Literature Review of International Journal entitled "Using Movie in EFL Classroom" by Raniah Hassen Kabooha
Hello, there! Once again I welcome you all back to my blog. Incase you didn't know, I live in Karawang where it is currently so heat, as usual :) but I have no step way to back as I'm very surviving to study and bring my life experienced here.
Today's blog post is going to be about a 'Literature Review' as a part in research study. It's still related to what I had been stated on my previous post, I will continuing to do a review about an international journal, and as I have stated the introduction of it, today I'm going to review another new part after that, which is it's a 'literature review'.
Before I'm going to bring and catch you to the review. Let me share and explain briefly about a literature review in a research study, hope it can be useful and educate you more about a literature review. So, let's check this out!
Literature Review
A literature review is one of a substantial part of research paper. It is the foundation stone of any research. A
literature review comes at the beginning of the research paper and the
aim of the literature review is to give the brief summary of the
published work that has been done by the researchers on any particular
topic. A summary is to recap of the important information from the
sources because as we know that the main purpose of a research study is
to develop a new argument and to present result of the investigations on
a selected topic. Then in a research study, we put the literature
review as a foundation and as support toward the arguments based on
previous experimental findings.
A
little bit stuff has been said here, so I won't give a fully
comprehensive covering all the explanation about nuanced facets of
literature review. Because step way to back, I'm going to do a review
and little bit paraphrase a literature review of an International
journal that I stated on the last post and get to know more and understand what it is exactly looks like and how the way it's explained.
Literature review of international journal entitled "Using Movies in EFL Classroom: A Study Conducted at the English Language Institute (ELI), king Abdul-Aziz University".
A review of the literature on the integration of movies in the EFL/ESL classrooms provides that movies are greatly effective in the language classroom for a number of ends. It has been shown that movies can be exploited in the English classroom to enhance students’ critical thinking skills (Eken, 2003), their recognition of pragmatic usage and fluency (King, 2002), and to improve comprehension-based learning (Swaffar & Vlatten, 1997).
Movies as a method of teaching have also been found to be an effective motivator for studying language (Seferoğlu, 2008; Florence, 2009; & Ismaili, 2013). In addition, movies teach the students through the use of paralinguistic features where the students use the gestures, pauses, actions, and reactions of the characters to understand the gist of the dialogues (Keene, 2006). They are not only effective motivators, they have also been found to stimulate the imagination of the students (Kusumarasdyati, 2004). Keene (2006) considers movies unbeatable in providing contextual information and developing interactional skills compared to audio cassettes and CDs. They provide a plethora of knowledge about language providing input in terms of literary, drama, cinema and language aspects thereby promoting critical thinking and other language skills of the students (Eken, 2003, as cited in Keene, 2006).
The research conducted by Pezdek, Lehrer, & Simon (1984) suggests that movie fragments help enhance memory and recovery of information in reading and listening. Film can also help in developing writing skills through providing interesting and motivating clues, assisting in comprehension and production of foreign language input and output (Hanley& Herron, 1995). Another study that supports the use of movies in classrooms is that of Herron and Hanley (1992) which concludes that using movies offers background information that activates prior knowledge, which is essential in stimulating the four language skills.
However, movies should be chosen with educational objectives in mind. The theme and content should be such that they should not prove to be purely entertainment for the students rather rich in content while being enticing and motivating for the students to watch (Stephens, Ascencio, Burgos, Diaz, Montenegro, & Valenzuela, 2012). Keene (2006) cautions the use of movies, as they are a “technology that is mainly used in the learners’ home for entertainment, escapism and relaxation all of which encourage a passive form of viewing” (p. 223). This necessitates the teacher to facilitate interactive viewing. King (2002) also stresses the importance of choosing appropriate movies in such a way that they are not too complex for the level of understanding to the target students and the content should not prove to be offensive to the students. Several studies also show that movies help in increasing the confidence of the students in speaking as they learn how to use certain words and to
pronounce correctly (Seferoğlu, 2008; Florence, 2009; & Mirvan, 2013).
There are also several studies that go deeper in investigating the use of movies in EFL classrooms. Some of them include the effectiveness of using subtitles compared to not using them (King, 2002; Massi & Blázquez, 2008; Hayati & Mohmadi, 2011; Rokni & Ataee, 2014). Some studies compared the effect of viewing of the movie in full versus viewing them in segments (King, 2002). In addition, there are studies that examined the effect of using the extra material available in DVDs as teaching materials (Massi & Blázquez, 2008), using of movies in enhancing reading (Mirvan, 2013) as well as giving an introduction to the movie before the students watch it (King, 2002; Brown, 2010; Li, 2012; & Stephens et al., 2012).
According to the study conducted by Li (2012), giving a five minute introduction to the movie followed by a brainstorming session between the students and teacher to discuss the theme, what the movie would contain, new vocabulary and expressions would be very effective in the comprehension of the movie. Keene (2006) observes that giving an introduction to the movie and characters also helps sustain interest in the movie. He also discusses the importance of having pre-viewing activities because if the students do not have any activities, they might adopt passive viewing which is the norm at home. Some may even see it as an extracurricular and therefore it is unimportant to be given too much attention. Fisher and Frey (2011) also hold the same view that there should be activities before, during and after watching the movie to keep the students attentive thereby fulfilling its pedagogical use.
