1 CULTURE-LANGUAGES-MEDIA
Independent Project with Specialization in English
Studies and Education
15 Credits, First Cycle
The Use of Film-based Strategies for
Increasing Student Interaction and Oral
Production in the Swedish EFL Classroom
Användningen av Filmbaserande Strategier för att Öka Studentinteraktion och
Muntlig Produktion i det Svenska EFL-Klassrummet
Ana Isabel Elena Ramos
Master of Arts in Upper Secondary Education, 300 Examiner: Damon Tutunjian Credits.
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Abstract
This paper provides an investigation of recent empirical research from the EFL literature on the advantages and possible problems that may occur when using films in Swedish upper secondary schools to increase student interaction and oral production during English lessons. Also
examined is what specific film-based teaching strategies educators can utilize to increase the level of speaking and interacting in the English classrooms for Swedish secondary-school students. The investigation shows that although a number of researchers agree on the many benefits of using films was large, some problems can also be identified. These advantages and problems are discussed in the study in light of different teaching theories, for example, Vygotsky’s zone of proximal development and the Swedish curriculum. Overall, films were found to be a valid tool to be used for teachers to increase the production of speaking and interacting in Swedish upper secondary schools.
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Table of contents
1. Introduction………...5
2. Aim and Research questions………....8
3. Method……….…..9
3.1
Inclusion criteria………...9
3.2
Exclusion criteria………...…....9
4. Results………...10
5. Discussion………... 14
6. Conclusion………... 18
References………. 19
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1.Introduction
Many years ago, when I was enrolled in high school in Spain, I studied English. We read, wrote, and listened, but we never talked and interacted in English in the lessons. Consequently, when years later I left Spain I could not understand or speak English. When I started my VFUs in my education as a teacher for English and Spanish in the program for upper secondary school, I paid a lot of attention to whether students did or did not speak and interact in English in the lessons. My experience has been that though there have been exceptions most students do not speak and interact in English in the lessons. They speak Swedish or they do not speak at all. Moreover, it is common that the students responded in Swedish when spoken to by the English teacher, even though they had apparently understood what they were told.
Researchers (Achmad & Yusuf, 2014; Salchi et al., 2015; Castillo et al., 2018; and Dawood, 2014) also report that students of English as Foreign Language (EFL) have problems with speaking and interacting in the English lessons. Achmad and Yusuf (2014) studied how successful would be to pair students in different levels of English to increase student interaction and oral
production; they claimed that to increase the students’ speaking and interacting pairs should rotate, to balance students' speaking proficiency. Salchi et al. (2015) researched what strategies to speak and interact used the participants of their study when they had problems communicating in English; they suggested that EFL students should be given more opportunities to speak and interact in English outside the classrooms. Castillo et al. (2018) focused on how to structure tasks so they will help EFL students to increase their oral fluency when speaking and interacting in English; they claimed that these tasks increased students’ participation and cooperation in the lessons. Further, Dawood (2014) addressed the difficulties that EFL students had in speaking and interacting in English at a university, and he suggested that teachers should motivate students to speak and interact in English by generating conversational situations which were familiar to the students. On the other hand (Piyaporn & Bhornsawan, 2020; Arshad et al.,2020; and Kim, 2016) among other researchers claim that using films increases students’ speaking and interacting in EFL classrooms. Additionally, Macintyre (2020) addresses what he calls a learner's willingness to communicate defining it as, “the probability that she or he would choose to initiate communication given the opportunity"(p. 122). Using films in upper secondary schools, it is something that could help teachers to create these opportunities Macintyre writes about.
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In the context of second language (L2) acquisition, interaction is regarded by many as an activity that by itself could lead to the capability of the learner to speak the language (Lightbown & Spada, 2017, p. 114). Vygotsky (1978) asserted that, “language develops primarily from social interaction” (cited in Lightbown & Spada, 2017, p.25). Additionally, Lantolf (2000) and Donato (1994) claimed that L2 acquisition not only happened when, “an expert and a novice” worked together as Vygotsky claimed in his theory of the zone of proximal development (ZPD) but also when two learners interacted with each other in their learning, even if any of them was an expert. According to these principles, activities where students of English engage in conversation with their teachers or with other students in the lessons can lead to an increased learning outcome in English.
