sizes on TELL study results.
The overarching goal of this design-based research was to explore WhatsApp’s potential for facilitating and supporting speaking and pronunciation instruction in an EFL large-class speaking course. More specifically, this paper explored the perceived learning outcomes of WhatsApp-supported pedagogy in large English-speaking classes. Ninety-nine English students practiced their English by recording themselves, listening to the recordings, and comparing their recordings to native speakers’ pronunciation. When satisfied with the quality, they sent their own recordings to a five-member WhatsApp group made up of their classmates. The recordings involved speed reading, singing a song or reading the lyrics aloud, tongue twisters, and making a video summary. Students listened to the recordings of the other four group members and provided feedback on pronunciation. The data were collected via an open-ended survey and individual and focus-group interviews. Qualitative content analysis of the data indicated that the vast majority of the participants reacted positively and mentioned the following major contributions to large speaking classes: (1) educational affordances for pronunciation, speaking, motivation, vocabulary, and reading; and (2) technological affordances, i.e. ease of use and accessibility. The adopted approach supported speaking and pronunciation instruction, specifically through instructor and peer feedback, speed reading, and ease of access. The paper concludes that it is rewarding to unravel WhatsApp’s potential as a mobile instant messaging (MIM) tool in large-classes.
Explicitating and implicitating are among the significant facets of texts in Translation Studies. They vary across languages in terms of the way and process of transferring into another language. This research presents a study of explicitation and implicitation in translation. Explicitating and implicitating shifts were manually identified in a corpus of English and their translations in presian. Explicitating and implicitating Shifts were classified according to Vahedi Kia’s (2011) framework. The study tries to explore the percentage of the usage of explicitations and implicitating in two different translations of George Orwell’s Animal Farm. The main aim of the study was to specify the relation and the Effect of implicitation & explicitation strategies on the acceptance of two different farsi translations of George Orwell’s Animal Farm. Unlike most other studies of explicitation in translation, the present study did not depart from the assumption of a ‘translation-inherent’, universal process of explicitation (cf. Blum-Kulka’s Explicitation Hypothesis). Rather, the prediction underlying the study was that every instance of explicitation (and implicitation) can be explained as a result of lexicogrammatical and/or pragmatic factors. This analysis has made it possible to compile a list of factors that regularly lead translators to explicitate or implicitate. The factors explain why implicitations are often outnumbered by the corresponding explicitations.
The purpose of this research is to explore the perception, that is understanding based on awareness, knowledge and experiences, of teachers and students of the relationship between utilizing Authentic Audio Visual Materials (AAVMs) in the EFL classroom and pronunciation development. The total number of participants in this study is 26. The study employs the qualitative method of research and targets teachers and students who delivered/passed two specific courses, Phonetics I, II and Language Skills I, II ,III. These two courses are concerned with pronunciation teaching and development at the Faculty of Arts, Misurata University. While Phonetics targets pronunciation through linguistic knowledge, Language Skills are supposed to achieve that through listening and speaking activities. One-on-one detailed interviews, focus group interviews, open-ended questionnaires and observation sessions were the data collection instruments employed for this study. The findings of this study revealed that teachers and students have distinct perceptions of the relationship between utilizing AAVMs in the EFL classroom and pronunciation development. It was additionally attested that the lack of feedback and correction of pronunciation mistakes can have negative consequences on pronunciation development in the EFL classroom whereas providing students with feedback can have positive impacts on the pronunciation improvement process.
Today's learners are intrinsically motivated in that they are apt to analyze, synthesize, internalize, rebuild, share, and disseminate knowledge not only with their instructors, but also their peers, and the greater community, including a plethora of learning communities from across the world. Web-based technologies play a key role in this learning process. Particularly online social media networks and mobile technologies, the two selected technology trends evaluated in this paper, are thriving in online learning/teaching settings, immensely helping students acquire valid learning gains. These technologies are not a fad, a myth, or talk-of-the-day in learning and teaching environments in any given discipline. With that said, there are also certain issues and challenges that accompany these media and technologies for learning and teaching practices, which will also be addressed in this paper. Finally, future implications on these trends and issues in DL will be further discussed with the hope that educational leaders can draw on them for further inquiry and development in the field.
ESP advocates the designing of special courses instead of one multi-purpose course, to suit the needs of different courses of students. The curriculum of English as a course in Engineering Institutes differs from other disciplines in Arts, Commerce and Science colleges. Use of films as a multimedia tool and as an ESP approach in English classrooms of Engineering Institutes has become inevitable. For many students, films are their initial contact with English-speaking culture and a fun way to relax and also learn at the same time. The present study tries to examine the use of films as a multimedia tool in the English language classrooms of Engineering Institutes of Gujarat. The film Life of Pi by Ang Lee is considered as a major instrument for the present study. The study was conducted on a sample of 315 students pursuing their B.Tech in different Government Engineering colleges of Gujarat, India. The study was accomplished by using the survey and observation method. The survey questionnaire was used as a major instrument for the data collection of the study. The results suggests that Films as a teaching tool motivates student to learn English in second language classrooms and also helps them to understand and enhance their second language skills.
