These were the slides for my first presentation as MA student. I reviewd an article about using movies to improve listening. :) (ppt creation: November 2019)

1. In the name of God
METHODOLOGY
ARTICLE REVIEW
Prof: Dr. Sotoudeh Nama
student: Somayeh Sorouri
Fall 1398

2. Title
Introduction
Background
Methodology
Results
Conclusion
Title:
USING ENGLISH MOVIES AND TV
PROGRAMS FOR DEVELOPING
LISTENING SKILLS OF EFL
LEARNERS
The effects of ICT (Information Communication
Technology) specifically extensive viewing of movies
and TV programs on listening skills of EFL learners

3. Introduction:
Research Question:
Does extensive listening and viewing (as a part of
ICT) have any effect on listening comprehension of
EFL learners?

4. Introduction:
4 major skills in learning languages:
Speaking, Writing, Reading, Listening
The receptive ones expose learners to meaningful language input
&
develop language abilities

5. Listening is more significant
It is the first acquired skill
influences the effectiveness of individuals both at school &
workplace
a long neglected skill in investigations of EFL teaching &
learning
Introduction:

6. Introduction:
difficult aspect of learning FL
Bcs complex interrelated cognitive processes must occur
simultaneously within fractions of a second for a message
to be interpreted correctly
paying insufficient attention to this skill may impede the
development of overall proficiency of EFL learners

7. Introduction:
using ICT as an educational tool:
educational soft wares
online resources
video resources → recently emerged concept in the
literature

8. Introduction:
Extensive listening or viewing(EL) = listening to a large amount of aural
input : Live
Radio
TV
The Internet
Audio books
specific information
Not listening for:
exact word or phrase

9. Introduction:
Rich visual elements →
provide contextual support
→easier to comprehend than audio recording →popular among EFL
learners
Though it has a lot of advocates: it is still in its infancy
Extensive listening is new idea → there’s little evidence supporting the
effect of extensive listening
Need for further study

10. Aim of study:
filling the gap by focusing on practicing listening skills of EFL
learners by extensive watching movies & TV programs in the original
(English)
Objective:
Investigate the influence of three types of daily exposure 1 hour, 2
hours, 3 or more hours a day to watching movies & TV programs in
English on listening skill of Slovak university students and compare the
three groups of participants with each other by means of statistical tests

11. The theoretical backgrounds:
Different articles & professionals in the field agree that
watching videos is effective in the improvement of the
listening skill
The higher the exposure, the more increase in L2 acquisition
Today it is easy to find suitable videos online for teachers to use in EFL
classes & for learners to use alone
Some examples include:

13. The theoretical backgrounds:
Some studies on some of these sources
You Tube: benefits in class → exposure to authentic English
Promotion in students’ autonomy & student-centered learning style
Another study: students’ out of class use of You Tube is mainly for
entertainment not for learning
Some other studies focused on watching TV:
Providing large amounts of spoken input contributes to development of:
• listening comprehension
• Vocabulary knowledge
• Other aspects of L2

14. The theoretical backgrounds:
Little discussion on the value of Extensive Viewing
Because watching TV is linked with entertainment
but a major advantage for language learning
→ a source of meaning-focused input

15. Methodology:
18 participants 10 female & 8 male average age of 22.4
3rd year B.A. students and 1st year M.A. students of the teaching
English Language program at a university in Slovakia at CEFR
B2+ level (almost)
All with a background of 10 years of studying English and all
claimed watching English movie on a daily basis.
They were asked to complete a short questionnaire to acquire
data on daily time spent on watching movies & TV programs

16. Methodology:
Afterwards they were divided into 3 equal groups according to
their long-term viewing habits
• 1 hour a day
• 2 hours a day
• 3 or more hrs a day
Then a standardized listening test(18 fill in the blank & MC) was
taken
The data: statistically compared by means of Friedman ANOVA
& a post-hoc test
To check the magnitude of difference among groups

17. Results & Discussion:
The students who watch:
• 3+ hrs got the highest average(23.3)
• 1 hour got the second place(19.8)
• 2 hours got the third place (19)
Not big difference btw the 2 latter ones
According to Friedman ANOVA:
No statistically significant difference among the 3 groups
According to post-hoc test:
No significant difference btw any two of the 3 groups

18. Results & Discussion:

19. Results & Discussion:
Thus, the amount of exposure does not seem to occupy a
powerful role in participants listening skill.

20. Conclusion & Further Research:
This preliminary research did not support the assumption that
Higher daily exposure to watching movies & TV
Necessarily lead to better listening skills of EFL learners
Limitations:
Low number of participants limits the generalizability of the study
A larger sample of respondents is necessary

21. Conclusion & Further Research:
Further study on:
• Other research methods such as interview & observation
• Examining learners with other proficiency levels
• Concentrating on other sources of extensive viewing
• Comparing them with TV & movies
L2 teachers should encourage learners to have extensive viewing to
be in touch with authentic aural input

22. Gap In The Study
• Had the researcher included a group with no extensive
viewing, there would have been a greater difference btw
the control group & experiment groups.
• The length of having the habit of watching movies &
type of movies & programs was not mentioned.
These can be taken into consideration in a similar study.

23. THANK YOU