The National Agency for Education, Skolverket, declares in the curriculum for English courses the importance of speaking and interacting in English lessons stating that, “teaching should as far as possible be conducted in English” (Skolverket, 2011). Moreover, in the core content of the steering document for English 6, in the part that covers the production and interaction, it is stated that students should be trained in, “oral and written production and interaction in different situations and for different purposes where students argue, report, apply, reason, summarise, comment on, assess and give reasons for their views” (Skolverket, 2011). Furthermore, it is added that students should be taught, “strategies for contributing to and actively participating in argumentation, debates and discussions related to societal and working life”. Additionally, in Skolverket’s curriculum for English, films are recommended to exercise students’ ability to understand English and, in the section, where English 6 is presented films are also recommended as part of the, “content of communication” (Skolverket, 2011).
Therefore, finding ways to increase the level of speaking and interaction in the English
classroom for secondary-school students is important to the development of teaching in Sweden. Mathews et al. (2012) proposes the use of films for teaching. Arroio (2012) defines films as, “a multimedia narrative form, based on a physical record sounds and motion pictures” (p.135). Moreover, Mayer (2005) proposed in his theory of Multimedia Learning the existence of what he called, “Multimedia Instruction” which he defined as, “instruction in which a combination of graphics and words is utilized to enhance the establishment of mental representation” (cited in Yinan et. al, 2018). Mayer proposed that people learn better from words and pictures than only from words. Additionally, Mayer and Sims (1994) defined multimodality as forms of
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communication that include different media which allowed learners of languages to broad their learning experience (cited in kim, 2016).
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2. Aim and Research Questions
The purpose of this paper is to investigate possible ways to increase students’ speaking and interaction in Swedish upper secondary school English lessons and to suggest what teachers can do to achieve this purpose. Although there are several activities or tools that could be explored, this paper will research the effectiveness of using films in English lessons to increase student interaction and oral production during English lessons and to identify strategies that teachers could use to achieve this. Therefore, more specifically, the research questions in this paper are: ●What are the problems and advantages of using films to help Swedish upper secondary school students to speak and interact in the English lessons?
●What teaching strategies using films can educators utilise to increase student interaction and oral production in the English classroom for Swedish secondary-school students?
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3. Method
In this paper, I have mainly used university databases such as Education Research Complete, ERIC, and MLA Directory of Periodical to find empirical articles that could illustrate my research. Moreover, the words used in the search of empirical articles about the importance of speaking and interacting in English lessons have been: “speaking and conversation”, and
“English language learners or ell or esl or English second language”, and “problems or issues or challenges or difficulties”. Furthermore, the words used when searching for articles on the use of films have been: “film or movie or motion picture or cinema” and “speaking”.
3.1 Inclusion criteria
The inclusion criteria have been to find articles whose research content revealed the participants, methods, claims, and peer reviewed that could help illustrate my line of reasoning and that have been driven in the last ten years. On the other hand, I have not considered important in which part of the world the studies were carried out.
3.2 Exclusion criteria
The exclusion criteria have been not to use articles that researched languages other than English or that had been conducted on young children since my line of research is relevant to upper secondary school. In addition, I have discarded articles that were more than ten years old. Moreover, the search delimitations have been articles that will content information about the problematic of speaking and interacting in EFL lessons and articles that will illustrate how using films could increase students speaking participation in EFL contexts. Finally, a view of the inclusion/exclusion criteria is presented in the following table:
Table1. Inclusion and Exclusion criteria
Area of interest Total references found References used Speaking English difficulties 10 4
Using films in EFL lessons 8 5
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4. Results
In the following section, I will present research findings concerning the use of films in English classrooms to increase and motivate students’ speaking and interaction skills. Moreover, I will present relevant teaching strategies and approaches that educators can adopt to facilitate these speaking and interaction skills. Thereafter, it will follow an analysis and discussion of the findings.
