CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter provides an understanding of what the problem is, its theoretical basis and its

context, scope of the study as well as its significance.

Introduction

We live in a culture dominated by the visual image. Moving pictures have a grammar and

discourse all their own which we need to decode if we are to understand the meanings that they

contain (Stempleski and Tomalin, 2003). Films are globally popular because the combination of

sound, vision and language engages and stimulates our senses and cognitive faculties

simultaneously creating a total impact that dwarfs other media. A film refers to a graphic recording

of the spoken words, music and other sounds that are to accompany the images.

According to Sherman (2003), there is a compelling power of film in the classroom, a

power that is even enhanced by concentration on short sequences. The eye is caught, and this

excites interest in the meaning of the words. Authenticity itself is an inducement – there is a special

thrill in being able to understand and enjoy the real thing. Print may still be powerful but many

people spend more time with audio-visual media: video techniques, discourses and clichés are

more familiar to them than the world of books and papers.

Film is considered to be an important art form, a source of popular entertainment, and a

powerful medium educating or indoctrinating citizens (Wikipedia). Way back in the history of film

making, from the time when Lumière brothers showed the first film in 1896, the public has enjoyed

a fascination and respect for films. Although teaching a language was not the initial purpose for

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which films, movies and videos were produced, foreign films today hold much potential as

language learning tools (Garrity, 1987 ).

In 1996, Cardillo stated that the students who watched the foreign film enjoyed the

experience and were successful in learning new vocabulary or perfecting grammar syntax. They

made connection between the target language and the English text resulting in an apparent

improvement in their language ability. A multimedia program permits simultaneous viewing of

picture, text, and reference tools in conjunction with the audio, thus unifying the learning by itself,

this technology can become a remarkable resource for language teachers and can create a learning

environment that will extend the use of foreign films to beginning and advanced language learners

alike and improve second language proficiency at all levels.

Moreover, film is a widely used resource for listening skills when it comes to learning

second or foreign languages, but is also useful in acquiring speaking, pragmatic, and semantic

skills. It is extremely an effective tool in language acquisition because it can increase learner's

interest, understanding of the language use in context, vocabulary and motivation.

One of the problems that many teachers face is getting the students motivated and

interested in learning. Heffernan (2005) anecdotally considered films to be utilized as motivating

materials, which have the potential to enhance language learning. Motivation is often quoted as a

positive aspect of using films in the classroom because students usually refers to it as

entertainment and as a genuine example of the target language they wish to become proficient in.

Moreover, films are interesting, attractive to the eye, linguistically easy on the ear, and filled with

things that native speaker say, do, or experience may therefore well be used in order to increase

the learners' motivation to learn the target language (Sherman, 2003).

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 Gardner (1985) defines second language (L2) motivation as 'the extent which an individual

works or strives to learn the language because of a desire to do so and satisfaction experienced in

the activity'. Film viewing is generally interesting to language learners because every learners love

to watch. If the material shown in the classroom is motivating enough the learner will want know

more about it, ask questions, and also follow it up.

When the students are motivated and enjoying themselves, learning becomes easy and fun.

Second language motivation theory states that learning language happens when students have

positive desires and feelings towards it are the ground upon which teaching language through films

increased. The students usually express an interest in watching films in the classroom. This is

exemplified by the experiment by Athenee Francais in Tokyo, Japan, which was conducted on

thirty learners from college students where they expressed an interest in watching films in English

in class (Ryan, 1998).

Baltova (1994) stated that there is a rich context found in audiovisual material such as

films, the learners can have a positive motivational effect towards their second language

acquisition (SLA). Since many learners in the 21st century are now called audiovisual learners they

can experience the positive effect of films.

In addition, the language in films is an authentic language input that can be utilized to foster

and to motivate English language learning. From the linguistic point of view, authentic language

input refers to the use of authentic materials from the target culture which is presented in the target

language such as film viewing. Films can provide easy access to authentic audiovisual language

input for language learners in English as second language (ESL) context (Bahrani, 2012). The

main goal of film viewing is to prepare students to understand actual speech in order to

3
communicate in English. The more students are being simulated and exposed with the language

the better.

Films provide language learners with opportunities of exposure to the real language uttered

in authentic settings (Stempleski, 1992).The spoken language of films often includes various types

of speeches such as those of various educational levels, the speeches of children and non-native

speakers, slang and jargon, rural and urban speeches, and a range of regional dialects that language

learners will encounter in the target language country (Rocque, 2008).

Melvin and Stout (1987) found an overall increase motivation to learn in the students when

they use authentic language materials for the study of culture. They went on to state that authentic

language input would be helpful for language learners to practice skills they might need outside

the classroom and learn about cultures on their own. In relation to the motivating aspect of

authentic materials, Nunan (1999) and Gilmore (2007) acknowledged that it is essential for

language learners to have exposure to various kinds of authentic language material because it helps

to motivate them by bringing the content and the subject matter to life. Moreover, it enables them

to make the important connections between the classroom world and the real world outside the

classroom setting.

Films as a motivating tool and authentic language input help us to learn languages because

we absorb language as we watch films that we enjoy. It adds a vital dimension to the language

being studied. It shows language use in real life. In other words films are excellent source for the

words and phrases that students need to build into their language store.

In spite of this fact, researches and studies regarding the incorporation of films as a source

of authentic language input for language learning and its motivational effect to learning is still

limited. In 2010, Fjallström stated that the use of film in language learning is not a completely

4
unexplored area but not that extensive. This study will give new knowledge and information on

how English language film is a motivating and valuable tool for the second language classroom.

In this research we examine and investigate how film viewing can be an effective tool for high

school students in their second language acquisition (SLA). The aim of this research paper is to

provide further information about the role of film viewing in motivating students in their English

learning.

Theoretical Framework

The study was anchored on three theories in second language acquisition namely Second

language motivation theory proposed Zoltan Dӧrnyei (1998), Comprehensible Input Hypothesis

(1989) and Affective-Filter Hypothesis (1988) by Stephen Krashen,

1. Comprehensible input

Learners acquire language when they are exposed to quantities of comprehensible input

(Krashen, 1989).

Second language acquisition cannot take place without having exposure to language input.

According to the first theory, we can view films as constituting a comprehensible authentic source

for input. They are authentic because they are mainly made by native speakers. They are

comprehensible because they show language in visible contexts and situations. In addition, they

can be made even more comprehensible by the use of subtitles and close. This underlying principle

for a place for films in the foreign language curriculum can be found in Krashen’s Monitor Theory

of second language acquisition (Krashen, 1982). Based on the theory of “comprehensible input”

by understanding messages or by receiving “comprehensible input” , learners acquire new

structures when they are exposed to language that is a little beyond their current level of

5
competence, but which is comprehensible through some context. Krashen’s (1982) argues that

comprehensible input is the one thing necessary for acquiring a second language. According to

him, the more comprehensible input the greater the L2 proficiency, lack of comprehensible input

delays language acquisition.

Krashen (1982) asserts that we acquire a language best when we receive lots of meaningful

comprehensible input. The visually and orally authentic character of foreign language films give

students a rich and varied comprehensible input in which to learn the target language. The

presence of English films has made it much easier for the English language learners to incorporate

authentic language in their English learning. The role of input in second language acquisition is

argued to be very important with Krashen (1982) particularly emphasizing the importance of

receiving input at a level that is within reach for the learner.

The language input that learners receive in SLA is one of the external factors that play a

fundamental role. Language input has also been considered to be a major source of data for

language learners to construct their competence or mental representation of the language (Patten

& Benati, 2010). Indeed, language acquisition process is dependent upon the availability of

appropriate input. Considering the fact that some sort of language input is necessary to acquire the

language in-and-outside the classroom, various films have the potential to be utilized as sources

of authentic language input for SLA.

