Learner Autonomy in a Film-Based Classroom 1
自主學習於「看影片學英語」課程之運用與研究
Learner Autonomy in a Film-Based Classroom
康保羅
Paul Cameron
政治大學外文中心講師
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College English: Issues and Trends, Volume 1
Learner Autonomy in a Film-Based Classroom 3
自主學習於「看影片學英語」課程之運用與研究
摘
要
影片欣賞是眾人皆喜愛的活動之一，而台灣學生自然也愛看影片並與朋友們做各種
討論。因此，本文將探討以影片觀賞為主而設計的大學英語課程，並利用本質上具有學
習動機價值的影片，鼓勵學習者更能主動而獨立的學習。本文中主要的研究對象是政大
各科系，分別來自兩個「英語聽說訓練」課程選修班的七十三名大二、大三及大四的學
生。此實驗以學習者的「影片報告」與「短劇演出」兩個作業活動來激發學習者自行擔
負自主學習與語言習得的責任。文中將描述指引學生準備這兩項作業的方式原則，並敘
述回饋過程中師生互動的成果，以提供學生足夠的資料，做為作業構思的來源及修正參
考。此外，本文亦將透過兩份問卷施行結果中學生的意見反應來檢視學習者本身對執行
「影片報告」及「短劇演出」的看法。其中第一份問卷將會呈現毎個項目的平均值和標
準差，並列出結論；第二份問卷則包含四個開放式的問題，藉以了解學生對此課程一般
性的評語。整體而言，問卷結果顯示，學習者對「影片報告」與「短劇演出」作業活動
持有正面的態度。最後，作者將提供有關影片教學相關深入研究之建議。
關鍵字：主動的、自主性、影片報告、動機價值、責任、短劇演出
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College English: Issues and Trends, Volume 1
Learner Autonomy in a Film-Based Classroom
Viewing films is one of the favorite activities of people all over the world. Learners
in Taiwan love watching films and discussing them with their friends. This paper will
discuss the design of a film-based university course that aims to use the intrinsic motivational
value of films to encourage learners to be more active and independent in their own English
language learning. The participants were 73 sophomore, junior, and senior students, with
different majors, enrolled in two English laboratory classes at National Chengchi University
in Taipei, Taiwan. The paper will focus on the use of learner written film reports and skits
(short drama presentations based on films watched in class) to stimulate increased learner
autonomy and responsibility for English language acquisition. Guidelines provided to the
learners to assist in the preparation of their movie reports and skits and a feedback process to
allow adequate learner input are described. Finally, the learners own perceptions of the
usefulness of the movie reports and skits in this film-based course through responses
provided in two questionnaires are looked at. The mean and standard deviation of each item
in the first survey questionnaire were calculated and conclusions were made. The second
questionnaire consisted of 4 open-ended questions to allow the learners to make more general
comments on the film course. The results showed that the learners had a very positive
attitude towards the use of film reports and skits in the class. Suggestions for further
film-based research are provided.
Key Words:
active, autonomy, film reports, motivational value, responsibility, skits
Learner Autonomy in a Film-Based Classroom 5
Learner Autonomy in a Film-Based Classroom
INTRODUCTION
The promotion of learner autonomy to encourage learners to be more responsible for their
own learning within the context of a film-based class is a central theme of this paper.
Learner autonomy can be defined in several ways and can be implemented through several
approaches: resource-based, technology-based, learner-based, classroom-based, curriculumbased, or teacher-based (Benson, 2001, p. 111). In this paper I define learner autonomy as
providing the opportunity for learners to make independent decisions about what they want to
learn in both an individual and collaborative context. A classroom-based approach to
learner autonomy is taken in which there is an emphasis on learner control over the planning
and evaluation of the classroom learning. The learners are given a high degree of
responsibility to develop their own activities in the form of film reports and skits (short
drama presentations) and to take a more active role in the learning process. The objective is
to encourage more learner control in the classroom and to further engage learners in the
appreciation of a film and enhance their English language acquisition.
The motivational and educational value of using film in an English laboratory course is also
explored in this paper. Susan Stempleski and Barry Tomalin (2001) note that “films are
motivating and provide a source of authentic and varied language” and are “excellent at
communicating cultural values, attitudes, and behaviours” as well as being “very effective at
bringing the outside world into the classroom and providing a stimulating framework for
classroom communication and discussion” (p.1).