Piyaporn and Bhornsawan (2020) researched the impact that Movies-Based Mobile Learning (MBML) had on EFL students’ speaking and interacting skills in a Thai university. The
participants were 64 first-year university students. There was both an experimental group and a control group. The experimental group was taught using films while the control group was taught following traditional methods, in this case, using a textbook. The research was carried out for a period of 10 weeks. The students of both groups were subject to a proficiency test before and after the research. After 10 weeks post-tests measuring oral proficiency in the experimental group were significatively higher than before. Therefore, the results showed that using films improved students’ oral skills. The study recommended that EFL curricula should include the use of films. Moreover, it was recommended that teachers that intended to use films in their lessons should be well prepared regarding activities and materials, to get full advantage of using films in the lessons. Furthermore, the study emphasised that teachers should carefully consider what the interests of the students were before choosing films to make sure that these films were regarded as interesting and useful for classroom activities.
Arshad et.al (2020) researched how effective literary works are for improving the English communication skills of undergraduate students, defining literature as a term that includes different artistic and communicative works such as novels, poetry, films, etc. (p. 128). There were 15 participants, 5 of them were lecturers and 10 were students. In the study,
semi-structured interviews were used to find out participants’ impressions and responses about what literacy elements (drama, prose, poetry, films, etc.) they considered more effective to improve their proficiency of English. The analysis of the teachers and students’ answers revealed that whereas using literary works like prose or poetry were effective to improve the communicative skills of the participants, using films was comparatively much more effective. Therefore, Arshad et al. suggested that films should be added to programs for EFL students, and they pointed out
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that the theme of these films should be connected to the students’ studies. Furthermore, they reasoned that using films made students’ learning experience easier than when teachers used only novels or textbooks. Moreover, they maintained that films should be used frequently because they made it easier for the students to learn English, that is, they seemed happier and more comfortable when films were used in the lessons. Thus, films could take away stress from the lessons while engaging students in discussions and other activities.
Kim (2016) investigated the efficiency of teaching English to EFL students using a multimedia approach and how this would impact students’ ability to speak and interact. Furthermore, he studied the effectiveness of different types of films when teaching. The participants were 90 English students at a South Korean university, 59 freshmen, 25 sophomores, 4 juniors, and 2 seniors. The students were showed three modalities of film clips: one without sound, another with sound effects, and a last one with sound effects and dialogues. Students had to record a short story of one minute long recounting the clip’s content which afterward was assessed by kim regarding the students’ oral skills. The results showed that the students’ speaking
performance was greatly increased using film clips with sound effects and dialogues. Further, it was found out that from a teacher viewpoint the use of short film clips could be highly effective to assess the understanding and communicative abilities of students when this assessment was to be performed over a short period of time.
Tuncay (2014) studied the results of using featured films in an EFL context to find out if the incorporation of these to the curriculum would increase students’ speaking fluency. The study was performed in a group of 100 students with a basic to intermediate level of English. The students watched four films of 119, 105, 131, and 135 minutes long. Students did activities related to the films before, during, and after watching them. To collect the data, questionnaires on students’ attitude and interviews over the results were conducted. These showed that including films in the lessons improved students’ language competence and fluency and that using films increased students’ opportunities to listen to English spoken by natives. However, Tuncay also detected some problems related to the use of featured films such as the selection of the right film considering the students’ level of proficiency. Moreover, Tuncay advised that teachers needed to prepare activities before, during, and after watching the films, to positively impact students’ speaking and interacting proficiency. Additionally, he warned that preparing these activities could take too long for teachers’ time constraints.
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Chiu (2012) studied if dubbing films was a good teaching approach in EFL student’s context. Furthermore, he problematized if this approach would improve students’ pronunciation in English conversations. In film dubbing tasks, students dub the muted voices of characters in a film’s fragment. The participants were 83 students of the first year at a Northern Taiwan university. The students were part of an EFL conversation course. They were divided into two groups: an experimental group, and a control group. The students in the experimental group used film dubbing to improve their conversational skills. The control group followed a
conventional conversational course. In the dubbing task, the students of the experimental group had to do a presentation of a synchronization of some10 minutes length film. A questionnaire and interviews were used to collect information regarding students’ attitudes and Chiu’s observations on students’ orality improvements. The results of the study showed that film dubbing tasks were an activity that effectively improved the students’ pronunciation. Furthemore, students reported an improvement in their oral skill as a consequence of the repetitive task. Moreover, the dubbing task also helped students’ awareness of intonation while matching movie’s actors’ emotions. However, Chiu noted that using films’ dubbing could be negative to effectively increase students’ communicative skills because the constricted of the task.
