the effect of movie viewing on learning english as a foreign language

THE EFFECT OF MOVIE VIEWING ONLEARNING ENGLISH AS A FOREIGN LANGUAGEBYHSIO-LAN HSIEH ( 謝 曉 嵐 )JIUN-YAO WU( 吳 俊 堯 )PEI-YU LAI( 賴 珮 羽 )SHENG-KAI CHANG( 張 勝 凱 )TING-YU CHEN( 陳 廷 宇 )WEN-JIUN KAO( 高 文 俊 )ADVISOR: Associate Pr<strong>of</strong>essor Chia-li Kang( 康 家 麗 老 師 )Department <strong>of</strong> Applied EnglishYuanpei UniversityJanuary 2010Hsinchu, Taiwan

The project, by Hsiao-lan Hsieh, Pei-yu Lai, Ting-yu Chen, Sheng-kai Chang,Jiun-yao Wu, Wen-jiun Kao, is accepted in its present form by Department <strong>of</strong> AppliedEnglish <strong>of</strong> Yuanpei University as satisfying <strong>the</strong> project requirement for <strong>the</strong> degree <strong>of</strong>Bachelor <strong>of</strong> Arts.Committee Memberand Advisor___________________________Chairman <strong>of</strong> <strong>the</strong> Department___________________________January 2010

ACKNOWLEDGMENTSOur greatest thanks go to our advisor, Pr<strong>of</strong>essor Chia Li Kang, who painstaking wentthrough <strong>the</strong> early drafts <strong>of</strong> <strong>the</strong> text, always helping with her pr<strong>of</strong>essional advice and kindness.We also wish to thank Pr<strong>of</strong>essor Yin Yin Chang <strong>of</strong> Department <strong>of</strong> Business Administration <strong>of</strong>Yuanpei University for her guidance with <strong>the</strong> design <strong>of</strong> <strong>the</strong> questionnaire for <strong>the</strong> present studyand o<strong>the</strong>r teachers <strong>of</strong> DAE, who <strong>of</strong>fered encouragement and sound insights. We’reparticularly grateful to Chair Kao for his support.Without all <strong>the</strong>se great teachers’ assistance, this study would be “MissionImpossible.”ii

ABSTRACTFor years, finding ways and materials to make <strong>the</strong> learning experiences forEFL students more inspiring and fruitful has been one <strong>of</strong> <strong>the</strong> most important tasks<strong>of</strong> English teaching. Recently, it has become very popular among EFL teachers touse <strong>movie</strong>s (in DVD format) as core content in <strong>the</strong> course curriculum orsupplementary materials to teach English. And many researchers have reportedthat au<strong>the</strong>ntic video is motivating and beneficial.However, few studies have been conducted to investigate <strong>the</strong> relationshipbetween students’ <strong>movie</strong> preferences and <strong>effect</strong>ive learning. If films shown in aclass don’t arouse students’ interest, <strong>the</strong> learning <strong>effect</strong> will be lessened.Therefore, in <strong>the</strong> present study, <strong>the</strong> <strong>effect</strong>iveness <strong>of</strong> using DVD films <strong>of</strong> <strong>the</strong> mostpopular <strong>movie</strong> genres was examined.The five research questions were: 1. Does instruction using DVD filmsmotivate students to study in EFL classes? 2. Are <strong>movie</strong> preferences related to<strong>effect</strong>ive learning? 3. What are <strong>the</strong> most popular <strong>movie</strong> genres? 4. Dosubtitles/captions, one <strong>of</strong> <strong>the</strong> unique characteristics <strong>of</strong> DVD films, enhancecomprehension <strong>of</strong> <strong>the</strong> language used in <strong>the</strong> <strong>movie</strong> and thus motivate students tolearn? 5. Are <strong>movie</strong>‐related classroom activities such as keyword preview useful?The current study lasted for two semesters from February 2009 to January2010. The research group conducted a survey to collect data which were analyzedto evaluate participants’ opinions on using <strong>movie</strong>s to teach in EFL classrooms.Since all <strong>the</strong> participants were Yuanpei University students, we hope that <strong>the</strong>results <strong>of</strong> <strong>the</strong> survey will provide English teachers with useful information to teachEFL classrooms.iii