Today’s learners in Taiwan are
audio-visually orientated, being products of the MTV age, and using films, which most
students love to watch in their free time, is a sound pedagogical practice.
Jane Sherman (2003) states that “understanding video drama is an entry ticket to the
English-speaking world, on a par with reading newspapers and magazines, writing business
letters, having conversations and other major language activities found in EFL coursebooks”
(p.13). Increasingly, film is a medium that teachers want to utilize in the classroom and
there is more and more access to the necessary audiovisual equipment in Taiwan’s classrooms
(Lin and Fox, 1999a, p.477). However, an editorial in the Taipei Times (May 3, 2002, p. 12)
lamented the relatively poor English proficiency of most people in Taiwan despite their
enthusiasm for the English in movies and songs. Most viewers outside the classroom watch
film or television for relaxation and entertainment and there are few demands on them, so in a
language learning context it is necessary to provide more interaction with a video so as to
6
College English: Issues and Trends, Volume 1
exploit its pedagogical value (Lonergan, 1988, p. 5). Suggestions for how this interaction
with a video could be constructed, both inside and outside the classroom, are made in this
paper.
What follows is a description of the design of a film based class that includes the use of
learner written film reports and skits. The film reports and skits described in this paper are
designed to harness the intrinsic interest that Taiwan learners have in film and to encourage
them to interact with the video so as to accelerate their English language acquisition.
Although teacher initiated, these tasks were done independently or collaboratively, within
small groups, by the learners outside of the class, and then utilized by them inside the
classroom. Suggestions for further learner autonomy and less teacher control are made.
The paper begins with an overview of the literature related to learner autonomy, in particular
as it relates to use in a film class. The motivational value of films and how they can be best
presented are then discussed. The paper goes on to describe the structure of the film reports
and skits assigned in the class. Learner feedback to these assignments is provided and some
conclusions as to their value in promoting autonomy in the classroom as well as their
pedagogical usefulness are further discussed. The paper finishes with some suggestions for
potential further research in learner autonomy in a film-based classroom in Taiwan.
LEARNER AUTONOMY IN LANGUAGE EDUCATION
Learner autonomy is often incorporated within the ideas of some of the current trends in
language education such as humanistic language teaching, collaborative learning, experiential
learning, and the learner-centered classroom. Holec (1981, p. 3) defines learner autonomy
as “the ability to take charge of one’s own learning”. Although this implies a high degree of
independence in the learners, Lee (1998, p. 287) points out that learner autonomy “does not
mean a reduction of teacher intervention or initiative”. In fact, the development of learner
autonomy requires the teacher to take a proactive role in designing a course that facilitates the
transfer of responsibility for decision-making to the learner. Esch (as cited in Lee, 1998)
believes that learner autonomy is promoted by:
the provision of circumstances and contexts for language learners which will make it
more likely that they take charge, at least temporarily, of the whole or part of their
language-learning program, and which are more likely to help rather than prevent learners
from exercising their autonomy. (p.288)
The teacher takes a central role in developing learner autonomy and to achieve this increased
autonomy a well-designed course is essential. Learners need direction and assistance when
Learner Autonomy in a Film-Based Classroom 7
a teacher gives them increased responsibility for their own learning. Activities and tasks
that promote a high degree of student initiative and provide support along the way are
required to achieve the goal of increased learner autonomy.
Viera (1994) suggests that a
teacher working towards a more autonomous classroom should try to “provide opportunities
for learners to use language for communicative purposes, use communication strategies and
take initiatives, learn through sharing and collaboration, manage learning tasks on their own
and negotiate decisions with the teacher”(p19). Benson (2001, p. 14) mentions that recent
research in autonomy has focused on collaboration and negotiation between the learners and
teachers in the classroom. Benson also points out that many researchers feel that autonomy
implies interdependence in which teachers and learners work toward a shared goal in the
social context of the classroom.
The design of the film reports and skits in this writer’s film course reflect the preceding ideas
on autonomy (Benson, 2001, Esch; 1998; Holec, 1981; Lee, 1998; and Viera ,1994). The
film reports and skits provide for ample opportunities for the learners to work independently
from the teacher but also to have adequate feedback during the process and to collaborate
with other learners in an interdependent relationship. Li Yun Lin (2004) states that her
students in Taiwan “found great benefit in activities that could be done without the help of the
instructor, and that the use of enjoyable materials such as films made the exercise more
fun”(p. 538).