Some researchers (e.g., Al-Seghayer, 2005; Brett, 1995; Egbert & Jessup, 1996) have

presented strong evidence that multimedia (such as films) have useful effects on language learning

because of their rich and authentic comprehensible input. Researchers have indicated that students

need to receive a great quantity of comprehensible input so as to achieve the objective of language

learning when they learn a foreign or second language (Krashen,1985). Film offers authentic target

6
language input. It is also likely that students' positive perception of film in teaching has effects on

language learning since motivation and attitudes, according to research, affect language

acquisition. We speculate that films which are authentic materials are often superior because they

provide rich input that is more likely to cater language learning.

The concept of comprehensible input is linked to recent cognitive theories which stress the

role of active individual learners in the effective acquisition, organization, and storage of

knowledge into a meaningful cognitive network (Hummel, 1995: 448).

2. Second language (L2) motivation

Learners acquire language when they have the desire and positive feelings toward the

language (Dörnyei, 1998 and Gardner 1985).

Motivation has been widely accepted by both teachers and researchers as one of the key

factors that influence their rate and success of second language learning (L2). Motivation provides

the primary move to initiate learning the L2 and later the driving force to sustain the long and often

tedious learning process; indeed, all the other factors involved in L2 acquisition presuppose

motivation to some extent.

Gardner (1985) defines L2 motivation as 'the extent to which an individual works or strives

to learn the language because of a desire to do so and satisfaction experienced in this activity; more

specifically, motivation is conceptualized to subsume three components, motivational intensity,

desire to learn the language, and an attitude towards the act of learning the language. Thus,

motivation refers to a kind of central mental 'engine' or energy-centre' that subsumes effort,

want/will (cognition), and task-enjoyment (affect).

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 The proof of motivation is in displaying it in action-hence the importance of the 'desire'

measure, which directly taps into the individual's wish to perform the action; and, even more

directly, the motivational intensity, measure explicitly focuses on motivated behavior (Dörnyei,

1998).

It is often quoted as a positives aspect of using films in the classroom due to students

associating the form with being entertainment and as a genuine example of the target language

they wish to become proficient in. Motivation is one of the most important factors in determining

successful second-language acquisition. Films and TV shows are an integral part of students’ lives

so it makes perfect sense to bring them into the language classroom. Film, as a motivator, also

makes the language learning process more entertaining and enjoyable.

3. Affective-filter Hypothesis

In any aspect of education it is always important to create a safe, welcoming environment

in which students can learn. In language education this may be especially important since in order

to take in and produce language, learners need to feel that they are able to make mistakes and take

risks. This relates to directly to Krashen’s hypothesis of the affective filter.

According to Krashen (1988) one obstacle that manifests itself during language acquisition

is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent

learning. This hypothetical filter does not impact acquisition directly but rather prevents input

from reaching the language acquisition part of the brain. According to Krashen the affective filter

can be prompted by many different variables including anxiety, self-confidence, motivation and

stress.

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 Krashen argues that comprehensible input is not enough to ensure language

acquisition. Language learners also have to be receptive to that input. When learners are bored,

angry, frustrated, nervous, unmotivated or stressed, they may not be receptive to language input

and so they 'screen' the input. This screen is referred to as the affective filter. This suggests that

when learners are bored, angry, frustrated, nervous, unmotivated or stressed, they may be

unsuccessful at learning a second language. This has very practical implications for language

teachers: lower their affective filters. One problem with this hypothesis is the difficulty in

determining cause and effect: Are language learners unsuccessful because they are bored, angry,

and stressed? Or are language learners bored, angry, and stressed because they are unsuccessful?

Finally, the fifth hypothesis, the Affective Filter hypothesis, embodies Krashen's (1982)

view that a number of 'affective variables' play a facilitative, but non-causal, role in second

language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen

claims that learners with high motivation, self-confidence, a good self-image, and a low level of

anxiety are better equipped for success in second language acquisition. Low motivation, low self-

esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block'

that prevents comprehensible input from being used for acquisition. In other words, when the filter

is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not

sufficient on its own, for acquisition to take place.

These theories will serves as the basis of the study throughout the completion of this work.

Conceptual Framework

9
 Affective
Filter
Authentic and Second Second
Film Viewing
Language Language Language
Activity
Input Motivation Acquisition
of the
Students

Paradigm for the film viewing activity and its impact on the motivation of students in learning
English

The paradigm shows the impact of film viewing activity in the motivation of students in

their learning of English as a second language. First, the students will be involved in a film viewing

activity. Film viewing activity provides authentic language input through the conversations and

dialogues from the films. Then the films will enable the students to be motivated fostering second

language motivation.

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Statement of the Problem

This research on "Film Viewing: Its Impact on the Motivation of selected Grade-9

Students in Learning English" aimed to examine and to investigate ways the impact of film

viewing on the motivation of students in learning English.

Specifically, it sought to answer the following questions:

1. How often do the respondents watch film in their classroom discussions?

2. How may film viewing affect the respondents’ motivation in learning English

as their second language?

2.1 Do the respondents find it more interesting when their teacher conducts

film viewing?

2.2 Do the respondents feel more active and motivated in when they watch

films?

3. How may film viewing affect the respondents in learning English as their

second language?

3.1 Do the respondents find themselves mimicking or copying how the

actors pronounce and deliver their lines and dialogues?

3.2 Do the respondents were able to understand the ways of life and thinking

of English native speakers?

3.3 In what ways does film viewing affect the respondents’ English

learning?

3.4 Do the respondents agree that the more English films they watch, the

higher the chance to acquire or learn the English language?

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3.5 Why do the respondents exert effort in learning English language with

the help of film viewing?

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Assumption

The assumption of the study is that films are great motivating tool for English

learning. Through films students are given a mass of language input in context, vocabulary,

grammar, collocations and idioms, they bring language to life and they provide a window

on the culture of the language. Film viewing helps the students to learn language because

they absorb and understand language as they watch films that they enjoy.

Significance of the Study

Bearing in mind all these features and positive input of films in education more

specifically the English learning, the researchers thought to undertake this study to give

modest contribution to the enhancement of teaching and learning English.

This study aims to contribute useful ideas and research information in the advent

of determining what is the impact of film viewing on the motivation of the English

language learners (ELL's) that might affect their second language acquisition.

In addition to this, it is hoped that this research paper may help parents, teachers

and educators on deciding what possible steps and ways they can utilized for the betterment

of English language learning in secondary schools. This will give them some insights on

how film viewing inside and outside the four corners of the classroom can be an effective

tool and motivation in the learner's L2 (Second language) acquisition for they are the key

supporters in the learner's English language learning contexts.

Moreover, it can contribute to the knowledge of foreign film makers to improve the

quality of their films in order to help the English learners to a more productive and

enriching learning of the L2.

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 The findings in this study might give the English learners the advantage of better

ways in enhancing and improving their second language acquisition.

Scope and Limitations of the Study

The study " Film Viewing: Its Impact on the Motivation of selected Grade-9

Students in Learning English" in school year 2014-2015 is delimited and focused only to

30 selected Grade-9 students. Moreover, there is no fixed age or gender required, as long

as they are official high school students in New Era University Integrated School. Their

opinions and suggestions are regarded as major contribution to the fulfillment of this

research project.

Furthermore, the researchers will use data gathering through questionnaires to make

sure that all gathered data and information are accurate and unbiased.

