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Department of Applied English
 
 
The project, by Hsiao-lan Hsieh, Pei-yu Lai, Ting-yu Chen, Sheng-kai Chang,
Jiun-yao Wu, Wen-jiun Kao, is accepted in its present form by Department of Applied
English of Yuanpei University as satisfying the project requirement for the degree of
Bachelor of Arts.
January 2010
ii 
ACKNOWLEDGMENTS 
            Our greatest thanks go to our advisor, Professor Chia Li Kang, who painstaking went 
through the early drafts of the text, always helping with her professional advice and kindness.   
We also wish to thank Professor Yin Yin Chang of Department of Business Administration of 
Yuanpei University for her guidance with the design of the questionnaire for the present study 
and other teachers of DAE, who offered encouragement and sound insights.    We’re 
particularly grateful to Chair Kao for his support. 
          Without all these great teachers’ assistance, this study would be “Mission 
Impossible.” 
iii 
ABSTRACT 
          For years, finding ways and materials to make the learning experiences for 
EFL students more inspiring and fruitful has been one of the most important tasks 
of English teaching.    Recently, it has become very popular among EFL teachers to 
use movies (in DVD format) as core content in the course curriculum or 
supplementary materials to teach English.    And many researchers have reported 
that authentic video is motivating and beneficial. 
          However, few studies have been conducted to investigate the relationship 
between students’ movie preferences and effective learning.    If films shown in a 
class don’t arouse students’ interest, the learning effect will be lessened.   
Therefore, in the present study, the effectiveness of using DVD films of the most 
popular movie genres was examined. 
          The five research questions were: 1. Does instruction using DVD films 
motivate students to study in EFL classes?    2. Are movie preferences related to 
effective learning?    3. What are the most popular movie genres?    4. Do 
subtitles/captions, one of the unique characteristics of DVD films, enhance 
comprehension of the language used in the movie and thus motivate students to 
learn?    5. Are movierelated classroom activities such as keyword preview useful? 
          The current study lasted for two semesters from February 2009 to January 
2010.    The research group conducted a survey to collect data which were analyzed 
to evaluate participants’ opinions on using movies to teach in EFL classrooms. 
          Since all the participants were Yuanpei University students, we hope that the 
results of the survey will provide English teachers with useful information to teach 
EFL classrooms. 
CHAPTER ONE: INTRODUCTION………………………..1
1.1 STATEMENT OF PROBLEM 1.2 PURPOSE OF STUDY 1.3 RESEARCH QUESTIONS
CHAPTER TWO: LITERATURE REVIEW……………….3
CHAPTER THREE: METHODOLOGY…………………...5
CHAPTER FIVE: CONCLUSION…………………………29
  1
INTRODUCTION
In Taiwan, most students have taken English classes for at least six years before
they enter college. However, most of them remain insufficient in their ability to use
the language. They have remarked that the dull materials used in most language
classes are one of the reasons for their lack of motivation to learn.
In recent years, to promote the learners’ mastery of language skills, language
teachers have been eager to look for a variety of quality teaching materials and aids
to be used in EFL classes to ensure that the students can gain optimum to learn.
Many surveys conducted by language educators and scholars have
revealed that films in video format can become an integral part of the curriculum
because movies provide exposures to the real language used in authentic settings
and the culture in which the foreign language is spoken. They also have found
films that draw the learners’ interest can positively affect their motivation to learn
(Sommer, 2001; Kusumarasdyati, 2004; Luo, 2004 ).
Purpose of Study
This study aims to find out what genres of English movies students enjoy
viewing, and whether subtitles (Chinese, English, or both) are indispensable to
effective learning. The paper is also devoted to finding out whether movie-related
vocabulary preview given by teachers will help learners feel more comfortable with
the approach of learning a language through film viewing and thus facilitate
learning. Keeping all this objectives in mind, we hope to provide useful
information regarding presenting movies in EFL classrooms to make learning more
interesting, enjoyable and beneficial.
