Since the birth of cinema in the late 19th century, movies have been used as a valuable educational tool for teaching English as a foreign language (EFL). Over the years, the use of films in EFL classrooms has gained popularity, thanks to the advent of the communicative approach and advancements in technology. Today, films have become an indispensable resource for EFL students to improve their language skills and deepen their understanding of English-speaking cultures.
Pedagogical Potential of Films in EFL Education
Films offer a multitude of benefits for EFL students. By watching movies, students can develop their listening, reading, writing, and speaking skills, while also learning English grammar, vocabulary, and pragmatics. The visual cues provided by actors’ facial expressions, gestures, and postures aid in comprehension, enabling students to understand complex grammar patterns, infer the meaning of new words, and grasp social conventions in real-life situations. Additionally, films can be used as a backdrop for various language activities, such as roleplays, reading film reviews, and summarizing favorite scenes, which further enhance students’ speaking, reading, and writing abilities.
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Exploring Intercultural Dimensions
The use of cinema in EFL classrooms also exposes students to English-speaking cultures and helps them gain insights into their own societies. Films provide a window into various aspects of native speakers’ lifestyles, including habits, values, legal systems, clothing, food, and history. This exposure allows students to compare and contrast their own culture with that of the target language, fostering a deeper understanding of cultural diversity and increasing cultural awareness.
Motivation and Engagement
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One of the key advantages of using films in EFL education is their ability to motivate and engage students. Unlike traditional instructional materials, films present engaging stories that students are eager to watch, making learning a more enjoyable experience. By creating a positive and enjoyable atmosphere, cinema-based lessons encourage active participation and stimulate students’ language learning. Films also provide learners with authentic language input, exposing them to a wide range of vocabulary, expressions, and idiomatic phrases that they may not encounter in traditional classroom settings. Furthermore, analyzing characters’ emotions and expressing their own reactions to the film content helps students develop their creative and critical thinking skills.
Bridging the Gap: From Theory to Practice
Despite the numerous advantages of incorporating films in EFL education, many English instructors still underutilize this powerful tool, often considering it as a mere time filler. This limited utilization can be attributed to teachers’ lack of knowledge and expertise in leveraging films effectively in the classroom. To address this issue, researchers have explored pedagogical guidelines for implementing films in EFL classes.
To shed light on this topic, a systematic literature review has focused on three key areas:
RQ1: Pedagogical Guidelines for EFL Teachers
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The review examines the available scholarship to identify pedagogical guidelines that can assist EFL teachers in implementing films in their classrooms. By providing specific training and guidance, teachers can enhance their awareness of the educational potential of films and maximize their impact in formal EFL instruction.
RQ2: Perceptions of EFL Teachers and Learners
The review investigates the perspectives of EFL teachers and learners on the educational use of films. Understanding their viewpoints and experiences can shed light on the benefits and challenges associated with integrating films into EFL classrooms.
RQ3: Impact of Cinema-Based EFL Education
The review examines how cinema-based EFL instruction affects students’ learning outcomes. By analyzing the existing research, educators can gain valuable insights into the effectiveness of using films as a pedagogical tool and make informed decisions about incorporating them into their teaching practices.
By addressing these research questions, this review aims to promote a more comprehensive understanding of the pedagogical possibilities of films in EFL education and empower teachers to harness the full potential of this medium to enhance their students’ language learning journey.
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