Definition of terms

For purposes of this research, the following terms or acronyms shall refer to and/

or mean as here under defined:

AUTHENTIC LANGUAGE INPUT. It refers to the use of authentic materials from the

target culture which is presented in the target language such as film viewing (Bahrani,

2012).

AUTHENTIC MATERIAL. It exposes learners to a wider variety of grammatical and

lexical features but with less frequency than contrived input specifically designed to

highlight particular target language (Gilmore, 2007).

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COMMUNICATIVE COMPETENCE. A term coined by linguist Dell Hymes in 1972,

it grew out of resistance to the concept of linguistic competence introduced by Noam

Chomsky (1965). Most scholars now consider linguistic competence to be a part of

communicative competence (Meador).

COMPREHENSIBLE INPUT HYPOTHESIS. It proposed and formulated by Krashen

according to him 'humans acquire language in only one way - by understanding messages

or by receiving "comprehensible input" (Krashen, 1989).

ENGLISH AS A SECOND LANGUAGE (ESL). It is a traditional term for the use or

study of the English language by non-native speakers in an English-speaking environment.

That environment may be a country in which English is the mother tongue (e.g., Australia,

the U.S.) or one in which English has an established role (e.g., India, Nigeria) (Meador).

FILM. It refers to a graphic recording of the spoken words, music and other sounds that

are to accompany the images. Films are cultural artifacts created by specific cultures. They

reflect those cultures, and, in turn, affect them. Film is considered to be an important art

form, a source of popular entertainment, and a powerful medium educating or

indoctrinating citizens (Wikipedia).

GRAMMATICAL COMPETENCE. It is the ability to recognize and produce the

distinctive grammatical structures of a language and to use them effectively in

communication (SIL International, 1999).

PRAGMATIC COMPETENCE. It is the ability to use language in a contextually

appropriate fashion (Meador).

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PRAGMATICS. It is a branch of linguistics concerned with the use of language in social

contexts and the ways in which people produce and comprehend meanings through

language. The term pragmatics was coined in the 1930s by the philosopher C.W. Morris.

Pragmatics was developed as a subfield of linguistics in the 1970s (Meador).

SECOND-LANGUAGE ACQUISITION (SLA), SECOND LANGUAGE

LEARNING, OR L2 ACQUISITION. It is the process by which people learn a second

language (Wikipedia).

SEMANTICS. It is the field of linguistics concerned with the study of meaning in

language. Linguistic semantics has been defined as the study of how languages organize

and express meanings (Meador).

VIEWING. It is the act or an instance of watching a movie or television (Wikipedia).

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter introduces briefly the concept of EFL teaching and gives reasons why

to use films in the EFL classroom. The topics that are discussed are viewing, authenticity,

the input hypothesis, the positive effect of films on language learning and finally different

learning styles and the use of brain in language learning.

16
Introduction

The reading culture has been gradually replaced by the viewing culture for some

time now (Lowe 2010). The viewing culture has held sway in English classrooms in the

developed countries and it has now entered Filipino classrooms in subjects other than

English. It is the duty and the right of English teachers to bring in video as a means of

language learning and teaching in Filipino classrooms. Films are a great medium for

language teaching. Through film students are given a mass of language input in context,

vocabulary, grammar, collocations and idioms, they bring language to life and they provide

a window on the culture of the language. In film viewing, “we not only hear language

exchanges, but we also see the situations in which they occur, and the gestures, facial

expressions and emotional messages that accompany the language. Language comes alive”

(Lowe 2010).

“Why use video of all methods to inculcate oral skills?” is no longer a relevant

question. Every teacher seems to be aware of its importance. The only question probably

is, “What is it good for?” Jane Sherman illustrates six points for its own sake, for

comprehension of the spoken language, as a language model, for culture, as a stimulus or

input and last as a moving picture book. (Sherman, 2003: pp.2-3). Access to English

language is one of the goals of students of the language. Film video shows different kinds

of people, situations, culture in all its possible settings. It provides the accents, vocabulary,

grammar, syntax and dialogue of the language as a model. It mirrors foreign culture and

becomes a stimulus for learning. It is much more impressive than the written medium. You

will agree that it is difficult to fulfil this range of functions except by living in an English-

speaking country – an opportunity that most learners do not have. Authentic video helps to

17
substitute for this experience; it brings the English language world to the learner. Maley

says in the foreword to Film: Resource Book for Teachers: “We live in a culture dominated

by the visual image, and in particular the moving image…Moving pictures have a grammar

and discourse all their own which we need to decode if we are to understand the meanings

that they contain” (Stempleski and Tornalin, 2003: p.9). Film is globally popular because,

“The combination of sound, vision and language engages and stimulates our senses and

cognitive faculties simultaneously, creating a total impact that dwarfs other mediums”

(ibid: p.9).

English as a foreign language (EFL): General

English as a foreign language is a concept rather similar to the term ESL, English

as a second language. However, the main difference between these two terms is that for

EFL learners English is not their first language and they learn English in settings where

English is spoken as a foreign language. ESL learners, for one, learn English for instance

in the United States or Great Britain but English is not their first language either (Freeman

1998). Furthermore, also Gebhard (1996: 2-4) presents very similar definitions of ESL and

ESL. According to his definitions EFL refers to “English as studied by people who live in

places where English is not the first language of people who live in the country” and ESL

refers to “English as studied by people who speak other languages as their first language –

such as Spanish, Arabic, Chinese, or Swahili – but live in places where English is the first

language”.

Moreover, according to Littlewood (1984: 54) in a foreign language learning

situation “the language has no established functions inside the learner’s community but

18
will be used mainly for communicating with outsiders”. The term second language

learning, in turn, indicates that the language has communicative functions inside the

community where the learner lives. On the other hand, Prator (1979: 13-15) points out that

the term EFL may be confusing for those people, who study English in a foreign

surroundings but still operate with the language so much that it is not ”foreign” for them.

Thus, also other terms have been suggested, such as TESOL (”teaching of English to

speakers of other languages”) and TENES (”teaching of English to non-English speakers”)

and the first one is nowadays rather widely used as a cover-term for (T) EFL and (T)ESL.

Freeman (1998: 4) points out that teaching English in a non-English-speaking

country differs from teaching it in a natural environment where it is spoken every day. In

countries where English is not spoken as the primary language of most people, the students

are not exposed to English outside the classroom as easily as ESL learners. They may not

hear English or speak it often on their free time.

Also Gebhard (1996: 2-4) emphasizes the differences between teaching ESL and

EFL. Firstly, the student populations differ. In several EFL contexts the population is

homogeneous in many ways, and the students may share a similar cultural identity despite

the possible cultural differences related to religion, for example. However, many ESL

settings, on the other hand, are rather heterogeneous, since students may come from a great

variety of countries and cultures. As a consequence, this must be noticed when planning

the teaching. Secondly, also the goals of learning EFL and ESL are often quite different.

In some countries where English is spoken as a foreign language, the primary goal for

children learning English is to pass English entrance exams to enter good high schools and

universities. However, in an ESL context the goal is often to be able to use English in a

19
native-like manner in order to assimilate into the mainstream English-speaking population.

However, Gebhard (1996: 2-4) points out that the goals can be also vice versa, since there

are several EFL students who are genuinely interested in learning to communicate with the

foreign language, and are interested in for instance travelling, living abroad, doing

international business or working as a translator. Likewise, there are ESL students who are

interested in passing different types of entrance exams. Yet, at least in Finland, where

English is studied as a foreign language, the current trend is communicative language

teaching, and the teaching focuses on broadening the students’ language proficiency in

order for them to be able to communicate in English. Thus, the main goal of teaching is

communicative ability. In other words, the teacher teaches the language, not so much about

the language and the main point is not to be able to analyze the language but to use it in

various everyday situations.

