The Effect of Movie Viewing On Learning English As A Foreign Language

THE EFFECT OF MOVIE VIEWING ON
LEARNING ENGLISH AS A FOREIGN LANGUAGE
BY
HSIO-LAN HSIEH (謝曉嵐)
JIUN-YAO WU(吳俊堯)
PEI-YU LAI(賴珮羽)
SHENG-KAI CHANG(張勝凱)
TING-YU CHEN(陳廷宇)
WEN-JIUN KAO(高文俊)
ADVISOR: Associate Professor Chia-li Kang(康家麗老師)
Department of Applied English

Yuanpei University
January 2010
Hsinchu, Taiwan

The project, by Hsiao-lan Hsieh, Pei-yu Lai, Ting-yu Chen, Sheng-kai Chang,
Jiun-yao Wu, Wen-jiun Kao, is accepted in its present form by Department of Applied
English of Yuanpei University as satisfying the project requirement for the degree of
Bachelor of Arts.
Committee Member
and Advisor ___________________________
Chairman of the Department

___________________________
January 2010

ACKNOWLEDGMENTS

Our greatest thanks go to our advisor, Professor Chia Li Kang, who painstaking went
through the early drafts of the text, always helping with her professional advice and kindness.
We also wish to thank Professor Yin Yin Chang of Department of Business Administration of
Yuanpei University for her guidance with the design of the questionnaire for the present study
and other teachers of DAE, who offered encouragement and sound insights. We’re
particularly grateful to Chair Kao for his support.
Without all these great teachers’ assistance, this study would be “Mission
Impossible.”
ii

ABSTRACT
For years, finding ways and materials to make the learning experiences for
EFL students more inspiring and fruitful has been one of the most important tasks
of English teaching. Recently, it has become very popular among EFL teachers to
use movies (in DVD format) as core content in the course curriculum or
supplementary materials to teach English. And many researchers have reported
that authentic video is motivating and beneficial.
However, few studies have been conducted to investigate the relationship
between students’ movie preferences and effective learning. If films shown in a
class don’t arouse students’ interest, the learning effect will be lessened.
Therefore, in the present study, the effectiveness of using DVD films of the most
popular movie genres was examined.
The five research questions were: 1. Does instruction using DVD films
motivate students to study in EFL classes? 2. Are movie preferences related to
effective learning? 3. What are the most popular movie genres? 4. Do
subtitles/captions, one of the unique characteristics of DVD films, enhance
comprehension of the language used in the movie and thus motivate students to
learn? 5. Are movie‐related classroom activities such as keyword preview useful?
The current study lasted for two semesters from February 2009 to January
2010. The research group conducted a survey to collect data which were analyzed
to evaluate participants’ opinions on using movies to teach in EFL classrooms.
Since all the participants were Yuanpei University students, we hope that the
results of the survey will provide English teachers with useful information to teach
EFL classrooms.
iii

TABLE OF CONTENTS
ACKNOWLEDGMENTS……………………………………ii
ABSTRACT…………………………………………………..iii
CHAPTER ONE: INTRODUCTION………………………..1

1.1 STATEMENT OF PROBLEM
1.2 PURPOSE OF STUDY
1.3 RESEARCH QUESTIONS
CHAPTER TWO: LITERATURE REVIEW……………….3
CHAPTER THREE: METHODOLOGY…………………...5

