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Abstract
DVDs have substantially replaced traditional VHS videotapes as the movie medium of the new millennium. In addition to their compactness and availability, there are a variety of special features offered on DVDs, including interactive menus, theatrical trailers, behind-the-scenes commentary, foreign languages, captions and subtitles, and immediate scene access. With these special features, DVD feature films provide a wide array of pedagogical options and represent a rich resource of intrinsically motivating materials for learners. This study is three-fold in nature: the first part is devoted to a discussion of film-viewing approaches; it then provides an assessment on the use of closed-captioned and non-closed-captioned DVD feature films for different levels of learners. Finally, suggestions are provided for choosing appropriate films to promote active viewing and interaction in order to maximize classroom application of DVD feature films.
... Mekheimer (2011) claims that we cannot speak of whole language development unless video, the prevailing channel for receiving information in today's world, is used in the language classroom. Compared to printed text video is more dynamic (King 2002) and less intimidating. As such, it opens space to a variety of benefits and pedagogical options. ...
... Firstly, as Carr and Duncan (1987) state, it is difficult to change film from a form of entertainment into a meaningful learning experience, which is why films should be seen outside the classroom and then classroom time should be spent on post-viewing activities. King (2002), too, agrees that a limitation to using long stretches of video in the classroom is limited class time. Secondly, the authenticity of language used in films has been questioned as film dialogue only represents an approximation of authentic and natural conversation (Jeon 2003). ...
... Everybody is willing to invest a lot of effort into things that they find interesting while interest in turn provides the intrinsic motivation for learning (Silvia 2008). Most students find video intrinsically motivating (King 2002;Lowe 2008;Jean and Basanta 2009). An important objective of using authentic video in the classroom is to "stimulate students' interest and to sustain and deepen positive attitudes towards learning" (Jeon 2003, 41). ...
... Videos (especially feature films) aim to provide believable stories to their audience and can thus be seen to demonstrate colloquial language in use (Bal-Gezina, 2014;King, 2002;Hwang & Huang, 2011;Ismaili, 2013). Carter and Miyauchi (2005) note that, "while settings may vary from the everyday to the exotic, scripts are always a reflection of how professional writers believe natural dialogue takes place." ...
... In the mid to late 90s the next iteration of video technology, the digital video disc (dvd), arrived on the block. dvds amounted to a significant improvement over vhs with physically smaller equipment that allowed for more control over how a movie was viewed (King, 2002, Seferoğlu, 2008. The most significant affordances proffered by dvds were the addition of scene selection, by which viewers could easily skip to the desired part of a movie through the main menu, and, the inclusion of different audio and subtitle tracks. ...
... site using keywords, or by exploring the ready-made playlists such as "Classic Movie Moments" or "Greatest Chase Scenes", and, after, access these scenes on YouTube. The researcher's experience has shown that teen or family movies are the best received as the language is relatively simple and the story and humour are enjoyable (Berk, 2009;King, 2002). Anything students are familiar with is likely to be successful and similarly less-familiar material may be less well received. ...
This study considers the practicality of streaming video for use in l2 language education. It begins with a review of literature on the use of video within language learning, asserting that video has four main benefits for learners: (1) authentic language; (2) verbal language features; (3) paralinguistic features; (4) motivational appeal. Next, the study supplies critiques of video as a learning tool which are critically interpreted in light of the affordances of streaming video’s digital format. Through a brief chronology of the use of video technologies in the classroom, this study contends that streaming video proffers advantages not presented by earlier physical technologies. In order to highlight the value of streaming video to l2 education, benefits and problems are explained and the Movieclips.com website (www.movieclips.com) is outlined as an example of a streaming video platform that may be utilised within l2 English teaching.
... In this respect, the learners' listening comprehension could be developed via appropriate audiovisual input tailored to the suitable level of proficiency (Eken, 2003). King (2002) stated that understanding the content of the stories or conversations is very important since the students should feel the comic video clips are not offensive or culturally prohibited. The selection of comic video clips is very sensitive, especially in multicultural classrooms in which the learners come coming various backgrounds and cultures. ...
... Several experimental studies (Seferoğlu, 2008) showed that comic video clips and movies facilitate the learners' speaking skills as they learn how to use appropriate words and pronounce oral expressions correctly. Other experimental research (King, 2002;Rokni and Ataee, 2014) compared the effect of viewing the movie in segments versus viewing them in full. Moreover, a few studies e.g., Stephens, Ascencio, Burgos, Diaz, Montenegro and Valenzuela, 2012 investigated the effect of using audiovisual materials as additional resources like DVDs and movies in enhancing reading comprehension as well. ...
... Some of the studies (Rokni and Ataee, 2014) showed that subtitles are effective in teaching listening skills. Some studies (King, 2002) compared the effect of subtitles on the movie to the films without them. The results indicated that the learners who watched films with subtitles were better than the learners who watched these films without them in vocabulary achievement. ...
... There are some advantages of using films in language classrooms. The major advantage of films in ELT is that they present a large amount of audio-visual input that learners wish to use and through films learners are also motivated to see many forms of language variations (Chapple & Curtis, 2000;King, 2002). Films are authentic materials and this type of an authentic language sample constitutes the bridge between the language learners and the real life. ...
... Moreover, films involve students in task-based activities and contribute to building up a bridge between learners and the world outside. King (2002) claims that "learning English through films compensates for many of the shortcomings in the EFL learning experience by bringing language to life" (p. 510). ...
... Learning vocabulary through films, students could also experience the language varities such as British and American English. Students become exposed to native speakers with their own slang, reduced speech, stress, accents, and dialects (King, 2002). Accordingly, films could also be used in language classrooms to teach varities of a foreign language and create a discussion atmosphere about stress, intonation, and pronunciation in a non-threatening learning atmosphere. ...
Audio-Visual Input, Input Form, Modifiers in English, Vocabulary
Knowledge, Written Input
... Ryan (1998) filmlerin dil öğretiminde motivasyonun sağlanması amacıyla yararlanılabilecek araçlar olduğuna vurgu yapmıştır. Benzer şekilde King (2002) filmlerin öğrencileri motive edebilecek zengin kaynaklar olduğunu belirtmiştir. Ayrıca Kabooha (2016) film seçiminin önemine işaret ederek film seçiminde dikkatli olunduğunda filmlerin öğrenme motivasyonunu artırabilecek araçlar olduğunu ifade etmiştir. ...
... Yukarıda görüldüğü gibi yabancı dil öğretiminde filmlerin veya dizilerin çeşitli amaçlarla etkin olarak kullanılabilecek araçlar olduğu birçok araştırmada ifade edilmiştir. Literatür incelendiğinde birçok araştırmada dizi ve filmlerin kültür aktarımı (Çakır, 2022;Kaiser, 2011), söz varlığı (Ashcroft vd., 2018;Birulés-Muntané & Soto-Faraco, 2016;Ebrahimi & Bazaee, 2016;Sabouri vd., 2015;Sadiku, 2017) ve öğrenme motivasyonu (King, 2002;Ryan, 1998) bağlamındaki önemine işaret edildiği görülebilir. Ancak yabancı dil olarak Türkçe öğretiminde dizileri ve/veya filmleri ele alan çok az çalışma olduğu söylenebilir. ...
... Bununla birlikte İşcan (2017a) doğru yöntem ve doğru film kullanıldığında filmlerin öğrencilerin kelime dağarcığını geliştirmede etkili ve eğlenceli bir yol olabileceğini belirtmiştir. Öte yandan King (2002) filmlerin öğrencileri motive edebilecek zengin kaynaklar olduğunu belirtmiştir. Tüm bunlar göz önünde bulundurulduğunda Türk dizi ve filmlerinin Türkçe öğrenme motivasyonu sağlamak ve öğrenme ortamlarını daha eğlenceli hâle getirmek amacıyla yabancı dil olarak Türkçe öğretiminde yararlanılabilecek araçlar olduğu söylenebilir. ...
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.
