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Using English Movies and TV Programs for Developing Listening Skills of EFL Learners
Rastislav Metruk
2019, Information Technologies and Learning Tools
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Abstract
The skill of listening has always been regarded as one of the primary skills in foreign language teaching. The article attempts to investigate the effects of employing ICT, namely extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign language) learners. A total of 18 students of Teaching English Language and Literature study program were targeted for this preliminary study. Based on the data acquired by a questionnaire, they were divided into three groups: those who watch movies and TV programs in the original in English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all the participants took a listening test, and the obtained data were subsequently analyzed using the Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results illustrate that despite the fact that some differences in the mean scores were observed, no statistically significant difference was detected in the listening test scores between the three groups (p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p = 0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is vital that further research, on a larger sample of respondents, be conducted, also due to the fact that the exploration of this field of English language teaching and learning is still in its infancy. Extensive listening (extensive viewing) represents a useful and popular way of improving listening skills, which requires attention of teachers and students, and this preliminary study explores whether higher exposure to viewing movies and TV programs results in better listening skills of EFL learners.
Key takeaways
AI
Higher daily exposure to English movies and TV shows did not significantly improve EFL learners' listening skills (p = 0.31).
EFL learners were divided into three groups based on their daily viewing: 1 hour, 2 hours, and 3+ hours.
The study included 18 Slovak university students, averaging 22.4 years old and CEFR B2+ level.
Results suggest that while extensive viewing is popular, its impact on listening proficiency remains inconclusive.
Further research with larger samples and diverse methods is essential to explore extensive listening's effectiveness.
Figures (2)
Figure 1. Listening test scores and standard deviations
Post-hoc test for the listening test scores 5. CONCLUSIONS AND PROSPECTS FOR FURTHER RESEARCH Table 2
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ISSN: 2076-8184. Information Technologies and Learning Tools, 2019, Vol 70, №2.
Rastislav Metruk
Ph.D., Senior lecturer Faculty of Humanities, Department of English Language and Literature
University of Žilina, Žilina, Slovakia
[email protected]
USING ENGLISH MOVIES AND TV PROGRAMS FOR DEVELOPING LISTENING
SKILLS OF EFL LEARNERS
Abstract. The skill of listening has always been regarded as one of the primary skills in foreign
language teaching. The article attempts to investigate the effects of employing ICT, namely
extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign
language) learners. A total of 18 students of Teaching English Language and Literature study
program were targeted for this preliminary study. Based on the data acquired by a questionnaire,
they were divided into three groups: those who watch movies and TV programs in the original in
English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all
the participants took a listening test, and the obtained data were subsequently analyzed using the
Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results
illustrate that despite the fact that some differences in the mean scores were observed, no
statistically significant difference was detected in the listening test scores between the three groups
(p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p =
0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the
original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is
vital that further research, on a larger sample of respondents, be conducted, also due to the fact that
the exploration of this field of English language teaching and learning is still in its infancy.
Extensive listening (extensive viewing) represents a useful and popular way of improving listening
skills, which requires attention of teachers and students, and this preliminary study explores
whether higher exposure to viewing movies and TV programs results in better listening skills of
EFL learners.
Keywords: listening skills; extensive listening; extensive viewing; ICT; English movies; English
TV programs; EFL learner.
1. INTRODUCTION
The problem statement. The four language skills (listening, reading, writing and
speaking) represent principal components of the command of a foreign language, but it is
through the receptive skills, namely listening and reading that EFL learners are exposed to
meaningful language so that they can develop their language abilities.
Thus, the significance of listening skills in EFL teaching and learning is undeniable.
Listening comprehension is an important part of learning a language, which needs to be
developed ([1], [2], [3], [4]. Brownell [5] maintains that listening may be the single most
important skill promoting personal and professional development since it influences the
effectiveness of individuals, both at school and in the workplace Similarly, Korkmaz and
Güneyli [6] also claim that the skill of listening is more important than other language skills
(reading, writing, speaking) as it is the first acquired skill.