3.1 PARTICIPANTS
3.2PROCEDURES
CHAPTER FOUR: RESULTS AND DISCUSSION………..7
4.1 DATA COLLECTION
4.2 DATA ANALYSIS
CHAPTER FIVE: CONCLUSION…………………………29
REFERENCES………………………………………………30
APPENDIX…………………………………………………..31
iv
INTRODUCTION
In Taiwan, most students have taken English classes for at least six years before
they enter college. However, most of them remain insufficient in their ability to use
the language. They have remarked that the dull materials used in most language
classes are one of the reasons for their lack of motivation to learn.
In recent years, to promote the learners’ mastery of language skills, language
teachers have been eager to look for a variety of quality teaching materials and aids
to be used in EFL classes to ensure that the students can gain optimum to learn.
Many surveys conducted by language educators and scholars have
revealed that films in video format can become an integral part of the curriculum
because movies provide exposures to the real language used in authentic settings
and the culture in which the foreign language is spoken. They also have found
films that draw the learners’ interest can positively affect their motivation to learn
(Sommer, 2001; Kusumarasdyati, 2004; Luo, 2004 ).
Purpose of Study
This study aims to find out what genres of English movies students enjoy
viewing, and whether subtitles (Chinese, English, or both) are indispensable to
effective learning. The paper is also devoted to finding out whether movie-related
vocabulary preview given by teachers will help learners feel more comfortable with
the approach of learning a language through film viewing and thus facilitate
learning. Keeping all this objectives in mind, we hope to provide useful
information regarding presenting movies in EFL classrooms to make learning more
interesting, enjoyable and beneficial.
1
Research Questions
In this study, the research questions are:
1. Does instruction using DVD films motivate students to study in EFL classes?
2.Are movie preferences related to effective learning?
3. What are the most popular movie genres?
4. Do subtitles/captions, one of the unique characteristics of DVD films, enhance
comprehension of the language used in the movie and thus motivate students to
learn?
5. Are movie-related classroom activities such as keyword preview useful?
2
LITERATURE REVIEW
Using videos to facilitate learners’ listening comprehension has been widely
discussed in the past two decade (Secules et al, 1992; Weyers, 1999; Linebarger, 2001;
Kusumarasdyati, 2004; Luo, 2004; Lin, 2009). After DVDs appeared along with
their distinctive feature of captions in different languages, the use of DVD films in
developing students’ language skills and in motivating the students to learn has been
further investigated (Chiang 2006).
Lin (2009) investigated the effects of visual aids and text types on listening
comprehension. The results of the study show a significant effect of input
presentation modes on listening comprehension and their interaction with text types.
Based on Krashen’s target language Input Hypothesis, Joseph R.Weyers put
forward his research hypothesis that an increase in the quantity and quality of the
input should result in a similar increase in the quantity and quality of students’
output.
In his study, he defined quantity as “the sheer amount of input reaching
student viewers via video programming, which far surpasses the capabilities of a
sole instructor” (340). The quality of the input refers to the “contextualized,
unstructured ‘not graded for foreign language learners’ native speech provided by
the telenovela [TV soap opera]” (340). The experiment was conducted for two
purposes: using the authentic soap opera to measure whether it can increase
students’ listening comprehension and enhance their oral production.
There were two groups in Weyer’s study: 17 subjects in the control group and
20 subjects in the experimental group. The experiment was conducted in two
second-semester Spanish classes for 8 weeks at the University of New Mexico. All
the students were present for the pre- and post-treatment tests. Both groups
followed the established curriculum for second-semester Spanish. However, the
experimental group was supplemented by the experimental treatment. The
treatment required that the subjects in the experimental group watched two
episodes of a Spanish soap opera per week, which was taped off-air with the
commercials and was not specifically designed for language learners. The viewing
consumed approximately 45 minutes of the 60-minute class period. Before viewing
each episode, the teacher gave the participants a short summery in English of the
telenovela. The result of the experiment suggests that telenovelas are a valuable
source in increasing the students’ listening comprehension skills.
Jia-Jen Luo’s study focused on examining the influence of DVD films on
students’ listening comprehension. Nine films were incorporated into the class
curriculum and used in the whole school year. The DVDs were the main materials
of the course, supported by the designed activities. Instructional activities included
3
story-telling, picture description and open-ended questions for group discussion on
topics retrieved from the films. Caption-on and caption-off activities were given so
that the students could practice their listening. The final results of the statistical