... Consistent with arguments put forward by King (2002) and Oddone (2011), Berk (2009) asserts that educators need to take a measured approach to video selection if videos are to be used as an effective educational tool, and provides three sets of criteria to consider when selecting videos for pedagogical purposes: (1) the student's characteristics, (2) the video's offensiveness, and (3) the video's structure. Specifically referencing the second set of criteria, Berk (2009) suggests that since inappropriate, offensive, or irrelevant material could inadvertently detract from learning, educators should establish a clear set of standards they can refer to during the video selection process outlining the appropriacy and acceptability of the content for teachinglearning, and reject any content that is "borderline or potentially offensive" (p. 7). ...
... Based on the aforementioned factors relating to appropriateness of video content, one method that educators can utilise is to watch the clip to be presented in class (or prescribed for out-of-class viewing) in its entirety and accept or reject the selected video. Alternately, if a video contains smaller sections that could possibly be offensive, those could be noted and removed using video editing software, or be skipped completely (King, 2002). ...
... The video's duration restricts the feasibility of various approaches to engaging with video, and potentially contributes to cognitive overload and wavering attention, especially in cases where clip duration exceeds the learner's capacity to concentrate -a relationship that has been linked to language ability (Cakir, 2006;King, 2002;Thompson & Rubin, 1996), with more advanced learners having a higher second language tolerance than lower-ability learners, and age (Arifani, 2020). Thus, steps need to be taken to ensure videos are of an appropriate length so as not to inadvertently promote passive or disengaged viewing, as this particular type of viewing does not lead to appreciable learning (Donley, 2000;Tuncay, 2014;Vanderplank, 2019). ...
Although using video to facilitate language learning is an exceedingly
common practice, both for in-class and out-of-class learning, at present
the literature exploring the use of authentic videos for intentional
language learning is void of a user-friendly framework that educators
and learners can refer to when selecting and using authentic videos
to optimise language learning. To bridge this gap in the literature, the
authors of this paper have drawn from a range of relevant research
pertaining to cognitive neuroscience, educational psychology, and
second language acquisition, as well as over two decades of combined
personal experience as professional language educators, to develop a
theoretical framework delineating nine research-based considerations
educators and learners should bear in mind when selecting, using, and/
or prescribing authentic videos to facilitate optimal language learning.
... The first and foremost reason is movies are considered one of the resources that provide enjoyment to the student, ultimately empowering the teachers with rich materials for teaching language (Ismaili, 2013). Additionally, movies are powerful resources for teaching that include native English taken from real-life contexts (local dialects, accents, and stress) rather than an artificial one (Albiladi, Abdeen & Lincoln, 2018;King, 2002). Moreover, movies generally present various linguistic structures, varieties in the speed of conveyance, real conversation, and different highlights of natural spoken language, such as ellipsis and elision to students (Parmawati & Inayah, 2019;King, 2002). ...
... Additionally, movies are powerful resources for teaching that include native English taken from real-life contexts (local dialects, accents, and stress) rather than an artificial one (Albiladi, Abdeen & Lincoln, 2018;King, 2002). Moreover, movies generally present various linguistic structures, varieties in the speed of conveyance, real conversation, and different highlights of natural spoken language, such as ellipsis and elision to students (Parmawati & Inayah, 2019;King, 2002). By providing contextual knowledge to develop interactional skills, movies provide immense opportunities to language instructors that can be rarely matched (Keene, 2006). ...
... Metruk (2019) also reported that watching English movies easily enhances EFL students' listening skills. Other studies demonstrated that practising a whole book is tedious and exhausting, while a single movie experience can be both engaging and connecting for the students (Ismaili, 2013;King, 2002). In the same way, according to Hanley et al. (1995), films may improve writing skills by providing fascinating and motivating input which helps with cognisance and fluency of target language input as well as output. ...
Language teachers have been utilising movies in their classes for a considerable length of time. English movie-watching activities seem to be rising in popularity in Bangladesh as a valuable tool for learning a language. The present study was designed to investigate the perceptions of Bangladeshi students and teachers towards the integration of English movies to enhance students' English language skills in their English language classes. To this end, two research questions were posed, and a qualitative approach was adopted. The study involved fifteen students and three English language teachers from three private universities in Bangladesh. The analysis of the data showed that movie-watching activities were perceived as inspirational and motivational activities for both students and teachers, which reportedly helped the students enhance their micro and macro skills in the English language. The findings also indicated that movies were seen as useful resources for designing effective multi-dimensional pedagogical tasks in EFL classrooms. However, the study recommended that more logistic facilities and training may help English language teachers design effective movie-watching activities.
... As noted by research into second language (L2) motivation, the way EAL students perceive themselves has a crucial impact on the effort they put into learning to reduce the gap between the actual and the ideal self (Martinović, 2018;Ryan & Dörnyei, 2013). Being exposed to authentic texts boosts students' motivation as they become impressed by how much they know and comprehend (King, 2002). The intrinsic motivation that is usually attributed to the non-interventionist approach (King, 2002) could be the reason why the students noticed the grammatical features of the target words more, resulting in higher accuracy when applying the lexis taught by this approach (91.07% ...
... Being exposed to authentic texts boosts students' motivation as they become impressed by how much they know and comprehend (King, 2002). The intrinsic motivation that is usually attributed to the non-interventionist approach (King, 2002) could be the reason why the students noticed the grammatical features of the target words more, resulting in higher accuracy when applying the lexis taught by this approach (91.07% compared to 86.5% in the interventionist approach; see Table 2). ...
This research study investigated the effectiveness of two vocabulary instructional methods at a Perth high school to prepare 29 year nine English as an additional language (EAL) students for a high-stakes national literacy assessment called NAPLAN. With the aim of finding the most useful pedagogical practice to spur students’ vocabulary growth, the author investigated the participants’ vocabulary uptake as a result of the interventionist approach versus the non-interventionist approach, both of which were applied in conjunction with Explicit Direct Instruction (Hollingsworth & Ybarra, 2009). Students’ narratives were coded to determine the frequency of use of the target words, their grammatical accuracy and contextual appropriacy. Follow-up interviews were conducted to investigate the lack of uptake in some students. Both methods of instruction were found to lead to a high frequency of uptake and contextually appropriate application of the target words. The non-interventionist approach was observed to result in more grammatically accurate usage of the taught lexical items. In the context that language teachers tend to use the implicit, incidental approach more than explicit vocabulary instruction (Wong & Lee, 2024), the findings of the study will help educators make informed choices to select the most suitable instructional approach in the classroom to boost their students’ vocabulary development.
... The use of film in teaching English as a foreign Language (EFL) is very common. King (2002) put forward that "learning English through films compensates for many of the shortcomings in the EFL learning experience by bringing language to life" (p. 510). ...
... Film is regarded as "a cultural artifact as worthy of study in foreign language classrooms as canonical texts of literature" (Kaiser, 2011, p. 233). Via film, students encounter "realistic situations" and are exposed to the "living language" in real life contexts where they can hear colloquial English and a variety of native speakers and have the opportunity to see language in use and encounter paralinguistic and nonverbal behaviour (Harmer, 2007;King, 2002). ...
... Movies are also incredibly useful for teaching because they show everyday English in real-life situations, not made-up ones. They provide an opportunity to hear various native speakers with different tones, accents, and ways of speaking (King, 2002). Fussalam et al. (2019) also state that watching movies can make learning the language more fun and enjoyable. ...
... Fussalam et al. (2019) state that movies teach students natural expressions and how words are said correctly, like the proper pronunciation, stress, and intonation. King (2002) also explains that movies are incredibly useful for teaching because they show everyday English in real-life situations, not made-up ones. They provide opportunities for students to listen to the speech of various native speakers with different tones, accents, and ways of speaking. ...
Movies have been examined as one of the most exciting media that can help students learn listening skills. However, there is limited study on using English movies to enhance students' motivation in listening skills. This research aimed to determine students' perceptions of using movies as a motivational tool in enhancing students' listening skills. This research used qualitative study. The subjects of this study were 31 eleventh-grade students of class BP A at SMK Muhammadiyah Prambanan, Yogyakarta. In collecting data, the researchers used semi-structured interviews where open-ended questions allowed the researchers to freely ask the students and a questionnaire comprising ten items related to students’ responses regarding their motivation in learning to listen. Researchers prepared and organized research data for analysis, which involved compiling and organizing recordings into transcripts and participant observation notes. Most students showed that they were more interested and motivated in learning to listen to English movies. The students felt fun, interested, enjoyed, and more focused during the learning process. They got new vocabulary and understood what was being said in the movies. Pedagogically, this study implies that teachers should consider attractive learning media, especially for teaching listening, to enhance students’ motivation and interest in learning English.
