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The Effectiveness of Using Movies in the EFL Classroom – A Study Conducted at South East European University

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Abstract

Being exposed to different media and technology resources, from audio to printed material students lack the motivation for learning in conventional way. This is the main reason why English language teachers always keep searching for more motivating teaching sources. Course books and CD‘s offered in English classes turn out to be artificial and not very engaging for students. One way of bringing variety into the classroom is the use of movies in EFL teaching. . This paper analyzes the effects of using movies in the EFL classroom. It reveals its effects on developing students listening and communication skill. The study was conducted on a sample of two groups: an experimental and a control group taught conventionally .The study was carried out at the South East European University in the academic year 2011/2012. The participants in this study were pre-intermediate and intermediate level of students, aged 18-25. The results of the study have shown that significant differences between experimental and control group of students on integrated skills, using video incorporated in the teaching material. The study concluded that movies attract students’ attention, present language in a more natural way that found in course-books. What is more important movies offer a visual context aids which help students understanding and improve their learning skills. DOI: 10.5901/ajis.2012.v2n4p121
The effectiveness of using movies in the EFL classroom-a study conducted at South East European University


Abstract: Being exposed to different media and technology resources, from audio to printed material students lack the motivation for learning in conventional way. This is
the main reason why English language teachers always keep searching for more motivating teaching sources. Course books and CD‘s offered in English classes turn out to
be artificial and not very engaging for students. One way of bringing variety into the classroom is the use of movies in EFL teaching. . This paper analyzes the effects of
using movies in the EFL classroom. It reveals its effects on developing students listening and communication skill. The study was conducted on a sample of two groups: an
experimental and a control group taught conventionally .The study was carried out at the South East European University in the academic year 2011/2012. The participants
in this study were pre-intermediate and intermediate level of students, aged 18-25.
The results of the study have shown that significant differences between experimental and control group of students on integrated skills, using video incorporated in the
teaching material. The study concluded that movies attract students’ attention, present language in a more natural way that found in course-books. What is more important
movies offer a visual context aids which help students understanding and improve their learning skills.
Key words: media, movies, teaching English, communication skill, comprehension.
1. Introduction
 !!"#  !!$% &  &!!
!! ' !"#!!!!"#!
"
 ()  # &  #& 
*+!!, !  *" &!!!
&  % && -.//01).//0
! $%&& !!!! !
    &!   #  " !   &   "
 #!"#!"!"# 
!&"!&""%   "&
   &&! #!
(  2&!  * !&! & &
"!3  ##!#!
"*#!*4.//5 !     
'"& ""*$#!!&  
 & # !# 
2# &!! '( () &" 
&6&  !7  "!# 
##!"*  #!!!!
#2 &
#8&& &!&  !!  &  
  !
*&! #!!!&&!!!"! 
*&" !#!#"!!!#2 
2. Literature Review
!   !!!() &""& &
 !! 1"* &95:::
;&! !! ! 
98<=5::014.//.14#.//>1;.//?1.//?13!5::01; .//@
A 5::5   ! !  &()A &
"!* !*!#! 
"!  !&"!  "*
 *!&!& #&&! "#
 !" !! 
A5::B   C
“Video is lauded for contextualizing language (i.e., linking language form to meaning) and depicting the foreign culture more effectively than
other instructional materials. Videotapes permit students to hear native speakers interacting in everyday conversational situations and to
practice important linguistic structures. Unlike audiocassettes, video's visual dimension is thought to reduce ambiguities present in native
speaker voices and to motivate students to want to learn the foreign language” (Herron, et al., 1995, p. 775).
$!!     "  & 
 &&!!!DA5::B1A5::B195:?:195:::(
!!""  &    !A
5::B1)!5::.1 -!5:?.1!=!5::?1"&& =E5::@1 9-=9#5:@?13
.//5
;       &!      & & ! ! 78
)=5:?0!&"!!!!! 
 ""  &&!!!DA5::B
AA5::.  !() &&# !& "!" 
!&  
F<95::: " "  ! 
  (   ! *!*"  "
   &?"&G" * H !
&"  #   &    A"  * ! "  # " ! "
&"H&"!  ! !&
telenovela.  &&*!! telenovelas #   !%
! 
)FF.//0*& &IEI%! G&" 
      IEI"  &  # ! 
 $   !  '&!  
&    &&   %!&
&  %!+,! &!IEI !
!"+"&*,&" ).//0
9<9<A##!=< .//J" "" "
"&&!# !! #""!#
  9!*&   "&# !
"!!&!*4#=F"5::JA##!< !!!9 
<9 <9<9<" "## !&* " &
&* &! " & !*< 
.//J
 &!  #! 8  
" *I./5.  88'&!
  &"!!!! 8
7& & !"&
!!&&" %# !"!
7& !   !!
!!!!*#
7& !"    '&* !& 
 *     * &   #  $! & %  *  &' #   & 