analyses indicate that college freshmen’s listening “did improve” through the
instruction of using DVD films in a motivating learning environment with “lower
level of anxiety” after a whole school year (Luo iii).
Yong-Ruei Chiang compared two different types of presenting English news
on CTS (Chinese Television System) CTS Inside Taiwan and FTV (Formosa
Television) English News Edition. The captions of CTS Inside Taiwan were Chinese
and English and those of FTV English News Edition were all English. The
participants of the study were junior English majors and freshman non-English
majors at a national university in Taiwan. The participants were given the chance
to listen to English news with Chinese subtitles and English captions (CTS Inside
Taiwan) and then to listen to news broadcast on FTV’s English News Edition with
only English captions. After the listening activities, the participants were asked to
complete the posttests and questionnaires. There were three parts in the posttest:
listening comprehension, spelling, and vocabulary. According to the survey, the
more effective subtitles/captions for the improvement of participants’ listening
comprehension were Chinese subtitles (with English sound track). In addition, the
results of the spelling test showed that the effectiveness of these two types of captions
were almost the same. However, in vocabulary, English captions with English
sound track were thought to be more useful than Chinese subtitles with English
sound track. They concluded that both Chinese and English captions were useful to
learn English.
In Deborah L. Linebarger’ study, the author investigated caption use, sound
and the reading behavior of 76 children who had just completed 2nd grade. The
statistical results indicate that beginning readers recognize more words when they
view television that uses captions. The author also concluded that the combination of
captions and sound helped children identify the critical story elements in the video
clips (288).
4
METHODOLOGY
In this survey, two films were chosen for the participants of different classes to
watch. Participants only watched one film in their class. 1408 is a Stephen King
horror film. A novelist by the name of Mike Enslin (played by John Cusack)
checks into the fabled room 1408 in the Dolphin Hotel. Soon after he checks in, his
memories of the death of his father and his daughter are recalled.
Bedtime Stories is a dream come true comedy. Skeeter Bronson (played by
Adam Sandler), the leading character, is a hotel handyman who tells bedside stories
to his niece and nephew. One day, he finds that all his stories mysterious come
true.
These two movies were chosen because there are similar scenes in each movie
and the participants of the project could be exposed to repeatedly utilized
conversations. 1408, for example, sets in a hotel in which many guests check in. In a
hotel scene, the students will hear authentic English often used at a hotel’s front
desk concerning reservation making, bill paying and concierge service.
Participants
The initial sample consisted of 254 participants. The participants were
freshman, sophomore and junior English majors and sophomore non-English
majors at Yuanpei University. These participants, whose English proficiency was
considered as intermediate level, were enrolled in the courses of “English Reading
(4),” “Sophomore English (3),” and “English Conversation (2).” However, there
were only 242 reliable questionnaires received from these participants.
In these 242 respondents, there were 87 male participants (36%) and 155
female participants (64%). 116 participants were English majors (48%) and 126
participants (52%) non-English majors. 6 participants (2%) had had experience of
studying English in an English-speaking country for one month to 2 years. (Table 1)
Table 1. Period of Time Spent Studying English
Period of Time Spent Studying English
Overseas
sex department year How long
1 female B.A Freshman no answer
2 female A.E Sophomore one month
3 female A.E Junior one month
4 female A.E Junior two months
5 male No answer Junior three months
6 male A.E Freshman two years
5
Procedures
Prior to the viewing activity, participants were given a short list of vocabulary
words and phrases used in each movie to prepare them for better understanding of
what the characters say in the movie. (Appendix A)
After movie viewing, questionnaires (in Chinese) (Appendix B for Chinese
version of questionnaire and appendix C for English version of the questionnaire.)
with 19 questions were given for participants to fill up. In this survey, questionnaires
were used to collect information because the questionnaire has been proven a
trustworthy method to get feedback on issues of interest (Sheng Jhuan Lin, 2003).
A post-viewing test (Appendix D) was administered to the participants to see how
much they had learned through the viewing activity. The test was designed to
measure a participant’s ability to recognize the key words and target sentences that
were repeated in the similar scenes throughout the film four or five times. All these
procedures for this study were conducted in the 2nd Semester of 2009.
Data analysis
Statistical Product and Service Solutions (SPSS12.0), a tool for statistical
analysis, was used to analyze the data.
6
RESULTS AND DISCUSSION
4.1 DATA COLLECTION AND DATA ANALYSIS