The researchers (Piyaporn & Bhornsawan 2020; Arshad et al., 2020; Kim, 2016; Tuncay, 2014; and Chiu, 2012) reported in their studies that using films helped increased EFL students’ communication skills. Additionally, they added, except kim, that using films improved not only students’ skill to speak and interact in English but also improved students’ understanding of English. Moreover, Chiu (2012) declared in his study that when students had to listen very carefully actors’ pronunciation of words and phrases, to afterwards duplicate them in their dubbing tasks, it resulted in an improvement of students’ English pronunciation. In addition, he noted that using dubbing tasks helped students to improve intonation. Furthermore, he claimed that dubbing tasks increased students’ motivation by giving students a working context which facilitated students’ task what affected positively students’ fluency.
Tuncay (2014) observed that films eased students’ learning of vocabulary and expressions and that films gave students the chance to learn about interaction in social contexts. Additionally, others (Piyaporn & Bhornsawan, 2020; and Arshad et al., 2020) pointed out that films helped greatly increase students’ fluency because they affected positively students’ participation in speaking activities. On the other hand, it has been identified (Piyaporn & Bhornsawan, 2020; and
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Tuncay, 2014) different problems related to using films in EFL contexts such as choosing the right films for the students’ level of proficiency or finding films that would match the students’ interests and programs. Furthermore, Tuncay (2014) observed that teachers should decide if the films used should be watched with or without subtitles claiming that it could be controversial regarding the effectiveness in improving the oral fluency of the students. Moreover, Kim (2016) pointed out that using film clips with sound effects and dialogues was the most effective to achieve students’ oral proficiency.
Moreover, it was proposed (Piyaporn & Bhornsawan, 2020; and Tuncay, 2020) that activities before, during, and after showing films, should be prepared by teachers to help students increase their communicative skills. More concretely, Piyaporn and Bhornsawan (2020) claimed that to understand films lists of difficult words should be provided to students prior watching them. Similarly, they proposed that activities such as practicing vocabulary and grammar, practicing speaking by playing different characters’ rolls, and conversing about films’ messages, should be carried out while the students watched the films. Furthermore, they proposed activities after students have finished watching the films such as take a film's fragment, remaking the scene, filming it, and presenting it in front of the class. Additionally, Tuncay (2020) noted that using films helped to motivate students to talk. Moreover, he suggested the use of open-ended questions as a tool to incite students, for example, giving their opinions regarding the themes of the films. Moreover, Tuncay warned that teachers should choose films with not strong accents and that teachers should not interrupt students when watching films since this only would distract them. Additionally, Arshad et al. (2020) claimed that students’ materials prepared for films’ activities should be connected to students’ studies and interests. He also observed that short films were the most recommendable as an effective tool for teachers to assess students’ speaking proficiency.
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5.Discussion
In this research paper, I have investigated the effectiveness of using films for increasing Swedish upper secondary students’ oral fluency and interaction in English lessons. As documented above, student lack participation and hesitancy to speak and interact have been determined to be a problem in EFL contexts (Achmad & Yusuf, 2014; Salchi et al., 2015; Castillo et al., 2018; and Dawood, 2014). Additionally, The National Agency for Education, Skolverket, in the curriculum for upper secondary English courses states the necessity to work thoroughly with students’ ability to communicate in English and identifies films as a potential tool for working with communication (Skolverket, 2011).