LEARNING THEORIES AND AUTONOMY
Learner autonomy is most recently categorized within learner-centered and communicative
language teaching pedagogies (Benson, 2001, p.17).
Cooperative learning theory
emphasizes learning through sharing and collaboration and is a major component of learner
autonomy, learner-centeredness, and communicative language teaching. The design of the
skit task in the author’s film course stresses group interaction, which according to Vygotsky
(1978) can create opportunities for learning. Chen (2004) showed, in a Taiwanese study of
the effects of cooperative learning on L2 listening to films and writing up film reports, that
cooperative learning provided the learners with “feedback, positive pressure, encouragement,
reminders, and fun from their partners during the process, which motivated them to work
hard on the project work and solve the problems together” (p.264).
Constructivism is another learning theory that broadly supports the idea of learner autonomy.
The theory proposes that students learn by actively constructing their own knowledge and is
built upon the works of Vygotsky and Piaget who both believed that students learn by
constructing their own knowledge (Schcolnik, Kol, and Abarbanel, 2006, p. 12). Vygotsky
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College English: Issues and Trends, Volume 1
emphasized a social construction of knowledge while Piaget emphasized cognitive
construction (Schcolnik et al., p.13). The skits and movie reports in this writer’s film course
used Vygotsky’s and Piaget’s ideas as a framework for building up the learners’ linguistic and
socio-cultural English knowledge.
RATIONALE FOR USING FILMS IN THE CLASSROOM
Susan Stempleski and Barry Tomalin (1990), based upon their extensive experience in
training teachers, believe that film is a crucial addition to a teacher’s resources primarily
because of its motivational value (p. 3). Films are entertaining and provide excellent
examples of language usage.
A challenge to the teacher is how to present to the learners
the language in films in a comprehensible way that allows for language acquisition and
enjoyment. Lin and Fox (1999b, as cited in Li Yun Lin, 2004) demonstrated in their
research in Taiwan that “video materials can be highly motivating as well as pedagogically
feasible”(p. 538).
Most films are densely packed with idioms and slang and interactive language, the language
of daily conversational exchange, most often found only in native conversational English and
not easily found in written texts. Interaction is now recognized as one of the four main areas
of language competence, along with Production, Reception, and Mediation, in the European
Language Framework (Sherman, 2003, p. 14). The natural interactive English found in
films is an important reason for using films in the English class as most learners in Taiwan
don’t have much exposure to this type of everyday language.
Many teachers look upon the role of video and film in language teaching primarily for
listening practice and as a way to present interesting language models or bring English to life,
but one of its primary benefits can be as an instrument for increasing realistic language
practice and real communication among students (Stempleski, 2003, p. 134).
One main
objective in the author’s film class was to provide opportunities to learners to have a clear
purpose for speaking English that was realistic or at least tried to replicate reality in an
authentic way. The film reports and skits utilized in the class were a vehicle that supported
this objective. The author choose films with different genres and themes that would
stimulate interest and be a catalyst for discussion and reflection upon differences between the
students’ own lives and the characters in the film and between their own culture and the
culture or cultures presented in the film. Joan Morley and Mary Lawrence (as cited in Fox,
2004) say that “films dealing with controversial, international, personal-social issues” can
encourage students to engage in “highly motivated spoken and written exchanges of ideas
and opinions” (p 58).
Learner Autonomy in a Film-Based Classroom 9
THE COURSE
The course that this paper is based upon is entitled Advanced English Listening and Oral
Training in Films. The overall objectives for the course are to develop the listening and
speaking skills of the learners through viewing films, expand their vocabulary, especially
with idioms and slang, and to provide cultural insights. Assessment is based on a quiz, a
final exam, classroom performance, a film report, and a film skit.
Advanced English Listening and Oral Training in Films is an optional course attracting
motivated learners from all majors. The course is open to sophomores, juniors, and seniors,
with the majority of the learners being sophomores and juniors. The course is held for two
hours a week over one semester. Four films are focused on, using mostly a short sequence
approach (only one scene or segment from the entire film is utilized), whereas the whole film
approach (a film is watched in its entirety and studied as a whole) is usually implemented
with one of the films (King, 2002). The films chosen for the semester discussed in this
paper were Bend it Like Beckham, Casablanca, School of Rock, and When Harry Met Sally.