However, listening has long been neglected in EFL teaching and learning [7], [8], [9],
[10], [11] in spite of its immense importance. It seems that listening still continues to be one
of the least developed abilities of foreign language students. “Helping students develop
listening proficiency has always been a particularly difficult aspect of foreign language
teaching, not least because listening involves a number of complex, interrelated cognitive
processes which must occur simultaneously within fractions of a second for a message to be
interpreted correctly” [12, p. 299]. It should be, therefore, remembered that paying
insufficient attention to this skill in foreign language teaching and learning may seriously
© Rastislav Metruk, 2019. 227
ISSN: 2076-8184. Information Technologies and Learning Tools, 2019, Vol 70, №2.
impede the development of overall proficiency of EFL learners [13]. Kim [14] also asserts
that the complex nature of listening skills and problems language learners encounter during
listening to foreign language deserves serious thought and investigation.
“It is a fact that technology is in every part of our lives” [15, p. 2587]. Thus,
technologies affect most aspects of our daily work as they have produced changes in every
sphere of society [16], [17], including education [18], [19]. Moreover, they help EFL learners
enhance their language abilities [20], [21]. “There are many benefits to using ICTs
(information and communication technologies) as an educational tool” [22, p. 176]. One of
the groups ICT applications can be categorized into is the so-called learning resources, which
include educational software, online resources, and video resources [23]. Therefore, extensive
listening or extensive viewing represents one of the ways how foreign language learners can
develop their language skills. Chang [24] explains that extensive listening includes listening
to a huge amount of aural input, either live or through radio, TV, the Internet, audio books,
etc. “Extensive listening does not require listening for specific information, listening for the
exact words of a phrase or expression, or listening for details” [25, p. 29]. Siyanova-Chanturia
and Webb [26] maintain that a recently emerged concept in the literature, which refers to
watching TV, movies, and videos for the purposes of L2 (second language) learning, is called
extensive viewing. In connection with this, Renandya and Jacobs [27, p. 101] state that
“[b]ecause of the rich visual elements that provide contextual supports, L2 students find it
easier to comprehend videos than audio recordings”. Thus, extensive viewing can be deemed
popular with foreign language learners.
Despite the fact that advocates of extensive listening claim that this type of listening is
likely to improve performance and attitudes of learners [28], and that extensive listening is of
obvious importance [29], it should be noted that research into the effects of extensive
listening is still in its infancy [27]. In connection with this, Chang and Millett [30, p. 31] state
that “[d]ue to the fact that EL is a comparatively new idea, its theoretical framework is
underdeveloped; there has been little hard evidence supporting the effect of EL on improving
L2 listening competence”. Therefore, further research on extensive listening (extensive
viewing) ought to be carried out so as to throw new light on this field of EFL teaching and
learning.
This study attempts to fill in the gap by focusing on practicing listening skills of EFL
learners by watching movies and TV programs in the original in English. The article
examines the effects of extensive viewing on EFL learners’ listening skills. Its principal
objective is to investigate the influence of three types of daily exposure (1 hour a day, 2 hours
a day, 3 and more hours a day) to watching movies and TV programs in the original (in
English) on listening skills of Slovak university EFL students. Another goal is to compare the
three groups of participants with each other by means of statistical tests.
2. THE THEORETICAL BACKGROUNDS
Research has supported the notion that exposing learners to authentic materials through
video aids learning of a language, listening skills in particular [31]. Arising out of the analysis
of several studies, Kim [32] also suggests that videos can be beneficial for the improvement
of listening skills of L2 learners. In her own study, Kim’s [31] research findings support the
notion that videos are a more useful and effective tool for the development of listening in
comparison to the lecture-based instruction.
According to Safranj [33], the use of movies is an effective way of improving listening
abilities of foreign language learners, also resulting in getting better insight into English
culture. A large-scale survey conducted by Canning-Wilson [34] illustrates that students
expressed their preference for learning language through the use of videos. “One of the results
228
ISSN: 2076-8184. Information Technologies and Learning Tools, 2019, Vol 70, №2.
of her survey shows that learners prefer action/entertainment films to language films or
documentaries in the classroom” [35]. Furthermore, she claims that in spite of the fact that
these movies appear to hold student interest, it might be inferred that student comprehension
of videos can be due to the visual clues instead of auditory components.
In her study, Khan [36] emphasized the implications of using movies so as to enhance
language proficiency of non-native speakers, indicating that higher exposure to watching
movies may lead to considerable increase in L2 acquisition in non-native English language
learning environments. According to Mekheimer [37], authentic videos represent a valuable
approach in regard to whole language learning.
Kacetl and Fiserova [38] maintain that in this day and age, it is not difficult to find
suitable videos on the Internet, and that teachers of foreign languages use them frequently.