The studies used in this paper have pointed out several advantages in using films in EFL contexts and very few disadvantages. Some of the advantages are closely related to the
circumstance that EFL students live in countries where English is not a spoken language in the society as it is the case in Sweden. This explains that researchers (Piyaporn & Bhornsawan, 2020; Arshad et al., 2020; Kim, 2016; Tuncay, 2014; and Chiu, 2012) argued that using films helped students to improve their speaking proficiency because students’ exposition to native speakers, exposition that otherwise could not happen. However, because English is a language
internationally spoken, it is generally accepted that international English speakers do not need to sound like natives if their pronunciation is clear (Thornbury, 2012). On the other hand, as it was mentioned in this paper’s introduction, the National Agency for Education states in the
curriculum that, “teaching should as far as possible be conducted in English” (Skolverket, 2011). Similarly, in the document, “Ämnesplanerna I engelska för gymnasiet med komentarer,” the National Agency for Education explains that the reason for teachers to use English in the lessons is that this stimulates students to use themselves the language. Thus, it could be argued that listening to authentic English in films can also stimulate swedish EFL students to use themselves English in the lessons.
Another of the benefits claimed by researchers has been that films eased students’ interaction in the lessons (Arshad et al., 2020; and Piyaporn & Bhornsawan, 2020). This claim does not have any explanation that can be found in any specific teaching theory; however, it could be argued that this can depend on students’ studying contexts and cultures. In Swedish classrooms studying atmosphere is usually relax and teaching is set up in a democratic context where mutual respect and understanding is fostered; therefore, this films’ characteristic fits well with Swedish
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education culture. Furthermore, it could be argued that teachers can use films to promote students’ willingness to communicate. Additionally, some researchers claimed that using films gave students the opportunity to learn vocabulary and expressions in different contexts, that is, in contexts where they are normally used (Tuncay, 2014). Similarly, Field (2012) asserted that films should be used in English instruction to give EFL students the chance to hear authentic language examples, in opposition to hear dialogues and other learning materials which scripts are prepared in advance (pp. 210-211). This researchers’ recommendation is based on the advantage that educators can get from using films where the action takes place in countries where English is spoken. Additionally, as the students mentioned in the studies before, when watching films, Swedish students get the opportunity to learn vocabulary and expressions from native actors in contexts that resemble real ones.
From a theoretical viewpoint, these advantages above mentioned can be explained in light of the theories presented in the introduction section of this paper regarding different aspects. As an example, the positive influence of the use of words and images is defended by Mayer’s theory of multimedia learning. This theory asserts that learners of second languages improve greatly their oral skills when multimedia approaches such as films are included in their activities.
Consequently, the results pointed out are based greatly in this theory regarding students’ oral proficiency which can be attained when using films as a teaching instrument. Furthermore, some of the researchers’ claims such as that activities before, during, and after watching films should be prepared by teachers (Tuncay, 2014; and Piyaporn & Bhornsawan, 2020) agree with Vygotsky’ theory of the zone of proximal development. Moreover, when using films, teachers get to engage in conversations or other communicative activities with the students, and on the other hand, teachers make students speak to each other. This exchange of communication leads to an incremented oral production according to Vygotsky’s theory expansion defended by Lantfold (2000) and Donato (1999) where a novice-novice interaction was as effective in terms of students’ communicative improvement as the expert- novice teaching context postulated by Vygotsky.
Some problems have also been found by researchers connected to the use of films in EFL context. For example, choosing the right film could consume too much time for teachers.
Additionally, they should carefully consider students' interests and studies to achieve good results in improving students' speaking engagement in the lessons (Piyaporn & Bhornsawan, 2020; and Tuncay, 2014). Thus, these could influence teachers’ decisions in using films. Furthermore,
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choosing the wrong film could negatively affect students’ oral proficiency, for example, choosing films with too strong accents as Tuncay (2014) warned about. However, students could also decide to use films in their own to improve their English. Mehdiyev (2020) explained in his study about students who decided to watch films because they had noticed that they helped them to improve their oral fluency. Furthermore, Tuncay (2014) argued that deciding if students should watch films with or without subtitles also could become a problem, among other things, because reading the subtitles could distract students’ attention. On the other hand, according to Baltova (1999) watching films with L2 subtitles is greatly beneficial for learners of a second language (cited in Field, 2012, p.213), regarding improving students’ skill to listening. Additionally, listening skills can stimulate students’ speaking skills as it has been mentioned before.