TABLE OF CONTENTSACKNOWLEDGMENTS……………………………………iiABSTRACT…………………………………………………..iiiCHAPTER ONE: INTRODUCTION………………………..11.1 STATEMENT OF PROBLEM1.2 PURPOSE OF STUDY1.3 RESEARCH QUESTIONSCHAPTER TWO: LITERATURE REVIEW……………….3CHAPTER THREE: METHODOLOGY…………………...53.1 PARTICIPANTS3.2PROCEDURESCHAPTER FOUR: RESULTS AND DISCUSSION………..74.1 DATA COLLECTION4.2 DATA ANALYSISCHAPTER FIVE: CONCLUSION…………………………29REFERENCES………………………………………………30APPENDIX…………………………………………………..31iv

Research QuestionsIn this study, <strong>the</strong> research questions are:1. Does instruction using DVD films motivate students to study in EFL classes?2.Are <strong>movie</strong> preferences related to <strong>effect</strong>ive learning?3. What are <strong>the</strong> most popular <strong>movie</strong> genres?4. Do subtitles/captions, one <strong>of</strong> <strong>the</strong> unique characteristics <strong>of</strong> DVD films, enhancecomprehension <strong>of</strong> <strong>the</strong> language used in <strong>the</strong> <strong>movie</strong> and thus motivate students tolearn?5. Are <strong>movie</strong>-related classroom activities such as keyword preview useful?2

story-telling, picture description and open-ended questions for group discussion ontopics retrieved from <strong>the</strong> films. Caption-on and caption-<strong>of</strong>f activities were given sothat <strong>the</strong> students could practice <strong>the</strong>ir listening. The final results <strong>of</strong> <strong>the</strong> statisticalanalyses indicate that college freshmen’s listening “did improve” through <strong>the</strong>instruction <strong>of</strong> using DVD films in a motivating learning environment with “lowerlevel <strong>of</strong> anxiety” after a whole school year (Luo iii).Yong-Ruei Chiang compared two different types <strong>of</strong> presenting English newson CTS (Chinese Television System) CTS Inside Taiwan and FTV (FormosaTelevision) English News Edition. The captions <strong>of</strong> CTS Inside Taiwan were Chineseand English and those <strong>of</strong> FTV English News Edition were all English. Theparticipants <strong>of</strong> <strong>the</strong> study were junior English majors and freshman non-Englishmajors at a national university in Taiwan. The participants were given <strong>the</strong> chanceto listen to English news with Chinese subtitles and English captions (CTS InsideTaiwan) and <strong>the</strong>n to listen to news broadcast on FTV’s English News Edition withonly English captions. After <strong>the</strong> listening activities, <strong>the</strong> participants were asked tocomplete <strong>the</strong> posttests and questionnaires. There were three parts in <strong>the</strong> posttest:listening comprehension, spelling, and vocabulary. According to <strong>the</strong> survey, <strong>the</strong>more <strong>effect</strong>ive subtitles/captions for <strong>the</strong> improvement <strong>of</strong> participants’ listeningcomprehension were Chinese subtitles (with English sound track). In addition, <strong>the</strong>results <strong>of</strong> <strong>the</strong> spelling test showed that <strong>the</strong> <strong>effect</strong>iveness <strong>of</strong> <strong>the</strong>se two types <strong>of</strong> captionswere almost <strong>the</strong> same. However, in vocabulary, English captions with Englishsound track were thought to be more useful than Chinese subtitles with Englishsound track. They concluded that both Chinese and English captions were useful tolearn English.In Deborah L. Linebarger’ study, <strong>the</strong> author investigated caption use, soundand <strong>the</strong> reading behavior <strong>of</strong> 76 children who had just completed 2 nd grade. Thestatistical results indicate that beginning readers recognize more words when <strong>the</strong>yview television that uses captions. The author also concluded that <strong>the</strong> combination <strong>of</strong>captions and sound helped children identify <strong>the</strong> critical story elements in <strong>the</strong> videoclips (288).4