Gebhard (1996: 2-4) states that also the teacher’s concerns are different in EFL

teaching than in ESL teaching. In EFL settings the teacher must constantly come up with

ways to get students to speak English in class and ways to use authentic language teaching

materials. The teacher must also test the students and their level of learning and be able to

get the students to take more responsibility for their learning. The pressure may be great at

times, but the teacher should not show it to the students but be able to keep them motivated

to learn the foreign language. In ESL teaching, for one, the concerns are somewhat less

greater, since the students are able to use the language also outside the classroom, whereas

for EFL students there are fewer possibilities to apply what they study to communicative

situations outside the classroom. However, in both ESL and EFL teaching the teacher needs

material which motivates the learners and provides them with the input needed. Thus,

20
movies are a useful and versatile way of ensuring that also students in EFL settings get to

hear the foreign language and get a chance to develop their listening and communication

skills with authentic language as their model.

Viewing

While there are traditional ways in teaching reading and writing such as; Reading

Aloud, Comprehension Questions, Shared Reading and Guided Reading, Story Grammar,

Writing, Build Word Knowledge, Teach Words Conceptually for vocabulary and most

common is Classroom Visual Aids. Davis (1998) points out, teaching with video can be a

great help in improving writing proficiency of the students. Research on educational

technologies--ranging from motion pictures to computer-based tutoring systems--

documents a disappointing history in which strong claims for a new technology are

followed by large-scale implementations which eventually fail (Cuban, 1986; Mayer, in

press). For example, in 1922, the famous inventor Thomas Edison proclaimed that "the

motion picture is destined to revolutionize our educational system and that in a few years

it will supplant...the use of textbooks" (cited in Cuban, 1986, p. 9). Yet, in reviewing the

role of motion pictures in schools over the decades since Edison's grand predictions, Cuban

(1986, p. 17) concluded that "most teachers used films infrequently in classrooms."

Similarly, fifty years later in the 1970s, the game-like computer-assisted instruction (CAI)

programs that were tauted as the wave of the future in education eventually proved to be

no more effective than teacher based modes of instruction (Cognition and Technology

Group at Vanderbilt, 1996). Today, similarly strong claims are being made for the potential

of multimedia learning environments.

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 Multimedia is most commonly defined as the use of at least two of these elements:

sound (audio), and text, still graphics, and motion graphics (visual) (Tannenbaum, 1998).

The key to using video effectively still lies in the teacher's ability to not only deliver

the message, but to empower students to receive it; a basic concept that is not new.

However, although the technology has evolved, simple yet effective techniques of

preparing students to receive the language still lies at the crux of language learning and

should not be neglected. In the end, captioned video serves to complement, not replace, a

balanced combination of previewing, viewing, and post viewing (application) exercises as

key components of effective learning (Davis, 1998). Video can provide models for target

performance. Video is also a versatile information resource. Finally video is a context for

language use; it can stimulate production of language by learners (Tatsuki, 2000). A long

action scene can be used to encourage reading (order a series of descriptive sentences

(Tatsuki, 2000). Learners are generally enthusiastic about incorporating video in their

learning but they are less articulate about how they want to go about it. The challenge to

the teacher/material developer is how to match learner needs lacks and wants to the

teacher's own orientations to teaching and to the situation (Tatsuki, 2000).

Putting captions to movie is a great help in developing reading comprehension but

if students still do not seem to benefit from the captions, a teacher should not attribute the

failure only to low student motivation, poor video quality, or equipment, not to the way we

are actually using the video. In other words, the essential obstacle to improved teaching

has been that educators have been unaware of the real amount of work involved in

implementing video technology in language teaching. (Davis, 1998)

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 In teaching with video it is not a simple matter of pressing “Play” and telling

students to watch. A significant amount of careful preparation is required to exploit the rich

potential video can offer. The good news is that well-designed video-based activities can

be successfully reused for years without ever becoming obsolete.

However, there is a question that needs consideration: Can the students understand

the language of the film? The teacher must not be afraid to challenge students with natural

language. With a certain amount of written explanation and vocabulary instruction, along

with contextual clues, students can understand far more than a teacher (or they) might

expect. When comprehension is exceptionally difficult, judicious use of English subtitles

can be helpful, especially since listening comprehension is not the primary objective for

the activity.

The movie must be appealing and engaging to the students: motivation is the key

element in this activity. In addition, as Tatsuki (2000) points out, the teacher should like

the film as well. Enthusiasm is infectious; the teacher must choose a film which he/she can

wholeheartedly share with his/her students. For the past several decades, teachers have

been continually trying to exploit and manipulate video to enhance classroom teaching and

language learning. When captioned technology emerged to the forefront more than 15 years

ago, many educators quickly recognized its potential in helping student’s process language

differently via this additional modality: the printed word (Goldman, 1996; Holobow,

Lambert &Sayegh, 1984; Koskinen, Wilson, Gambrell, &Neuman, 1993; Parks, 1994;

Vanderplank, 1993).

Films in EFL teaching

23
 Planning the teaching of foreign languages can be rather challenging at times.

Teaching should be varying, versatile and motivating. The learners’ level of proficiency

may be very heterogeneous and it is important to notice that when planning the lessons.

Using movies can be an entertaining and motivating tool also for learners with different

skill level. Movies provide the learners with real-life language input, which may be difficult

to receive otherwise in a non-English-speaking environment. In addition, according to

many previous studies there are several reasons to use movies in foreign language teaching.

Some of these reasons are authenticity, the quality and amount of input provided by movies

and the several positive effects that movies have on language learning, for instance the

exposure to foreign language and the entertaining aspect of films which also affects

students’ motivation. Also the different learning styles and the use of brain are discussed,

since movies as a teaching resource affect also these factors

The positive effect of films on language learning

Using films in EFL teaching may seem to be irrelevant, and some teachers may

think that using films is too time-consuming. Moreover, films are quite often used as a light

stimulation in the beginning of a lesson or in the end of it. In addition, teachers do not

necessarily consider the film as a proper teaching resource, since it may be seen only as

entertaining and not as educational. However, Stoller (1988: 1) mentions that some teachers

have at first commented on technical difficulties associated with using films and film

equipment, but on the other hand have agreed that films enhance the study of culture as

24
well as English language skill development. Using films has brought authenticity, variety,

reality and flexibility into EFL classrooms.

According to Champoux (1999) videotapes are nowadays easily accessible and

easy to get also for classroom use. In addition, the production quality of the films is high,

they are an economical option and they offer both cognitive and affective experiences.

Thus, the use of videotapes as teaching material has increased rapidly since the 1970s.

Stoller (1988: 1) points out that film extend the range of classroom teaching techniques and

resources and not only enhance, but also diversify the curriculum. Champoux (1999)

emphasizes that film scenes can make it easier to teach abstract themes and concepts

because of their visuality. Also inexperienced students can benefit from films because of

their greater feeling of reality. Allan (1985: 48-65) also highlights the realistic examples

that the films enable. Combining both audio and visual makes film a comprehensive tool

for language teaching. The visual also supports the students: it helps learners by supporting

the verbal message and provides a focus of attention while they listen.

Moreover, the techniques used in film making let the director to create an

experience that often goes beyond what we can experience in real life. In addition, viewers

are not just passive observers but their responses also add to the power of the film.