7& ! $! "&!
*"#
7&  " !!  I./5.
 &8## !"!$"8"
! "!"!!!" -=K5::@
!"! #!&! 
A!!8"&! "!$"#
# !!!!"   &* 
&*-=5::@
3. Participants
 "!#"!&5?.B&  &>/
&  !&&  
 &
"  &"!*!*"  !  
 !!  &&! ! '&
"   ./5.$! % 
!) * """! 
"'
4.Method
"&  "
5L&
.'8!&! 
5I  !% %'" !"# !!
'!&&B) !!&M!I!MM!!,'
"#*)3! >/
.'8"!# *!&! 
   #!'& & !!!& 
!)  I!  !## ""# 
'8! "&"#! #& 
"#  !!!&  !#! !
 "2& & # !'8;
! ##"&&  ! 
! & "&!&#& "
A! &&   &# $     &#

(& *!" &.?"#2 *
!" !*!" #!#&!
"!!&" !!H;*&7
 !"!"' #" !#
" '
9  %"!&% !!  &  
  !N
9% "!() N
I" !#!#"!!N
5. Procedures
(&"*+(,+4%+"  !&#!
 **!" &&" A"  
 ! "&&& ! "" # ' ### 
&&& 8
 !  & !$# #!!& "
!& #"#&#!&
 !! #!"  #& !!# !
"!!!1!!!'D('#! 
!!'   
(  *4     " !D('#!
 ! "!&&&"  
       I!     +"" !, ' "   "   
#& #  
& " !*! '""  %&# !! !
 !#""!%& 
&"!&#!"!'8" #"!!  #* 
& 'D('("! "#&&
&&" #!%"!!.J&  ##D"  &

!!&!  !&  ! # !& 
# $"$ ! '&&5//& "!
*:/55B!;!*  # !
# # #! "
6.Interpretation of Findings / Results
&!""!& && #"* !&!!
      !  9 !     &    " #  !  
 &&  & !! 
1. What are the teachers’ attitudes towards the using movies on development of the students’ language competence and
performance in academic settings?
!&   &&  %!!! #!
 #"#        
     !   1   %        " 
! & && " !#&&&&  
" ! !# !    &# &" 
!"! " ! # # ""
!"&"!& %'#8

"   !!!!& A"&&
!#O&& 
 !!#!#! 
E P# "# ! 1"#& 
;&* #"  %!*
7
<!!&' & & " ;"&&"

;&" %&# <%!
*79 !  #  
#&" #
& %&#&)!&&"#&
%&"5//"!
;& &&  #
 ##&" &" !8!
) 
9& "#& & 
!!"
  & & &  !!! ! 8
& & !! ##&# !&"!
 !
   # !   !  !   !!    #     !
 