... Additionally, movies present real-life conversational contexts where idiomatic expressions are used, giving learners practical examples of how to incorporate these phrases into their own speech. By observing and mimicking the dialogues in movies, students can practice and improve their speaking skills, making their use of idiomatic expressions more natural and fluent (King, 2002;Stephens, 2017). ...
... Films with rich idiomatic content and cultural relevance are ideal. According to King (2002). Using subtitles and providing supplementary materials such as transcripts and vocabulary lists can help students better understand and retain idioms ...
This paper investigates the use of movies in teaching idiomatic expressions within English Language Teaching (ELT), focusing on both challenges and opportunities. Using a library-based research methodology, the study synthesizes findings from existing literature to address key questions about the primary challenges, benefits, and best practices associated with this teaching approach. The analysis identifies cultural barriers, contextual complexity, and student engagement as significant challenges. Conversely, movies enhance comprehension and retention, provide cultural enrichment, improve listening and speaking skills, and encourage autonomous learning. The findings suggest that movies, when carefully selected and appropriately used, can be a powerful tool in ELT, offering a dynamic and effective method for teaching idiomatic expressions. This study provides practical recommendations for educators on integrating movies into their teaching strategies to maximize educational outcomes. Keywords: English idiomatic expressions, ELT classrooms, challenges and opportunities, movies in education
... There are some advantages of using films in language classrooms. The major advantage of films in ELT is that they present a large amount of audio-visual input that learners wish to use and through films learners are also motivated to see many forms of language variations (Chapple & Curtis, 2000;King, 2002). Films are authentic materials improve learners' motivation and confidence in classrooms. ...
... Learning vocabulary through films, students could also experience the language varieties such as British and American English. Students become exposed to native speakers with their own slang, reduced speech, stress, accents, and dialects (King, 2002). Accordingly, films could also be used in language classrooms to teach varieties of a foreign language and create a discussion atmosphere about stress, intonation, and pronunciation in a non-threatening learning atmosphere. ...
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.
... Extensive research since the 1980s has explored the impact of captions as a mediational tool for language learning. Some research presented adverse effects of captions on listening skills (King, 2002;Pujolà, 2002;Vandergrift, 2004;Winke, Sydorenko, & Gass, 2013). According to King (2002), an overreliance on closed captions might impair critical listening abilities such as understanding spoken language without text accompaniment and inferring meaning from context and visual cues. ...
... Some research presented adverse effects of captions on listening skills (King, 2002;Pujolà, 2002;Vandergrift, 2004;Winke, Sydorenko, & Gass, 2013). According to King (2002), an overreliance on closed captions might impair critical listening abilities such as understanding spoken language without text accompaniment and inferring meaning from context and visual cues. Similarly, Pujolà (2002) emphasized the need to be vigilant about unexpectedly turning a listening exercise into a reading activity, as learners may read the text instead of actively listening. ...
Despite the widespread use of internet-based platforms by multilingual English learners (MELs), research on the intersection of listening comprehension and the ability to manipulate technological features is under-studied. This study explores how the use of captions affects MELs’ listening comprehension of easier versus harder questions at three different playback speed levels (0.75, 1, 1.25). It also addresses how overall proficiency, listening subscores (TOEFL), and four background and experiential factors moderate possible effects of captions. The quasiexperimental design involves three cross-sectional experimental and control groups (captions vs. no captions) organized by playback speed levels: Level 1 = slower, Level 2 = default, Level 3 = faster. MANOVA and MANCOVA tests were performed to examine data from 287 MELs who viewed a YouTube TED talk and answered 8 comprehension questions (4 easier, 4 harder). Findings revealed that use of captions had several significant effects on MELs’ responses to both easier and harder questions across all levels, with impact being larger at Level 1 than Level 2 and Level 3. They also suggested that overall English proficiency, listening subscores, and several background and experiential factors moderated some main effects of the experiment on participants’ responses. Implications for additional language education, both for the acquisition and instructed contexts, are discussed.
... The use of videos 1 in classrooms is associated by many teachers with entertainment; it is considered to be a way to pass the time, a reward for students after doing well in a quiz, or a filler whenever teachers are not in the right mood to teach. This attitude towards films is common around the world, and it has been well-documented in the literature by many researchers (Voller and widows, 1993;King, 2002;Vetrie, 2004). The misconception towards viewing videos as a tool to entertain is caused by misunderstanding the nature of videos by many teachers. ...
... For example, when learners enjoy what they are involved in, a relaxed atmosphere is more likely to be established, and their motivational level increases positively towards learning activities which in its turn will be reflected on their performance. Voller and Widdows (1993) and King (2002) assert that entertainment and enjoyment have a strong influence on learners' motivational level and offer a varied collection of pedagogical options and represent a rich source of intrinsically motivating materials for learners. ...
The present study is an extract from an MA dissertation. The study aimed to investigate the impact of teaching coherence elements explicitly based on Lee's (2002) model, and the effect of teaching coherence elements integrated with videos as a stimulus tool on the quality of participants' writing. The study followed quantitative method research design utilising textual and statistical analysis of students' writings. 90 writing papers taken from 45 EFL students who studied English for general purposes in three language centres in Sulaymaniyah city, Kurdistan Region, Iraq were involved in the study. The main study findings showed that teaching coherence explicitly and teaching coherence integrated with videos as a stimulus tool significantly improve the quality of the students' writing compared to teaching writing via ELT textbooks taught in those EFL courses. The findings also showed that the two proposed ways of teaching coherence helped participants to have better performance in developing their ideas, organising their paragraphs, establishing more logical relations between sentences, using different cohesive devices judiciously to show relations between ideas and indicating their opinions explicitly in their writings. Adopting the suggested approaches of teaching coherence in this study may positively improve students' writing in English language courses for general purposes. The findings of the study may also help writing EFL curricula designers change their approaches to writing by integrating coherence elements and multimedia-based instructional tasks and activities into ELT textbooks and equip EFL teachers with a range of writing strategies that can be used in EFL classrooms.
... The use of film in teaching English as a foreign Language (EFL) is very common. King (2002) put forward that "learning English through films compensates for many of the shortcomings in the EFL learning experience by bringing language to life" (p. 510). ...
... Film is regarded as "a cultural artifact as worthy of study in foreign language classrooms as canonical texts of literature" (Kaiser, 2011, p. 233). Via film, students encounter "realistic situations" and are exposed to the "living language" in real life contexts where they can hear colloquial English and a variety of native speakers and have the opportunity to see language in use and encounter paralinguistic and nonverbal behaviour (Harmer, 2007;King, 2002). ...
Film has been widely used in teaching English as a Foreign Language (EFL). Film has also been used with teacher candidates of various subjects. Yet, the use of film with EFL teacher candidates is very scarce. Thus, the current study explores EFL teacher candidates’ opinions on using film, specifically as an assignment, employing a qualitative research design. The study was conducted with 38 EFL teacher candidates selected through convenience sampling and who were enrolled in a 4-year ELT program. Open-ended questions were administered to the participants to select their opinions on the use of film as an assignment, to find out the insights they have gained about the teaching profession, and suggestions for using film in EFL teacher training. The results were analyzed through thematic analysis and revealed that EFL teacher candidates had positive and favorable opinions on using film as part of an assignment because they could focus due to the questions provided, employ critical thinking, and though that it was an efficient assessment alternative. The insights they have gained about the teaching profession was the realization that teaching extends beyond the classroom, that it is compelling, and the possible impacts teachers can have on students. Among their suggestions of using film with EFL teacher candidates were suggestions related to teaching in general and suggestions focusing on the target language. It is hoped that the use of film suggested and the results of this study will contribute to a wider use of film with EFL teacher candidates.
... Students can choose and develop their language and ideas based on the movie's meaningful input with a wide range of interesting topics. By using movies as a way to teach and learn, students should thus gain valuable experience and improve their writing skills as a result (Albiladi et al., 2018;Ismaili, 2013;King, 2002;Prastiwi et al., 2022). In addition, movies can be an inspiring drive. ...
