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The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University

Year 2016, Volume: 1 Issue: 3, 0 - 0, 17.09.2016

Abstract

One of the greatest challenges of an English teacher in English as a foreign language context faces is that English is not used authentically in the settings in which students live. Thus, learners do not have many natural opportunities to be exposed to the language or use it in authentic interaction. To fulfil the educational potential of language teaching, learners’ language acquisition and knowledge of the target language through foreign language classes can be enhanced by implementing teaching methods such as multimodality as a socio-semiotic approach in language teaching and learning. Film is widely used as a teaching material in foreign language classes as one of the most important ways of multimodality in terms of supplying both social and semiotic features of a target language thanks to its qualities. This paper analyzes the effects of using film in the EFL classroom. It reveals its effects on developing students’ comprehension skills in reading. The study was conducted on a sample of two groups: an experimental and a control group taught conventionally. The study was carried out at English Language and Literature Department of Selçuk University. The participants in this study were sophomore students at B1+ level aged 19-21. The results of the study have shown that there were significant differences between experimental and control group of students on using film incorporated in the teaching material. The study concluded that a visual context helps students enhance and improve their comprehension skills in reading.

References

  • Akdemir, A. S., Barın, M., & Demiröz, H. (2012) Broadsheet English: Teaching speaking through newspaper articles. Procedia - Social and Behavioral Sciences 46, 3967 – 3971.
  • Allan, M. (1985). Teaching English with video. Essex: Longman.
  • Altman, R. (1989). The video connection. Boston: Houghton Mifflin Co.
  • Aziz, Z. A. & Sulicha, R. (2016). The use of cartoon fılms as audio-visual aids to teach English vocabulary, English Education Journal (EEJ), 7(2), 141-154.
  • Birch, D. & Gardiner, M. (2005). Students' perceptions of technology-based marketing courses, paper presented at the ANZMAC Conference: Broadening the Boundaries, Fremantle, Western Australia, 5-7 December.
  • Champoux, J. E. (1999). Film as a teaching resource. Journal of Management Inquiry, 8(2), 206–217.
  • George, D. & Shoos, D. (1999). Dropping bread crumbs in the intertextual forest: Critical literacy in a postmodern age.Passions, Pedagogies, and 21st Century Literacies.Eds. Gail E. Hawisher and Cynthia L. Selfe. Logan, UT: Utah State UP, Print.115-126.
  • Hill, C. A. (2004). Reading the visual in college writing classes. Visual Rhetoric in a DigitalWorld. Ed. Carolyn Handa. New York: Bedford/St. Martin’s., 107-130.
  • Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom – A study conducted as South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121-132.
  • Kabooha, R.H. (2016) Using movies in EFL classrooms: A study conducted at the English language ınstitute (ELI), King Abdul-Aziz University, English Language Teaching, 9(3), 248-257.
  • King, J. (2002). Using DVD feature films in the EFL classroom.Computer Assisted Language Learning 15, no.5: 509–23.
  • Koban, D. (2014). Fairy tales in language teaching lessons. In H. Coşkun (Ed.), The Importance of Fairy Tales in Education- Planning, Practicing and Evaluating (pp. 116-125). Berlin: Dağyeli Verlag.
  • Koban Koç, D. (2015). Developing Reading skills through a biography of Louis Armstrong. In H. Coşkun, F. Yılmaz & M. E. Aksoy (Eds.), Planning of Instruction (pp. 208-222). Berlin: Dağyeli Verlag.
  • Lemke, J. (2007). Video epistemology in-and-outside the box: Traversing attentional spaces. In, R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 39-52). Mahwah, NJ: Lawrence Erlbaum.
  • Sankey, M. D. (2006). A neomillennial learning approach: Helping non-traditional learners studying at a distance. The International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2(4), 82- 99.
  • Sherman, J. (2003). Using authentic video in the language classroom. Cambridge, UK: Cambridge University Press.
  • Tuncay, H. (2014). An integrated skills approach using feature movies in EFL at tertiary level. The Turkish Online Journal of Educational Technology, 13(1), 56-63.
Year 2016, Volume: 1 Issue: 3, 0 - 0, 17.09.2016