The use of emails in student-faculty communication is a regulated process. The regulations are formulated in order to ensure that the correspondences are in line with the institutional requirements and to maintain professionalism. There is limited information about such regulations amongst native students (NS) and non-native students (NNS) regarding formal email writing conventions. This study examines the formal email writing conventions of NNS under a regulated environment. A purposive non-probability sampling of 10 non-native students from a British university was collected. The findings indicate that language prowess, request letter acts, and use of formality have positive impacts on the formal email writing among NNS students. It can be concluded from the above findings that teachers of ESL should pay attention to how students formulate the structure and content of emails as they directly impact their writing capability.
The first part of the article deals with cartoons as a possible source of authentic language input and the
effect that exposure to them can have on incidental language learning in childhood. The second part
presents a research work on the impact that watching cartoons in Italian can have in childhood on a
group of Slovenian L1 students studying Italian at the Univerza na Primorskem / University of Primorska in Koper (Slovenia). The research work showed no correlation between the linguistic input of cartoons and the linguistic production of students. However, watching cartoons stimulated their motivation to learn Italian and produced a long-term loyalty to the network that broadcast the animated series.
This article focuses on how biblical content and spiritualities can be communicated, probably more effectively, to (late) preschool children by using information technology, which has already been implemented successfully for years in secular and religious environments. Because children enjoy listening to stories, watching cartoons and playing every day, the approach in this research will be to propose a particular construct to communicate biblical content to preschool children. This construct comprises interactive storytelling, cartoon animation and educational gaming, which constitute a trilogy for teaching biblical content and principles to preschool children. This should be done interactively. These three approaches have become fundamental designs and presentations in child education. Churches, Christian nurseries and other Christian educators, in general, are encouraged to develop computer programs according to the construct and strategy proposed in this article for the teaching of the Gospel to late preschool children. The approach in this article will be, firstly, to examine and explore the religious orientation of preschool children and, secondly, to validate and propose how computer technology can be implemented to communicate the biblical content to preschool children via the trilogy of interactive storytelling, cartoon animation and educational gaming in an uninterrupted experience.
Contribution: This article argues that the use of interactive storytelling, cartoon animation and educational gaming should be used consecutively and uninterruptedly to communicate the biblical message to preschool children. This is probably the most effective way to keep the attention of these children and to affect their conduct.
Today's learners are intrinsically motivated in that they are apt to analyze, synthesize, internalize, rebuild, share, and disseminate knowledge not only with their instructors, but also their peers, and the greater community, including a plethora of learning communities from across the world. Web-based technologies play a key role in this learning process. Particularly online social media networks and mobile technologies, the two selected technology trends evaluated in this paper, are thriving in online learning/teaching settings, immensely helping students acquire valid learning gains. These technologies are not a fad, a myth, or talk-of-the-day in learning and teaching environments in any given discipline. With that said, there are also certain issues and challenges that accompany these media and technologies for learning and teaching practices, which will also be addressed in this paper. Finally, future implications on these trends and issues in DL will be further discussed with the hope that educational leaders can draw on them for further inquiry and development in the field.
Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.
Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore which source of language input would have a greater impact, this study investigated the effect of exposure on speaking proficiency. Two types of exposure were provided: audiovisual mass media as a source of language input in an EFL context and social interaction as a source of language input in an ESL context. A sample speaking test was administered to one hundred language learners in an EFL context (Iran) and another one hundred language learners in an ESL context (Malaysia). Then, thirty participants from each context who scored one standard deviation above and below the mean were selected as homogenous language learners. During the experiment, EFL participants had exposure to audiovisual mass media while the ESL participants were exposed to social interaction as a source of language input. At the end, both groups took another sample speaking test. The post-test showed that the EFL group performed better which was indicative of the fact that exposure to technology promotes speaking proficiency.
This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.
Technology has dominated the world by extensive improvements in audio/visual mass media such as TV and radio. TV and radio are not just entertainment tools anymore, but can be used as pedagogically valuable technology that can provide authentic language input for language learning. This study examines the effect of exposure to TV and radio news on improving EFL learners' speaking proficiency. To achieve this purpose, a speaking proficiency test is administered to 200 language learners, with 60 intermediate language learners selected and randomly divided into Groups 1 and 2. During the experiment, Group 1 participants are exposed to TV and radio news inside and outside the classroom, while Group 2 participants are only exposed to selected utterances extracted from different kinds of TV and radio programs other than news. At the end of the experiment, both groups take another sample speaking proficiency test to determine any significant improvement in their speaking proficiency. The results of the post-test indicate that Group 1 participants performed better than Group 2 participants, proving that exposure to TV and radio news promotes EFL learners' speaking proficiency.