Following a paradigm of English as an international language — one that values cultural diversity — this classroom research conducted a quasi-experiment using a single-group pretest and posttest design. The study incorporated learning materials from both Anglophone and non- Anglophone settings, utilizing international movie trailers with English subtitles as a novel instructional resource. The primary aim was to enhance Thai university students' writing skills in the context of movie reviews and to explore their perceptions of this instructional innovation. Participants were 39 Thai third-year undergraduate students from a public university in Thailand. Data collection was done through pretest and posttest results, questionnaires, and semi-structured interviews. The findings of innovative teaching approach show that the students writing abilities improved significantly following the intervention. The study posits that international movie trailers can be an engaging teaching and learning medium, helping to stimulate students' writing motivation through diverse and culturally significant input. Further, this study encourages the use of the English language in varied contexts, aiding students in understanding the multifaceted identities of English users across different cultural boundaries.
... Sufficient repetition and practice can help learners receive a great number of vocabularies despite their previous linguistic experience. King (2002) wrote watching movies with English subtitles, in particular, can enhance language acquisition by maintaining students' interest and making the learning process more enjoyable. ...
The objective of this research is to identify the types of deixis and the most dominant deixis in the SALT movie script directed by Philip Noyce. The study was conducted using a qualitative research method, focusing on the dominant deixis and its types in the script. The data collection process involved the following steps: first, the researcher watched the movie with English subtitles online; second, the movie script was obtained from the internet; then, the researcher categorized the various deixis in the script; and finally, the types of deixis were analyzed. The findings revealed several types of deixis in the script, including temporal, social, discourse, and spatial deixis, which encompass person and place deixis. Specifically, person deixis was the most prevalent, with 649 instances, accounting for 76 percent of the total. Within person deixis, first person deixis had 48 instances (7 percent), second person deixis had 279 instances (42 percent), and spatial deixis or place deixis had 66 instances (7 percent). Temporal deixis or time deixis had 29 instances (3 percent), social deixis had 24 instances (2 percent), and discourse deixis had 85 instances (10 percent). In total, 835 instances of deixis were identified in the script.
... Bu artan erişilebilirlik, görselişitsel araçların hem geleneksel sınıflarda hem de resmi olmayan dil öğrenme ortamlarına daha sık entegre edilmesini kolaylaştırmıştır. Mevcut kaynakların çoğu ders kitaplarından türetilmiş ve özgünlükten yoksun olup gerçek dil kullanımını doğru bir şekilde yansıtmazken, hedef dili ana dili olarak konuşanların yer aldığı özgün görsel-işitsel materyallerin derslere dahil edilmesi ve alt yazılar ile desteklenmesi sayesinde öğrenciler özgün dilsel ifadelere daha gerçekçi ve eğlenceli bir şekilde ulaşabilmektedir (Brown ve Garcia, 2023;King, 2002;Lee ve Chen, 2021;Smith ve Johnson, 2022). ...
Hızla gelişmeye devam eden teknolojiye bağlı olarak, yabancı dil öğretimi alanında da sürekli olarak yeni yöntemler geliştirilmekte
ve yenilikçi stratejiler benimsenmektedir. Geleneksel yöntemlerin yanı sıra multimedya teknolojisinin derslere entegre edilmesi,
etkileşimli, eğlenceli ve kalıcı öğrenme ortamları yaratmayı amaçlamaktadır. Böylelikle öğrencilerin dile ilişkin bütünsel bir anlayış
geliştirmeleri ve iletişimsel yeterliliklerini artırmaları sağlanmaktadır. Yabancı dil derslerine entegre edilen videolar, hedef toplumun
dilini, kültürünü, örf ve adetlerini yansıtması açısından önemli bir materyal olmasının yanı sıra, kelime edinimini kolaylaştırmak için
dinamik ve etkili bir kaynaktır. Alt yazılar ile zenginleştirilmiş video materyalleri ise, yabancı dil öğrenenlerin hedef dildeki kelime
ve ifadelerin farklı bağlamlarda nasıl kullanıldığını somut hale getiren güçlü bir pedagojik araçtır. Bu çalışma, Almanca alt yazılı
videoların öğrencilerin kelime edinimi üzerindeki etkisini incelemektedir. Araştırmaya Gazi Üniversitesi Alman Dili Eğitimi Ana
Bilim Dalında okumakta olan 61 öğrenci iştirak etmiştir. Katılımcılar, deney ve kontrol grubu olarak adlandırılan iki ayrı kategoriye
rastgele dağıtılmışlardır. İlgili video deney grubuna alt yazılı, kontrol grubuna ise alt yazısız olarak izletilmiştir. Daha sonra, videoda
geçen kelime grupları (ayrılabilen fiiller) Kelime Bilgisi Testi (VKS) kullanılarak değerlendirilmiş ve iki grubun ortalama puanları
Mann Whitney U ve Wilcoxon testleri kullanılarak karşılaştırılmıştır. Bulgular, videoyu alt yazılı olarak izleyen öğrencilerin, alt
yazısız olarak izleyen öğrencilere kıyasla VKS testlerinde önemli ölçüde daha yüksek ortalama puanlar elde ettiklerini göstermiştir.
... Számos kutatásban vizsgálták azt, hogy a filmek és filmsorozatok milyen módon lehetnek hasznosak a nyelvtanulók számára. King (2002) például rámutat, hogy a filmek nagyon nagy előnye abban rejlik, hogy a tanulók számára kontextust kínálnak a nyelvtanuláshoz, és közben a nyelvtanulók saját életében is releváns kérdésekkel foglalkoznak. Ehhez hasonlóan Lin és Siyanova-Chanturia (2014) is arra a megállapításra jutottak, hogy a filmeken és a filmsorozatokon keresztül autentikus célnyelvi tartalmakhoz férhetnek hozzá a nyelvtanulók, miközben kontextualizált formában találkozhatnak a különféle nyelvi elemekkel. ...
A különböző streamingszolgáltatók térnyerésével egyre többen néznek filmeket és sorozatokat a szabadidejükben. Ezen tartalmak egy része csak eredeti nyelven, sok esetben angolul érhető el, ami remek lehetőséget teremt a különböző idegen nyelvek, és főképp az angol nyelv szórakoztató módon, szinte akár észrevétlenül történő tanulására. Az idegennyelv-tanulás során kiemelt szerepe van az audiovizuális tartalmaknak, mivel a legtöbb esetben a filmek és sorozatok esetében elérhető a célnyelvi felirat is, amely akár szinte észrevétlenül is hozzájárulhat a könnyebb megértéshez, és segítheti a nézőt a szókincsbővítésben is. A jelen tanulmány célja, hogy a véletlenszerű, illetve a szándékos tanulás elméleti keretrendszerének bemutatása mellett feltárja, hogy hogyan lehetséges hatékonyan idegen nyelvet tanulni egy webböngészős bővítmény (Language Reactor) segítségével a Netflix streamingszolgáltató tartalmain keresztül. A tanulmány részletesen bemutatja a webböngészőkhöz használható Language Reactor nevű felhasználóbarát bővítményt és annak használatát.
... It is also important to experiment with different approaches and find one that is suitable for the class as King (2002) as cited in Ekahitanond (2011) mentions that there are two main approaches in showing the movies to the students: the first one is the using clips and scene by scene approach in which a particular scene or a number of scenes that are appropriate for discussion can be shown for specific purposes. And the other approach is viewing the whole movie using instructional language. ...
Movies are powerful tools that help build up learners' language proficiency in the English as a foreign language (EFL) classes. They also can be used to engage students in discussions, debates, and argumentative circles as part of raising their critical thinking skills. One feature of critical thinking skills is the ability to distinguish between the facts and opinions. For the purpose of this study, the movie 12 Angry Men was chosen. The researchers for this study used the potentials of this movie to enhance the understanding of the students regarding critical thinking skills but in particular how to distinguish between facts and opinions. A group of 22 adult EFL learners were the subjects of this study. The findings of this article support the idea that a well-chosen movie can enhance the understanding of the EFL learners when it comes to learning some aspects of critical thinking skills. Index Terms-12 Angry Men, Critical thinking skills, English as a foreign language, Facts, Opinions.
