Cinema-based English learning: Focusing on About time

Seo, Eun-mi

doi:10.16875/stem.2018.19.3.45

stemjournal

2018

DOI: 10.16875/stem.2018.19.3.45

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Cinema-based English learning: Focusing on About time

Eun-mi Seo¹

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Cited by 2 publications

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References 12 publications

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“…, 어휘 (Rho, 2018;Ryu, 2019;Seo, 2014), 수업활동 (Im, 2017;Lee, 2019), 교사 수업지도안 (Kim, 2019a(Kim, , 2019bLee & Cho, 2019;Park, 2011;Seo 2018) This course made me interested in learning English. Overall, I was satisfied with this class.…”

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Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

Kim¹,

Seo²

2021

J Eng Tech Movie Media

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This study is to investigate the effects of general English class instructional pedagogy through movies on college students’ cognitive and affective satisfaction. For the purposes of the study, conventional pedagogy(language-driven) and film pedagogy(content-driven) were employed with 146 college students enrolled in the Movie English Liberal Arts class at K university in Seoul. To find out the pure causal effects of conventional and film pedagogy on students’ cognitive and affective satisfaction, other confounding co-variants were included in the research model and statistically controlled. The AMOS software was applied to analyze structural relationships based on participants’ questionnaire data. The main research findings are as follows: first, conventional pedagogy and film pedagogy had statistically significant effects on students’ cognitive satisfaction; second, conventional pedagogy and film pedagogy had statistically significant effects on students’ affective satisfaction; third, in both cognitive and affective satisfaction, film pedagogy had larger standardized path coefficients than conventional pedagogy. These results suggest that, first, in terms of its role as an instructional method, Movie English helped students improve not only English knowledge but also confidence. Second, to teach English through movies, film pedagogy integrated with conventional pedagogy is necessary. Finally, pedagogical implications and future studies are discussed.

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confidence: 99%

Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

Kim¹,

Seo²

2021

J Eng Tech Movie Media

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A Case Study of an English Dubbing Class Utilizing Movies

Park¹

2022

J Eng Teach Movie Media

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This study explored the effects of project-based learning utilizing movies and English-English dubbing in a real time online class. The English dubbing (Intra-lingual dubbing, English-English) class was designed to develop language ability and communicative interactions over a 15-week semester during the pandemic. Forty-three students from multiple disciplines participated in the English dubbing class by doing a variety of communicative activities through online classes. To analyze the students’ perception of their language improvement and communicative interactional activities, this study administrated a survey using Google forms and interviews using Zoom at the end of the semester. The results showed that the students were highly interested in doing the English dubbing project with other interactional activities using the Zoom and Padlet platforms. They also perceived that the English dubbing projects helped to improve their listening, pronunciation, and speaking skills. The students preferred shadowing and dubbing practices among the interactional activities. This research implies that English dubbing project tasks would make a contribution to bridging student’s online and offline activities in real time online classes. Project-based dubbing and video creation tasks can be effective in motivating EFL learning and can be applied successfully with language learners in many contexts.

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Cinema-based English learning: Focusing on About time

Cited by 2 publications

References 12 publications

Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction

A Case Study of an English Dubbing Class Utilizing Movies

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