In addition to key word preview and post-viewing test, a questionnaire was
administered. In the questionnaire, there were 19 questions. This questionnaire,
which aimed to obtain the participants’ general background and to investigate the
relationship between movie-viewing and learning effect, was given to the
participants after the viewing activity. The result of each question is analyzed as
follows.
Q1. What kinds of English movies do you like? (You can choose
more than one.)
Name Count Percentage

Thriller 114 47.1%
Comedy 184 76.0%
War movie 61 25.2%
Documentary 28 11.5%
Romance 114 47.1%
Suspensor 51 21.0%
Sci-fi 54 22.3%
Action movie 78 32.2%
Animated film 44 18.1%
The data show that comedy is the most popular movie genre. It is reasonable to
infer that people like comedy because of its entertaining and funny elements. It
would bring laughter and relaxation to life.
Q2. Do you think watching English movies has a beneficial effect

on learning English?

Strongly Moderately Moderately Strongly

Item Agree Disagree
agree agree disagree disagree
Participant 93 70 65 6 3 1
Percentage 39% 29% 27% 3% 1% 1%
7
The data show that 95% of respondents agree that English movie viewing are useful
in language learning.
Q3. What kinds of English movies do you think are beneficial in

learning English? (You can choose more than one.)

Name Count Percentage
Thriller 43 17.8%
Comedy 160 66.1%
War movie 24 9.9%
Documentary 39 16.1%
Romance 99 40.9%
Suspensor 19 7.9%
Sci-fi 17 7.0%
Action movie 39 16.1%
Animated film 50 20.7%
The data show that most students think that comedy is their first choice when it comes
to movie preference.
Q4. Do you think your movie preferences will affect your learning?

Strongly Moderately Moderately Strongly No

Item Agree Disagree
agree agree disagree disagree reply
Participant 59 65 86 16 8 4 4
Percentage 24% 27% 35% 7% 3% 2% 2%
Q5. With regard to captions, what subtitles/captions would you

choose when you watch English DVD films at home?

Item Chinese English None No reply
Participant 230 9 2 1
Percentage 95% 4% 1% 0%
8
The data show 95% of the participants chose Chinese subtitles.
Q6. Do you think Chinese subtitles are better than English captions
in learning English?

Item Agree Disagree
Participant 35 61 81 35 26 3 1
Percentage 15% 25% 34% 14% 11% 1% 0%
Q7. Do you think English captions are good in learning English?

Item Agree Disagree
Participant 47 72 79 25 15 3
Percentage 20% 30% 33% 10% 6% 1%
Q8. After watching a film with Chinese subtitles, will you watch it
again with English captions?


Item Agree Disagree
Participant 30 50 103 36 13 9 1
Percentage 12% 21% 43% 15% 5% 4% 0%
9
Q9. I am interested in learning English if the teacher uses English
films as teaching materials.

Item Agree Disagree
Participant 90 52 88 8 2 1 1
Percentage 37% 22% 36% 3% 1% 1% 0%
More than 37% of participants chose “Strongly agree,” 22% of participants chose
“Agree” and 36% of participants chose “Moderately agree.” The data show using
DVD films in EFL classrooms is highly accepted by the students. Thus, using DVD
films to teach EFL class is highly recommended.
Q10. Does keyword preview help understand the story line of a

movie?

Item Agree Disagree
Participant 76 58 94 5 4 4 1
Percentage 31% 24% 39% 2% 2% 2% 0%
Q11. Do you agree keyword preview before movie viewing motivate

you to learn English?

