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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.” 

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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. 

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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

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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. (Sommer, 2001; Kusumarasdyati, 2004; Luo, 2004 ). They also have found films that draw the learners’ interest can positively affect their motivation to learn

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.

 

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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?

 

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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
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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).

 

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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. 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. One day, he finds that all his stories mysterious come

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 1 2 3 4 5 6 female female female female male male department B.A A.E A.E A.E No answer A.E year Freshman Sophomore Junior Junior Junior Freshman How long no answer one month one month two months three months two years

 

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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 All these 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. 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.

 

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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. follows. The result of each question is analyzed as

Q1. What kinds of English movies do you like? (You can choose more than one.)
Name Thriller Comedy War movie Documentary Romance Suspensor Sci-fi Action movie Animated film Count 114 184 61 28 114 51 54 78 44 Percentage 47.1% 76.0% 25.2% 11.5% 47.1% 21.0% 22.3% 32.2% 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?
  Item
Participant

Strongly agree 93 39%

Agree 70 29%

Moderately agree 65 27%
7

Moderately disagree 6 3%

Disagree 3 1%

Strongly disagree 1 1%

Percentage
 

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 Thriller Comedy War movie Documentary Romance Suspensor Sci-fi Action movie Animated film

Count 43 160 24 39 99 19 17 39 50

Percentage 17.8% 66.1% 9.9% 16.1% 40.9% 7.9% 7.0% 16.1% 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? 
  Item Strongly agree 59 24% Agree Moderately Moderately Disagree agree disagree 86 35% 16 7% 8 3% Strongly disagree 4 2% No reply 4 2%

Participant

65 27%

Percentage

Q5. With regard to captions, what subtitles/captions would you choose when you watch English DVD films at home?
  Item
Participant

Chinese 230 95%

English 9 4%
8

None 2 1%

No reply 1 0%

Percentage
 

The data show 95% of the participants chose Chinese subtitles.

Q6. Do you think Chinese subtitles are better than English captions in learning English?
Strongly agree Moderately Moderately Disagree agree disagree Strongly disagree No reply

Item

Agree

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  Strongly  agree  Agree  Moderately  Moderately  agree  disagree  Disagree  Strongly  disagree 

Participant 

47 

72 

79 

25 

15 

Percentage 

20% 

30% 

33% 

10% 

6% 

1% 

Q8. After watching a film with Chinese subtitles, will you watch it again with English captions?
  Item Strongly agree Agree Moderately agree Moderately Disagree disagree Strongly disagree No reply

Participant

30

50

103

36

13

9

1

Percentage
 

12%

21%

43%
9

15%

5%

4%

0%

Q9. I am interested in learning English if the teacher uses English films as teaching materials.
Item Strongly agree 90 Agree Moderately agree 88 Moderately disagree 8 Disagree Strongly disagree 1 No reply 1

Participant

52

2

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?
Strongly agree Moderately Moderately Disagree agree disagree Strongly disagree No reply

Item

Agree

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 Participant Percentage
 

Strongly agree 58 24%

Agree 60 25%

Moderately Moderately Disagree agree disagree 97 40%
10

Strongly disagree 4 1%

No reply 4 1%

12 5%

7 4%

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?
Strongly agree 33 Moderately Moderately Disagree agree disagree 79 14 19 Strongly disagree 4 No reply 28

Item

Agree

Participant

65

Percentage

13%

27%

33%

6%

8%

2%

11%

Q14. Do you agree you have learned some English by watching the film?
Strongly agree 36 15% Moderately agree 79 33%
11

Item

Agree

Moderately disagree 22 9%

Disagree

Strongly disagree 16 7%

No reply 28 11%

Participant

53 22%

8 3%

Percentage
 

Q15. How many English sentences have you learned from the movie?
1-3 sentences 97 3-5 sentences 50 5-7 sentences 24 More than 10 19

Item

No reply

Participant

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 many times Abusive language Have learned before

Item

Too funny

No reply

Participant

44

55

31

30

82

Percentage

18%

23%

13%

12%

34%

 

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Q18. Do you think the dialogs in the movie can be used in daily life?
Strongly agree Moderately Moderately Disagree agree disagree Strongly disagree

Item

Agree

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?
Strongly  Agree agree  31  61  Moderately  Moderately  Strongly  Disagree  agree  disagree  disagree 84  13  9  3 

Item 

No reply

Participant 

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 
 
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Gender* Chinese subtitles are good for learning English 

Strongly agree Moderately agree Moderately disagree No reply 14% 17% 2% 0%

Agree Disagree Strongly disagree

15%

23% 29%

Female
Female 
 

   
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Major* Chinese subtitles are good for learning English 

Strongly agree Moderately agree Moderately disagree No reply 16% 3% 0%

Agree Disagree Strongly disagree 15%

20% 15%

English majors 

31%
Agree Disagree Strongly disagree

Strongly agree Moderately agree Moderately disagree No reply 14% 6% 0% 1%

14% 30%

35%

Non‐English majors 
   
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Gender* English captions are good for learning English 

Strongly agree Moderately agree Moderately disagree No reply 9% 15% 1% 2%

Agree Disagree Strongly disagree

15%

25%

33%
Strongly agree Moderately agree Agree Disagree

Moderately disagree Strongly disagree No reply 8% 5% 1% 0% 22%

32% 32%

   
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Major* English captions are good for learning English 

Strongly agree Moderately agree Moderately disagree No reply 6% 5% 0%

Agree Disagree Strongly disagree

27%

30%
English majors 

32%

Strongly agree Moderately agree Moderately disagree No reply 7% 14% 2%1%

Agree Disagree Strongly disagree

13%

28% 35%
   
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Non‐English majors

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

Strongly agree Moderately agree Moderately disagree No reply 1% 2% 1%

Agree Disagree Strongly disagree

1% 30%

43% 22%

Strongly agree Moderately agree Moderately disagree No reply

Agree Disagree Strongly disagree

4%1% 0% 0% 41%

33%

21%
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Major* English movies can be used as useful teaching materials. 