... The process of teaching English using movies involves a series of rationale-based teacher choices, and movie selection exerts an important and decisive influence as the first choice. There have been many studies on the criteria and conditions of film selection [2][3][4][5] , which suggest that movies with various felonies, profanity, topics outside of students' interests, and language levels that are inappropriate for students should be avoided. From an educational standpoint, felonies and profanity should be avoided and teachers seem to naturally pay attention to these things. ...
The purpose of this paper is to investigate how L2 (second language) learners recognize and utilize proper names when they are instructed. Proper names have been researched linguistically but have not been considered as the research subject of second language acquisition. In addition to encyclopedic knowledge that includes cultural information, proper names facilitate the association of narrative contents with language forms. Based on Hoey’s theory of lexical priming [1], this maximizes the retention of language forms, and helps with the understanding of pragmatic contexts. This case study of three students shows the educational value of proper names in the field of English education using movies. The study consisted of an oral memorization test and a written test about proper names followed by an oral interview about the participants’ experiences of proper names. The results show that learning proper names can help with memorization, suggesting it would be promising to teach encyclopedic information in the classroom through proper names. The results further indicate that the participants understood the importance of proper names in remembering a storyline and as a valuable aid for memorization. The participants subconsciously used proper names as primes which gave salience to the target utterances, such salience contributed to the participants’ successful memorization.
... Hearing and reading foreign words at the same time helps the audience assimilate what they hear through their phonetic grasp of the language, so that they can understand future words as they come up and become accustomed with the sounds of their new language. Movies, according to King (2002), "provide more pedagogical options and a rich resource of intrinsically motivating materials for learners." When cadets watch movies, they can learn some of the words and phrases used in the movies, and by watching subtitled movies, they can learn how to pronounce many words, as well as acquire new vocabulary and idioms. ...
The current research sought to investigate the effect of watching a movie with English subtitles on the vocabulary development of Nusantara Maritime Academy Banjarmasin Cadets. A mixed method research methodology was used to achieve the goal of this study. A quasi-experimental design was used for the quantitative method, which was implemented using a quantitative research strategy. The qualitative method was employed in the research, with interviews conducted with participants in the experimental group. The researchers divided into two groups: control and experimental. In this study, only one group viewed the movie with English subtitles, while the other group watched the movie without subtitles. A pre-post test was performed, with the pre-test serving as a diagnostic test to see whether the cadets' vocabulary knowledge was similar, and the post test revealing whether the cadets' vocabulary knowledge had improved. Participants were thirty cadets studying for their O level exams. The research demonstrated that watching movies increases language knowledge. When the performances of the two groups were compared, it was discovered that the group that watched the films with captions outperformed the group that viewed the films without subtitles. In other words, it was discovered that intensively watching films with subtitles influenced ESL students' vocabulary knowledge. Furthermore, this study found that cadets in language classes in general, and vocabulary classes in particular, have good opinions toward watching films.
... For the audio description tasks, seven video clips were carefully selected. As stated by Garza (1994) and King (2002), this should be a rigorous task on the part of the teacher-researcher, clips need to be motivating and culturally relevant for the students (especially because they will be playing the same clip continuously in order to complete their tasks). Also, they need to be adapted to the language objectives of the course where they are integrated. ...
Research on the use of audio description (AD) in foreign language education has only been developed over the last decade. This paper introduces an experimental study on the potential of active audio description in learners' oral skills, focusing on the quantitative data which evidenced that oral productive skills are enhanced by this AVT mode. The study involved 81 undergraduate students of Spanish enrolled in a British University. During the ten-week intervention, participants were required to complete collaborative AD tasks. A range of instruments were used for data collection, which include pre-and post-questionnaires, rubrics, pre-and post-tests based on recordings of spontaneous conversation and observation notes by the teacher-researcher. There were two observers who revised all data collection tools, and three external evaluators assessed the potential enhancement of oral productive skills in learners' pre-tests and post-tests. Such a wide choice of tools was essential to allow the triangulation of data, and thus, to guarantee a greater reliability and consistency of the results obtained. Intonation, speed, and stress demonstrated the most significant improvement following the intervention, while the reduction of prolonged pauses was minimal, with the lowest rating among all examined features. Keywords Didactic audio description (DAD), foreign language teaching, oral production skills, experiment, quantitative data 10.17462/para.2024.01.06 Parallèles-numéro 36(1), avril 2024 91 Marga Navarrete Converting semiotic signs into a linguistic code: Implications for language learners' oral skills 1. Introduction This article discusses an experiment that aimed at confirming the following hypothesis: students enjoy active audio description (AD) tasks, they find them beneficial not only for their language learning in general, but also for productive oral skills (fluency, pronunciation and intonation), which is enhanced in spontaneous speech thanks to the use of didactic AD practice (DAD). The study took place in the third cycle of a larger study from which relevant qualitative and quantitative data was gathered and analysed. As such, it followed a cyclical structure in accord with action research principles, a methodology based on evaluation and reflection to implement required changes. Thus, lessons learnt from each cycle were applied to improve the quality of the data collected in each subsequent stage. Although its focus evolved with objectives and research questions, it culminated with this main experiment, which successfully responded to both questions formulated during the course of the study. The methodology used for the first and second cycles mainly provided information about learners' perceptions on AD practice. However, it was not until the final cycle (cycle 3) when there was enough relevant and consistent data to respond the second question which queried about the potential enhancement on oral productive skills in spontaneous speech. 1. What are the learners' perceptions when completing DAD tasks? 2. How does DAD practice impact oral production skills (fluency, pronunciation and intonation) in spontaneous speech? The main objectives of this study were to analyse the impact of DAD practice on oral skills in terms of fluency, pronunciation and intonation, and also, the learner perceptions after completing their tasks. A secondary objective was to outline a series of guidelines for DAD which were extracted once data was analysed. The goal was to contribute to the community of language practitioners interested in an effective use of this audiovisual translation (AVT) mode. Due to space restrictions, this article focuses on the second research question. This is because the qualitative data obtained with regards to learners' perceptions clearly confirmed the conclusions reached in previous experiments (Navarrete, 2020). Participants' reflections towards AD practice were positive and encouraging. They valued how oral productive skills, as well as grammar and vocabulary, were enhanced. They also found their course tasks enjoyable and fun, and they appreciated the way the course was taught. However, on the negative side, some learners were not able to see the link between the course and certain areas of assessment. Firstly, this article introduces the theoretical background of DAD, followed by the methodological rationale and the design of this study. This includes the mixed-methods strategies employed for data collection and analysis of results obtained. Secondly, it discusses the context and participants of the experiment as well as the resources and procedures used for structuring the lessons in a coherent way. Finally, it analyses the quantitative results obtained which evidenced the enhancement of oral production skills in language learning.
... This study provides support for King's (2002) assertion that the strategic utilization of English films and television programs can serve as a helpful resource for language learners seeking to enhance their linguistic skills in an interesting and engaging way. Over the course of time, there has been a noticeable increase in the popularity of English series and films within contemporary society. ...
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.
... A set of criteria must be established with both our main objective and potential "audience" in mind (university students). These criteria must depend on characteristics such as interest, stereotype awareness, topic and language complexity, among others (King, 2002). Special attention must be paid to stereotyped characters, which are mere clichés rather than the depiction of an actual person. ...
This article examines the perceptions of EFL university students regarding an intercultural workshop that uses a sitcom (Master of None) as an instructional tool. Prior to detailing the workshop and the students’ assessment, this paper deals with the evolving role of culture in the English language classroom. Concentrating on cultural facts about English-speaking countries has proven insufficient for today’s world, where the vast majority of interactions happen among non-native speakers. Students need to work on developing skills and attitudes in order to become intercultural citizens. Even though language teaching has evolved to accommodate this shift in cultural perspective, textbooks, the backbone of language teaching, have remained almost unaffected by this change of paradigm. In this context, TV shows can be a dependable cultural training tool. Data obtained via a Likert-scale questionnaire show the participants’ appreciation for the workshop, and their highly positive perception of the acquisition of cultural knowledge and the development of attitudes and skills using this type of workshop.
... The practice has shown that reading an entire book can be annoying and boring, while an audio-visual experience can be more entertaining and engaging to students. King (2002) indicated that movies are invaluable and rich resources for teaching because they present colloquial English in real-life contexts rather than artificial situations, a chance of being exposed to different native speaker voices, stress, accents, and dialects. ...