According to Stoller (1988) films are a flexible tool for second language learning and

instruction since they add an extra dimension to course design and assure a rich variety of

language and cultural experiences. Additionally, films expose the students to authentic

target language, speech forms that are not normally encountered in the more restricted

classroom environment. The more realistic language often also motivates the students to

participate actively in film-related activities. Katchen (2003: 221-236) also emphasizes the

25
authenticity of the language in films. Since the films are often made to sound natural to

native speakers of the language, they thus represent authentic language. Films can even to

some extent substitute for the input that EFL students cannot receive from outside the

classroom. In addition, real spoken language includes several characteristics that a textbook

cannot present. These characteristics are for instance false starts, incomplete sentences and

hesitations. There are also several regional, gender and ethnic variations and also

differences in the level of formality. With the help of films teachers can present these

characteristics to students better than with only a textbook. By watching films the students

can also explore the issues of appropriateness and pragmatics while observing also

linguistic, paralinguistic and nonverbal behaviour.

According to Allan (1985: 48-65) films actually get students to talk and they can

be a stimulus to genuine communication in the classroom by bringing out different opinions

within the group. Sufen (2006) emphasizes that films are considered an insightful means

of teaching, since they reflect people’s way of life in terms of variety, contemporaneity and

authenticity. The realistic verbal communication also helps the students to pick up the

language more spontaneously.

Stoller (1988) points out that the use of films in a content-based curriculum gives

the students an opportunity to explore several aspects of a given thematic unit. While

watching a film, they can develop their possibly weak background knowledge. At the same

time they also exposure to the language. Together such content exploration and language

exposure promote more sophisticated language use. Both content and language are

mutually reinforcing and the content provided is not just something with which to practice

language, but language becomes the tool with which to explore the content.

26
Authenticity

Authenticity and authentic materials have been a topic for discussion during the

past decades, since using textbooks and ready-made exercises may give a distorted picture

of what language is and how it should be learned. Students may get the idea that foreign

language only exists inside the classroom and that they do not have to use it anywhere else.

Authentic materials usually help them to notice, that knowing foreign language is very

useful and that the language can be used every day in different contexts. Gebhard (1996:

89-109) points out that for some teachers it may be difficult to let go of the textbook, since

a teacher may be under a great pressure, in which case it is easier to use ready-made

exercises and texts. For some teachers it is also mandatory to use at least some parts of the

textbook, and it can be difficult to try to combine authentic materials with the textbook.

However, using authentic materials has many advantages and it can bring variety and

flexibility to the EFL classroom. It can motivate both the students and the teacher and make

learning a foreign language enjoyable and fun. However, the terms authenticity and

authentic materials can be rather confusing since they have several different definitions.

Thus, these definitions need to be discussed.

There are several different definitions of authenticity. For example, authenticity can

mean that the material is made for native speakers and not for teaching purposes. Also

Allan (1985) points out that authentic material are made for an audience of native speakers.

Sufen (2006), for one, gives two definitions for an authentic teaching material. The first is

that the material has never been produced for language learning and language teaching

purposes. The second is that the material has been produced in a real communication

27
situation. Gilmore (2007: 97-118) points out that authenticity can refer to several different

points.

Authenticity relates for instance to:”the language produced by native speakers for

native speakers in a particular language community” or”the language produced by a real

speaker/writer for a real audience, conveying a real message”. Mishan (2004: 30)

emphasizes that “authenticity may be something that is realized in the act of interpretation,

and may be judged in terms of the degree of participation of the learner”.

According to Mishan (2004: 15) the terms ”authentic” and ”authenticity”, their

definitions and their application to language learning have been rather controversial. The

springboard for this debate has been the concept of Communicative Language Teaching

(CLT) which became popular in the 1970s. CLT no longer used strictly structural

approaches to language learning but among other things, preferred the use of authentic

texts, which had been created for a genuine communicative purpose. Littlewood (1981: x-

xi) points out that the communicative approach makes us consider language not only in

terms of its structures, such as grammar and vocabulary, but also as in terms of its

communicative functions. In other words, the focus is not only on the language forms, but

also on what people do with these forms when they communicate with each other.

Moreover, the communicative approach combines the newer functional view of language

with the more traditional structural view. The communicative approach enables a fuller

account of what students have to learn in order to use language as means of communication.

It also offers a different basis for selecting and organizing the language items that should

be taught. Also Das (1985: xvi-xxiii) emphasizes that the main view of CLT is that the

purpose of using language is to convey meanings. According to the theory of CLT language

28
should be learned through communication. This means that language teaching methods

should be learned in natural conditions – outside the classroom.

Another important point by Littlewood (1981: x-xi) is that the communicative

approach opens up a wider perspective on language learning by raising awareness of the

importance of developing strategies for relating the structures of language to the

communicative functions in real situations and real time. Therefore, the learners must be

provided with variety of opportunities to use the language for communicative purposes.

The focus in language learning should be on taking part in the process of communicating

rather than mastering the individual structures. In addition, according to Das (1985: xvi-

xxiii) language teaching methods are considered more successful if they are more natural,

meaning that the language learning process inside the classroom does not differ too much

from the processes by which people learn languages outside the classroom. Additionally,

people learning languages in naturalistic environment are more likely to be less concerned

with grammar than was commonly believed. According to the view that language should

be learned through communication, the emphasis is on classroom activities which help

learners to acquire the rules unconsciously rather than to learn them consciously. Such

activities must require the learner to focus on meaning, rather than on form. Therefore,

movies can be a useful way to help the students to acquire language rather than learn it

consciously.

Films are a good example of authentic material that can be used in language

teaching in order to make the learning process more entertaining, more enjoyable and

possibly even somewhat easier. Mishan (2004: 216) emphasizes that films are designed to

appeal directly and fully to people’s emotions. Also the aspect of entertainment is strongly

29
present as far as films are concerned. Since the use of films in language learning has to do

with affective factors, it is very important for the teacher to be able to balance between

getting the students to become involved in the films while also exploiting the language

learning potential of the films. Thus, using films as authentic material requires an emphasis

on the teaching approach, which should be content and task-based. In addition, also the

teachers own attitude towards the films is an important factor in order to be able to treat

the films as cultural items instead of mere sources of language input. Moreover, Mishan

(ibid.) emphasize the benefits of a content-based approach, which utilizes the film as the

input not to teach language but to release it. In other words, the content-based approach

maintains the authentic purpose of the film, its calculated appeal to affect. Furthermore,

Gebhard (1996: 89-109) mentions that “authentic materials can reinforce for students the

direct relation between the language classroom and the outside world”. Thus, for instance

films provide the students with examples of real language as it used outside the classroom.

In addition, authentic materials offer a way to contextualize language learning. If for

instance a repair manual, a menu, a TV weather report or a documentary is used during the

lesson, students tend to focus more on content and meaning than on the language, since

that is what they would do also outside the classroom. Authentic materials offer the

students a valuable source of input, as students can be exposed to more than just the

language presented by different textbooks or teacher.

Even though there are several positive aspects in using films as authentic teaching

materials, Mishan (2004: 216) points out that it can be rather challenging at times. In order

to keep the language classes enjoyable and relaxed instead of making the students passive

while watching films, it is important to plan the tasks carefully beforehand and also to

30
check the learners’ knowledge of the vocabulary and topic. When the students are familiar

with the topic and the vocabulary of the film, it is easier for them to focus on the film as a

learning experience as well as an entertaining experience. Furthermore, Gebhard (1996:

89-109) points out some disadvantages of using authentic materials. The first point is that

it takes time and effort to locate authentic materials. However, nowadays especially movies

are easily accessible for instance at the library and even the prices of DVD films are rather

affordable. The second point is that sometimes it may be difficult to make authentic

materials comprehensible to the students. The third point is that some learners may not

accept authentic materials as valuable learning source but think that they are just

entertaining time-fillers during the lessons. Thus, using authentic materials can be

challenging at times.