They mention some of the useful websites as follows: YouTube, Yahoo!, Video,
TeacherTube, Hulu, Netflix, OneWorldTV, Google Video, MSN Soapbox, NextVista,
Discovery Education, or Deutsche Welle. Therefore, L2 learners can choose from a broad
range of sources when they want to watch a movie or a TV program. In relation to YouTube,
which also contains numerous movies and TV programs, Watkins and Wilkins [39] indicate
that there are two primary benefits of using YouTube in the classroom, namely exposure to
authentic English and the promotion of a more autonomous and student-centered learning
style.
However, when it comes to using YouTube in relation to extensive viewing, according
to the study conducted by Kelsen [40], 53.3% of participants regarded YouTube less then
neutral in motivating them to learn English outside their classes. “This may reflect that in the
absence of a teacher and structured activities, many students are unaware of how to, or
perhaps unwilling to, use YouTube for anything other than entertainment” [40, p. 10].
Similarly, the study of Silviyanti [41] also suggests that students find YouTube more
beneficial to their English and were more motivated when used in class in comparison to
using YouTube outside of the class.
It is also television which can be used for the purposes of extensive viewing. According
to Rodgers [42], watching L2 television improves listening comprehension. Webb [43, p. 159]
also recognizes the importance of television, which is a good example of a valuable source of
authentic materials, by claiming that “[t]he greatest value of television for language learning
might be its potential to provide large amounts of L2 spoken input, which can contribute to
the development of vocabulary knowledge and listening comprehension, as well as other
aspects of L2 learning”. Webb and Nation [44] maintain that although people have a tendency
to spend more time watching TV than reading in their native language, it may seem odd that
relatively little discussion has been generated with regard to the value of extensive viewing
when it comes to language learning. One of the reasons for this is that watching TV is more
strongly linked with entertainment rather than education. However, the fact that a lot of
people watch TV for enjoyment ought to be regarded as a major advantage for language
learning. “If learners can also watch L2 television programs for enjoyment, then they are
more likely to use them as a source of meaning-focused input” [44].
Extensive listening and viewing indeed has its place in foreign language learning.
However, research in this field is scarce, hence the need for further investigation into the
effects of practicing the skill of listening outside the classroom.
229
ISSN: 2076-8184. Information Technologies and Learning Tools, 2019, Vol 70, №2.
3. RESEARCH METHODOLOGY
3.1. Research design
The article explores the effects of extensive viewing on listening skills of EFL learners.
Its primary objective is to analyze the influence of three types of daily exposure (1 hour a day,
2 hours a day, 3 and more hours a day) to watching movies and TV programs in the original
(in English) on listening skills of Slovak university EFL students. Another goal is to compare
the three groups of participants with each other by means of statistical tests.
The research participants were divided into three groups according to their long-term
viewing habits (watching movies and TV programs in the original in English 1 hour a day,
watching movies and TV programs in the original in English 2 hours a day, and watching
movies and TV programs in the original in English 3 and more hours a day). Afterwards, the
participants took a listening test. Finally, the data were obtained, statistically compared by
means of the Friedman ANOVA and a post-hoc test, results were interpreted, and conclusions
were reached.
3.2. Participants
The target population were the third year B.A. students and the first year M.A. students
of the study program Teaching of English Language and Literature at a university in Slovakia.
The total sample (n = 18) was formed by 10 females and 8 males. All the students were
approximately at the CEFR B2+ level. They were 22.4 years of age on average, all of them
holding Slovak nationality, living in Slovakia. The participants had been learning English for
more than 10 years. All of them claimed that they would watch English movies and TV
programs on a daily basis.
3.3. Data collection and procedure
The respondents were asked to complete a short questionnaire in order to acquire data
regarding the daily time they would spend on watching movies and TV programs. Afterwards,
they were divided into three groups as follows:
1. Students who watch movies and TV programs in the original in English on a daily
basis one hour a day;
2. Students who watch movies and TV programs in the original in English on a daily
basis two hours a day;
3. Students who watch movies and TV programs in the original in English on a daily
basis three and more hours a day.
Next, all the participants in every group took a standardized listening test so as to find
out how many points they have scored. The students were able to achieve the maximum of 28
points (18 fill-in-the-blank and multiple choice items). The obtained data were subsequently
analyzed and compared by means of the analytics software Statistica 10.0 so as to reveal
whether the differences between the three groups are statistically significant or not.