Abstract

References

  • Akdemir, A. S., Barın, M., & Demiröz, H. (2012) Broadsheet English: Teaching speaking through newspaper articles. Procedia - Social and Behavioral Sciences 46, 3967 – 3971.
  • Allan, M. (1985). Teaching English with video. Essex: Longman.
  • Altman, R. (1989). The video connection. Boston: Houghton Mifflin Co.
  • Aziz, Z. A. & Sulicha, R. (2016). The use of cartoon fılms as audio-visual aids to teach English vocabulary, English Education Journal (EEJ), 7(2), 141-154.
  • Birch, D. & Gardiner, M. (2005). Students' perceptions of technology-based marketing courses, paper presented at the ANZMAC Conference: Broadening the Boundaries, Fremantle, Western Australia, 5-7 December.
  • Champoux, J. E. (1999). Film as a teaching resource. Journal of Management Inquiry, 8(2), 206–217.
  • George, D. & Shoos, D. (1999). Dropping bread crumbs in the intertextual forest: Critical literacy in a postmodern age.Passions, Pedagogies, and 21st Century Literacies.Eds. Gail E. Hawisher and Cynthia L. Selfe. Logan, UT: Utah State UP, Print.115-126.
  • Hill, C. A. (2004). Reading the visual in college writing classes. Visual Rhetoric in a DigitalWorld. Ed. Carolyn Handa. New York: Bedford/St. Martin’s., 107-130.
  • Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom – A study conducted as South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121-132.
  • Kabooha, R.H. (2016) Using movies in EFL classrooms: A study conducted at the English language ınstitute (ELI), King Abdul-Aziz University, English Language Teaching, 9(3), 248-257.
  • King, J. (2002). Using DVD feature films in the EFL classroom.Computer Assisted Language Learning 15, no.5: 509–23.
  • Koban, D. (2014). Fairy tales in language teaching lessons. In H. Coşkun (Ed.), The Importance of Fairy Tales in Education- Planning, Practicing and Evaluating (pp. 116-125). Berlin: Dağyeli Verlag.
  • Koban Koç, D. (2015). Developing Reading skills through a biography of Louis Armstrong. In H. Coşkun, F. Yılmaz & M. E. Aksoy (Eds.), Planning of Instruction (pp. 208-222). Berlin: Dağyeli Verlag.
  • Lemke, J. (2007). Video epistemology in-and-outside the box: Traversing attentional spaces. In, R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 39-52). Mahwah, NJ: Lawrence Erlbaum.
  • Sankey, M. D. (2006). A neomillennial learning approach: Helping non-traditional learners studying at a distance. The International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2(4), 82- 99.
  • Sherman, J. (2003). Using authentic video in the language classroom. Cambridge, UK: Cambridge University Press.
  • Tuncay, H. (2014). An integrated skills approach using feature movies in EFL at tertiary level. The Turkish Online Journal of Educational Technology, 13(1), 56-63.
There are 17 citations in total.

Details

Journal Section Invited Article
Authors

Arif Sarıçoban

Nurcihan Yürük

Publication Date September 17, 2016
Published in Issue Year 2016 Volume: 1 Issue: 3

Cite

APA Sarıçoban, A., & Yürük, N. (2016). The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University. Turkish Online Journal of English Language Teaching, 1(3).
AMA Sarıçoban A, Yürük N. The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University. TOJELT. September 2016;1(3).
Chicago Sarıçoban, Arif, and Nurcihan Yürük. “The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University”. Turkish Online Journal of English Language Teaching 1, no. 3 (September 2016).
EndNote Sarıçoban A, Yürük N (September 1, 2016) The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University. Turkish Online Journal of English Language Teaching 1 3
IEEE A. Sarıçoban and N. Yürük, “The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University”, TOJELT, vol. 1, no. 3, 2016.
ISNAD Sarıçoban, Arif - Yürük, Nurcihan. “The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University”. Turkish Online Journal of English Language Teaching 1/3 (September 2016).
JAMA Sarıçoban A, Yürük N. The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University. TOJELT. 2016;1.
MLA Sarıçoban, Arif and Nurcihan Yürük. “The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University”. Turkish Online Journal of English Language Teaching, vol. 1, no. 3, 2016.
Vancouver Sarıçoban A, Yürük N. The Use of Films As a Multimodal Way to Improve Learners’ Comprehension Skills in Reading in English Language and Literature Department at Selçuk University. TOJELT. 2016;1(3).