This research examines the attitudes and awareness of foreign language (EFL) learners to the integration of English movies in their classes in terms improving their foreign language skills. 25 intermediate level students studying English in Faculty of Education and Humanities in Philology Department at International Black Sea University, Tbilisi, Georgia, participated in this study. Students watched the movies at home and films were analyzed at the lectures. After analyzing the films, 7 various questions were asked to students in order to obtain their awareness towards the using films in ELT classrooms. The findings of the study indicated that students have positive attitudes towards the use of movies in their classes in terms of improving their language skills. Until quite recently, it was difficult to find pedagogically sound film material to help students improve their language through watching film, and teachers had to spend many hours creating their own materials. However, with the advent of the internet there is now a wealth of online resources for both language teachers and their students. This study is remarkable for teachers who are willing to use movies in their classes as a tool to improve their learners` foreign language level.

Among all the learning strategies, metacognitive strategy is a higher-order executive skill which entailsplanning, monitoring and evaluating. Once learners have a good command of a metacognitive strategy, they willbecome more independent and autonomous and will be more capable of planning, monitoring and evaluatingtheir learning process and thus become efficient learners. This research aims to investigate whether freshmenstudents at the Faculty of Computer Technologies and Engineering at International Black Sea University (Tbilisi,Georgia) use metacognitive learning strategies (MLS) in their academic writing and they are aware of them; also,to find out whether their lecturers provide the development of MLSs in the classroom. In a class there were 20students, however, just 15 volunteered to respond the interview questions. The findings showed that less thanhalf of the participants used and were aware of metacognitive learning strategies. Although teachers mentionedsuch strategies during the classes, less than half of the 15 respondents used them or were aware of them. Thispaper, therefore, intends to introduce metacognitive instruction in order to raise EFL writing instructors’awareness in teaching and in order to train students to become self-regulated learners.

Motivation has an important role in ELT, particularly in listening skills because motivation fosters and encourages students during learning foreign language process. It also gives them particular direction and keeps them going. The aim of this research is to identify the students’ motivation and it`s connection with listening skills and also how students are motivated, intrinsically or extrinsically. This study attempted to find out the effects of motivation on listening skills of 61 ELT freshmen students in Georgian Universitiy (International Black Sea University (IBSU), during the 1st term of 2015\2016 academic year.The result of the study showed that students had different motivation factors towards listening skills. The findings of the research revealed that there is relationship between motivation and listening skills and the most frequently type of motivation is external motivation

Reading is one of the most significant skills, particularly for EFL students. Many students today do not have the reading skills needed to do effective work in their courses. This paper explores reading for pleasure, its importance and impact on reading comprehension. Pleasure reading helps students to communicate, listen and, most importantly, to express themselves freely and it also allows them to acquire specific language skills. That is why reading for pleasure is definitely important. An experimental study using reading for pleasure was carried out at international Black Sea University for eight weeks with 42 English Philology freshman students. The experimental group was given texts for their selection: newspaper articles and graded readers on various topics which students were interested in, while the control group has just read the reading excerpts and texts which are given in their course book. The duration of the experiment was 8 weeks. Pre- and post-tests were implemented to determine the degree of improvement of students’ reading comprehension skills. The experimental group showed better improvement of comprehension skills.  The study demonstrated a measurable positive effect of reading for pleasure on students’ language acquisition.

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