4. THE RESULTS AND DISCUSSION
The listening test scores are displayed in Table 1 and Figure 1. The highest average can
be observed with the students who watch English movies and TV programs 3 and more hours
a day (23.3), followed by those who view movies and TV shows 1 hour a day (19.8), and the
participants that are exposed to watching movies and TV programs 2 hours a day (19).
230
ISSN: 2076-8184. Information Technologies and Learning Tools, 2019, Vol 70, №2.
Table 1
Listening test scores
Listening test scores
Exposure 1 hour a day Exposure 2 hours a day Exposure 3+ hours a day
Participants 1 - 6 Participants 7 - 12 Participants 13 – 18
16 19 23
25 18 27
7 14 26
25 18 22
26 23 16
20 22 26
Mean: 19.8 Mean: 19.0 Mean: 23.3
Figure 1. Listening test scores and standard deviations
The obtained data illustrate that the students who watch English movies and TV
programs 3 and more hours a day achieved the highest scores (23.3). Moreover, the
participants who were exposed to watching English movies and TV programs 1 hour a day
obtained a slightly better mean listening test score (19.8) in comparison to those who watch
movies and TV programs 2 hours a day (19). The difference between the test scores of the
participants who watch English movies and TV programs 1 hour a day and 2 hours a day,
however, seems to be of minor importance.
For the purposes of examining if the differences between the average test scores are of
statistical significance, the Friedman ANOVA non-parametric statistical test and a post-hoc
test were employed. The main findings demonstrate that no statistically significant difference
was detected between the three groups of students in the listening test scores at the
significance level of 0.05 (F = 2.33; p = 0.31).
The post-hoc test (Table 2), which was used for comparing the three groups with each
other (1 hour a day vs 2 hours a day, 1 hour a day vs 3+ hours a day, 2 hours a day vs 3+
hours a day), also revealed that no statistically significant differences were observed. Thus,
the amount of exposure did not seem to occupy a powerful role as far as the participants’
listening skills are concerned.
231
ISSN: 2076-8184. Information Technologies and Learning Tools, 2019, Vol 70, №2.
Table 2
Post-hoc test for the listening test scores
Treatments pair p-value Difference
1 hour vs 2 hours 0.68 not significant
1 hour vs 3+ hours 0.68 not significant
2 hours vs 3+ hours 0.22 not significant
5. CONCLUSIONS AND PROSPECTS FOR FURTHER RESEARCH
Listening is a skill of crucial importance, which deserves serious attention of both EFL
teachers and learners, and one of the ways how foreign language learners can enhance this
skill is by practicing extensive listening. This study focused on the development of listening
skills by watching English movies and TV programs in the original in English. Examining
whether higher daily exposure to watching English movies and TV programs results in higher
listening test scores was in the foreground of this study.
The statistical comparison has revealed that despite some differences between the
average listening scores (1 hour a day = 19.8; 2 hours a day = 19; 3+ hours a day = 23.3),
statistically significant differences were not detected. At the same significance level of 0.05,
the post-hoc test, which was used for comparing the three groups with each other, generated
the same results (1 hour a day vs 2 hours a day: p = 0.68; 1 hour a day vs 3+ hours a day: p =
0.68; 2 hours a day vs 3+ hours a day: p = 0.22). Therefore, these preliminary research results
do not seem to support the assumption that higher daily exposure to watching movies and TV
programs in the original (in English) would necessarily lead to better listening skills of EFL
learners.
One of the limitations of this study is a relatively low number of participants, which
means that the generalizability of the findings is decreased. This paper, however, is regarded
as a preliminary study, and further research, conducted on a larger sample of respondents,
needs to be performed, also due to the fact that the exploration of this field of English
language teaching and learning is still in its infancy. Moreover, employing other research
methods such as interview or observation as well as examining listening skills at other CEFR
levels than B2+ would definitely prove useful.
Further research might concentrate also on web or cloud services in terms of developing
language skills of EFL learners, or exploring the advantages of employing ICTs such as the
Internet or various online resources for the purposes of enhancing listening skills in
comparison to watching, for example, TV and DVD players only. It is obvious that the
popularity and the integration of ICTs in every sphere of human activity will continue to
grow, hence the need for further exploration in this area, also in the context of EFL learning.