ProceduresPrior to <strong>the</strong> <strong>viewing</strong> activity, participants were given a short list <strong>of</strong> vocabularywords and phrases used in each <strong>movie</strong> to prepare <strong>the</strong>m for better understanding <strong>of</strong>what <strong>the</strong> characters say in <strong>the</strong> <strong>movie</strong>. (Appendix A)After <strong>movie</strong> <strong>viewing</strong>, questionnaires (in Chinese) (Appendix B for Chineseversion <strong>of</strong> questionnaire and appendix C for English version <strong>of</strong> <strong>the</strong> questionnaire.)with 19 questions were given for participants to fill up. In this survey, questionnaireswere used to collect information because <strong>the</strong> questionnaire has been proven atrustworthy method to get feedback on issues <strong>of</strong> interest (Sheng Jhuan Lin, 2003).A post-<strong>viewing</strong> test (Appendix D) was administered to <strong>the</strong> participants to see howmuch <strong>the</strong>y had learned through <strong>the</strong> <strong>viewing</strong> activity. The test was designed tomeasure a participant’s ability to recognize <strong>the</strong> key words and target sentences thatwere repeated in <strong>the</strong> similar scenes throughout <strong>the</strong> film four or five times. All <strong>the</strong>seprocedures for this study were conducted in <strong>the</strong> 2nd Semester <strong>of</strong> 2009.Data analysisStatistical Product and Service Solutions (SPSS12.0), a tool for statisticalanalysis, was used to analyze <strong>the</strong> data.6

RESULTS AND DISCUSSION4.1 DATA COLLECTION AND DATA ANALYSISIn addition to key word preview and post-<strong>viewing</strong> test, a questionnaire wasadministered. In <strong>the</strong> questionnaire, <strong>the</strong>re were 19 questions. This questionnaire,which aimed to obtain <strong>the</strong> participants’ general background and to investigate <strong>the</strong>relationship between <strong>movie</strong>-<strong>viewing</strong> and learning <strong>effect</strong>, was given to <strong>the</strong>participants after <strong>the</strong> <strong>viewing</strong> activity. The result <strong>of</strong> each question is analyzed asfollows.Q1. What kinds <strong>of</strong> English <strong>movie</strong>s do you like? (You can choosemore than one.)Name Count PercentageThriller 114 47.1%Comedy 184 76.0%War <strong>movie</strong> 61 25.2%Documentary 28 11.5%Romance 114 47.1%Suspensor 51 21.0%Sci-fi 54 22.3%Action <strong>movie</strong> 78 32.2%Animated film 44 18.1%The data show that comedy is <strong>the</strong> most popular <strong>movie</strong> genre. It is reasonable toinfer that people like comedy because <strong>of</strong> its entertaining and funny elements. Itwould bring laughter and relaxation to life.Q2. Do you think watching English <strong>movie</strong>s has a beneficial <strong>effect</strong>on learning English?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeParticipant 93 70 65 6 3 1Percentage 39% 29% 27% 3% 1% 1%7

The data show that 95% <strong>of</strong> respondents agree that English <strong>movie</strong> <strong>viewing</strong> are usefulin language learning.Q3. What kinds <strong>of</strong> English <strong>movie</strong>s do you think are beneficial inlearning English? (You can choose more than one.)Name Count PercentageThriller 43 17.8%Comedy 160 66.1%War <strong>movie</strong> 24 9.9%Documentary 39 16.1%Romance 99 40.9%Suspensor 19 7.9%Sci-fi 17 7.0%Action <strong>movie</strong> 39 16.1%Animated film 50 20.7%The data show that most students think that comedy is <strong>the</strong>ir first choice when it comesto <strong>movie</strong> preference.Q4. Do you think your <strong>movie</strong> preferences will affect your learning?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNoreplyParticipant 59 65 86 16 8 4 4Percentage 24% 27% 35% 7% 3% 2% 2%Q5. With regard to captions, what subtitles/captions would youchoose when you watch English DVD films at home?Item Chinese English None No replyParticipant 230 9 2 1Percentage 95% 4% 1% 0%8