 #!! &&"!!"&# *&
 &"!
(#   )!!3   !&
&&!&#
2. What are students’ perceptions towards using movies in EFL classroom?
! ""* & 2! 
"&&" !#
*& !!"! #
!    !&""*JB# 
" #  ! &  !  "" ! #!! & 
& !  &('"!  
&!  # !#& && !
!
%""!!& !& !
"!!'& "&& !!
!!!##"!% *
# !## ##!  "
<!!""" "!
&""#&"!!
!&!!!#" !
""
68
55
72
92
53
57
30
you think watching
English movies has a
beneficial effect on
learning English?
Do you think your
movie preferences
will affect your
learning?
Do you think English
subtitle are good in
learning English?
I am interested in
learning English if the
teacher uses English
films as teaching
materials.
Do you think this film
is useful in learning
English?
Does watching the movies serve as a bridge between learning skills?
'%" && "& 1&& 
!!! &     &# &
 ! #$&&&&&
& !!!& "A"5::5
(%'  !&!'
   "  
 !&! !! !
   &!& ! !
#
)!!  &! !&" &
*!  #& ! & " !   "
&" ! "# 8  
 &
9" !   !   #   '   " " )! " # 
# &# ""*  ! 
  ! $)  "  *  &!& *H!
 &  *  ' 
 "*  *8 # ! & &  !*& 
#&&# !8  #&"  
7.Advantages and disadvantages of using the movies as a supplementary resource
; &  ! & !      !  %     " " "   
 * !##!! 
#* ""&"! & 
"!" !!"!* &  
  "%   #&& !  !!
'#!!"
! ! # ! "!  
&& &"! 
!" !   ! ""
9!& #"!!&&&
&&#!#&!" !"  #!!
( &&! &!!"!
""!#&&&&"# &#"  
8. Pedagogical Implications and Suggestions for Further Research
"! #""!&& !() !
 & ! $!"!! 
"&&  ! & #"&!&& !