Extensive listening (extensive viewing) is undoubtedly a matter of considerable
significance, and can be regarded as an interesting and useful way of practicing listening
skills. Technological advancements and the Internet offer ample opportunity for watching
authentic English movies, TV programs, and videos, and EFL learners should not be afraid of
using them to their advantage. Finally, it ought to be noted that teachers worldwide have to
encourage their learners in practicing extensive listening (extensive viewing) as much as
possible since this way of developing one’s language abilities definitely has its place in
foreign language learning.
Text of the article was accepted by Editorial Team 20.07.2018
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ISSN: 2076-8184. Information Technologies and Learning Tools, 2019, Vol 70, №2.
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[2] Gilakjani, A., and Sabouri, N. (2016). “The Significance of Listening Comprehension in English
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[3] Mohajer, S., and Pourgharib, B. (2014). “The Effect of Captioned Videos on Advanced EFL Learners'
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[6] Korkmaz, S., and Güneyli, A. (2017). “Impact of Technology-Assisted Context-Based Teaching on the
Listening Skills of Teacher Candidates”, EURASIA Journal of Mathematics Science and Technology
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[7] Bakhtiarvand, M., and Adinevand, S. (2011). “Is Listening Comprehension Influenced by the Cultural
Knowledge of the Learners? A Case Study of Iranian EFL Pre-intermediate Learners”, RELC Journal,
Vol. 42 No. 2, pp. 111-124. https://doi.org/10.1177/0033688211401257
[8] Gilakjani, A., and Ahmadi, M. (2011). “A Study of Factors Affecting EFL Learners’ English Listening
Comprehension and the Strategies for Improvement”, Journal of Language Teaching and Research, Vol.
2 No. 5, pp. 977-988. https://doi.org/10.4304/jltr.2.5.977-988
[9] Kavaliauskienė, G. (2008). “Podcasting: a Tool for Improving Listening Skills”, Teaching English with
Technology, Vol. 8 No. 4.
[10] Kazemi, A., and Kiamarsi, S. (2017). “An Investigation into Listening Comprehension Strategies and the
Relationship between Listening Comprehension Strategies and Overall Proficiency Level of Intermediate
and Advanced Learners”, Journal of Language Teaching and Research, Vol. 8 No. 1, pp. 149-156.
[11] Yildiz, N., Parjanadze, N., and Albay, M. (2015). “The Effect of Question Position on Listening
Comprehension: A Case Study”, International Journal of Social Sciences & Educational Studies, Vol. 2
No. 1, pp. 4-9.
[12] Holden, W. (2008). “Extensive Listening: A New Approach to an Old Problem”, Journal of the Faculty
of Humanities, University of Toyama, Vol. 49, pp. 299-312.
[13] Metruk, R. (2018). “The Effects of Watching Authentic English Videos with and without Subtitles on
Listening and Reading Skills of EFL Learners”, EURASIA Journal of Mathematics, Science and
Technology Education, Vol. 14 No. 6, pp. 2545-2553. https://doi.org/10.29333/ejmste/90088
[14] Kim, H. (2015). “Using Authentic Videos to Improve EFL Students’ Listening Comprehension”,
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[15] Altıncı, R., and Mohammadzadeh, B. (2018). “Research into the Effects of an ICALL Program on
Teaching Word Classes to Learners of English”, EURASIA Journal of Mathematics Science and
Technology Education, Vol. 22 No 6, pp. 2587-2598. https://doi.org/10.29333/ejmste/90093
[16] Vaskivska, H., Kosianchuk, S., & Skyba, H. (2017). Didactic Possibilities of Information and
Communication Technologies in the Process of Development of Educational Environment in Upper
Secondary School. Information Technologies and Learning Tools, 60(4), 17-27. [online]. Available:
[17] Moskalenko, O., & Didenko, O. (2018). A Computer Tool for Training Pilots’ Listening Skills in
Aviation English. Information Technologies and Learning Tools, 67(5), 187-198.
[18] Doulík, P., Škoda, J., and Šimonová, I. (2017). “Learning Styles in the e-Learning Environment: The
Approaches and Research on Longitudinal Changes”, International Journal of Distance Education
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[19] Pokrivčáková, S. (2017). “Evaluating CD ROMs for Pre-Primary English Courses in the Czech Republic
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3-25.