A review of several studies reveals that although movies are a very powerful tool in second language acquisition, they can only achieve their full pedagogical potentials with the use of effective strategies and tasks. The activities used to exploit the movie depend on what the instructor wishes to convey to his students. The same clip can convey different messages depending on the strategies and activities used. The importance of using effective strategies is also seen in other studies like that of King (2002), Keene (2006), Brown (2010), Li (2012), and Stephens et al. (2012). Although the literature is varied in terms of the use and effectiveness of using movies in the language classroom, there have not been many studies conducted to investigate the perceptions of Saudi EFL students as well as teachers towards the integrating movies into their classrooms to improve students’ language skills. The current study attempts to address this particular issue.
And that's all for today, let me thank you all for reading my blog. With all due respect, you can share any thoughts if you have another explanations due to my post today.
Literature review of international journal entitled "Using Movies in EFL Classroom: A Study Conducted at the English Language Institute (ELI), king Abdul-Aziz University".
A review of the literature on the integration of movies in the EFL/ESL classrooms provides that movies are greatly effective in the language classroom for a number of ends. It has been shown that movies can be exploited in the English classroom to enhance students’ critical thinking skills (Eken, 2003), their recognition of pragmatic usage and fluency (King, 2002), and to improve comprehension-based learning (Swaffar & Vlatten, 1997).
Movies as a method of teaching have also been found to be an effective motivator for studying language (Seferoğlu, 2008; Florence, 2009; & Ismaili, 2013). In addition, movies teach the students through the use of paralinguistic features where the students use the gestures, pauses, actions, and reactions of the characters to understand the gist of the dialogues (Keene, 2006). They are not only effective motivators, they have also been found to stimulate the imagination of the students (Kusumarasdyati, 2004). Keene (2006) considers movies unbeatable in providing contextual information and developing interactional skills compared to audio cassettes and CDs. They provide a plethora of knowledge about language providing input in terms of literary, drama, cinema and language aspects thereby promoting critical thinking and other language skills of the students (Eken, 2003, as cited in Keene, 2006).
The research conducted by Pezdek, Lehrer, & Simon (1984) suggests that movie fragments help enhance memory and recovery of information in reading and listening. Film can also help in developing writing skills through providing interesting and motivating clues, assisting in comprehension and production of foreign language input and output (Hanley& Herron, 1995). Another study that supports the use of movies in classrooms is that of Herron and Hanley (1992) which concludes that using movies offers background information that activates prior knowledge, which is essential in stimulating the four language skills.
However, movies should be chosen with educational objectives in mind. The theme and content should be such that they should not prove to be purely entertainment for the students rather rich in content while being enticing and motivating for the students to watch (Stephens, Ascencio, Burgos, Diaz, Montenegro, & Valenzuela, 2012). Keene (2006) cautions the use of movies, as they are a “technology that is mainly used in the learners’ home for entertainment, escapism and relaxation all of which encourage a passive form of viewing” (p. 223). This necessitates the teacher to facilitate interactive viewing. King (2002) also stresses the importance of choosing appropriate movies in such a way that they are not too complex for the level of understanding to the target students and the content should not prove to be offensive to the students. Several studies also show that movies help in increasing the confidence of the students in speaking as they learn how to use certain words and to
pronounce correctly (Seferoğlu, 2008; Florence, 2009; & Mirvan, 2013).
There are also several studies that go deeper in investigating the use of movies in EFL classrooms. Some of them include the effectiveness of using subtitles compared to not using them (King, 2002; Massi & Blázquez, 2008; Hayati & Mohmadi, 2011; Rokni & Ataee, 2014). Some studies compared the effect of viewing of the movie in full versus viewing them in segments (King, 2002). In addition, there are studies that examined the effect of using the extra material available in DVDs as teaching materials (Massi & Blázquez, 2008), using of movies in enhancing reading (Mirvan, 2013) as well as giving an introduction to the movie before the students watch it (King, 2002; Brown, 2010; Li, 2012; & Stephens et al., 2012).
According to the study conducted by Li (2012), giving a five minute introduction to the movie followed by a brainstorming session between the students and teacher to discuss the theme, what the movie would contain, new vocabulary and expressions would be very effective in the comprehension of the movie. Keene (2006) observes that giving an introduction to the movie and characters also helps sustain interest in the movie. He also discusses the importance of having pre-viewing activities because if the students do not have any activities, they might adopt passive viewing which is the norm at home. Some may even see it as an extracurricular and therefore it is unimportant to be given too much attention. Fisher and Frey (2011) also hold the same view that there should be activities before, during and after watching the movie to keep the students attentive thereby fulfilling its pedagogical use.
A review of several studies reveals that although movies are a very powerful tool in second language acquisition, they can only achieve their full pedagogical potentials with the use of effective strategies and tasks. The activities used to exploit the movie depend on what the instructor wishes to convey to his students. The same clip can convey different messages depending on the strategies and activities used. The importance of using effective strategies is also seen in other studies like that of King (2002), Keene (2006), Brown (2010), Li (2012), and Stephens et al. (2012). Although the literature is varied in terms of the use and effectiveness of using movies in the language classroom, there have not been many studies conducted to investigate the perceptions of Saudi EFL students as well as teachers towards the integrating movies into their classrooms to improve students’ language skills. The current study attempts to address this particular issue.
And that's all for today, let me thank you all for reading my blog. With all due respect, you can share any thoughts if you have another explanations due to my post today.
To be continue!!!
Great explanation bruh
BalasHapus