The aims of this study are to know the role of young learner’s parents in choosing good and educating television program for their child, and to describe the effects of TV exposure in their child’s English language development. A five-year-old young learner who lives in Denpasar was observed in 2017. The data were collected by giving a questionnaire to the young learner’s parents in order to get the description of the effects of the television programs to her language development. As it is a following research of the previous research on English vocabulary acquisition, the results of the observation of the young learner and the interview with her parents that have already been done are used to support the analysis of this small research. The collected data were analysed descriptively based on approaches from Barr, et.al. (2010), Christakis (2009), and March (2004) about English language acquisition and language development of young children. The results show that the young learner’s...

Previously, one of the vital tasks of English learning is to find new methods and resources to make the EFL students more stimulating and productive. Recently, the usage of movies (in DVD format) in courses became popular or supplementary resources to learn English among EFL learners. Many researchers stated that authentic video is an advantage and inspiring tool in language learning. However, there have been quite few studies on the relationship between effective learning and students’ movie preferences. This research aims at finding the relationship between effective learning and students’ movie preferences. To this end, data were collected by using posttests. Participants were students from a Iraqi school in Kuala Lumpur. The researchers uncovered that the participants had insight into the subtitles/captions which are used in the movie in classrooms. The implications of these findings and suggestions are discussed.

This doctoral dissertation explores the benefits of an extensive exposure to L2 television for content comprehension and vocabulary learning with beginner, adolescent EFL learners, through a longitudinal classroom-based intervention. The study also aims at investigating the role of frequency and imagery in word learning, and evaluating the long-term effects this type of intervention may have on learners’ attitudes towards the use of L2 television for language learning purposes. In order to do so, several aspects were examined, including factors related to the intervention, the learner, and the input itself. Four classes of Grade 8 students viewed 24 consecutive episodes of a TV series – spaced over an academic year – under four experimental conditions, with each class being assigned to a different treatment. Two classes viewed the episodes with English [L2] captions, and two with Spanish [L1] subtitles. One class in each language condition received, additionally, explicit instructio...

Watching movies can help language learners improve their proficiency. However, important in this regard are what kinds of movies learners perceive as beneficial and how they benefit from watching movies. This study intended to discover advanced English learners' perceptions and strategies regarding watching movies. To this aim, the researchers selected 34 advanced English learners in Iran. The participants completed a questionnaire and then the researchers interviewed them to find out their perceptions and strategies with regard to watching English movies. The findings suggested that the most favourite genres were comedy, documentary and animated movies, in the order given. Furthermore, the most common strategies used by the learners were writing down new vocabularies, reviewing them and using them in everyday situations. Moreover, advanced learners preferred to watch movies with English or no subtitles. The findings can aid English learners and teachers to become familiar with ...

The present study sought to examine the attitudes of Saudi English as a foreign language (EFL) learners as well as teachers towards the integration of English movies in their classes as a tool to develop students' language skills. Fifty female intermediate level students studying English in their Preparatory Year Program (PYP) in the English Language Institute (ELI) at King Abdul-Aziz University (KAU), Jeddah, Saudi Arabia, participated in the study. Questionnaires were administered to the students to investigate their perceptions towards the integration of English movies in their classes to develop their language skills. The researcher also conducted semi-structured interviews with both students and teachers to explore their perceptions towards the use of movies in their classes. In addition, teachers were required to write reflective journals regarding the use of movies in their classes. The findings of the study indicate that both students as well as teachers had positive attitudes towards the use of movies in their classes to improve students' language skills. The study offers pedagogical implications for EFL instructors with respect to the integration of films in their classrooms to improve students' language learning. Well-selected movie materials could enhance students' language learning process and increase their motivation to learn the target language.

This study investigated a relevant topic in the area of language teaching. To conduct the study 50 EFL learners were selected from three stages: 2nd, 3rd, and 4th from the department of English language in the University of Halabja, aged 18-30 years old. The results of the study showed the significance of using movies as a modern technology in EFL classrooms to learn the English language, and its beneficial effect on English language skills: reading, listening, speaking and writing, and English language components. The study concluded that movies help EFL learners to learn the English language faster than other ways. They improve language skills, specifically listening and reading skills, as well as improving the social relations of the learner, and the familiarity with the native speaker’s culture. Movie subtitles improve reading and writing skills.

The descriptive research examines the effects of educational media on children’s language development . It aims to answer the following questions; a) To what extend does the educational media influences the children’s language development? b) Do parents interact with their children during co-viewing ? Since many of the children in this era are exposed to educational media programs/apps/ games at a very young age, it is important for the researcher to find out the extend educational media influences children’s language development and do parents co-view and interact with the children. Five parents with children from age one year of age to pre-school were interviewed face to face. The research is carried out at Seberang Perai Urban Area targeting parents who send their children to middle income kindergartens. Face to face interviews were carried out to find out to what extend educational media influences on children’s language development and to find out whether parents co-view a...

The skill of listening has always been regarded as one of the primary skills in foreign language teaching. The article attempts to investigate the effects of employing ICT, namely extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign language) learners. A total of 18 students of Teaching English Language and Literature study program were targeted for this preliminary study. Based on the data acquired by a questionnaire, they were divided into three groups: those who watch movies and TV programs in the original in English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all the participants took a listening test, and the obtained data were subsequently analyzed using the Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results illustrate that despite the fact that some differences in the mean scores were observed, no statistically significant difference was detected in the listening test scores between the three groups (p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p = 0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is vital that further research, on a larger sample of respondents, be conducted, also due to the fact that the exploration of this field of English language teaching and learning is still in its infancy. Extensive listening (extensive viewing) represents a useful and popular way of improving listening skills, which requires attention of teachers and students, and this preliminary study explores whether higher exposure to viewing movies and TV programs results in better listening skills of EFL learners.

English language learning is considered as a language that must be learned as it is needed in everyday life in local and global context. In response to students need to learn English, it is obvious that modern technology, i.e. modern environment is ‘ the ’ environment suitable for students’ prosperity nowadays. However, the longer and more complex things are to learn, the more the need to emphasise the importance of evolution in teaching English. This is because our society may be characterised by its diversity, complexity and interconnectedness. The educational systems must embrace this fact and adjust the 21 st century societal needs by using all teaching tools. Young Adults (YA) nowadays are keen on speaking and understanding English, which is spontaneously connected with reading and writing, such as texting, using social media, but when it comes to book/novel reading, there is a believe that they do not prefer real, hard copy books. Of course, they substitute books with technolo...