Item Agree Disagree
Participant 58 60 97 12 7 4 4
Percentage 24% 25% 40% 5% 4% 1% 1%
10
Based on Questions 10-11, the data show that regarding the pre-viewing keyword
preview activities, 94%of the participants consider the keyword preview helpful to
their understanding of the story of the movie and to their learning experience.
Q12. What do you think about the film (1408 or Bedtime Stories)?
Item Great So so Bad No reply
Participant 101 104 7 30
Percentage 42% 435 3% 12%
Q13. Do you think this film is useful in learning English?

Item Agree Disagree
Participant 33 65 79 14 19 4 28
Percentage 13% 27% 33% 6% 8% 2% 11%
Q14. Do you agree you have learned some English by watching the
film?

Item Agree Disagree
Participant 36 53 79 22 8 16 28
Percentage 15% 22% 33% 9% 3% 7% 11%
11
Q15. How many English sentences have you learned from the
movie?
1-3 3-5 5-7 More than

Item No reply
sentences sentences sentences 10
Participant 97 50 24 19 52
Percentage 40% 21% 10% 8% 21%
The data show that exposure to similar dialogues four or five times over the course
of 100-minute movies showing time helps participants remember some of the
sentences used in the similar scenes.
Q16. Can you write down any words and sentences you have
learned from the movie?
This question is an open-end question. Participants were asked to write down
as many words and sentences as possible.
Q17. Why do these sentences impress you so much?
Been repeated Abusive Have learned

Item Too funny No reply
many times language before
Participant 44 55 31 30 82
Percentage 18% 23% 13% 12% 34%
12
Q18. Do you think the dialogs in the movie can be used in daily
life?

Item Agree Disagree No reply
Participant 24 68 78 13 9 3 44
Percentage 11% 28% 32% 6% 4% 1% 18%
Q19. Do you think key word previewing helps understand the

movie and has positive effect on learning?

Item Agree Disagree No reply
Participant 31 61 84 13 9 3 41
Percentage 13% 25% 35% 5% 4% 1% 17%
The result of the post‐viewing test
Although 80% of the participants failed the post-viewing test, they believed that
they would have done much better if they could have been given more time to finish
the test.

RESULTS OF DATA COLLECTION AND DISSCUSSION

13
Gender* Chinese subtitles are good for learning English
Strongly agree Agree
Moderately agree Disagree
Moderately disagree Strongly disagree
No reply
2% 0%
15%
14%
17%
23%
29%
Female

Female
14
Major* Chinese subtitles are good for learning English

No reply
3%0% 15%
16%
20%
15%
English majors 31%
No reply
6% 0% 1% 14%
14%
30%
35%
Non‐English majors

15
Gender* English captions are good for learning English

No reply
9% 2%1% 15%
15%
25%
33%

No reply
8% 5% 1% 0% 22%
32%
32%

16
Major* English captions are good for learning English

No reply
6% 5% 0%
27%
30%
English majors
32%
No reply
7% 2%1% 13%
14%
28%
35%

17
Gender* English movies can be used as useful teaching materials.

No reply
1% 1%
2% 1%
30%
43%
22%

No reply
4%1% 0% 0%
33% 41%
21%
18
Major* English movies can be used as useful teaching materials.
No reply
2% 0%0%
0%
27%
51%
20%
English majors
19
Gender* Willing to watch the movie again with English captions after Chinese subtitles

No reply
8% 1% 10%
7%
22%
16%
Male 36%
No reply
5% 1%0% 14%
14%
20%
46%
20
l
Major* Willing to watch the movie again with English captions after Chinese subtitles
No reply
12% 4% 1%0% 15%
22%
46%
English majors

No reply
6% 1% 10%
6%
19%
17%
Non‐English majors 41%
21
Gender* Caption choice (with English sound track)
English only Chinese only Both
7%
46%
47%
Male

5%
32%
63%
Female
22
Major* Caption choice (with English sound track)
6%
25%
69%
English majors
6%
45%
49%

