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Students’ Perception on the Use of Movie Media in English Language Teaching
In recent years, the integration of multimedia and technology into education has become more prevalent, and the use of movies as a pedagogical tool in English language teaching has gained momentum. This approach has elicited varying perceptions among students. Understanding students’ perspectives on the use of movie media in English language teaching is crucial for educators to optimize this method effectively.
Engagement and Motivation:
Many students perceive the use of movies as engaging and motivating. Watching films in English can be enjoyable, and it captures students’ interest, making learning more dynamic and exciting.
Improved Listening Skills:
Students often acknowledge that movies help improve their listening skills. They get exposed to various accents, speaking speeds, and colloquial language, which can be more authentic than traditional materials.
Visual Context:
Movies provide a visual context that helps students comprehend the language better. The combination of visual and auditory elements can make it easier to understand and remember new vocabulary and grammar.
Cultural Understanding:
Students appreciate that movies offer insights into the culture, customs, and societal aspects of English-speaking countries. This cultural context enriches their language learning experience.
Real-life Language Usage:
Movies often use real-life language usage, including slang and idiomatic expressions, making it more practical for daily conversations. Students see this as a valuable aspect of language acquisition.
Entertainment and Relaxation:
Using movies can make the classroom environment more relaxed and enjoyable. Students often feel less pressure compared to traditional teaching methods.
Challenges and Accessibility:
Some students may perceive movies as challenging, especially if they are not at an appropriate language proficiency level. Additionally, the availability of suitable materials and equipment can be a concern.
Overreliance and Distraction:
While movies can be engaging, there’s a risk of overreliance on this method, potentially neglecting other essential language skills. Moreover, students may become distracted by the entertainment aspect.
Variety and Interactivity:
Incorporating movies into lessons alongside other teaching methods is essential. Students often appreciate a variety of teaching approaches and more interactive elements.
Comprehension and Subtitles:
Using subtitles can be beneficial for students, as it assists in understanding the dialogue and encourages reading skills. However, it may also lead to overreliance on subtitles for comprehension.
In conclusion, students’ perception of using movie media in English language teaching is diverse. While it can enhance engagement, motivation, and language acquisition, educators need to be mindful of potential challenges, such as accessibility and overreliance. A well-balanced approach that integrates movies with other teaching methods can offer a more comprehensive and effective language learning experience. Understanding and addressing students’ perspectives is essential for the successful implementation of movie-based language instruction.