7# !"!#*"  &&  !"!
=75:?0 & # !&    ! 
)!3./5.
H&!&!!  "8
(  # %!!    %
!# !! )# && 
 !   %!!
9. Limitation
 &  &  * "  1 # !      &    &&
&!""#&$#!!77 
Reference
 < 3=77I 5:?0  "& #  !  $ 7I7
A#&! .BB.:5G"P)!
3)./5.&& &!! %IEI& !() English Teaching: Practice and
Critique110
II./5/./5.3!E!=E) I33 3G
4#)H=F"87H5::J  ! * Q     <! < 
L.?.>0.@>
4.//.3* & ! )!!!5:.55J5>@
4F<!I!&! #$)G3 & &!.//5
4#7.//> 7! *      ). ! )!! !  !5/
.@@:.
A3)F- A9!.//J)!!A..5.J>3
AA)9FP)73!-3P=-9F./5/&& &"!!!&!
!!Retrieved November12./5/
A##!G=< F) .//J " "! !  &
 !!!<! B>?@B?@@5
)FF.//0!IEI&  !&%!! #
G!AA "<;3
<.//?3*).!*&& &!&$"
$"
9F<5:::&& &     )!!F?JJJJ:J0:
-=K5::@ &! ! Q".7GAA.
-.//0 )! E"!$!  () 3 . $3& $! 
 E 3F505@.//0
98<=5::0$ && &.!IEI( 3!(%!)!
3G!A"
))P.//.&& &&&%!&!"!!!(5::>19
5:::
Appendixes
The Questionnaire for English Teachers &AA)9FP)73!-3P=-9F./5/
  ! !) && IEI
&# $ 3 "# D D2&  "'   
#
1. Have you received training at some point in some of the following?
R  R( !
R;& ! &"! 
RG
2. Movies should be used in the EFL classroom?
!!R !RGRI!R !I!R
3. I have used _______________ as teaching material in English class:
R9!IEI
R3&&&*
RE !P#
R$&
RSSSSSSSSSSSSSSSSS
4. What types of movies have you used as teaching material in English class?
RG# R3 R<%!*7
RSSSSSSSSSSS
5.How often have you used the movies / video clips in your classroom?
R;  R"  RG
R  R&" R;SSSSS
6. I think that using movies in English classes takes too much time!
R!! R! RGRI! R!I!
7. I think it’s very hard to find suitable movies for ESL students.
R!! R! RGRI! R!I!
8. It is very difficult to incorporate movies into curriculum.
R!! R! RGRI!R!I!
9. I think that movies are suitable for the classroom only to fill the time.
R!! R! RGRI! R!I!
10. I think movies are a useful resource for oral English language teaching.
R!! R! RGRI!R!I!
11. The feedback I received from students when using movies in teaching has been positive
R!! R! RGRI! R!I!
12. I think movies are a useful resource for teaching English vocabulary.
R!! R!R RGRI! R!I!
13. I’ve been using movies in English class oral language skills teaching assignments in the following:
R4#
R4I D#
RI&* !
R;"NSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
14.I've been using movies in English class to write teaching assignments in the following
R(H!& 
R
R""
R;"NSSSSSSSSSSSSSSSSSSSSSSSS
The Questionnaire for Students &AA)9FP)73!-3P=-9F./5/
L59&!NP  
RR3R9RI 
R< RR  ( R 
R
L.I" !!#& && !!N
R!! R! RG RI!R!I!
LJI& "&& !N
L@I! !!!N
L:$!!& !& !
L5/I""&N
L55I!""#&"!!N
L5JI&&!!N
L50I!!#" !&N
L5BA"! &N
5J  JB  B@  5/ G
L5>3""" &N
H&#!!
A#&G
L5?I! #&N
L5:I""!&& !N
... Cinema is rarely exploited in the contemporary English as a foreign language class owing to time, cost, and syllabus constraints, the difficulty of film selection, and, particularly, teachers' lack of pedagogical training (Carney & Foss, 2008;Ismaili, 2013;Kabooha, 2016;Shahani et al., 2014). Most English instructors regard film screening as a backup activity, and, therefore, they simply play a whole film and let students watch it passively, as a time filler or as a reward for good behaviour (Albiladi et al., 2018;Hobbs, 2006). ...
... English instructors have highlighted the great utility of the film-based approach to teaching listening skills (Aksu-Ataç & Günay-Köprülü, 2018), which has been confirmed by EFL learners in numerous studies (Chao, 2013;Chapple & Curtis, 2000;Shahani et al., 2014). Likewise, Chao's (2013) and Ismaili's (2013) investigations reported that, after watching films with subtitles, students' reading skills had improved as they had had the opportunity to read a large amount of text at normal speed. ...
... Multiple scholars have alleged that cinema fosters lexical, grammatical, and pragmatic acquisition because films show students how words, linguistic structures, and discourse strategies are used in a real communicative situation, which facilitates meaning inference and memorisation (Albiladi et al., 2018;Ismaili, 2013;Kabooha, 2016;Shahani et al., 2014). Vocabulary learning is one of the advantages of the filmbased approach EFL instructors and students value the most. ...
Article
Despite the growing presence of cinema in the classroom and the multiple benefits it has been proved to have for the teaching of English as a foreign language (EFL), the implementation of films in the English lessons is still an under-researched area, particularly, as regards instructors’ views on the adequacy of this material. Thus, the present study delves into trainees’ beliefs (N = 121) regarding the potential of cinema for EFL before and after analysing a film-based lesson plan. Questionnaires, open-ended questions, and focus groups were employed to obtain quantitative and qualitative data on the perceived linguistic, intercultural, and motivational advantages of films. The results reveal that, at the outset of the research, trainees held cinema especially useful for eliciting linguistic and intercultural knowledge. However, they were unaware of how to exploit this textual modality and considered some of its characteristics problematic for class use. In the post-analysis stage, the participants assigned similar rates of importance to the three analysed dimensions, reflecting an even more favourable attitude towards this resource. This positive change trend seems to stem from a broadened awareness of the proper exploitation of film after examining the lesson plan provided. Pedagogical and research implications are also defined.
... Despite these advantages, movies also present challenges, such as potential distractions and varying language difficulty levels. Careful selection of movie content is necessary to maximize its educational value (Ismaili (2013;Sánchez-Auñón et al., 2023). Despite the notable advantages of using pop culture movies for vocabulary learning, their influence on EFL college students has not been thoroughly examined. ...