23
Gender*Watching English movies enhances motivation to learn.
No reply
3% 2% 1%1%
32%
29%
32%
Male
2% 1% 0%
26%
44%
27%
Female

24
Major*Watching English movies enhances motivation to learn.
No reply
0%
1% 0% 0%
23%
20% 56%
English majors

5% 2%1%
25%
30%
Non‐English majors 37%

25
Gender* Preferred Movie Genres
SEX/ Male percentage Female percentage
Genres
Thriller 42 48.3% 72 46.5%
Comedy 56 64.4% 128 82.6%
War movie 40 46.0% 21 13.5%
Documentary 12 13.8% 16 10.3%
Romance 16 18.4% 98 63.2%
Suspenser 14 16.1% 37 23.9%
Sci-fi 27 31.0% 27 17.4%
Action 42 48.3% 36 23.2%
Animated film 9 10.3% 35 22.6%
Male: 87 (36%)
Female: 155 (64%)

Major* Preferred movie genres
Department/ English percentage Non-English percentage

Genres majors majors
Thriller 57 49.1% 57 45.2%
Comedy 96 82.2% 88 70.0%
War movie 17 14.7% 44 35.0%
Documentary 12 10.3% 16 12.7%
Romance 67 57.8% 47 37.3%
Suspenser 28 24.1% 23 18.3%
Sci-fi 17 14.7% 37 29.4%
Action 32 27.6% 46 36.5%
Animated film 24 20.7% 20 15.9%
English majors: 116 (47.9%)

Non-English majors:126 (51.2%)

26
Gender* The Relationship between preferred
movie genres and motivation to learn English
SEX/ Male percentage Female percentage
Genres
Thriller 19 21.8% 24 15.5%
Comedy 44 50.5% 116 74.8%
War movie 18 20.7% 6 3.9%
Documentary 14 16.9% 25 16.1%
Romance 19 21.8% 80 51.6%
Suspensor 9 10.3% 10 6.5%
Sci-fi 8 9.2% 9 5.8%
Action 15 17.2% 24 15.5%
Animated film 13 11.5% 37 23.9%
Male: 87 (36%)
Female: 155 (64%)

Major* The Relationship between
preferred movie genres and motivation to
learn English
Department/ English percentage Non-English percentage
Genres majors majors
Thriller 24 18.1% 22 17.5%
Comedy 85 73.3% 75 59.5%
War movie 7 6.0% 17 13.5%
Documentary 16 13.8% 23 18.3%
Romance 57 49.1% 42 33.3%
Suspensor 12 10.3% 7 5.6%
Sci-fi 9 7.8% 8 6.3%
Action 22 19.0% 17 13.5%
Animated film 24 20.7% 26 20.6%
English majors: 116 (47.9%)

Non-English majors:126 (51.2%)