Humor in the classroom has been shown to have many positive effects on attention, attitude, and engagement in higher order thinking skills. This study examined the effect on motivation and science performance of using humorous cartoons to teach mineral and rock concepts to sixth grade students as compared to more traditional methods. Four classes of students were randomly assigned to two groups, A (N = 30) and B (N = 33) that alternated between conditions for two units: minerals and rocks. Performance was determined using open-ended identical pretest/posttest instruments. Both groups received quality instruction on concepts addressed by the assessment, accessed the text, examined specimens, worked in cooperative groups, and attended class for equal amounts of time. Experimental procedures included viewing cartoons, interpreting the science facts, identifying the humor mechanism, improving cartoons, completing given cartoons, and creating original cartoons. Control procedures included lecture, discussion, written exercises and creation of a study outline. Students in the experimental condition exhibited higher motivation and significantly higher gain scores than students in the control condition (23.5% gain compared to 12.3%). Cohen's effect size was large, 0.953. Students' higher performance is attributed to their intense engagement with the content through the scaffolded cartoon activities.
Teachers of German can use Deutsche Welle tv broadcasts, available on cable television worldwide, to create content-based teaching modules, even for beginning students of German. While all of the "Deutsche Welle tv" broadcasts are authentic and geared toward native speakers of German, it is possible to make the programs accessible to students at the beginning level by selecting manageable segments and supporting them with exercises and appropriate reading texts. Using the example of Business German, this paper outlines strategies for developing video units that could focus on various topics and be integrated into existing language programs.
This presentation reports on the independent experiences of an EFL instructor in Germany and an ESL instructor in the States using TV and radio broadcasts in the classroom. The videotaped broadcasts consisted of BBC's "News of the Week," a weekly in-depth broadcast; those used for the audio presentation were two-minute news capsules from station KFWB in Los Angeles. Particular emphasis was placed on various techniques to adapt the taped broadcasts for the classroom and on various types of materials used to complement an audio or video-taped presentation. Discussion centers on the use of simple short-answer questions, true-false questions, short essay questions, and cloze passages to assure student comprehension of the broadcast. A further phenomenon explored is the degree of vocabulary recycling noted by both instructors during their in-class use of news broadcasts. The instructors present their findings on the positive aspects of the presentations, including improved student comprehension of broadcasts, increased interest on their part in issues, and better understanding of the government and institutions of the target culture.
With adult and non-academic students of ESOL in mind, the use of the newspaper as a resource for teaching about American culture is explored. The variety of features that the daily paper includes can provide many insights into the society to which students are trying to adapt and can thus ease the process of acculturation. While a focus upon the cultural content of the newspaper is advocated, it is noted that all interaction is in English and practice in communication about real concerns is afforded. All language skills can be exercised while the element of threat, which often exists in formal language classes is reduced. Various features of the newspaper are discussed and questions are suggested which may elicit discussion among students.
Despite the growing interest in the use of content-based instruction approaches in ESL22For the purposes of the study, the term English as a Second Language (ESL) denotes the learning of English in a country where English is spoken by a majority as a first language, and English as a foreign Language (EFL) denotes the learning of English in a country where the majority speak a first language other than English. and foreign language learning settings, the use of such approaches in Hong Kong and elsewhere in southeast Asia is still relatively limited. Similarly, film as a source of content in language courses is often still limited to providing visual support for other text-based and language content activities. In this study, 31 Cantonese tertiary-level students taking a General Education course taught in English at the Chinese University of Hong Kong were asked to rate their own English language skills development in relation to six specific areas. They were also asked to identify and elaborate on what they had learned in relation to other aspects of the course. The responses of the students show that they rated their English language skills as having increased in all areas, particularly their speaking and listening skills. Another important finding was the students' rating of their increased confidence when using English. The students also identified other aspects of learning, which came under three headings: analytical/critical thinking skills; different perspectives/broadened understanding; and content/technical film knowledge.
Comment is a feature in which individuals are invited to express their personal, and sometimes controversial, views on professional issues. These views are not necessarily those of the Editor, the Editorial Advisory Panel, or the Publisher. Readers' reactions to the views expressed here are welcome.
Features of authentic language use are beginning to make their way into ELT materials, although it continues to be characteristic
of listening materials that they are recognizable as not being the ‘real thing’. There is still a long way to go in the design
of listening materials which incorporate features of real use, but at least the value of exposing learners to such features
is widely accepted. It is not so widely accepted, however, that the authentic listening experience involves more than exposure
to certain features of language: It also involves a great variety of listening activities, and these are rarely exploited
in ELT methodology.
In this article a number of authentic listening experiences are outlined and discussed. A set of sample classroom activities
is then presented, in which authentic texts are exploited. The aim of each activity is to replicate authentic listening experiences
and outputs while taking pedagogic constraints into account
Developing stimulating and innovative educational episodes poses a challenge to nurse educators. The technique of gaming is making a comeback on the educational scene as it facilitates internalization of concepts and promotes affective learning and the application of psychomotor skills. The theoretical use of gaming strategies, development, implementation, and applicability in staff development is discussed.
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