The data show 95% <strong>of</strong> <strong>the</strong> participants chose Chinese subtitles.Q6. Do you think Chinese subtitles are better than English captionsin learning English?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNoreplyParticipant 35 61 81 35 26 3 1Percentage 15% 25% 34% 14% 11% 1% 0%Q7. Do you think English captions are good in learning English?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeParticipant 47 72 79 25 15 3Percentage 20% 30% 33% 10% 6% 1%Q8. After watching a film with Chinese subtitles, will you watch itagain with English captions?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNoreplyParticipant 30 50 103 36 13 9 1Percentage 12% 21% 43% 15% 5% 4% 0%9

Q9. I am interested in learning English if <strong>the</strong> teacher uses Englishfilms as teaching materials.ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNoreplyParticipant 90 52 88 8 2 1 1Percentage 37% 22% 36% 3% 1% 1% 0%More than 37% <strong>of</strong> participants chose “Strongly agree,” 22% <strong>of</strong> participants chose“Agree” and 36% <strong>of</strong> participants chose “Moderately agree.” The data show usingDVD films in EFL classrooms is highly accepted by <strong>the</strong> students. Thus, using DVDfilms to teach EFL class is highly recommended.Q10. Does keyword preview help understand <strong>the</strong> story line <strong>of</strong> a<strong>movie</strong>?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNoreplyParticipant 76 58 94 5 4 4 1Percentage 31% 24% 39% 2% 2% 2% 0%Q11. Do you agree keyword preview before <strong>movie</strong> <strong>viewing</strong> motivateyou to learn English?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNoreplyParticipant 58 60 97 12 7 4 4Percentage 24% 25% 40% 5% 4% 1% 1%10

Based on Questions 10-11, <strong>the</strong> data show that regarding <strong>the</strong> pre-<strong>viewing</strong> keywordpreview activities, 94%<strong>of</strong> <strong>the</strong> participants consider <strong>the</strong> keyword preview helpful to<strong>the</strong>ir understanding <strong>of</strong> <strong>the</strong> story <strong>of</strong> <strong>the</strong> <strong>movie</strong> and to <strong>the</strong>ir learning experience.Q12. What do you think about <strong>the</strong> film (1408 or Bedtime Stories)?Item Great So so Bad No replyParticipant 101 104 7 30Percentage 42% 435 3% 12%Q13. Do you think this film is useful in learning English?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNoreplyParticipant 33 65 79 14 19 4 28Percentage 13% 27% 33% 6% 8% 2% 11%Q14. Do you agree you have learned some English by watching <strong>the</strong>film?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNoreplyParticipant 36 53 79 22 8 16 28Percentage 15% 22% 33% 9% 3% 7% 11%11

Q15. How many English sentences have you learned from <strong>the</strong><strong>movie</strong>?Item1-3sentences3-5sentences5-7sentencesMore than10No replyParticipant 97 50 24 19 52Percentage 40% 21% 10% 8% 21%The data show that exposure to similar dialogues four or five times over <strong>the</strong> course<strong>of</strong> 100-minute <strong>movie</strong>s showing time helps participants remember some <strong>of</strong> <strong>the</strong>sentences used in <strong>the</strong> similar scenes.Q16. Can you write down any words and sentences you havelearned from <strong>the</strong> <strong>movie</strong>?This question is an open-end question. Participants were asked to write downas many words and sentences as possible.Q17. Why do <strong>the</strong>se sentences impress you so much?ItemBeen repeatedmany timesToo funnyAbusivelanguageHave learnedbeforeNo replyParticipant 44 55 31 30 82Percentage 18% 23% 13% 12% 34%12