Strongly agree Moderately agree Moderately disagree No reply 2% 0%0% 27%

Agree Disagree Strongly disagree

0%

51% 20%
English majors 

Non‐English majors 
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Gender* Willing to watch the movie again with English captions after Chinese subtitles 

Strongly agree Moderately agree Moderately disagree No reply 8% 7% 1%

Agree Disagree Strongly disagree 10%

22% 16%

Male 

36%

Strongly agree Moderately agree Moderately disagree No reply 14%

Agree Disagree Strongly disagree

0% 14% 5% 1% 20% 46%

 

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l

Major* Willing to watch the movie again with English captions after Chinese subtitles 

Strongly agree Moderately agree Moderately disagree No reply 12% 4% 1%0%

Agree Disagree Strongly disagree 15% 22%

46%

English majors 

Strongly agree Moderately agree Moderately disagree No reply 6% 17% 6% 1%

Agree Disagree Strongly disagree 10% 19%

Non‐English majors 
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41%

Gender* Caption choice (with English sound track) 

English only

Chinese only

Both 7%

46%

47%

Male 
English only Chinese only 5% Both

32%

63%

Female 
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Major* Caption choice (with English sound track) 

English only

Chinese only 6%

Both

25%

69%
English majors 

English only

Chinese only

Both

6% 45% 49%

Non‐English majors 
 
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Gender*Watching English movies enhances motivation to learn. 

Strongly agree Moderately agree Moderately disagree No reply 2% 1%1% 3% 29% 32%

Agree Disagree Strongly disagree

32%

Male
Strongly agree Moderately agree Moderately disagree Agree Disagree Strongly disagree 2% 1% 0% 44%

26%

27%

Female
  
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Major*Watching English movies enhances motivation to learn. 

Strongly agree Moderately agree Moderately disagree No reply

Agree Disagree Strongly disagree

0% 1% 0% 0% 23% 20% 56%

English majors 

Strongly agree Moderately agree Moderately disagree 5% 30% 2%1%

Agree Disagree Strongly disagree 25%

Non‐English majors 
 
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37%

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

Male: 87 (36%) Female: 155 (64%)

   

Major* Preferred movie genres
Department/ Genres Thriller Comedy War movie Documentary Romance Suspenser Sci-fi Action Animated film English majors 57 96 17 12 67 28 17 32 24 percentage 49.1% 82.2% 14.7% 10.3% 57.8% 24.1% 14.7% 27.6% 20.7% Non-English majors 57 88 44 16 47 23 37 46 20 percentage 45.2% 70.0% 35.0% 12.7% 37.3% 18.3% 29.4% 36.5% 15.9%

English majors: 116 (47.9%) Non-English majors:126 (51.2%)

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

   

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

English majors: 116 (47.9%) Non-English majors:126 (51.2%)

   
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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.

 

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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!

 

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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. Journal of Educational Psychology, 93, 2, 288-98. Linebarger, L. Deborah. (2001). “Learning to Read from Television: The Effects of Using Captions and Narration.” 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. 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. Journal of

 

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APPENDICES A
Vocabulary Review

APPENDICES B
Questionnaire (in Chinese)

 

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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. Gender : □Male □Female Age: _____________ □Sophomore □Junior □Senior Grade : □Freshman 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? □Strongly Agree □Agree □Moderately Agree □Moderately Disagree □Disagree □Strongly Disagree 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?
□Strongly Agree □Moderately Disagree □Agree □Disagree □Moderately Agree □Strongly Disagree

7. Do you think English captions are good in learning English? □Strongly Agree □Agree □Moderately Agree
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□Moderately Disagree

□Disagree

□Strongly Disagree

8. After watching a film with Chinese subtitles, will you watch it again with English captions? □Strongly Agree □Agree □Moderately Agree □Moderately Disagree □Disagree □Strongly Disagree 9. I am interested in learning English if the teacher uses English films as teaching materials? □Strongly Agree □Agree □Moderately Agree □Moderately Disagree □Disagree □Strongly Disagree 10. Does keyword preview help understand the story line of a movie? □Strongly Agree □Agree □Moderately Agree □Moderately Disagree □Disagree □Strongly Disagree 11. Do you agree keyword preview before movie viewing motivates you to learn English? □Strongly Agree □Agree □Moderately Agree □Moderately Disagree □Disagree □Strongly Disagree ==================================================== 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? □Strongly Agree □Agree □Moderately Agree □Moderately Disagree □Disagree □Strongly Disagree 14. Do you agree you have learned some English by watching the film? □Strongly Agree □Agree □Moderately Agree □Moderately Disagree □Disagree □Strongly Disagree 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? □Strongly Agree □Agree □Moderately Agree □Moderately Disagree □Disagree □Strongly Disagree
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19. Do you think key word previewing helps understand the movie

and has positive effect on learning?
□Strongly Agree □Moderately Disagree □Agree □Disagree □Moderately Agree □Strongly Disagree

APPENDICES D
Posttest

 

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