In this study, the research questions are:
1. Does instruction using DVD films motivate students to study in EFL classes?
2.Are movie preferences related to effective learning?
3. What are the most popular movie genres?
4. Do subtitles/captions, one of the unique characteristics of DVD films, enhance
comprehension of the language used in the movie and thus motivate students to
learn?
5. Are movie-related classroom activities such as keyword preview useful?
  3
LITERATURE REVIEW Using videos to facilitate learners’ listening comprehension has been widely
discussed in the past two decade (Secules et al, 1992; Weyers, 1999; Linebarger, 2001;
Kusumarasdyati, 2004; Luo, 2004; Lin, 2009). After DVDs appeared along with
their distinctive feature of captions in different languages, the use of DVD films in
developing students’ language skills and in motivating the students to learn has been
further investigated (Chiang 2006).
Lin (2009) investigated the effects of visual aids and text types on listening
comprehension. The results of the study show a significant effect of input
presentation modes on listening comprehension and their interaction with text types. Based on Krashen’s target language Input Hypothesis, Joseph R.Weyers put
forward his research hypothesis that an increase in the quantity and quality of the input should result in a similar increase in the quantity and quality of students’ output.
In his study, he defined quantity as “the sheer amount of input reaching student viewers via video programming, which far surpasses the capabilities of a sole instructor” (340). The quality of the input refers to the “contextualized, unstructured ‘not graded for foreign language learners’ native speech provided by the telenovela [TV soap opera]” (340). The experiment was conducted for two purposes: using the authentic soap opera to measure whether it can increase students’ listening comprehension and enhance their oral production.
There were two groups in Weyer’s study: 17 subjects in the control group and 20 subjects in the experimental group. The experiment was conducted in two second-semester Spanish classes for 8 weeks at the University of New Mexico. All the students were present for the pre- and post-treatment tests. Both groups followed the established curriculum for second-semester Spanish. However, the experimental group was supplemented by the experimental treatment. The treatment required that the subjects in the experimental group watched two episodes of a Spanish soap opera per week, which was taped off-air with the commercials and was not specifically designed for language learners. The viewing consumed approximately 45 minutes of the 60-minute class period. Before viewing each episode, the teacher gave the participants a short summery in English of the telenovela. The result of the experiment suggests that telenovelas are a valuable source in increasing the students’ listening comprehension skills.
Jia-Jen Luo’s study focused on examining the influence of DVD films on students’ listening comprehension. Nine films were incorporated into the class curriculum and used in the whole school year. The DVDs were the main materials of the course, supported by the designed activities. Instructional activities included
  4
story-telling, picture description and open-ended questions for group discussion on topics retrieved from the films. Caption-on and caption-off activities were given so that the students could practice their listening. The final results of the statistical analyses indicate that college freshmen’s listening “did improve” through the instruction of using DVD films in a motivating learning environment with “lower level of anxiety” after a whole school year (Luo iii).
Yong-Ruei Chiang compared two different types of presenting English news on CTS (Chinese Television System) CTS Inside Taiwan and FTV (Formosa Television) English News Edition. The captions of CTS Inside Taiwan were Chinese and English and those of FTV English News Edition were all English. The participants of the study were junior English majors and freshman non-English majors at a national university in Taiwan. The participants were given the chance to listen to English news with Chinese subtitles and English captions (CTS Inside Taiwan) and then to listen to news broadcast on FTV’s English News Edition with only English captions. After the listening activities, the participants were asked to complete the posttests and questionnaires. There were three parts in the posttest: listening comprehension, spelling, and vocabulary. According to the survey, the more effective subtitles/captions for the improvement of participants’ listening comprehension were Chinese subtitles (with English sound track). In addition, the results of the spelling test showed that the effectiveness of these two types of captions were almost the same. However, in vocabulary, English captions with English sound track were thought to be more useful than Chinese subtitles with English sound track. They concluded that both Chinese and English captions were useful to learn English.