Q18. Do you think <strong>the</strong> dialogs in <strong>the</strong> <strong>movie</strong> can be used in dailylife?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNo replyParticipant 24 68 78 13 9 3 44Percentage 11% 28% 32% 6% 4% 1% 18%Q19. Do you think key word pre<strong>viewing</strong> helps understand <strong>the</strong><strong>movie</strong> and has positive <strong>effect</strong> on learning?ItemStronglyagreeAgreeModeratelyagreeModeratelydisagreeDisagreeStronglydisagreeNo replyParticipant 31 61 84 13 9 3 41Percentage 13% 25% 35% 5% 4% 1% 17%The result <strong>of</strong> <strong>the</strong> post‐<strong>viewing</strong> testAlthough 80% <strong>of</strong> <strong>the</strong> participants failed <strong>the</strong> post-<strong>viewing</strong> test, <strong>the</strong>y believed that<strong>the</strong>y would have done much better if <strong>the</strong>y could have been given more time to finish<strong>the</strong> test.RESULTS OF DATA COLLECTION AND DISSCUSSION13

Gender* Chinese subtitles are good for learning EnglishStrongly agreeModerately agreeModerately disagreeNo reply2%0%14%17%AgreeDisagreeStrongly disagree15%23%29%FemaleFemale14

Major* Chinese subtitles are good for learning EnglishStrongly agreeModerately agreeModerately disagreeNo reply3%0%16%AgreeDisagreeStrongly disagree15%20%15%English majors31%Strongly agreeModerately agreeModerately disagreeNo reply14% 6% 0% 1%35%AgreeDisagreeStrongly disagree14%30%Non‐English majors15

Gender* English captions are good for learning EnglishStrongly agreeModerately agreeModerately disagreeNo replyAgreeDisagreeStrongly disagree9%2%1%15%15%25%33%Strongly agree AgreeModerately agree DisagreeModerately disagree Strongly disagreeNo reply8% 5% 1% 0%22%32%32%16

Major* English captions are good for learning EnglishStrongly agreeModerately agreeModerately disagreeNo reply6% 5% 0%AgreeDisagreeStrongly disagree27%30%English majorsStrongly agreeModerately agreeModerately disagreeNo reply32%AgreeDisagreeStrongly disagree14%7% 2%1%13%28%35%Non‐English majors17

Gender* English <strong>movie</strong>s can be used as useful teaching materials.Strongly agreeModerately agreeModerately disagreeNo replyAgreeDisagreeStrongly disagree2% 1% 1% 1%30%43%22%Strongly agree AgreeModerately agree DisagreeModerately disagree Strongly disagreeNo reply4%1%0% 0%33%41%21%18

Major* English <strong>movie</strong>s can be used as useful teaching materials.Strongly agreeModerately agreeModerately disagreeNo replyAgreeDisagreeStrongly disagree2% 0% 0% 0%27%51%20%English majorsNon‐English majors19

Gender* Willing to watch <strong>the</strong> <strong>movie</strong> again with English captions after Chinese subtitlesStrongly agreeModerately agreeModerately disagreeNo reply8% 1%7%AgreeDisagreeStrongly disagree10%16%22%Male36%Strongly agree AgreeModerately agree DisagreeModerately disagree Strongly disagreeNo reply14% 5% 1% 0% 14%20%46%20l

Major* Willing to watch <strong>the</strong> <strong>movie</strong> again with English captions after Chinese subtitlesStrongly agreeModerately agreeModerately disagreeNo reply12% 4% 1% 0%46%AgreeDisagreeStrongly disagree15%22%English majorsStrongly agreeModerately agreeModerately disagreeNo reply6% 1%6%AgreeDisagreeStrongly disagree10%17%19%Non‐English majors41%21

Gender* Caption choice (with English sound track)English only Chinese only Both46%7%Male47%English only Chinese only Both5%32%63%Female22