[20] Lu, J., and Price, J. (2018). “Chinese Students’ ICT Readiness for a Blended Teaching and Learning
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2907-2914. https://doi.org/10.29333/ejmste/90991
[21] Peterson, E. (2010). “Internet-based Resources for Developing Listening”, Studies in SelfAccess Learning
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[22] Baş, G., Kubiatko, M., and Sünbül, A. (2016). “Teacher’s Perceptions towards ICTs in Teaching-learning
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London: Kogan Page.
[24] Chang, A. (2017). “What can L2 Teachers do to Assist L2 Learners to Develop Listening Fluency?”,
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[25] Vo, Y. (2013). “Developing Extensive Listening for EFL Learners using Internet Resources”, Hawaii
Pacific University TESOL Working Paper Series 11, pp. 29-51.
[26] Siyanova-Chanturia, A., and Webb, S. (2016). “Teaching Vocabulary in the EFL Context”, In W.
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Improved Pedagogy. Palgrave Macmillan, Basingstoke, UK.
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[33] Safranj, J. (2015). “Advancing Listening Comprehension through Movies”, Procedia - Social and
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Internet TESL Journal, Vol. 6 No. 11.
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Learners”, ELT Voices – International Journal for Teachers of English, Vol. 5 No. 4, pp. 46-52.
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234
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ВИКОРИСТАННЯ АНГЛОМОВНИХ ФІЛЬМІВ І ТЕЛЕВІЗІЙНИХ ПРОГРАМ
ДЛЯ РОЗВИТКУ НАВИЧОК СЛУХАННЯ СТУДЕНТІВ ПІД ЧАС ВИВЧЕННЯ
АНГЛІЙСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ
Растислав Метрук
PhD, старший викладач, факультет гуманітарних наук, кафедра англійської мови та літератури
Жилінський університет, м. Жиліна, Словаччина
[email protected]
Анотація. Уміння слухати завжди вважалося однією з основних навичок у навчанні
іноземної мови. У статті зроблена спроба вивчити вплив використання ІКТ, а саме
екстенсивного перегляду фільмів і телепрограм, на навички слухання учнів, які вивчають
англійську як іноземну мову. Для попереднього дослідження було обрано 18 студентів,
майбутніх учителів англійської мови та літератури. Ґрунтуючись на даних, отриманих за
допомогою опитувальника, вони були розділені на три групи: ті, хто, щодня дивиться
фільми і телепрограми англійською мовою 1 годину в день, 2 години на день, 3 і більше
годин на день. Після цього всі учасники пройшли тест на прослуховування, і отримані дані
були згодом проаналізовані з використанням непараметричного статистичного тесту
Фрідмана ANOVA і спеціального тесту. Попередні результати показують, що, незважаючи
на те, що спостерігалися деякі відмінності в середніх балах, статистично значущих
відмінностей у балах тесту на прослуховування між трьома групами не виявлено (p = 0,31).
Аналогічним чином пост-спеціальний тест дав ті ж результати (р = 0,68; р = 0,22; р = 0,22).
Отже, кількість щоденного прослуховування під час перегляду англійських фільмів і
телепрограм в оригіналі не зіграв істотної ролі в поліпшенні навичок слухання учнів EFL.
Вкрай важливо, щоб подальші дослідження, що проводяться на більш широкій вибірці
респондентів, проводилися також у зв'язку з тим фактом, що вивчення цієї галузі
викладання і вивчення англійської мови все ще перебуває в зародковому стані. Інтенсивне
прослуховування (розширений перегляд) є корисним і популярним способом поліпшення
навичок прослуховування, який вимагає уваги вчителів і студентів, і в цьому попередньому
дослідженні розглядається питання, чи приводить екстенсивне слухання під час перегляду
фільмів і телепрограм до поліпшення навичок слухання учнів EFL.
Ключові слова: вміння слухати; екстенсивне слухання; екстенсивний перегляд; ІКТ;
англійські фільми; телевізійні програми англійською мовою; учень EFL.