27
The statistical results of this research demonstrated that
1. There is strong support in using DVD films to motivate students to study English;
2. Movie preferences are related to effective language learning;
3. Comedy is the most popular movie genre;
4. Chinese captions with English sound track benefit the participants the most as
more than 90% of the participants reported that this technique helped their
learning and more than 75% of participants supported the use of different
captions when watching DVD films in EFL classrooms.
5. Key word preview facilitates learning.
Data Analysis
1. The use of subtitles/captions: Male vs Female
For the relation between gender and subtitles/captions, 87% of male participants
prefer Chinese subtitles and 67% of female participants chose Chinese subtitles.
The result of this question could be viewed from the point that Chinese subtitles
made the participants feel more comfortable as they could follow the story line
of the film.
2. The use of subtitles/captions: English majors vs Non-English majors
For the relation between major, subtitles/captions, and learning effect, 69% of
English majors chose the presence of both Chinese subtitles and English captions.
This result indicated that English majors believe the presence of both Chinese
subtitles and English captions would help improve their language skills and help
follow the story line. For non-English majors, 49% of participants chose Chinese
subtitles only. The most interesting thing found in the study is that only 6% of
English majors and 6% of non-English majors chose English captions only. This
shows only a very small portion of the participants were confident and
aggressive enough to take the challenge of watching an English movie with only
English sound track and English captions.
28
CONCLUSION
This study was an investigation on the correlation between the viewing of
DVD films and effective learning in EFL classrooms. As many studies have shown,
DVD films can become an integral part of the curriculum. Although the present
study hadn’t been incorporated into the course curriculum, we have had significant
findings. Whether they are an integral part of the school curriculum or
supplementary teaching materials, DVD films with their special features such as
subtitles and chapter separation would help to develop an effective learning
environment. Teachers can design film-related activities and integrate them into
instruction to motivate their students. Learning can be fun!
29
REFERENCES
Chiang. Yong-Ruei. (2006). “A Comparative Study of Different Subtitling Formats in Two
English News Broadcast in Taiwan.” MA thesis. Taiwan: National Tsing Hua
University.
Kusumarasdyati. (2004). “Listening, Viewing and imagination: Movies in EFL Classes.”
Paper presented at the 2nd International Conference on Imagination and Education.,
Vancouver, Canada.
Lin, Cheng-Yi Eric. (2002). “Using Films to Activate Cultural Awareness in the EFL
Classroom: A Case Study of Freshmen Business Majors.” MA thesis. Taiwan:
Tamkang University.
Lin, Sheng Jhuan. (2003). 教育研究方法:全方位的統整與分析. Taiwan:心理出版社
Lin, Yun-Chu. (2009). “The Effects of Visual Aids and Text Types on Listening
Comprehension.” MA Thesis. Taipei: Taiwan Normal University.
Linebarger, L. Deborah. (2001). “Learning to Read from Television: The Effects of Using
Captions and Narration.” Journal of Educational Psychology, 93, 2, 288-98.
Luo, Jia-Jen. (2004). “Using DVD Films to Enhance College Freshmen's English
Listening Comprehension and Motivation.” MA thesis. Taiwan: National Tsing Hua
University.
Sommer, P. (2001). Using Film in the English Classroom: Why and How. Journal of
Adolescent and Adult Literacy, 44(5), 485-487.
Weyers. Joseph R. (1999). “The Effect of Authentic Video on Communicative
Competence. ” The Modern Language Journal, 83, iii, 339-49.
Secules, Teresa., Herron, Carol, & Tomasello, Michael. (1992). “The Effect of Video
Context on Foreign Language Learning.” The Modern Language Journal 76, iv,
481-490.
30
APPENDICES A
Vocabulary Review
APPENDICES B
Questionnaire (in Chinese)
31
APPENDICES C
Questionnaire (in English)
Hi, we are English majors. We want to know your opinions on learning
English through movie viewing. We would appreciate it if you can fill up
the questionnaire.
z Gender : □Male □Female
z Age: _____________
z Grade : □Freshman □Sophomore □Junior □Senior
z Have you ever lived in any English-speaking countries?
□Yes □No If yes, how long? _____________
====================================================
1. What kinds of English movies do you like? (You can choose more
than one.)
□Thriller □Comedy □War movies □Documentary
□Romance □Suspensor □Science Fiction □Action movie
□Animated movie
2. Do you think watching English movies has a beneficial effect on
learning English?
□Strongly Agree □Agree □Moderately Agree
□Moderately Disagree □Disagree □Strongly Disagree
3. What kinds of English movies do you think are beneficial in
learning English? (You can choose more than one.)
□Thriller □Comedy □War movie □Documentary □Romance
□Suspensor □Science Fiction □Action movie □Animated movie
4. Do you think your movie preferences will affect your learning?
5. With regard to captions, what subtitles/captions would you choose
when you watch English DVD films at home?
□Chinese □English
6. Do you think Chinese subtitles are better than English captions
in learning English?
7. Do you think English captions are good in learning English?
32
8. After watching a film with Chinese subtitles, will you watch it again
with English captions?
9. I am interested in learning English if the teacher uses English films
as teaching materials?
10. Does keyword preview help understand the story line of a movie?
11. Do you agree keyword preview before movie viewing motivates you
to learn English?
====================================================
12. What do you think about the film (1408 or Bedtime Stories)
□Great □So so □Bad
13. Do you think this film is useful in learning English?
14. Do you agree you have learned some English by watching the film?
15. How many English sentences have you learned from the movie?
□1~3 □3~5 □5~7 □at least 10
16. Can you write down any words and sentences you have learned
from the movie?
□Yes □No
___________________________________________.
17. Why do these sentences impress you so much?
□ Because they are repeated
□ Because they are funny
□ Because they are four-letter words
18. Do you think the dialogs in the movie can be used in daily life?
33
19. Do you think key word previewing helps understand the movie
and has positive effect on learning?
APPENDICES D
Posttest
34

