The Effect of Movie Sessions on Intermediate Students' Willingness to Communicate through Speaking
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| Title: | The Effect of Movie Sessions on Intermediate Students' Willingness to Communicate through Speaking |
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| Language: | English |
| Authors: | Aida Sedghinasab, Amir Akbarnozari |
| Source: | Language Teaching Research Quarterly. 2019 10:39-47. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Audiovisual Aids, Second Language Learning, Learner Engagement, Films, Language Enrichment, Student Attitudes, Language Attitudes, Oral Language, English (Second Language), Foreign Countries, Student Participation |
| Geographic Terms: | Iran (Tehran) |
| ISSN: | 2667-6753 |
| Abstract: | There has been an extensive research carried out on the role of Audio Visual Aids (AVAs) in enhancement of second language learners' engagement in the topic of the day to be covered in an educational session. This had led to the top-notch design and fruitful creation of I-TALK(movie session), which consists of movies and songs (jukeboxes, footages and movies) in addition to pre and post activities in order to boost English learners' motivation to put their knowledge into practice in Safir Language Academy. However, the measurement with which to estimate the successful performance of learners typically discovered in their oral utterances based on the Willingness To Communicate (WTC) criterion yet to be the center of attention in many of pedagogical curriculum in ELT domain. Consequently, any built-in accessories adjacent to the course book could possibly add up to the learners' involvement in the lesson procedure by default, which would result in improved communication skills more specifically, speaking skill. Nonetheless, the WTC of learners has not been by any means measured thus analyzed. To conduct a thorough study, two classes of intermediate students, both male and female, each comprising of 7 learners were chosen. Furthermore, a questionnaire was handed out, before and after the I-TALK sessions, in order to compare the results. The items of the study contained the psycholinguistic criteria to cover the learner's self-impression on their oral achievement, which is followed by the contrastive analysis, given to the results of pre and post I-Talk sessions. The findings demonstrated the positive, considerable change in the learner's self-impression on their capabilities of communication skills which ultimately denoted the boost in the WTC factor. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464276 |
| Database: | ERIC |
| Abstract: | There has been an extensive research carried out on the role of Audio Visual Aids (AVAs) in enhancement of second language learners' engagement in the topic of the day to be covered in an educational session. This had led to the top-notch design and fruitful creation of I-TALK(movie session), which consists of movies and songs (jukeboxes, footages and movies) in addition to pre and post activities in order to boost English learners' motivation to put their knowledge into practice in Safir Language Academy. However, the measurement with which to estimate the successful performance of learners typically discovered in their oral utterances based on the Willingness To Communicate (WTC) criterion yet to be the center of attention in many of pedagogical curriculum in ELT domain. Consequently, any built-in accessories adjacent to the course book could possibly add up to the learners' involvement in the lesson procedure by default, which would result in improved communication skills more specifically, speaking skill. Nonetheless, the WTC of learners has not been by any means measured thus analyzed. To conduct a thorough study, two classes of intermediate students, both male and female, each comprising of 7 learners were chosen. Furthermore, a questionnaire was handed out, before and after the I-TALK sessions, in order to compare the results. The items of the study contained the psycholinguistic criteria to cover the learner's self-impression on their oral achievement, which is followed by the contrastive analysis, given to the results of pre and post I-Talk sessions. The findings demonstrated the positive, considerable change in the learner's self-impression on their capabilities of communication skills which ultimately denoted the boost in the WTC factor. |
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| ISSN: | 2667-6753 |