Several strategies that teachers could follow to increase students’ speaking and interaction have been pointed out by researchers in this paper. For example, the use of open-ended questions made by the teacher to the students or between students to promote students conversations about the films (Tuncay, 2104).Similarly, teachers could work out activities before, during, and after watching films such as speaking about the historical or social context of the film or discussions in pairs about the film’s argument or other aspects related to the films (Piyaporn & Bhornsawan, 2020).These activities could also easily be carried out by teachers in the Swedish upper secondary English lessons context. Additionally, these activities align with Vygotsky theory of the ZPD and with the also socio-cultural theory, Vygotsky’s expanded theory, based on the theory that interaction between students also results in students’ oral proficiency (Lantolf 2000; and Donato,1994). Similarly, these activities are influenced by students’ cognitive
capability, as Goh (2012) points out, since students need to plan their answers and solve problems related to, for example, how to express themselves correctly. Furthermore, other activity proposed in this paper by researchers have been using films with sound effects and dialogues to effectively increase students’ oral proficiency and to assess students’ oral production performance (kim, 2016). I addition, it was proposed by Chiu (2012) working with dubbing tasks to help increase students’ pronunciation and intonation. All these are activities could be carried out in Swedish upper secondary English lessons and could encourage students’ oral participation. Finally, these activities conform to the National Agency for Education guidelines regarding the need to stimulate students’ speaking production (Skolverket, 2011). Furthermore, as it has been argued before, the activities proposed by the different researchers in this paper are supported by the theories presented in the introduction section: Vygotsky’s theory of proximal development
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regarding the positiveness of students’ interaction with the teacher like when teachers ask open questions to students (Tuncay, 2014); the expanded sociocultural theory about the importance and effectiveness of the interaction between students like when students work in pairs discussing films’ arguments (Piyaporn & Bhornsawan, 2020); and the cognitive theories which connect the students’ cognitive learning processes with the use of films ( Goh ,2012; Mayer, 2005; and Mayer & Sims, 1994) like when students dub a films’ fragment and they must plan how to match actors’ pronunciation and intonation or the students’ oral proficiency improvement when watching short films with sound effects and dialogues (Kim, 2016). On the other hand, some difficulties regarding using films have also been pointed out such as that students’ materials used to work with classroom activities should be connected to students’ interests and study programs (Arshad et. al, 2020) or that choosing the right films can be time consuming for the teachers since in many cases these materials do not exist, but teachers need to work out the exercises themselves. However, it can be asserted that, all together, using films in upper secondary Swedish classrooms have more advantages than disadvantages, and it could be added that films fit well with the Swedish curriculum.
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6. Conclusion
The use of films by educators as an effective tool to increase students’ speaking participation in English courses have numerous benefits for Swedish EFL students. For example, films give students the possibility to listen to different English from native speakers, and they give teachers numerous possibilities to work out activities oriented to increase students’ oral production. Furthermore, films increase students’ easiness in the lesson increasing students’ willingness to communicate. Additionally, listening English in films can stimulate students to use English themselves in the same way that teachers speaking English in the lessons stimulates students to speak. However, some of the studies in this paper have shown some limitations to their
empirical value because a lack of numerical evidence of the results presented. Furthermore, some studies are based partially on students’ opinions about their own improvement what could be considered as too subjective. Nevertheless, it is reasonable to argue based on the studies in this paper that films are a valid tool that teachers can use for EFL students in Swedish upper secondary schools to improve students’ spoken production and interaction. Additionally, it has been pointed out the benefits that listening to English in films have in increasing students’ stimulation to speak and interact in English in the lessons. Furthermore, The National Agency for Education itself recommends the use of films to improve students’ understanding of English and students’ speaking production. However, it has been noted in some of the studies that teachers need to prepare activities before, during, and after showing the films, to increase student interaction and oral production during English lessons what, on the other hand, is time
consuming for them. Likewise, teachers also must consider students’ interests and studies to be successful in catching students’ attention in classroom activities. Finally, it would be worth exploring in a future research how often teachers use films in English lessons in Swedish upper secondary schools and what effects teachers observe in students’ speaking production and interaction when using films in the lessons.
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