The Effect of Movie Viewing On Learning English As A Foreign Language

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Effect of Movie Viewing On Learning English As A Foreign Language

Uploaded by

Copyright:

Available Formats

THE EFFECT OF MOVIE VIEWING ON

LEARNING ENGLISH AS A FOREIGN LANGUAGE

Department of Applied English

Chairman of the Department

CHAPTER ONE: INTRODUCTION………………………..1

CHAPTER THREE: METHODOLOGY…………………...5

1 female B.A Freshman no answer

2 female A.E Sophomore one month

3 female A.E Junior one month

4 female A.E Junior two months

5 male No answer Junior three months

6 male A.E Freshman two years

4.1 DATA COLLECTION AND DATA ANALYSIS

Name Count Percentage

Q2. Do you think watching English movies has a beneficial effect

Strongly Moderately Moderately Strongly

Percentage 39% 29% 27% 3% 1% 1%

Q3. What kinds of English movies do you think are beneficial in

Strongly Moderately Moderately Strongly No

Percentage 24% 27% 35% 7% 3% 2% 2%

Q5. With regard to captions, what subtitles/captions would you

Strongly Moderately Moderately Strongly No

Percentage 15% 25% 34% 14% 11% 1% 0%

Q7. Do you think English captions are good in learning English?

Participant 47 72 79 25 15 3

Percentage 20% 30% 33% 10% 6% 1%

Strongly Moderately Moderately Strongly No

Percentage 12% 21% 43% 15% 5% 4% 0%

Strongly Moderately Moderately Strongly No

Percentage 37% 22% 36% 3% 1% 1% 0%

Q10. Does keyword preview help understand the story line of a

Strongly Moderately Moderately Strongly No

Percentage 31% 24% 39% 2% 2% 2% 0%

Q11. Do you agree keyword preview before movie viewing motivate

Strongly Moderately Moderately Strongly No

Percentage 24% 25% 40% 5% 4% 1% 1%

Item Great So so Bad No reply

Participant 101 104 7 30

Percentage 42% 435 3% 12%

Q13. Do you think this film is useful in learning English?

Strongly Moderately Moderately Strongly No

Percentage 13% 27% 33% 6% 8% 2% 11%

Strongly Moderately Moderately Strongly No

Percentage 15% 22% 33% 9% 3% 7% 11%

1-3 3-5 5-7 More than

Percentage 40% 21% 10% 8% 21%

Q17. Why do these sentences impress you so much?

Been repeated Abusive Have learned

Percentage 18% 23% 13% 12% 34%

Strongly Moderately Moderately Strongly

Percentage 11% 28% 32% 6% 4% 1% 18%

Q19. Do you think key word previewing helps understand the

Strongly Moderately Moderately Strongly

Participant 31 61 84 13 9 3 41

Percentage 13% 25% 35% 5% 4% 1% 17%

Strongly agree Agree

Strongly agree Agree

Strongly agree Agree

Strongly agree Agree

Strongly agree Agree

Strongly agree Agree

Strongly agree Agree