'Class Research on Learning Methods in Movie-based Computer Assisted Language Learning'.
http://www.code.u-air.ac.jp/wp-content/uploads/No.6-13kenkyuushiryou06.pdf
It was published in the Journal of Multimedia Aided Education Research 2007, Vol. 3, No. 2, 125 -136.
The authors were as follows:
The article is about investigating the effectiveness of computer assisted language learning (CALL) utilizing the Synchronized Multimedia Interactive Learning Environment for Multi-mode Education (SMILE for ME) program for improving students' English skills, namely helping students become used to listening to natural speed English. In the study, the researchers employed three different methods of teaching. One class used a movie but not the SMILE for ME program, one class used SMILE for ME only at home for preparation, and one class used SMILE for ME in the classroom. For the Movie Group, 39 students were enrolled in the first term of 2004. The class was held in a traditional LL classroom without access to computers. In class, students watched the movie Awakenings and used original paper-based materials that matched the SMILE for ME program. These materials were designed to facilitate the students' CALL activities. They could also use the audio recordings of the movie at any time outside class for practice. For the Self-study Group, 38 students were enrolled in the second term of 2004. The class was held in an LL classroom without access to computers. SMILE for ME was used exclusively for self-study at home. In class, paper-based materials were used and the results of self-study were reviewed. For the CALL Group: 20 students were enrolled in the second term year of 2004. The class was held in a computer assisted LL classroom. In class, students made extensive use of SMILE for ME on computers and used paper-based materials. They had no access to the SMILE for ME program outside the classroom. It was found that the CALL Group, which used the SMILE for ME most extensively in the classroom setting, showed the most significant improvement in their listening skills. The Movie Group that did not use the SMILE for ME program on a computer but practiced the focused dialogue extensively by watching the movie Awakenings in the LL also showed a remarkable improvement. It was therefore considered that the use of the movie was helpful and the combination of the movie with the CALL system was particularly effective.
I found the research to be very interesting to use movies as the medium from which to analyze, listen to and adapt to the English conversation at the most authentic and natural speed, as opposed to the somewhat mechanical utterances usually found in listening coursewares and such. Especially because of the fact that the study was conducted in Japan, it is known that Japan and the people have very strong accent of the Nihongo (Japanese language) and it is not particularly easy for them to listen to and adapt with the speech pattern and speed of that of the English speakers. Given that the research was an extension or a continuation from the 2003 research on nursing students in Niigata, Japan, as previously described (Yamamoto & Okura 2004), where the main objective of the project was to deepen the students' awareness and understanding of medical ethics, and that it succeeded, the research was grounded on the concept of drill-and-practice and in the case of the present study as being the same. Through the thorough researches over the years, the researchers were able to see the connection between using movies as computer-assisted language learning method to help improving certain aspects of learners, in this case being the listening competence. The methods used were also standardized, with standardized tests for general listening competence were used. The tests were given before and after the program. The 32nd JACET Basic Listening Comprehension Test Form A as a pretest and Form B as the posttest were used to name a few, so I do think the research is well-conducted. From the research, there are many implications in the teaching and learning of ESL in the general and Malaysian context. The first one is that using movies that use authentic language and the speed of speech could help to improve students' listening competence better than using the mechanical, unnatural language found in a typical listening coursewares. The second one is that educators and researchers in the Malaysian ESL context could benefit from this research by utilizing this method, with the knowledge of the success of our Asian counterparts, Japan. If the Japanese who are highly imbued and absorbed in their own language could succeed from this, then there should not be a reason why the Malaysian ESL learners could not and must not benefit from the same method.
(743 words)
Ok, 6.4/10
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