In Deborah L. Linebarger’ study, the author investigated caption use, sound and the reading behavior of 76 children who had just completed 2nd grade. The statistical results indicate that beginning readers recognize more words when they view television that uses captions. The author also concluded that the combination of captions and sound helped children identify the critical story elements in the video clips (288).
  5
METHODOLOGY In this survey, two films were chosen for the participants of different classes to
watch. Participants only watched one film in their class. 1408 is a Stephen King
horror film. A novelist by the name of Mike Enslin (played by John Cusack)
checks into the fabled room 1408 in the Dolphin Hotel. Soon after he checks in, his
memories of the death of his father and his daughter are recalled.
Bedtime Stories is a dream come true comedy. Skeeter Bronson (played by
Adam Sandler), the leading character, is a hotel handyman who tells bedside stories
to his niece and nephew. One day, he finds that all his stories mysterious come
true. These two movies were chosen because there are similar scenes in each movie
and the participants of the project could be exposed to repeatedly utilized conversations. 1408, for example, sets in a hotel in which many guests check in. In a hotel scene, the students will hear authentic English often used at a hotel’s front desk concerning reservation making, bill paying and concierge service.
Participants The initial sample consisted of 254 participants. The participants were
freshman, sophomore and junior English majors and sophomore non-English majors at Yuanpei University. These participants, whose English proficiency was considered as intermediate level, were enrolled in the courses of “English Reading (4),” “Sophomore English (3),” and “English Conversation (2).” However, there were only 242 reliable questionnaires received from these participants.
In these 242 respondents, there were 87 male participants (36%) and 155 female participants (64%). 116 participants were English majors (48%) and 126 participants (52%) non-English majors. 6 participants (2%) had had experience of studying English in an English-speaking country for one month to 2 years. (Table 1)
Table 1.  Period of Time Spent Studying English        Period of Time Spent Studying English         OverseasOverseas
sex department year How long
1 female B.A Freshman no answer
2 female A.E Sophomore one month
3 female A.E Junior one month
4 female A.E Junior two months
5 male No answer Junior three months
6 male A.E Freshman two years
  6
Procedures
Prior to the viewing activity, participants were given a short list of vocabulary
words and phrases used in each movie to prepare them for better understanding of
what the characters say in the movie. (Appendix A)
After movie viewing, questionnaires (in Chinese) (Appendix B for Chinese
version of questionnaire and appendix C for English version of the questionnaire.)
with 19 questions were given for participants to fill up. In this survey, questionnaires
were used to collect information because the questionnaire has been proven a
trustworthy method to get feedback on issues of interest (Sheng Jhuan Lin, 2003).
A post-viewing test (Appendix D) was administered to the participants to see how
much they had learned through the viewing activity. The test was designed to
measure a participant’s ability to recognize the key words and target sentences that
were repeated in the similar scenes throughout the film four or five times. All these
procedures for this study were conducted in the 2nd Semester of 2009.
Data analysis
Statistical Product and Service Solutions (SPSS12.0), a tool for statistical
analysis, was used to analyze the data.
  7
RESULTS AND DISCUSSION 4.1 DATA COLLECTION AND DATA ANALYSIS
In addition to key word preview and post-viewing test, a questionnaire was
administered. In the questionnaire, there were 19 questions. This questionnaire,
which aimed to obtain the participants’ general background and to investigate the
relationship between movie-viewing and learning effect, was given to the
participants after the viewing activity. The result of each question is analyzed as
follows.
Q1. What kinds of English movies do you like? (You can choose
more than one.)
Name Count Percentage
Thriller 114 47.1%
Comedy 184 76.0%
Action movie 78 32.2%
Animated film 44 18.1% The data show that comedy is the most popular movie genre. It is reasonable to infer that people like comedy because of its entertaining and funny elements. It would bring laughter and relaxation to life. Q2. Do you think watching English movies has a beneficial effect
on learning English?  