ИСПОЛЬЗОВАНИЕ АНГЛОЯЗЫЧНЫХ ФИЛЬМОВ И ТЕЛЕВИЗИОННЫХ
ПРОГРАММ ДЛЯ РАЗВИТИЯ НАВЫКОВ СЛУШАНИЯ СТУДЕНТОВ ПРИ
ИЗУЧЕНИИ АНГЛИЙСКОГО ЯЗЫКА КАК ИНОСТРАННОГО
Растислав Метрук
PhD, старший преподаватель, гуманитарный факультет, кафедра английского языка и литературы
Жилинский университет, г. Жилина, Словакия
[email protected]
Аннотация. Умение слушать всегда считалось одним из основных навыков в обучении
иностранному языку. В статье предпринята попытка изучить влияние использования ИКТ, а
именно экстенсивного просмотра фильмов и телепрограмм, на навыки слушания учащихся,
изучающих английский как иностранный язык. Для предварительного исследования было
выбрано 18 студентов, будущих учителей английского языка и литературы. Основываясь на
данных, полученных с помощью вопросника, они были разделены на три группы: те, кто
ежедневно смотрит фильмы и телепрограммы на английском языке 1 час в день, 2 часа в
день, 3 и более часов в день. После этого все участники прошли тест на прослушивание, и
полученные данные были впоследствии проанализированы с использованием
непараметрического статистического теста Фридмана ANOVA и специального теста.
Предварительные результаты показывают, что, несмотря на то, что наблюдались некоторые
различия в средних баллах, статистически значимых различий в баллах теста на
прослушивание между тремя группами не обнаружено (p = 0,31). Аналогичным образом,
235
ISSN: 2076-8184. Information Technologies and Learning Tools, 2019, Vol 70, №2.
пост-специальный тест дал те же результаты (р = 0,68; р = 0,22; р = 0,22). Таким образом,
количество ежедневного прослушивания во время просмотра английских фильмов и
телепрограмм в оригинале не сыграло существенной роли в улучшении навыков слушания
учащихся EFL. Крайне важно, чтобы дальнейшие исследования, проводимые на более
широкой выборке респондентов, проводились также в связи с тем фактом, что изучение
этой области преподавания и изучения английского языка все еще находится в зачаточном
состоянии. Интенсивное прослушивание (расширенный просмотр) представляет собой
полезный и популярный способ улучшения навыков прослушивания, который требует
внимания учителей и студентов, и в этом предварительном исследовании рассматривается,
приводит ли экстенсивное слушание во время просмотра фильмов и телепрограмм к
улучшению навыков слушания учащихся EFL.
Ключевые слова: умение слушать; экстенсивное слушание; экстенсивный просмотр; ИКТ;
английские фильмы; телевизионные программы на английском языке; ученик EFL.
This work is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
236
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Safranj, J. (2015). "Advancing Listening Comprehension through Movies", Procedia -Social and Behavioral Sciences, Vol. 191, pp. 169-173. https://doi.org/10.1016/j.sbspro.2015.04.513
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Rodgers, M. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions (Unpublished PhD. thesis). Wellington: New Zealand.
Webb, S. (2015). "Extensive Viewing: Language Learning through Watching Television", In D. Nunan and J. Richards (Eds.) Language Learning Beyond the Classroom, pp. 159-168. Routledge, New York, USA.
Webb, S., and Nation, P. (2017). How Vocabulary is Learned. Oxford University Press, Oxford, UK.
FAQs
AI
What influences listening skills in EFL learners when watching English media?
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The study reveals that daily exposure time to English media does not significantly impact listening skills, with average scores being 19.8 for 1 hour, 19 for 2 hours, and 23.3 for over 3 hours.
How does extensive viewing compare to traditional listening instruction in EFL?
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Research indicates extensive viewing enhances listening skills more effectively than lecture-based instruction, as shown by Kim's findings suggesting videos engage learners better.
What methodological approach was used in the study to assess listening skills?
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The study utilized a standardized listening test administered to three groups based on their daily viewing habits, analyzed through Friedman ANOVA and post-hoc tests.
Why might extensive listening and viewing be under-researched in EFL learning?
add
The paper indicates that extensive listening and viewing is a relatively new concept in language learning, leading to limited empirical evidence supporting its efficacy.
How do EFL learners perceive the use of videos in language learning?
add
Canning-Wilson's survey shows that EFL learners prefer entertaining films over documentaries for language learning, highlighting their engagement level with diverse video formats.
August 18, 2025
Rastislav Metruk
University of Zilina, Faculty Member
I completed my Ph.D. degree in 2016 in the field of Philology: English Language at the University of Ostrava, Faculty of Arts. My research focuses on English phonetics and phonology, teaching English as a foreign language, assessing EFL learners, and the use of ICT in EFL teaching/learning.
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