This study aimed to investigate movie trailers as learning media to improve students listening comprehension among the tenth-grade students of SMK Negeri 4 Kendari. This study's objective was to determine whether there was an improvement in students' listening comprehension using movie trailers among the tenth-grade students of SMK Negeri 4 Kendari. This study employed a descriptive quantitative design. The population of this study was 88 students, while the sample was 27 students taken from class "Tehnik Komputer dan Jaringan" (TKJ) C using a purposive sampling technique. The researcher used listening tests as the instrument of this study. The data was analyzed by using Microsoft Excel Software and SPSS 2.0. The result of this study showed that students' pre-test average score was 53.62, and the post-test average score was 74.55. In addition, the value of sig. one-tailed was 0.00, which was less than the alpha value (0.05), and tcount obtained was 12.674, which was more than ttable at the 1.706 level of significance to the line df= 26. Therefore, it could be concluded that there was a significant improvement in using movie trailers on students' listening comprehension in the tenth grade of SMK Negeri 4 Kendari. The obtained score of students in the pre-test and post-test proved it.
... Despite the acknowledged educational benefits of films in the existing scholarly literature, especially in English as a second language acquisition (King, 2002;McDonough, 2013), there remains a gap that addresses their broader utility in social studies classrooms. Addressing this, the paper puts forth a revised, flexible taxonomy for evaluating films, categorising them as communicative circuits, navigators, metaphors, multimodal texts and catalysts. ...
Purpose
This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action.
Design/methodology/approach
Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis.
Findings
The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks.
Originality/value
This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.
... There are several approaches to using movies as media. King (2002) proposes approaches, Sequential, Single-Scene, Selective and Whole-Film Approach. She says that while presenting films, some structurally driven approaches have been widely adapted by classroom teachers. ...
Speaking is a language skill that must be mastered. Students' English speaking skills at the National English Centre have not been seen to be active. Researchers applied cartoon movies “Omar & Hana” as a medium in speaking activities to improve students' speaking skills. This study aims to find out whether the teacher's strategy of teaching speaking skills with cartoon movies can improve students' speaking skills, especially in the aspects of self-confidence and fluency at the lower level. The research method used in this research is descriptive qualitative by using observation, interviews, and documentation as research instruments. The population of this study was lower level at the National English Centre Jakarta which amounted to 28 students. Data collection by conducting direct observations in class and interviews. The results showed that students lacked confidence in speaking English. The environment greatly affects students' English language skills. The way the teacher teaches speaking skills is also very influential. Thus, the researcher concluded that the use of cartoon movies in teaching English was able to improve students' speaking skills, especially in aspects of self- confidence and fluency.
... Consideramos, por tanto, que el análisis del doblaje al inglés de una comedia española permite aprovechar las ventajas del texto audiovisual en la práctica de la traducción inversa, pues el alumnado adquiere múltiples competencias no solo a nivel lingüístico y comunicativo, sino también cultural. En este sentido, King (2002) subraya el efecto beneficioso de usar productos audiovisuales durante el proceso de enseñanza-aprendizaje, pues se trata de una experiencia estimulante que permite a los estudiantes descansar del aprendizaje rutinario. Esta motivación, que resulta de trabajar en un entorno multimedia atractivo para el alumnado, repercute positivamente en los resultados de aprendizaje, tal y como se ha demostrado en estudios empíricos previos (Ogea Pozo 2020a; 2020b). ...
Este trabajo estudia la percepción y preferencias de traducción de los elementos culturales por parte de estudiantes hispanoparlantes, siendo espectadores y traductores, en el doblaje de la serie Valeria (Torrente y Reguera 2020), para finalmente analizar las soluciones ofrecidas por Netflix. Nuestro objetivo es enriquecer la práctica profesional de la traducción audiovisual al inglés mediante el análisis comparativo de los resultados. Esto puede ser útiles para los traductores hispanoparlantes, que habitualmente transcriben las producciones españolas y crean la plantilla en la lengua original, proponiendo además una primera versión en inglés que luego revisa un traductor angloparlante. Los resultados muestran el grado de coincidencia en la percepción y las técnicas de traducción elegidas por los actores del proceso, responsables de que los elementos culturales viajen con éxito.
... With mono-language mode, while a learner is watching the videos, and encountering unknown words, he has limited options, from keeping the words for later consults on a dictionary, tolerating the words, to guessing the words from context clues. Dictionary consult process is time-consuming and it can eventually disturb learners from the enjoyment of the content (King, 2002) and lead to the possibility in switching the mode to their own language dubbing. Skipping the words can be a risk losing the meaning of the story. ...
Captioned and subtitled videos are effective tools to promote vocabulary breadth. Nowadays, mono language subtitles or single-line subtitles have been widely used. However, for those learners who possess a limited size of vocabulary repertoire, they still encounter difficulty to get across the meaning of the words while watching immediate video stream. In such the circumstance on the speed to catch up on the story, the learners can only have the opportunity to guess the word meaning from context clues and skip unknown words. Some put their attempt to memorize the doubtful words for later clarification. That hard effort can eventually create a potential boredom and withdrawal from learning through the subtitled videos. This problem surprisingly is left unattended in research. To investigate more for an alternative and to bridge the gap, a dual subtitled video with text enhancement was created, in order to investigate on its effects towards the learners' perceptions and the degree of their attention. An experiment was implemented with a sample group of twenty-five Thai undergraduate students. Content analysis of the collected data through a group discussion was employed. The findings revealed a phenomenon of the learners' perceptions and preferences of the dual subtitled video with text enhancement towards their vocabulary expansion.
... It has been suggested that lexical coverage -the percentage of words known in a given input -might be one of the main factors, though not the only one, in determining comprehension (Webb, 2010a;Webb & Rodgers, 2009b). The level of difficulty of input has to be suited to learners' proficiency level (King, 2002;Rodgers & Webb, 2009b), since learning materials with an appropriate level ease students' possible frustration, and sufficient lexical coverage facilitates dealing with unknown vocabulary (Rodgers & Webb, 2010). Although an adequate lexical coverage does not ensure that discourse will be understood, it provides a valuable measure to estimate the vocabulary size needed to understand input, and therefore helps determine the series overall adequacy to a target population. ...
This doctoral dissertation explores the benefits of an extensive exposure to L2 television for content comprehension and vocabulary learning with beginner, adolescent EFL learners, through a longitudinal classroom-based intervention. The study also aims at investigating the role of frequency and imagery in word learning, and evaluating the long-term effects this type of intervention may have on learners’ attitudes towards the use of L2 television for language learning purposes. In order to do so, several aspects were examined, including factors related to the intervention, the learner, and the input itself. Four classes of Grade 8 students viewed 24 consecutive episodes of a TV series – spaced over an academic year – under four experimental conditions, with each class being assigned to a different treatment. Two classes viewed the episodes with English [L2] captions, and two with Spanish [L1] subtitles. One class in each language condition received, additionally, explicit instruction on target lexical items. The first study in this thesis looked at the differential effect of captions and subtitles on viewing comprehension, alongside several mediating factors. Results confirmed the higher efficiency of subtitles over captions for content comprehension at this level of proficiency, and the importance of prior vocabulary knowledge when viewing with captions. It was also found that the episodes’ lexical coverage was a strong predictor of comprehension, although no pattern of improvement could be observed over time – even though learners’ perceived comprehension increased by the end of the intervention. In the second study, word-form and word-meaning gains were examined, following a pre- / post-test design. Results revealed that having explicit instruction on vocabulary (i.e. being pre-taught the words through short pre-viewing activities) yielded significantly higher vocabulary gains, and that proficiency played a key role in how learners made use of this type of input. Language of the on-screen text, however, did not emerge as a predictor of gains, although when captions were displayed this tended to lead to higher learning, especially when combined with instruction. Results also indicated that there was a positive correlation between vocabulary gains and comprehension, and that a high percentage of the vocabulary learnt was retained in the long term. The third study focused on the effects of word repetition, spacing, and imagery support. Analysis showed that words with a higher number of encounters or that appeared in a massed condition (i.e. in the same episode) were better learnt. It was also found that words that were image-supported had also higher learning gains. The last study looked into learners’ perceptions and feeling of learning from viewing audio-visual input in English through questionnaires and interviews. Students reported being highly motivated to learn through L2 videos, finding them useful for a number of language aspects, including vocabulary learning, listening comprehension, and matching aural and written forms of the words. Data also showed a shift in viewing habits in the long term, indicating the appropriateness of this type of classroom intervention to foster autonomous viewing at home. Taken as a whole, the results from this dissertation provide evidence that extensive viewing of captioned and subtitled TV series supports comprehension and L2 vocabulary learning. The characteristics of this type of input (i.e. repeated encounters with words, imagery) have been shown to contribute to facilitate language learning. Additionally, EFL learners, at this age and proficiency level, are motivated to learn through this media – in and outside the formal setting.