Major* Caption choice (with English sound track)English only Chinese only Both6%25%69%English majorsEnglish only Chinese only Both45%6%49%Non‐English majors23

Gender*Watching English <strong>movie</strong>s enhances motivation to learn.Strongly agreeModerately agreeModerately disagreeNo reply3% 2% 1%1%29%AgreeDisagreeStrongly disagree32%32%MaleStrongly agree AgreeModerately agree DisagreeModerately disagree Strongly disagree2% 1% 0%26%44%27%Female24

Major*Watching English <strong>movie</strong>s enhances motivation to learn.Strongly agreeModerately agreeModerately disagreeNo replyAgreeDisagreeStrongly disagree1%0%0% 0%23%20%56%English majorsStrongly agreeModerately agreeModerately disagree5% 2%1%AgreeDisagreeStrongly disagree25%30%Non‐English majors37%25

Gender* Preferred Movie GenresSEX/GenresMale percentage Female percentageThriller 42 48.3% 72 46.5%Comedy 56 64.4% 128 82.6%War <strong>movie</strong> 40 46.0% 21 13.5%Documentary 12 13.8% 16 10.3%Romance 16 18.4% 98 63.2%Suspenser 14 16.1% 37 23.9%Sci-fi 27 31.0% 27 17.4%Action 42 48.3% 36 23.2%Animated film 9 10.3% 35 22.6%Male: 87 (36%)Female: 155 (64%)Major* Preferred <strong>movie</strong> genresDepartment/GenresEnglishmajorspercentageNon-EnglishmajorspercentageThriller 57 49.1% 57 45.2%Comedy 96 82.2% 88 70.0%War <strong>movie</strong> 17 14.7% 44 35.0%Documentary 12 10.3% 16 12.7%Romance 67 57.8% 47 37.3%Suspenser 28 24.1% 23 18.3%Sci-fi 17 14.7% 37 29.4%Action 32 27.6% 46 36.5%Animated film 24 20.7% 20 15.9%English majors: 116 (47.9%)Non-English majors:126 (51.2%)26

Gender* The Relationship between preferred<strong>movie</strong> genres and motivation to learn EnglishSEX/GenresMale percentage Female percentageThriller 19 21.8% 24 15.5%Comedy 44 50.5% 116 74.8%War <strong>movie</strong> 18 20.7% 6 3.9%Documentary 14 16.9% 25 16.1%Romance 19 21.8% 80 51.6%Suspensor 9 10.3% 10 6.5%Sci-fi 8 9.2% 9 5.8%Action 15 17.2% 24 15.5%Animated film 13 11.5% 37 23.9%Male: 87 (36%)Female: 155 (64%)Major* The Relationship betweenpreferred <strong>movie</strong> genres and motivation tolearn EnglishDepartment/GenresEnglishmajorspercentageNon-EnglishmajorspercentageThriller 24 18.1% 22 17.5%Comedy 85 73.3% 75 59.5%War <strong>movie</strong> 7 6.0% 17 13.5%Documentary 16 13.8% 23 18.3%Romance 57 49.1% 42 33.3%Suspensor 12 10.3% 7 5.6%Sci-fi 9 7.8% 8 6.3%Action 22 19.0% 17 13.5%Animated film 24 20.7% 26 20.6%English majors: 116 (47.9%)Non-English majors:126 (51.2%)27