These films were selected for the course because they are a mixture of comedies and drama
with various themes such as culture clashes, love relationships, friendship, and rock and roll
music. The themes are engaging to the audience, especially with younger people, and act as
a stimulus to spoken and written discussion in the class. Films were also chosen that had
clear language examples and where support material such as a transcript could be found on
the internet or from other sources.
The film course covers eighteen weeks with approximately four weeks being used to present
and discuss each film. The film report course work covers nine weeks according to the
following schedule. In week 5, after the first film in the course has been viewed, a film
report guideline handout is used to discuss the first film and to introduce the film report
assignment. In week 9, each learner informs the teacher what film they have chosen for
their report and within a small group in the class, briefly describes his or her favorite scene
from the film. In week 11, a preliminary draft of the film report is given to the teacher and
feedback given back to the learners in week 12. Finally, in week 14, the learners bring their
final film report to class and present the key points in the report to their class members within
small groups. A class discussion of the most interesting things the learners found out about
the different films described to them completes the activity. Oral and written feedback is
provided by the teacher in the final class, week 18.
The film skits course work covers approximately nine weeks according to the following
10 College English: Issues and Trends, Volume 1
schedule. In week 6, the learners are assigned into groups and given a skit guideline.
Excerpts from previous performances and skits are shown at this time. In week 8, a first
draft of the skit with an outline of key points is given to the teacher. Feedback is provided
by the teacher in regards to the first draft in week 9. The drafts are also exchanged in the
class in week 9 or 10 for classmate feedback. A second draft is passed in to the teacher in
week 12 and learner – teacher conferences are scheduled in weeks 12 and 13. Finally the
film skits are presented in the class, in week 15 or week 17. Oral and written feedback is
provided by the teacher in the final class, week 18.
THE FILM REPORT
The film report consists of a series of questions adapted from an activity entitled “Discussion
Topics” that appears in the book, Film by Stempleski and Tomalin (2001, p. 78) and that the
learners must answer in writing. The learners bring their reports to the class to present and
discuss in small groups. The learners can choose any film they wish to report on and the
report should be about 1000 words in length. The questions are designed to allow the
learners to focus more deeply on the characters, dialog, vocabulary, and cultural setting of the
movie (see Appendix A). There is both a linguistic and socio-cultural emphasis so that the
subsequent discussions in class, based on the reports, can be both wide-ranging and focused.
Film reports are a good way to have the learners research a film independently and prepare
for extended discussions of a film. In questionnaires given to learners in previous film
classes, the feedback included a desire to have more extensive discussions of a film. The
reports allow for additional films, besides the four films viewed in the classroom in the
semester, to be discussed in detail. In addition to serving as a stimulus for a speaking and
listening task, Cook (1995) points out that the movie report can be a useful tool in the writing
class as a means of provoking “thought, topics, and theses that engage attention and foster
interest in even the most reticent students”(p. 6).
To prepare the learners for the film report, after viewing the first film in the course, the
learners discuss the film, using questions similar to those found on the film report. The film
report guidelines handout (see Appendix A) is then passed out and explained by the teacher.
Some examples from previous reports are presented. The learners are asked to think of two
or three additional questions that could be added to the film report to be submitted to the
teacher in the subsequent class. The learners are allowed to vote on the best questions and
two or three questions are added to the film report questionnaire.
Approximately one month later, the learners are asked to provide to the teacher the name of
Learner Autonomy in a Film-Based Classroom 11
the film they wish to do a film report on and in the class, in small groups, they briefly
describe their favorite scene from this film. The learners are encouraged to ask for as many
details about their classmates’ favorite scene as possible. The rationale here is for the
learners to think more deeply about why they like the scene and to encourage them to write
more details regarding this question in their film report. Two weeks later, the learners are to
give a preliminary draft of their report with the teacher giving some written and oral feedback.
The learners do the film report individually so as to have an additional way to assess the
language ability and effort of the learners.
After about two months from the initial assignment being given, the learners bring their film
report to the class. Each learner is asked to write down three comprehension question in
regards to the content of their report. The learners are then assigned into small groups and
given sentence stems as a guideline to lead the discussion. For example; My film is _____,
I would most like to meet _____ in this movie because_____.
Each learner, within the
group, has about twelve to fifteen minutes for their presentation and to ask their fellow group
members their comprehension questions. At the end of the presentations the teacher asks
various learners to recall and share with the class some of the most interesting things they
learned about the films described to them.