... Previous researches on the use of video in ELT, however, have focused mostly on the use of video viewing English learning. Video viewing in the classroom is more than just a novel approach when compared to the staple textbook-oriented and test-driven approach to everyday teaching (Andini et al., 2018;King, 2002). Video has been proven useful in facilitating language learning and improving motivation (Ariantini et al., 2021;Audina et al., 2022;Dantes et al., 2022;Listiani et al., 2021;Purwanti et al., 2022;Rastari et al., 2023;Ryan, 1998;Suwastini et al., 2023), it creates an interesting and lively English learning compared to conventional learning without video (Mekheimer, 2011;Renes & Strange, 2010;Yusup et al., 2016). ...
Students’ low motivation in learning English as a foreign language is an age-old problem for English teachers. To overcome this problem teacher must design and present the learning process in such way which minimize students’ fear and anxiety. One of the more interesting ways to teach English is to use videos in class. The present study aims at developing an instrument to measure students’ perception of the meaningfulness of English learning using video production. This instrument is developed to facilitate the measurement of students’ perception of the meaningfulness of English learning using video. The construct used as the basis of the instrument development is the Meaningful Learning using digital media and video proposed by Paivi Karppinen. The instrument is developed using Borg’s seven steps instrument development process which includes defining the construct to be measured, defining the target population, reviewing related test, developing prototypes (blueprint and test items), evaluating the prototype, revising the instrument, and collecting data on the validity and reliability of the instrument. The final product consists of 23 items, measuring the 6 sub-constructs with Cronbach’s Alpha Value and the Cronbach’s Alpha Based on Standardized items values of .0903 and 0.932 respectively.
... Movies as a platform of language learning have been well researched for the past decade (Ashcroft et al., 2018;Bellalem et al., 2018;Dzulfahmi & Nikmah, 2019;Gorjian, 2014;Ismaili, 2013;Mardani & Najmabadi, 2016;Nath et al., 2017;Permata & Kheryadi, 2022;Prihhartini & Hasan, 2020;Rokni & Ataee, 2014). motivating (King, 2002), engaging (Ashcroft et al., 2018), and can be a g r e a t e x p o s u r e t o ' r e a l l i f e language' (Ashcroft et al., 2018;Ismaili, 2013). ...
The present study investigated incidental grammar learning through movies, specifically for Korean drama viewers. As they get exposed to the Korean language through the dramas/variety shows that they frequently watch, the possibility of them being aware of how Korean language, or Hangul, works seems to be potentially high. The present study applied a mixed-method approach through an open-ended survey which consists of 13 items. Nine items were closed-ended questions while four items were open-ended questions. This study uses a convenience sampling to gather the respondents. The survey was distributed for a week and responded by 36 respondents. The results of the current study show that the majority of the respondents never received formal lessons of Hangul and got exposed to Hangul only through Korean dramas and variety shows. In addition, the respondents show a sort of awareness toward some Hangul morphological forms like plural markers, closeness markers, and a syntactical aspect. The findings show that through Korean drama watching, the Korean drama viewers seem to notice the language pattern of Hangul. The findings suggest that using movies as a learning platform seems to have a positive impact on language learning.
... En cuanto al segundo criterio, referido a las características del clip, Talaván (2013: 44), apoyándose en Garza (1994) y King (2002), explica que este debe ser motivador, tener una temática interesante para los estudiantes, ser culturalmente relevante, permitir mantener la atención y el interés de los alumnos tras las repeticiones del visionado y servir para aplicarlo a los objetivos pedagógicos del docente. Además, también comenta que, de acuerdo con Burt (1999), otras dos características que se deben tener en cuenta son la claridad del mensaje y la independencia de la secuencia elegida. ...
... Previous research shows that songs and movies are among the most commonly used self-regulated learning activities for EFL learners (Kartal & Balçıkanlı, 2019). Using movies improves listening (Ismaili, 2013), enhances incidental vocabulary learning (Webb, 2010), improves academic writing skills (Baratta & Jones, 2008), develops intercultural communication (Pegrum et al., 2005), stimulates thought about the world and discussion (Bray, 2018), enhances motivation (Goctu, 2017;King, 2002), and fosters autonomy (Lin, 2002). Also, video use has been reported to significantly affects speaking and listening skills (Chapple & Curtis, 2000;Ukhra et al., 2020). ...
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.
... Gambier and Doorslaer (2013) in their book, confirm that "Almost of the researcher agree that subtitles are precious learning aids for intermediate and advanced learners because they develop word recognition, pronunciation, spelling, and vocabulary building". King (2002) says subtitle video strategy in language learning has several advantages. The advantages are students can learn how to pronounce many words, consciously and unconsciously. ...
The aim of this research is to find out whether the use of the English subtitle video of the eighth-grade student of SMPN Madani Palu can improve the students' vocabulary or not. The researchers applied classroom action research to solve students' problems in the vocabulary of noun, verb, adjective in the form of spelling and meaning. The subject of this research was the eighth grade BIS 1 students of SMPN Madani Palu. The participants were 21 students. The research consists of one cycle. The criterion of success was that ≥ 70% of the students must pass vocabulary score of ≥70. The results of cycle 1 revealed that more than 70% of the students passed score ≥70 and therefore the cycle was stopped. The result showed improvement in the students' scores from the tests. On the first test, the number of students who passed the minimum criteria of completeness (KKM) was 6 students (29%). The number of students who passed the KKM on the second test was 16 (76%). The questionnaires and the observation supports the data; it shows that the teaching-learning process ran well. The students were active and enthusiastic during the teaching-learning process with English subtitle video strategy. The strategy can help the students to solve the vocabulary problem.
The study explores the impact of English movies on students' vocabulary acquisition in Indonesia, focusing on how students acquire vocabulary through their habits of watching English movies. Using a descriptive qualitative approach, the research analyses the relationship between movies and English language learning. The findings reveal that regular watching English movie improved vocabulary, particularly difficult words. Participants felt more confident using new vocabulary in daily conversations and understood the meaning of words contextually. Additionally, this study identifies several key themes that contribute to vocabulary acquisition: input experience and understanding, the influence of subtitles, challenges and strategies in understanding dialogue, visuals as learning support, reflection and learning experience, and the impact of the habit of watching movies. The findings support Krashen’s Input Hypothesis theory, suggesting that movies can be used as an effective learning tool to expand vocabulary. However, the study has limitations, such as its limited sample size and the focus on one movie genre. Future research should involve more diverse participants, explore different movie genres, and use mixed methods to obtain more comprehensive data.
English is essential for communication across various contexts, including social interactions and formal discussions. However, learners from rural backgrounds or non-English educational mediums struggle to meet the linguistic demands of higher education. English proficiency not only aids knowledge acquisition but also enhances communication skills. Mastery of English as a second language requires understanding both linguistic and communicative aspects, particularly vocabulary acquisition. Effective vocabulary instruction involves teaching word meaning, pronunciation, and spelling in engaging ways to sustain learner interest. Traditional methods, such as rote memorization and word lists, fail to maintain student engagement. In contrast, intentional vocabulary learning through engaging and contextually relevant materials enhances retention. This study proposes a learner-centric lesson plan for teaching vocabulary in ESL classrooms using animated movies as instructional aids. Video clips from selected films serve as engaging tools to present new words in meaningful contexts, capturing learners' attention and facilitating intentional vocabulary learning. The study designs lessons incorporating exercises that help students learn word meanings, spelling, and pronunciation while simultaneously familiarizing them with vocabulary in real-world contexts. Additionally, these exercises assess students' vocabulary knowledge and support learner-centered instructional approaches. By integrating animated films, the study aims to enhance vocabulary acquisition in an interactive and engaging manner. The proposed lesson plans offer an alternative to traditional teaching methods, fostering improved language proficiency among ESL learners.