The nature of the Comprehensible input hypothesis

The input hypothesis was developed by Stephen D. Krashen and it is a part of a

broader theory of second-language acquisition. The theory consists of five hypotheses,

which are the acquisition-learning hypothesis, the natural order hypothesis, the monitor

hypothesis, the input hypothesis and the affective filter hypothesis. Although the input

hypothesis was originally developed to adapt to second language acquisition and learning,

it is a useful model also in foreign language learning.

According to Krashen (1985: 2) the input hypothesis claims that humans acquire

language by understanding messages or receiving comprehensible input. This hypothesis

attempts to answer a both theoretically and practically important question: how do we

acquire language (Krashen 1988: 32-37)? Even though the learner had not acquired the

31
needed grammar yet, he or she can understand the language with the help of context, which

consists of extra-linguistic information, the learner’s knowledge of the world and

previously acquired linguistic competence. Moreover, Carroll (2001:3-4) emphasizes the

difference between learning and acquiring the language and points out that according to

Krashen’s theories input applies mostly to acquiring a foreign language, not learning it.

The main difference between acquiring and learning is that learning is a more conscious

process than acquiring. However, both unconscious acquiring and the more conscious

learning are processes needed in studying a foreign language. Thus, input can be considered

very useful and necessary part of language learning.

Krashen (1985: 2) emphasizes the importance of comprehensible input and states

that “input is the essential environmental ingredient”. By comprehensible input he means

that we obtain it when we understand what we hear or read in another language (Krashen

1988: 1). Another important point about comprehensible input is that if the learner is

lacking access to it, there may be severe delays on his or her language learning (Krashen

1985: 14). Since input is an essential part of language learning, movies are a good option

to provide the students with this comprehensible input.

Moreover, Krashen (1985: 4) also points out that according to the affective filter

hypothesis the learner is more open to acquire language when he or she is so involved in

the message that he or she temporarily forgets that he or she is hearing or reading foreign

language. Thus, movies are an efficient way of providing the needed input but in an

entertaining and captivating way. However, Krashen (1988: 154) emphasizes that even

though television and films are good sources of input, the input in question should be at

right level, not too demanding for the students but not too easy either. If the students are at

32
intermediate level, the interval of the input should be somewhat short, since it is useless to

show beginners for instance a 30-minute video clip and tell them to retell the whole story,

since the task is too demanding for them. Of course the task should be adapted keeping in

mind the proficiency level of the learners. Most importantly, the main focus should be on

understanding the main points of the input, not identifying every single word.

Different learning styles and the use of brain in language learning

There are numerous researches about students’ different learning styles. Learning

styles are cognitive, affective and physiological traits which indicate how learners perceive,

interact with and respond to the learning environment (Reid 1987: 87). In addition,

according to Reid (1987: 89) perceptual learning styles are “a term that describes the

variations among learners in using one or more senses to understand, organize, and retain

experience”. Moreover, there are four basic perpetual learning channels. The first is visual,

such as reading. The second is auditory, such as listening to tapes or lectures. The third is

kinesthetic, which means total physical involvement with a learning situation. The fourth

one is tactile learning, which means “hands-on” learning, such as building models (Reid

1987: 89). It is a fact that not everybody learns by using only one of these learning channels,

but usually a person’s learning style is a combination of two or more learning styles. Thus,

the use of multiple media to present the same concepts has several positive cumulative

effects. Moreover, the use of both hemispheres of the brain is essential. The left hemisphere

specializes in digital, deductive tasks that characterize oral and written media. The right

33
hemisphere, on the other hand, specializes in iconic, intuitive tasks that characterize visual

media, especially the visual and sound characteristics of a film (Champoux 1999: 2).

In addition, according to Champoux (1999: 2-3) people likely use different

cognitive strategies to process verbal and visual media. Some evidence suggests that people

learn abstract and new concepts more easily when presented in both verbal and visual form.

Other empirical research shows that visual media make concepts more accessible to a

person than text media and help especially with later recall.

All in all, as Mishan (2004), Krashen (1985, 1988) and Champoux (1999) stated

earlier, movies can be a good help in EFL teaching because of their authentic nature, the

input they provide and the options they offer for persons with different types of learning

strategies. Firstly, the authenticity of films can make them more interesting as a teaching

material. If the topic of the film is chosen carefully the student may be able to identify to

the films and thus their motivation can be better. Secondly, the input that movies provide

is essential for foreign language learners, since it is not always obvious that the learners

hear the language outside the classroom. However, it is important that the input is

comprehensible and not for instance too difficult. Thirdly, since learners may have different

learning strategies, it is wise to use versatile teaching methods. For instance films provide

the learner with both visual and auditory stimulation and thus enable also the use of the

both hemispheres, which is essential for efficient learning.

34
 CHAPTER 3

RESEARCH METHODOLOGY

The chapter discusses the methods of research, respondents, the research

instruments, sources of data, procedure of gathering data, and the statistical treatment of

data used in the study.

Research Design

35
 The study used the descriptive method of research. According to Pagaduan, the

events in descriptive research are recorded, described, interpreted, analyzed and compared.

Manuel and Mendel said in the book of The Methods of Research and Thesis Writing (page

25), Descriptive Research involves the description, recording, analysis and interpretation

of the present nature, composition or process of phenomena. To be able to collect data,

questionnaires are distributed to the selected respondents.

The researchers presented their problem about acquiring English language by the

used of film viewing. They described their problem with the support of related literature

and studies. They collected data and information through questionnaire. These data are

analyzed using different statistical treatment, interpreted, and presented using tables and

figures.

Subjects of the study

The respondents of the study were thirty (30) selected Grade-9 students of New Era

Integrated School. They are composed of 13 male students and 17 female students of

Grade-9 Chrysolite

Research Instrument and Technique

The researchers used a questionnaire to gather data for the research paper. The

questions in the questionnaire are patterned to the statement of the problem being solved

by the researchers.

Questionnaire

36
 There are sets of questions answered by the respondents: the Grade-9 students. The

first set of questions from number 1 to 5 is answerable by yes or no. The first question

intends to know whether the set of respondents are experiencing film viewing on their

English subject. The second and the third questions want to find out if the students’ interest

and motivation in learning the English language are increasing by watching films. The

fourth question intends to find out the impact of film viewing on the students’ ability to

learn the English language. The last question on the first set of questions wants to know if

the students are able to digest the culture of the English native speaker through film

viewing.

The second set of questions serves as a checklist for the respondents. The first

question wants to find out how film viewing affects the students in learning the English

language. The next question wants to get the opinion of the students regarding the

connection of film viewing to English language learning. The last question intends to let

the students know the purpose and importance of learning English language by the use of

film viewing to their future and to their lives.

The researchers presented a letter of permission to the principal of the school to

conduct a survey foe selected Grade-9 students. The letter contains the title of the research

and the reasons if the survey and the statements of gratitude for the participation of the

respondents. The questionnaires are personally distributed to the respondents and gave

them 5 to 10 minutes in answering. After they answered the survey questionnaire, it was

collected by the researchers. The researchers get the tally of the results of the survey

conducted.

37
Statistical Design/ Treatment of Data

After gathering the questionnaires from the respondents, the results of the survey

are tallied and tabulated. The following statistical tools are used to analyze and interpret

data.

I. Percentage

This is employed to analyze responses in the statement and

questions in the questionnaire. This is used in all the analysis done

in the research to find the accurate amount of the ratio of answers

and the total respondents. This is obtained by using the formula:

%= fN x 100

Where:

F= frequency

N= population

II. Ranking

This is used to rank the frequency from the highest to the lowest

frequency.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results of the research issued on the data gathered through

specified instrument for the collection of the data.