The statistical results <strong>of</strong> this research demonstrated that1. There is strong support in using DVD films to motivate students to study English;2. Movie preferences are related to <strong>effect</strong>ive language learning;3. Comedy is <strong>the</strong> most popular <strong>movie</strong> genre;4. Chinese captions with English sound track benefit <strong>the</strong> participants <strong>the</strong> most asmore than 90% <strong>of</strong> <strong>the</strong> participants reported that this technique helped <strong>the</strong>irlearning and more than 75% <strong>of</strong> participants supported <strong>the</strong> use <strong>of</strong> differentcaptions when watching DVD films in EFL classrooms.5. Key word preview facilitates learning.Data Analysis1. The use <strong>of</strong> subtitles/captions: Male vs FemaleFor <strong>the</strong> relation between gender and subtitles/captions, 87% <strong>of</strong> male participantsprefer Chinese subtitles and 67% <strong>of</strong> female participants chose Chinese subtitles.The result <strong>of</strong> this question could be viewed from <strong>the</strong> point that Chinese subtitlesmade <strong>the</strong> participants feel more comfortable as <strong>the</strong>y could follow <strong>the</strong> story line<strong>of</strong> <strong>the</strong> film.2. The use <strong>of</strong> subtitles/captions: English majors vs Non-English majorsFor <strong>the</strong> relation between major, subtitles/captions, and learning <strong>effect</strong>, 69% <strong>of</strong>English majors chose <strong>the</strong> presence <strong>of</strong> both Chinese subtitles and English captions.This result indicated that English majors believe <strong>the</strong> presence <strong>of</strong> both Chinesesubtitles and English captions would help improve <strong>the</strong>ir language skills and helpfollow <strong>the</strong> story line. For non-English majors, 49% <strong>of</strong> participants chose Chinesesubtitles only. The most interesting thing found in <strong>the</strong> study is that only 6% <strong>of</strong>English majors and 6% <strong>of</strong> non-English majors chose English captions only. Thisshows only a very small portion <strong>of</strong> <strong>the</strong> participants were confident andaggressive enough to take <strong>the</strong> challenge <strong>of</strong> watching an English <strong>movie</strong> with onlyEnglish sound track and English captions.28

CONCLUSIONThis study was an investigation on <strong>the</strong> correlation between <strong>the</strong> <strong>viewing</strong> <strong>of</strong>DVD films and <strong>effect</strong>ive learning in EFL classrooms. As many studies have shown,DVD films can become an integral part <strong>of</strong> <strong>the</strong> curriculum. Although <strong>the</strong> presentstudy hadn’t been incorporated into <strong>the</strong> course curriculum, we have had significantfindings. Whe<strong>the</strong>r <strong>the</strong>y are an integral part <strong>of</strong> <strong>the</strong> school curriculum orsupplementary teaching materials, DVD films with <strong>the</strong>ir special features such assubtitles and chapter separation would help to develop an <strong>effect</strong>ive learningenvironment. Teachers can design film-related activities and integrate <strong>the</strong>m intoinstruction to motivate <strong>the</strong>ir students. Learning can be fun!29

REFERENCESChiang. Yong-Ruei. (2006). “A Comparative Study <strong>of</strong> Different Subtitling Formats in TwoEnglish News Broadcast in Taiwan.” MA <strong>the</strong>sis. Taiwan: National Tsing HuaUniversity.Kusumarasdyati. (2004). “Listening, Viewing and imagination: Movies in EFL Classes.”Paper presented at <strong>the</strong> 2 nd International Conference on Imagination and Education.,Vancouver, Canada.Lin, Cheng-Yi Eric. (2002). “Using Films to Activate Cultural Awareness in <strong>the</strong> EFLClassroom: A Case Study <strong>of</strong> Freshmen Business Majors.” MA <strong>the</strong>sis. Taiwan:Tamkang University.Lin, Sheng Jhuan. (2003). 教 育 研 究 方 法 : 全 方 位 的 統 整 與 分 析 . Taiwan: 心 理 出 版 社Lin, Yun-Chu. (2009). “The Effects <strong>of</strong> Visual Aids and Text Types on ListeningComprehension.” MA Thesis. Taipei: Taiwan Normal University.Linebarger, L. Deborah. (2001). “Learning to Read from Television: The Effects <strong>of</strong> UsingCaptions and Narration.” Journal <strong>of</strong> Educational Psychology, 93, 2, 288-98.Luo, Jia-Jen. (2004). “Using DVD Films to Enhance College Freshmen's EnglishListening Comprehension and Motivation.” MA <strong>the</strong>sis. Taiwan: National Tsing HuaUniversity.Sommer, P. (2001). Using Film in <strong>the</strong> English Classroom: Why and How. Journal <strong>of</strong>Adolescent and Adult Literacy, 44(5), 485-487.Weyers. Joseph R. (1999). “The Effect <strong>of</strong> Au<strong>the</strong>ntic Video on CommunicativeCompetence. ” The Modern Language Journal, 83, iii, 339-49.Secules, Teresa., Herron, Carol, & Tomasello, Michael. (1992). “The Effect <strong>of</strong> VideoContext on Foreign Language Learning.” The Modern Language Journal 76, iv,481-490.30

