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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Vrasidas, C., & Glass, G.V. (2005). Achieving Technology Integration in Classroom Teaching. In C. Vrasidas and G.V. Glass, Preparing Teachers to Teach with Technology (pp. 1-20). Greenwich, Connecticut, Information Age Publishing. Watson, G. (2001). Models of Information Technology Teacher Professional Development that Engage with Teachers’ Hearts and Minds. Journal of Information Technology for Teacher Education, 10 (1and2), 179- 191. Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31(4), 307-320. Wilmore, D. (2000). Information Technology and Schools: The Principal’s Role. Educational Technology and Society, 3(4), 307-320. Retrieved May 15, 2011 from http://www.ifets.info/journals/3_4/discuss_october2000.html Yin, R. (2003a). Applications of case study research. Thousand Oaks, CA: SAGE. Yin, R. (2003b). Case study research: Design and methods. Thousand Oaks, CA: SAGE. Copyright © The Turkish Online Journal of Educational Technology 55
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 AUDIOVISUAL NEWS, CARTOONS, AND FILMS AS SOURCES OF AUTHENTIC LANGUAGE INPUT AND LANGUAGE PROFICIENCY ENHANCEMENT Taher Bahrani Faculty of Languages and Linguistics, University of Malaya, Malaysia Department of English, Mahshahr Branch, Islamic Azad University, Mahshahr, Iran Email: taherbahrani@yahoo.com Tam Shu Sim Faculty of Languages and Linguistics, University of Malaya, Malaysia Email: tamss@um.edu.my ABSTRACT In today’s audiovisually driven world, various audiovisual programs can be incorporated as authentic sources of potential language input for second language acquisition. In line with this view, the present research aimed at discovering the effectiveness of exposure to news, cartoons, and films as three different types of authentic audiovisual programs on improving the language proficiency of low level language learners. To this end, 60 low level language learners were selected based on a language proficiency test and were assigned into three groups as group one, two, and three randomly. During the study which lasted for 10 weeks, the first group of the participants had exposure to a sample selected audiovisual materials from news, the second group of the participants had exposure to a sample selected audiovisual materials from cartoons, and the third group of the participants had exposure to a sample selected audiovisual material from various films. At the end of the study, another sample language proficiency test was administered to all the three groups to find out which group could gain significant language proficiency improvement. The results of the post-test were indicative of the fact that group one (news) failed to improve its language proficiency. In contrast, groups two (cartoons) and three (films) could improve their language proficiency. More importantly, the cartoon group participants’ improvement was more significant than that of the film group. The results showed that audiovisual programs generally are a great source of language input for teaching purposes. However, more caution should be given to the selection of the type of audiovisual programs for low level proficiency learners. Cartoons and films with good story lines seem to motivate the learners to absorb the language input better and have a significant effect on the language improvement. Keywords: news, cartoons, films, authentic language input, language proficiency INTRODUCTION In the last few years, the world of educational technology has witnessed a rapid development in various audiovisual technologies which offer many possibilities for the teachers to construct activities around listening to various authentic programs, watching related videos, and holding conversations in real world. Considering this issue, the use of authentic materials to provide the necessary language input in foreign/second language learning has a long history. For example, Sweet (1899) is considered as one of the first linguists who made use of authentic texts in his books because he was aware of their potential advantages over contrived materials. Authentic language input is any materials in English which have not been specifically produced for the very purpose of language teaching. Examples of these materials are films, songs, stories, games, and play. Although these materials are not made for language teaching purposes, they contain the characteristics of language used by the native speakers (Taylor, 1994). In the same line, Gilmore (2007) defined authentic language input as the language conveying a real message which is produced by a real speaker or writer for a real audience. Nunan (1999) also defined authentic language materials as spoken or written language materials that have been produced in real communication not specifically for language teaching. Nunan (1999) further highlighted the assumption that authentic language input can be extracted from many different sources including TV and radio broadcasts, recorded conversations, meetings, and newspapers. 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 different programs, for example, news, films, songs, soap opera, and comedy as audiovisual mass media materials provided by various technologies. In this relation, desktop technologies such as computers and non-desktop technologies such as TV and radio can provide easy access to authentic audiovisual language input for language learners in both EFL and ESL contexts. Examples of audiovisual materials can include different print materials accompanied by related video and audio supplements, audiotapes and CDs with accompanying textbooks, and videotapes with textbooks. There is a general agreement among foreign/second language instructors that authentic language input can be utilized in second language learning. According to many scholars (Bacon & Finnemann, 1990; Brinton, 1991; Copyright © The Turkish Online Journal of Educational Technology 56
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