  8
The data show that 95% of respondents agree that English movie viewing are useful in language learning. Q3. What kinds of English movies do you think are beneficial in
learning English? (You can choose more than one.)  
Name Count Percentage
Thriller 43 17.8%
Comedy 160 66.1%
Action movie 39 16.1%
Animated film 50 20.7% The data show that most students think that comedy is their first choice when it comes 
to movie preference. 
Q4. Do you think your movie preferences will affect your learning?   
Item Strongly
agree Agree
Moderately agree
Moderately disagree
Q5. With regard to captions, what subtitles/captions would you
choose when you watch English DVD films at home?  
Item Chinese English None No reply
Participant 230 9 2 1
Percentage 95% 4% 1% 0%
  9
The data show 95% of the participants chose Chinese subtitles. Q6. Do you think Chinese subtitles are better than English captions
in learning English?
 
Q7. Do you think English captions are good in learning English?
Item  Strongly 
agree  Agree 
Participant  47  72  79  25  15  3 
Percentage  20%  30%  33%  10%  6%  1% 
Q8. After watching a film with Chinese subtitles, will you watch it
again with English captions?  
  10
Q9. I am interested in learning English if the teacher uses English films as teaching materials.
Item Strongly
agree Agree
Moderately agree
Moderately disagree
Participant 90 52 88 8 2 1 1
Percentage 37% 22% 36% 3% 1% 1% 0%
More than 37% of participants chose “Strongly agree,” 22% of participants chose “Agree” and 36% of participants chose “Moderately agree.” The data show using DVD films in EFL classrooms is highly accepted by the students. Thus, using DVD films to teach EFL class is highly recommended. Q10. Does keyword preview help understand the story line of a
movie?
Q11. Do you agree keyword preview before movie viewing motivate
you to learn English?
  11
Based on Questions 10-11, the data show that regarding the pre-viewing keyword preview activities, 94%of the participants consider the keyword preview helpful to their understanding of the story of the movie and to their learning experience. Q12. What do you think about the film (1408 or Bedtime Stories)?
Item Great So so Bad No reply
Participant 101 104 7 30
Percentage 42% 435 3% 12%
Q13. Do you think this film is useful in learning English?
Item Strongly
agree Agree
Moderately agree
Moderately disagree
Participant 33 65 79 14 19 4 28
Percentage 13% 27% 33% 6% 8% 2% 11%
Q14. Do you agree you have learned some English by watching the
film?
  12
Q15. How many English sentences have you learned from the movie?
Item 1-3
sentences 3-5
sentences 5-7
Participant 97 50 24 19 52
Percentage 40% 21% 10% 8% 21%
The data show that exposure to similar dialogues four or five times over the course of 100-minute movies showing time helps participants remember some of the sentences used in the similar scenes. Q16. Can you write down any words and sentences you have
learned from the movie? This question is an open-end question. Participants were asked to write down
as many words and sentences as possible. Q17. Why do these sentences impress you so much?
Item Been repeated
  13
Q18. Do you think the dialogs in the movie can be used in daily life?
Item Strongly
agree Agree
Moderately agree
Moderately disagree
Participant 24 68 78 13 9 3 44
Percentage 11% 28% 32% 6% 4% 1% 18%
Q19. Do you think key word previewing helps understand the movie and has positive effect on learning?
Item  Strongly 
agree  Agree
 
 
 
 
  14
15%
23%
29%
17%
14%
15%
20%
31%
15%
 
 
15%
25%
33%
15%
22%
32%
32%
27%
32%
30%
Gender* English movies can be used as useful teaching materials. 
30%
22%
43%
Major* English movies can be used as useful teaching materials. 