THE FILM SKITS
The skits consist of groups of three to five learners who prepare a drama of approximately
five minutes in length based on a film or films seen in the class. The drama initially begins
with a scene from the film, and then the learners have to write and act out an imaginary
dialog that does not appear in the film. The skit can be performed live or recorded on a disk
or a combination of the two. Film skits fit into the goal of a more autonomous classroom
with the learners being the main instigators of the language to be used in their skits and the
teacher’s role being one of a facilitator in the process. Creative drama techniques, including
role-playing and skits, have also been shown to be very beneficial in the acquisition of
language skills (Griffee, 1986; Maley & Duff, 1993; Verriour, 1985). Hsiu Ju Lin (2004)
has shown that drama activities can be very effective at enhancing the linguistic and
socio-cultural skills of university students in Taiwan.
The skits in the Advanced English Listening and Oral Training in Films course are assigned
in the sixth week and are presented in the fifteenth or seventeenth week. Initially, the
learners are given a skit guidelines handout (see Appendix B) that provides details on what is
expected of the learners for their skits. The learners are also shown some excerpts from
previous performances and scripts. The skit guidelines contain information on the length of
12 College English: Issues and Trends, Volume 1
the skit, and details on what needs to be included in the written script - some dialog from the
original movie, five to 10 vocabulary words or phrases from the movies we’ve studied, and
five comprehension questions to ask classmates. The guidelines specify the use of props in
the skit, and the provision of small prizes for the correct answers to comprehension questions.
The skit guidelines also describe how the skit will be assessed. This includes the content of
the script, the clarity of the performance, and the creativity and organization exhibited in the
skit. There is a focus on the active involvement of all group members in the skit
performance.
It has been this author’s experience that the quality of skits performed in the film class is
superior when a schedule of expected completion of work is provided to each group. Most
learners tend to leave their script writing and drama practice to the last minute unless they are
asked to provide some preliminary work to a regular schedule. Although strict guidelines
are given to the learners by the teacher, opportunities are provided for substantial learner
input into the process. At the earlier stages the learners share their script ideas with learners
from other groups to receive feedback. The process is designed to encourage collaborative
learning and interdependence between the learners and teacher toward shared goals.
Over the intervening weeks, at regular intervals, the groups present to the teacher their scripts
in progress; outline of key ideas, first draft, and second draft. General suggestions are made
toward the overall organization of the skit, but usually the suggestions focus on linguistic
aspects – grammar and vocabulary choices. If the learners are to present their skits through
audio-visual equipment, the learners are requested to check the equipment in the classroom at
least a week before, to avoid any presentation problems. In the skit presentation, the
learners first introduce the key characters and some background to their skit, then the skit is
performed live or presented on disk, and the presentation is concluded by asking five
comprehension questions based on the content of the skit. Small prizes are prepared by the
skit group presenters and provided to the first learners to answer the comprehension
questions.
PURPOSE OF THE STUDY AND RESEARCH METHODS
The author wanted to find out how the learners felt about the value of using film reports and
film skits in the course and if the reports and skits contributed to a useful organization of the
course. The results could help determine whether the learners were receptive to autonomous
activities in the classroom and whether more autonomy in the classroom would be a good
direction to proceed in.
Learner Autonomy in a Film-Based Classroom 13
Two questionnaires were given to two Advanced English Listening and Oral Training in
Films classes (N=35 and N=38) in the Fall 2005 semester to get feedback on the course and
the methods being used, in particular the film reports and skits. Both classes consisted of a
variety of majors who were taking the class as an elective course and were sophomores,
juniors, or seniors. The two classes watched a different combination of films.
The first questionnaire (see Appendices C and D) consisted of ten 5-point Likert scale items
(5=strongly agree, 4=agree, 3=neutral, 2=disagree, and 1=strongly disagree). The mean and
standard deviation were calculated for each question in this survey. In the discussion that
follows, only the three items most closely focused on the film reports, skits, autonomy, and
motivational value of the films are given analysis.
To get more extended feedback on the course, the second questionnaire consisted of the
following four open-ended questions:
1) What did you like best about the course?
2) What did you like the least about the course?
3) Please provide some suggestions you have for the improvement of this course.
4) Please suggest some movies that you think would be good for this course.
Both questionnaires were given in the last class period of the semester and the learners were
asked not to write their names on them unless they wished to do so.