38
Problem 1: How often do the respondents watch films in their classroom discussions?

Problem 1.1: Do the respondents experience viewing films as a form of learning

process?

Table 1: The frequency and percentage of Grade-9 students who experienced film

viewing in classroom discussions

Frequency Percentage Rank

Yes 30 100% 1

No 0 0% 2

Table 1 indicates if the respondents had watched film on their English class.

According to the survey, 30 or 100% of the respondents had watched film on their English

class. This shows that all of the respondents have experienced film viewing in their

classroom discussion.

The result only proves that films have been regarded as an important source of

language learning for language instructors as well as the learners because it is an authentic

source of material (Kaiser, 2011)and foreign films today hold much potential as language

learning tools (Garrity, 19870).

Problem 2: How may film viewing affect the respondents’ motivation in learning English

as their second language?

Problem 2.1: Do the respondents find more interesting when their teacher conducts

film viewing as a form of learning second language?

39
Table 2: The total number of respondents who found it more interesting when their

teacher lets them watch film

Frequency Percentage Rank

Yes 29 96.6 % 1

No 1 3.3 % 2

The above table tells that there are 29 or 96.6% respondents who find it more

interesting when their teacher lets them watch a film and 1 or 3.3% said that it is not. This

shows that almost of the respondents found it more interesting when their teacher conducts

film viewing as a form of learning second language. The result only proves that ‘film

viewing is generally interesting to language learners because every learners love to watch’

(Dornyei, 1994) is true.

Problem 2.2: Do the respondents feel more active and motivated in class after watching a

film?

Table 3: The frequency and percentage respondents based on their degree of

agreement

Frequency Percentage Rank

40
 Yes 27 90 % 1

No 3 10 % 2

As gleaned in Table 3, there are 27 or 90% respondents who feel more motivated

after watching a film and 3 or 10% respondents said that they are not. This shows that

majority of the respondents felt more active and more motivated in class through watching

a film.

This only proves that ‘realistic language motivates the students to participate

actively in film-related activities (Katchen, 2003: 221-236)’ is true.

Problem 3: How may film viewing affect the respondents in learning English as their

second language?

Problem 3.1: Do the respondents find themselves mimicking or copying how the

actors pronounce and deliver their lines?

Table 4: The total number of respondents who found themselves mimicking/copying

how the actors pronounce and delivers their lines

41
 Frequency Percentage Rank

Yes 24 80 % 1

No 6 20 % 2

As shown in the table 4, more respondents mimic or copy how the actors pronounce

their lines. There are 24 or 80% respondents who said yes and 6 or 20% respondents who

said no. This shows that most of the respondents found themselves mimicking or copying

how the actors pronounce and deliver their lines.

This only proves that the following statements are true.

 Films offer both cognitive and affective experiences (Champoux, 1999); and

 Viewers are not just passive observers but their responses also add to the power of

the film (Allan, 1985: 48-65)

Problem 3.2: Do the respondents were able to understand the ways of life and thinking of

the English native speakers?

Table 5: The total number of respondents who understood the ways of life and

thinking of the English native speakers

Frequency Percentage Rank

Yes 25 83.3 % 1

No 5 16.6 % 2

42
 Table 5 shows that 25 or 83.3% of the respondents understand the way of life, and

the way of thinking of the native English speakers through watching films while 5 or 16.6%

said that they don’t. This shows that all of the respondents were able to understand the

ways of life and thinking of the English native speakers.

This only proves that ‘films are considered an insightful means of teaching, since

they reflect people’s way of life in terms of variety, and authenticity; the realistic verbal

communication also helps the students to pick up the language more spontaneously (Sufen,

2006).

Problem 3.3: In what ways does film viewing or watching film affect the respondents’

English learning?

Table 6: The total frequency and percentage of the different impacts of film viewing

in learning English

Frequency Percentage Rank

Film viewing helps to adapt 19 63.33 % 2

pronunciations and accent.

43
 Film viewing makes English 14 46.66 % 3

learning interesting and joyful

experience.

Film viewing provides information 12 40 % 4

about English culture and way of

life.

Film viewing improves grammar 20 66.66 % 1

use and widens vocabulary.

Table 6 shows how film viewing affects the respondents into learning English

language. 20 or 66.6% respondents said that film viewing improves grammar use and

widens vocabulary. The second rank goes to the 19 or 63.3% students who said that film

viewing helps to adapt pronunciations and accent. The third place goes to the 14 or 46.6%

students who said that film viewing makes English learning interesting and joyful

experience. And lastly12or 40% of the students said that film viewing provides information

about English culture and way of life. Most of the respondents agreed that they were

affected in by film viewing four different ways.

This only proves that communicative approach makes us consider language not

only in terms of its structures, such as grammar and vocabulary, but also as in terms of its

communicative functions (Littlewood, 1981: x-xi); films can motivate both the students

and the teacher and make learning foreign language enjoyable and fun (Gebhard, 196:89-

109). Students who watched foreign films enjoyed the experience and were successful in

learning new vocabulary or perfecting grammar syntax (Cardillo, 1996).

44
Problem 3.4: Do the respondents agree that the more English films they watch, the higher

the chance to acquire/ learn English language?

Table 7: The frequency and percentage of respondents based on their degree of

agreement pertaining to the chances of learning English language through English

films

45
 Frequency Percentage Rank

Strongly Agree 8 26.6 % 2

Agree 20 66.6 % 1

Disagree 1 3.3 % 3

Strongly Agree 0 0% 4

The table 7 shows the degree of agreement of the respondents to the 7 th question

about the chances they could get in learning the English language through film viewing.

The first rank goes to the 20 or 66.6% students who agreed. 2nd place goes to the 8 or 26.6%

students who strongly agreed. The 3rd place goes to the 1 or 3.3 respondent who disagreed

and no respondent or 0% said that they strongly disagreed. This shows that almost of the

respondents agreed that the more English films they watch, the higher the chance to

acquire/learn English language while the other percentage of respondents strongly agreed

and the remaining respondent disagreed.

This only proves that children learn language by constructing for themselves the

grammar of the language they hear and read. Therefore, students who watch films in the

foreign language efficiently and independently will be able to meet and become familiar

with new grammar structures (Glazer, 1997).

46
Problem 3.5: Why do you exert effort in learning English language with the help of film

viewing?

Table 8: The frequency and percentage of respondents’ purposes of exerting effort

in learning English language

Frequency Percentage Rank

For my future career 10 33.3 % 3

47
 For understanding the 15 50 % 2

language culture

For the improvement of 23 76.6% 1

speaking skills

The last table shows the purposes of the students in learning the English language.

23 or 76.6% of the respondents said that they study English for the improvement of their

speaking skills. 15 or 50% said that it is to understand the language culture and 10 or 33.3%

of them said that it is for their future career. This shows that most of the respondents exerted

their effort in learning English language with the help of film viewing in order for them to

improve their speaking skills, others is to understand the language culture and the rest is

for their future career.

This only proves that there are many different reasons for a student to take up a

second language, whether it is his interest, a requirement, or professional factors (Childs,

2000).

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the findings, the generalizations and recommendations for the

solution of problems discovered in study.

Summary of Findings

48
 This study was conducted for the purpose of examining and investigating ways in

which the film viewing of high school students can be an effective motivating tool for

learning English. The descriptive method of research was utilized. The questionnaire

served as the instrument for collecting data. The participants were 30 selected Grade-9

students from New Era University Integrated School. The inquiry was conducted during

the school year 2014-2015.The following findings of the research paper are as follows:

1. How often do the respondents watch film in their classroom discussions?

According to the survey, 30 or 100% of the respondents had watched film

on their English class. This shows that all of the respondents have experienced

film viewing in their classroom discussion.