51%
20%
27%
  20
Gender* Willing to watch the movie again with English captions after Chinese subtitles 
10%
22%
36%
16%
7%
l
Male 
  21
Major* Willing to watch the movie again with English captions after Chinese subtitles 
15%
22%
46%
7%
47%
46%
5%
32%
63%
Male 
Female 
  23
6%
25%
69%
6%
49%
45%
 
32%
32%
29%
Male
44%
27%
26%
56%20%
SEX/ Genres
War movie 40 46.0% 21 13.5%
Documentary 12 13.8% 16 10.3%
Romance 16 18.4% 98 63.2%
Suspenser 14 16.1% 37 23.9%
Sci-fi 27 31.0% 27 17.4%
Action 42 48.3% 36 23.2%
Animated film 9 10.3% 35 22.6%
Male: 87 (36%) Female: 155 (64%)
   
Department/ Genres
English majors
War movie 17 14.7% 44 35.0%
Documentary 12 10.3% 16 12.7%
Romance 67 57.8% 47 37.3%
Suspenser 28 24.1% 23 18.3%
Sci-fi 17 14.7% 37 29.4%
Action 32 27.6% 46 36.5%
Animated film 24 20.7% 20 15.9%
English majors: 116 (47.9%) Non-English majors:126 (51.2%)
   
War movie 18 20.7% 6 3.9%
Documentary 14 16.9% 25 16.1%
Romance 19 21.8% 80 51.6%
Suspensor 9 10.3% 10 6.5%
Sci-fi 8 9.2% 9 5.8%
Action 15 17.2% 24 15.5%
Animated film 13 11.5% 37 23.9%
Gender* The Relationship between preferred Gender* The Relationship between preferred  movie genres and motivation to learn Englishmovie genres and motivation to learn English
Male: 87 (36%) Female: 155 (64%)
 
 
Major* The Relationship between Major* The Relationship between  preferred movie genres and motivation to preferred movie genres and motivation to 
learn Englishlearn English Department/
War movie 7 6.0% 17 13.5%
Documentary 16 13.8% 23 18.3%
Romance 57 49.1% 42 33.3%
Suspensor 12 10.3% 7 5.6%
Sci-fi 9 7.8% 8 6.3%
Action 22 19.0% 17 13.5%
Animated film 24 20.7% 26 20.6%
English majors: 116 (47.9%) Non-English majors:126 (51.2%)
   
The statistical results of this research demonstrated that
1. There is strong support in using DVD films to motivate students to study English;
2. Movie preferences are related to effective language learning;
3. Comedy is the most popular movie genre;
4. Chinese captions with English sound track benefit the participants the most as
more than 90% of the participants reported that this technique helped their
learning and more than 75% of participants supported the use of different
captions when watching DVD films in EFL classrooms.
5. Key word preview facilitates learning.
Data Analysis
1. The use of subtitles/captions: Male vs Female For the relation between gender and subtitles/captions, 87% of male participants prefer Chinese subtitles and 67% of female participants chose Chinese subtitles. The result of this question could be viewed from the point that Chinese subtitles made the participants feel more comfortable as they could follow the story line of the film.
2. The use of subtitles/captions: English majors vs Non-English majors For the relation between major, subtitles/captions, and learning effect, 69% of English majors chose the presence of both Chinese subtitles and English captions. This result indicated that English majors believe the presence of both Chinese subtitles and English captions would help improve their language skills and help follow the story line. For non-English majors, 49% of participants chose Chinese subtitles only. The most interesting thing found in the study is that only 6% of English majors and 6% of non-English majors chose English captions only. This shows only a very small portion of the participants were confident and aggressive enough to take the challenge of watching an English movie with only English sound track and English captions.
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CONCLUSION This study was an investigation on the correlation between the viewing of
DVD films and effective learning in EFL classrooms. As many studies have shown,
DVD films can become an integral part of the curriculum. Although the present
study hadn’t been incorporated into the course curriculum, we have had significant
findings. Whether they are an integral part of the school curriculum or
supplementary teaching materials, DVD films with their special features such as
subtitles and chapter separation would help to develop an effective learning
environment. Teachers can design film-related activities and integrate them into
instruction to motivate their students. Learning can be fun!