The perceptions, use and understanding of swearing in a second language is an area of linguistics that is comparatively under-researched and rarely taught in the classroom. However, this issue has become increasingly important with the ever-bourgeoning use of online spaces that expose English-as-a-Foreign-Language (EFL) students to swearing in English. As a result, language learners are often left to their own devices in trying to understand if and when they can use swear words in English language that they encounter online. This study investigates how a group of students from a Confucian cultural background learn to swear in English. The results indicate that for EFL students, there is a significant level of uncertainty concerning what is appropriate in terms of when and where they can swear. This investigation contributes to filling the research gap in understanding the dynamics of swearing in English and emphasises the need for pedagogical attention to this evolving aspect of EFL education.
The chapter starts with a summary of the empirical investigation. It then discusses the researching findings from the perspectives of the transient information effect, the imagination effect, the redundancy effect, and the expertise reversal effect. Theoretical and pedagogical implications are discussed and future research directions are suggested. It ends with a brief conclusion of the empirical investigation.
This work explores the efficacy of multimodal educational materials that could enhance the language skills of children. Language skills play a vital role in academic achievement and in supporting a child's language development acquisition. Language skills enable children to interact with others and develop social abilities. Given the predictive value of early language skills for academic attainment and their connection to social interaction, they have been suggested to be an indication to the enhancement of children's language skills, being it listening, speaking, reading and writing. Parents, teachers and caregivers should always ensure the timely cum appropriate utilization and exposure of these educational materials to children as they are consequential to language skills efficiency.
The purpose of this study was to conduct Media English Class using movies by implementing various activities and to investigate the learners' perceptions of it. In particular, among various language skills, it was intended to focus on productive learning, that is, speaking and writing. In order to overcome the limitations of the existing classes using movies that focus on listening & comprehension and native-like pronunciation. The study participants consisted of 50 university students in Busan who took media English courses in the second semester of 2023, and after the 15-week class was over, a questionnaire was conducted regarding the on learner's perception. The films were ‘500 Days of Summer (2009)’ by Marc Webb and ‘The Internal (2015)’ by Nancy Meyers, and lectures were conducted in four parts for each film. The questionnaire consisted of questions related to the student’s interest in movies, and the effects of movies in language learning, satisfaction of the movie’s authentic feature. Based on the results of the questionnaire, educational implications were presented for the learners' perceptions of movies.
This paper will try to explain and point to the importance and multiple advantages of using film as authentic material in teaching English in order to develop listening skill. The paper highlights the benefits of video material, and/or film as pedagogical means, such as: authentic language, visual support to speech, vivid cultural context and motivation development. The role of visual information in solving the problem of difficulty of authentic language has also been shown, as well as in clarifying meaning and better understanding. The criteria that a teacher should take into consideration while selecting films have also been listed. The overview of previous research on the influence of using video material on listening comprehension has been given. A special part is dedicated to problems of using subtitles. In the end, the proposal of using film in teaching English as a foreign language has been shown on the example of the documentary. The proposal includes the activities that are used during three phases of film watching technique: before, during and after watching.
The purpose of this paper is to investigate whether the bimodal input (videos in theEnglish language with English captions) can lead Italian high school students toimprove their listening comprehension skills. The trigger for this research comes frommy EFL teaching experiences at Italian schools where the syllabi employed tend toneglect the training of the listening comprehension skills and focus mainly on grammartranslation and English literature instructions. The literature review describes in detailtheoretical issues with regard to the advantages of the bimodal input over monomodalinput and other approaches on how these techniques help FL students to facilitatecomprehension difficulties. It also makes reference to a few key findings from formerresearch. Findings indicate that not only can the bimodal input effectively help learnersto enhance their comprehension, but it can stimulate their motivation in studyingEnglish and lower learners� level of anxiety which is commonly associated with theircomprehension performance.
This study evaluates the effectiveness of various readability measures when assessing the difficulty of film materials for English Language Learners (ELLs). Library materials catering to ELLs are frequently limited to formal instruction texts and fiction materials. This study explores the feasibility of less laborious, computational text assessment methods to better understand library holdings from the perspective of ELL appropriateness. The investigation applies traditional formulaic readability measures and modern cohesion methods to film subtitle data. While text difficulty assessment with readability measures has been widely studied, there is a need to investigate which measures are most suitable for film application. In addition to evaluating existing readability measures, a more robust composite score is also presented, combining aspects of traditional readability formulas and modern cohesion methods. The experiments were conducted on real‐world datasets and tested on film data marked for difficulty by ELLs.
Recent technological advances and access to authentic input have promoted autonomous and incidental target language (TL) vocabulary learning. Very few studies, however, have so far put focus on both incidental learning of the word stress aspect of potentially new lexis and the influence of the repetition variable on this process, while viewing authentic videos. Similarly, there is very limited research on determining the critical number of repetitions needed to effectively learn word stress aspect of potentially new vocabulary by using authentic videos with captions. To address these three issues, Spanish participants from an incidental learning group were asked to watch 5 hours of authentic TV documentary with English captions, where eleven target words had from 2 to 112 repetitions. The general results revealed an apparent better performance of the incidental group in comparison to the control one. Nevertheless, a more detailed statistical analysis of the results for each target word has proven to be not significant. Furthermore, no statistically significant correlation between the increase in the number of repetitions and successful learning of the word stress was detected and, as a consequence, it was unfortunately impossible to determine the critical number of repetitions for successful incidental acquisition of the word stress aspect of new lexis while viewing authentic videos.
This text provides articles on the practical and principled uses of video cameras and VCRs in the English-as-a-Second-Language classrooms. Articles in this volume include: (1) "Teaching Communication Skills with Authentic Video" (Susan Stempleski); (2) "Using Video in Theme-Based Curricula" (Fredricka L. Stoller); (3) "Teaching Young Children with Video" (Barry Tomalin); (4) "Using Video To Teach Communicative English to Students of International Business" (Ulla Ladau-Harjulin); (5) "Shooting Your Class: The Videodrama Approach to Language Acquisition (Tracey Forrest); (6) "Using a Video Camera To Evaluate Learners' Classroom Performance" (Jack Lonergan); (7) "Criteria for Selecting Video Materials" (Paul Arcario); (8) "An Overview of Currently Available ESL/EFL Video Materials" (Peter Thomas with Dean Brodkey and Chuck Passentino); (9) "Notes from an Olde-Tyme Producer of Language Videotapes" (Elliot S. Glass); (10) "Factors Affecting the Production of Video for Language Teaching and Learning" (Joe Hambrook). Appendixes include a glossary of video terms and acronyms, organizational resources, and bibliography. (Contains eight pages of references.) (NAV)
Discusses the use of videos of movies in the English-as-a-Second-Language (ESL) classroom. Movies can be a good source of exciting material for classroom reading comprehension and fluency practice. Provides guidelines for using movies in ESL instruction.(Author/VWL)
ABSTRACT As increasing numbers of foreign language programs begin to integrate video materials into their curricula, more attention is being focused on ways and means to optimize the student's comprehension of the language of film and television segments. This article reports on the results of research conducted to evaluate the use of captioning (on-screen target language subtitles) as a pedagogical aid to facilitate the use of authentic video materials in the foreign language classroom, especially in advanced or upper-level courses. Using Russian and ESL as target languages, the data collected strongly support a positive correlation between the presence of captions and increased comprehension of the linguistic content of the video material, suggesting the use of captions to bridge the gap between the learner's competence in reading and listening. The paper includes a detailed description of the research methodology, implementation, data analysis, and conclusions. A discussion of the results and suggestions for further research are also included.
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Motivational and effective film activities for the language lab class
- Li-Yun Lin
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- J Kenney
Lin, Li-Yun. 2000. "Motivational and effective film activities for the
language lab class". Proceedings of the seventeenth conference on
English teaching and learning in the ROC. P.497-505. Mejia, E., Xiao,
M.K. & Kenney, J. 1994. 102 very teachable films. Englewood Cliffs, NJ:
Prentice Hall Regents.