APPENDICES AVocabulary ReviewAPPENDICES BQuestionnaire (in Chinese)31

APPENDICES CQuestionnaire (in English)Hi, we are English majors. We want to know your opinions on learningEnglish through <strong>movie</strong> <strong>viewing</strong>. We would appreciate it if you can fill up<strong>the</strong> questionnaire.• Gender : □Male □Female• Age: _____________• Grade : □Freshman □Sophomore □Junior □Senior• Have you ever lived in any English-speaking countries?□Yes □No If yes, how long? _____________====================================================1. What kinds <strong>of</strong> English <strong>movie</strong>s do you like? (You can choose morethan one.)□Thriller □Comedy □War <strong>movie</strong>s □Documentary□Romance □Suspensor □Science Fiction □Action <strong>movie</strong>□Animated <strong>movie</strong>2. Do you think watching English <strong>movie</strong>s has a beneficial <strong>effect</strong> onlearning English?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree3. What kinds <strong>of</strong> English <strong>movie</strong>s do you think are beneficial inlearning English? (You can choose more than one.)□Thriller □Comedy □War <strong>movie</strong> □Documentary □Romance□Suspensor □Science Fiction □Action <strong>movie</strong> □Animated <strong>movie</strong>4. Do you think your <strong>movie</strong> preferences will affect your learning?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree5. With regard to captions, what subtitles/captions would you choosewhen you watch English DVD films at home?□Chinese □English6. Do you think Chinese subtitles are better than English captionsin learning English?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree7. Do you think English captions are good in learning English?□Strongly Agree □Agree □Moderately Agree32

□Moderately Disagree □Disagree □Strongly Disagree8. After watching a film with Chinese subtitles, will you watch it againwith English captions?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree9. I am interested in learning English if <strong>the</strong> teacher uses English filmsas teaching materials?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree10. Does keyword preview help understand <strong>the</strong> story line <strong>of</strong> a <strong>movie</strong>?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree11. Do you agree keyword preview before <strong>movie</strong> <strong>viewing</strong> motivates youto learn English?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree====================================================12. What do you think about <strong>the</strong> film (1408 or Bedtime Stories)□Great □So so □Bad13. Do you think this film is useful in learning English?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree14. Do you agree you have learned some English by watching <strong>the</strong> film?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree15. How many English sentences have you learned from <strong>the</strong> <strong>movie</strong>?□1~3 □3~5 □5~7 □at least 1016. Can you write down any words and sentences you have learnedfrom <strong>the</strong> <strong>movie</strong>?□Yes □No___________________________________________.17. Why do <strong>the</strong>se sentences impress you so much?□ Because <strong>the</strong>y are repeated□ Because <strong>the</strong>y are funny□ Because <strong>the</strong>y are four-letter words18. Do you think <strong>the</strong> dialogs in <strong>the</strong> <strong>movie</strong> can be used in daily life?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly Disagree33

19. Do you think key word pre<strong>viewing</strong> helps understand <strong>the</strong> <strong>movie</strong>and has positive <strong>effect</strong> on learning?□Strongly Agree □Agree □Moderately Agree□Moderately Disagree □Disagree □Strongly DisagreeAPPENDICES DPosttest34