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REFERENCES Chiang. Yong-Ruei. (2006). “A Comparative Study of Different Subtitling Formats in Two
English News Broadcast in Taiwan.” MA thesis. Taiwan: National Tsing Hua
University.
Paper presented at the 2nd International Conference on Imagination and Education.,
Vancouver, Canada.
Lin, Cheng-Yi Eric. (2002). “Using Films to Activate Cultural Awareness in the EFL
Classroom: A Case Study of Freshmen Business Majors.” MA thesis. Taiwan:
Tamkang University. Lin, Sheng Jhuan. (2003). :. Taiwan:
Lin, Yun-Chu. (2009). “The Effects of Visual Aids and Text Types on Listening
Comprehension.” MA Thesis. Taipei: Taiwan Normal University.
Linebarger, L. Deborah. (2001). “Learning to Read from Television: The Effects of Using
Captions and Narration.” Journal of Educational Psychology, 93, 2, 288-98.
Luo, Jia-Jen. (2004). “Using DVD Films to Enhance College Freshmen's English
Listening Comprehension and Motivation.” MA thesis. Taiwan: National Tsing Hua
University.
Sommer, P. (2001). Using Film in the English Classroom: Why and How. Journal of
Adolescent and Adult Literacy, 44(5), 485-487.
Weyers. Joseph R. (1999). “The Effect of Authentic Video on Communicative
Competence. ” The Modern Language Journal, 83, iii, 339-49.
Secules, Teresa., Herron, Carol, & Tomasello, Michael. (1992). “The Effect of Video
Context on Foreign Language Learning.” The Modern Language Journal 76, iv,
481-490.
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Questionnaire (in English)
Hi, we are English majors. We want to know your opinions on learning English through movie viewing. We would appreciate it if you can fill up the questionnaire.
Gender : Male Female Age: _____________ Grade : Freshman Sophomore Junior Senior Have you ever lived in any English-speaking countries? Yes No If yes, how long? _____________
==================================================== 1. What kinds of English movies do you like? (You can choose more
than one.) Thriller Comedy War movies Documentary
Romance Suspensor Science Fiction Action movie Animated movie
2. Do you think watching English movies has a beneficial effect on learning English? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
3. What kinds of English movies do you think are beneficial in learning English? (You can choose more than one.) Thriller Comedy War movie Documentary Romance
Suspensor Science Fiction Action movie Animated movie 4. Do you think your movie preferences will affect your learning?
Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
5. With regard to captions, what subtitles/captions would you choose when you watch English DVD films at home? Chinese English
6. Do you think Chinese subtitles are better than English captions in learning English? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
7. Do you think English captions are good in learning English? Strongly Agree Agree Moderately Agree
  33
Moderately Disagree Disagree Strongly Disagree 8. After watching a film with Chinese subtitles, will you watch it again
with English captions? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
9. I am interested in learning English if the teacher uses English films as teaching materials? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
10. Does keyword preview help understand the story line of a movie? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
11. Do you agree keyword preview before movie viewing motivates you to learn English? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
==================================================== 12. What do you think about the film (1408 or Bedtime Stories)
Great So so Bad 13. Do you think this film is useful in learning English?
Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
14. Do you agree you have learned some English by watching the film? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
15. How many English sentences have you learned from the movie? 1~3 3~5 5~7 at least 10 16. Can you write down any words and sentences you have learned
from the movie? Yes No ___________________________________________.
17. Why do these sentences impress you so much? Because they are repeated Because they are funny Because they are four-letter words
18. Do you think the dialogs in the movie can be used in daily life? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
  34
19. Do you think key word previewing helps understand the movie
and has positive effect on learning? Strongly Agree Agree Moderately Agree Moderately Disagree Disagree Strongly Disagree
APPENDICES D