... This perspective is consistent with existing literature, which highlights the benefits of multimedia tools in creating an interactive and context-rich language learning experience, as noted by Nation (2013) and Ashcroft et al. (2018). Specifically, 29 of the students agreed or strongly agreed that these movies improved their speaking skills, supporting studies conducted by Ismaili (2013) and Sánchez-Auñón et al. (2023). Additionally, 35 of the students believed that movies helped improve their pronunciation, a finding consistent with Rogerson-Revell's (2021) research, highlighted the benefits of regular exposure to spoken English in films for pronunciation improvement. ...
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EFL students frequently face challenges in understanding cultural references, idioms, and slang, which can hinder vocabulary acquisition and overall language comprehension. This issue raises important questions about the accessibility and effectiveness of various language learning tools for learners from diverse linguistic and cultural backgrounds. This study explored the impact of using pop culture English movies for vocabulary acquisition among EFL college students. A qualitative case study method was employed, involving 40 participants, with 10 students from each grade level completing a questionnaire and 10 participating in follow-up interviews. Data were collected through Likert-scale questionnaires to explore students’ perceptions and semi-structured interviews to investigate the strategies for learning vocabulary through movies. The results indicated that students generally found movies valuable for vocabulary acquisition, particularly enhancing their listening skills and contextual understanding. Most students reported increased confidence in using new vocabulary learned through movies. They employed various strategies, including note-taking, subtitles, and engaging in peer discussions. However, challenges such as difficulty understanding cultural references and the fast pace of dialogues were significant obstacles. Despite these, many students preferred learning vocabulary through movies over traditional classroom methods. The study concluded that pop culture English movies can be an effective tool for vocabulary acquisition, provided that students are guided in using appropriate learning strategies. Future research should focus on the long-term impact of movie-based learning on vocabulary retention and the potential benefits of different movie genres for language learning.
... In the context of media-based language learning, speech acts take on added significance. Ismaili (2013) emphasizes that movies can serve as powerful tools for language acquisition and cultural understanding, largely because they present authentic speech acts in context. Zhang (2013) further notes that exposure to speech acts through media can increase students' awareness of target language culture. ...
... The strategic integration of expressive acts (12.7%) throughout the dialogue demonstrates the importance of emotional intelligence in educational contexts. The variety of emotional expressions documented in the analysis, from anger to apology, supports Ismaili's (2013) findings regarding the role of authentic emotional engagement in language learning. This pattern suggests that successful teaching in diverse classrooms requires teachers to navigate complex emotional territories while maintaining professional boundaries. ...
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This study examines the speech acts employed by the protagonist Erin Gruwell in the film "Freedom Writers" to understand the linguistic patterns in teacher-student interactions within challenging educational contexts. Using discourse analysis methodology, the research specifically analyzes illocutionary acts and their pedagogical implications for English as a Foreign Language (EFL) teaching situations. The study systematically analyzed 126 utterances from the main character's dialogue, employing Miles and Huberman's interactive model for data analysis. The findings reveal a predominant use of directive speech acts (40.5%), followed by representative acts (33.3%), with minimal deployment of commissive (3.2%) and declarative acts (0.8%). This distribution suggests a teaching approach that balances instructional authority with authentic communication and student engagement. The analysis demonstrates that effective teaching in diverse classroom environments requires strategic integration of different speech act types, with particular emphasis on combining directive and representative acts for optimal pedagogical outcomes. These findings contribute to our understanding of educational linguistics by illuminating how speech act theory can inform practical teaching strategies, particularly in challenging and diverse classroom environments. The research provides valuable insights for teacher training and professional development, especially in preparing educators to work effectively in multicultural educational settings. The conclusions drawn from this study offer practical implications for improving teacher-student communication and enhancing educational outcomes in diverse classroom contexts.
... Without films, life goes on like a number Pi. A movie is a pleasurable, reliable and eminent source of entertainment and language acquisition (Ismaili, 2013). Films mirror society, sometimes catching up with society while other times it leads the way. ...
... People mostly watch films for entertainment, seeking an escape from their reality and entering a fantasy world that is unrelated to their everyday lives. Ismaili (2013) supports the idea that movies are an eminent source of entertainment/ escapism. We are in the entertainment age where without films, life just goes on and on like the number Pi. ...
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... 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." ...
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