2. How may film viewing affect the respondents’ motivation in learning English

as their second language?

2.1 Do the respondents find it more interesting when their teacher conducts

film viewing?

29 or 96.6% respondents find it more interesting when their

teacher lets them watch a film and 1 or 3.3% said that it is not. This

shows that almost of the respondents found it more interesting when

49
 their teacher conducts film viewing as a form of learning second

language.

2.2 Do the respondents feel more active and motivated in when they watch

films?

27 or 90% respondents feel more motivated after watching

a film and 3 or 10% respondents said that they are not. This shows

that majority of the respondents felt more active and more motivated

in class through watching a film.

3. How may film viewing affect the respondents in learning English as their

second language?

3.1 Do the respondents find themselves mimicking or copying how the

actors pronounce and deliver their lines and dialogues?

There are 24 or 80% respondents said yes and 6 or 20%

respondents said no. This shows that most of the respondents found

themselves mimicking or copying how the actors pronounce and

deliver their lines.

3.2 Do the respondents were able to understand the ways of life and thinking

of English native speakers?

25 or 83.3% of the respondents understand the way of life,

and the way of thinking of the native English speakers through

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 watching films while 5 or 16.6% said that they don’t. This shows

that all of the respondents were able to understand the ways of life

and thinking of the English native speakers.

3.3 In what ways does film viewing affect the respondents’ English

learning?

20 or 66.6% respondents said that film viewing improves

grammar use and widens vocabulary. The second rank goes to the 19 or

63.3% students who said that film viewing helps to adapt pronunciations

and accent. The third place goes to the 14 or 46.6% students who said

that film viewing makes English learning interesting and joyful

experience. And lastly12or 40% of the students said that film viewing

provides information about English culture and way of life. Most of the

respondents agreed that they were affected in by film viewing four

different ways.

3.4 Do the respondents agree that the more English films they watch, the

higher the chance to acquire or learn the English language?

The first rank goes to the 20 or 66.6% students agreed. 2nd place

goes to the 8 or 26.6% students strongly agreed. The 3rd place goes to

the 1 or 3.3 respondent disagreed and no respondent or 0% said that they

strongly disagreed. This shows that almost of the respondents agreed

that the more English films they watch, the higher the chance to

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 acquire/learn English language while the other percentage of

respondents strongly agreed and the remaining respondent disagreed.

3.5 Why do the respondents exert effort in learning English language with

the help of film viewing?

23 or 76.6% of the respondents said that they study English for

the improvement of their speaking skills. 15 or 50% said that it is to

understand the language culture and 10 or 33.3% of them said that it is

for their future career. This shows that most of the respondents exerted

their effort in learning English language with the help of film viewing

in order for them to improve their speaking skills, others is to understand

the language culture and the rest is for their future career.

Conclusions

The results suggest that students are motivated to learn the English language though

the use of film viewing and believed that they can learn many things from audio-visual

media like films. Through films students are given a mass of language input in context,

vocabulary, grammar, collocations and idioms, they bring language to life and they provide

a window on the culture of the language. Film viewing helps the students to learn language

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because they absorb and understand language as they watch films that they enjoy. The

results of this research can be used by those involved in the field of language teaching.

Recommendations

Bearing in mind all these features and positive input of films in education more

specifically the English learning, the researchers thought to undertake this study to give

modest contribution to the enhancement of teaching and learning English.

This study aims to contribute useful ideas and research information in the advent

of determining what is the impact of film viewing on the motivation of the English

language learners (ELL's) that might affect their second language acquisition.

In addition to this, it is hoped that this research paper may help parents, teachers

and educators on deciding what possible steps and ways they can utilized for the betterment

of English language learning in secondary schools. This will give them some insights on

how film viewing inside and outside the four corners of the classroom can be an effective

tool and motivation in the learner's L2 (Second language) acquisition for they are the key

supporters in the learner's English language learning contexts.

Moreover, it can contribute to the knowledge of foreign film makers to improve the

quality of their films in order to help the English learners to a more productive and

enriching learning of the L2.

The findings in this study might give the English learners the advantage of better

ways in enhancing and improving their second language acquisition.

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REFERENCES

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55
 APPENDICES

New Era University

College of Education
No. 9 Central Avenue, New Era, Quezon City

Questionnaire no.____

Name (Optional): __________________________ Gender: M__ F__

Direction: Put a check mark on your answer.

56
 Questions Yes No

1. Does your English teacher uses film viewing in your classroom

discussions/lessons?
2. As a learner, do you find it more interesting when your teacher lets you
watch a film?
3. After watching a film, do you feel more active and motivated in class?

4. In film viewing, do you find yourself mimicking or copying how the

actors pronounce and deliver their lines?
5. In watching films, are you able to understand the ways of life and
thinking of the English native speakers?

6. In what ways does film viewing or watching film affect your English learning?

(You may check 1-2 options)

____Film viewing helps to adapt pronunciations and accent.

____Film viewing makes English learning interesting and joyful experience.

____Film viewing provides information about English culture and way of life.

____Film viewing improves grammar use and widens vocabulary.

7. Do you agree that the more films you watch, the more chances that you have to

learn English language?

____Strongly Agree

____Agree

____Disagree

____Strongly Disagree

57
 8. Why do you exert effort in learning English language with the help of film

viewing?

____ For my future career

____For understanding the language culture

____For the improvement of speaking and listening skills

JOREN VI DG. YSMAEL

Address: Blk. 17 Unit 6 Tagumpay Housing,
Brgy. San Jose Rodriguez, Rizal
E-mail Address: iamjorenvi@gmail.com
Contact No.: 090-989-19882

Personal Information:

58
  Date of Birth: July 15, 1995
 Place of Birth: Bambang, Nueva Vizcaya
 Age: 18 years old
 Civil Status: Single
 Father’s name: Reynante A. Ysmael Sr.
 Occupation: Evangelical Minister (Iglesia ni Cristo)
 Mather’s name: Josefina DG. Ysmael
 Occupation: Housewife
 Siblings: Ravi DG. Ysmael
Reynante DG. Ysmael Jr.
Educational Background:

 Tertiary: New Era University

3rd year Bachelor on Secondary Education Major in English
Quezon City
Secondary: Tagumpay National High School
CLASS OF 2012 VALEDICTORIAN
Rodriguez, Rizal
 Primary: Narra Pilot School
2ND HONORABLE MENTION
Narra, Palawan

JOHN PATRICK J. FAMADULAN

Address:
E-mail Address:
Contact No.:

Personal Information:

 Date of Birth:
 Place of Birth:
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  Age:
 Civil Status:
 Father’s name:
 Occupation:
 Mather’s name:
 Occupation:
 Siblings:

Educational Background:

 Tertiary:
 Secondary:
 Primary:

ERICCA BEA S. MARCOS

Address:
E-mail Address:
Contact No.:

Personal Information:

 Date of Birth:
 Place of Birth:

60
  Age:
 Civil Status:
 Father’s name:
 Occupation:
 Mather’s name:
 Occupation:
 Siblings:

Educational Background:

 Tertiary:
 Secondary:
 Primary:

IMEE B. MADRID
Address:
E-mail Address:
Contact No.:

Personal Information:

 Date of Birth:
 Place of Birth:

61
  Age:
 Civil Status:
 Father’s name:
 Occupation:
 Mather’s name:
 Occupation:
 Siblings:

Educational Background:

 Tertiary:
 Secondary:
 Primary:

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