RESULTS AND BRIEF DISCUSSION (FIRST QUESTIONNAIRE)
This section includes the feedback provided on three items in the first questionnaire given to
the learners. The results are shown in the form of three tables. These tables illustrate the
learners’ views on the film (movie) reports, on the film skits, and on the organization of the
class time in the course. There are comments following each table but a more extensive
discussion follows the results and brief discussion of the second questionnaire. This more
extended discussion looks at what conclusions can be drawn from both questionnaires.
Table 1.1: Film Report (From the 5-point Likert scale survey: Appendices C and D)
8. I thought the movie report was a good way to give further feedback on a movie and was a
good class exercise. (N=35)
SA
17
A
17
N
1
D
0
SD
0
Mean
4.46
Standard Deviation
.54
14 College English: Issues and Trends, Volume 1
8.
I thought the movie report was a good way to give further feedback on a movie and was
a good class exercise. (N=38)
SA
8
A
22
N
8
D
0
SD
0
Mean
4.00
Standard Deviation
.66
Most of the students in both classes agreed or strongly agreed that the movie (film) report
was a good way to give further feedback on a movie and was a good class exercise.
Almost half the N=35 class strongly agreed with this, while no learner in both classes
disagreed with this. The learners worked primarily individually, outside the classroom, and
then presented their reports in the classroom within small groups.
The results indicate that the learners are very receptive to working autonomously in this
activity. It would be helpful to get a further breakdown on the use of film reports in the
course by having the learners answer questions regarding the individual (preparing outside
the classroom) and social (presenting the report in the classroom) components of the film
report and how much more classmate and teacher support or less support they would like to
have.
Table 1.2: Group Skits (From the 5-point Likert scale survey: Appendices C and D)
7.
I found the group skits to be a helpful activity for practicing my English and
reviewing the movies presented in class. (N=35)
SA
13
7.
A
15
N
7
D
0
SD
0
Mean
4.17
Standard Deviation
.75
I found the group skits to be a helpful activity for practicing my English and
reviewing the movies presented in class. (N=38)
SA
15
A
12
N
1
D
0
SD
3.89
Mean
.81
Standard Deviation 10
Table 1.2 showed that a majority of students in both Advanced English Listening and Oral
Training in Films classes agreed or strongly agreed that the group skits were a helpful activity
for practicing their English and for review purposes. No students disagreed with this in the
N=35 class although one student disagreed in the N=38 class.
This activity necessitated a lot of time where the students had to collaborate together outside
the classroom with minimal teacher feedback. Thus, there is a high level of autonomy in the
design of this activity. The students, for the most part, give positive feedback to the use of
skits in the course despite the relatively heavy workload demanded of them and the results
Learner Autonomy in a Film-Based Classroom 15
suggest that the students are comfortable and receptive with this autonomous activity.
Table 1.3: Organization of the Class Time (From the 5-point Likert scale survey:
Appendices C and D)
1.
The organization of the class time was effective in helping me maintain interest in the
course. (i.e. There was a good balance between watching and discussing a movie.) N=35
SA
19
A
3
N
1
D
0
SD
4.2
Mean
.70
Standard Deviation 12
1. The organization of the class time was effective in helping me maintain interest in the
course. (i.e. There was a good balance between watching and discussing a movie.) N=38
SA
20
A
3
N
0
D
0
SD
4.32
Mean
.62
Standard Deviation 15
Table 1.3 focused on the organization of the class time and whether there was a good balance
between watching and discussing a movie. Both the N=35 and N=38 classes gave an
overall positive response to this statement with only one student in the N=35 class
disagreeing.
Although this question doesn’t specifically address the use of the film reports and skits in the
course, the film reports and skits were an integral part of the course, necessitating the use of a
lot of class time. The assessment used in the course also weighted the film reports and skits
fairly highly. Considering the time needed to invest in the film reports and skits and their
importance in determining the learners’ final grade, the results here imply a high level of
satisfaction and comfort with autonomous activities such as film reports and skits and their
usefulness as a motivating factor in the learners’ language acquisition. Including questions
focusing exclusively on the learners’ perception of the motivating value of the film reports
and skits and whether the amount of time devoted to them was suitable would be helpful.
RESULTS AND BRIEF DISCUSSION OF OPEN-ENDED QUESTIONS
(SECOND QUESTIONNAIRE)
What did you like the best about the course?
Most of the learners mentioned the skits as being their favorite part of the course. The
in-class discussions we had of the films were also frequently mentioned. The following are
some comments written in answer to this question.
16 College English: Issues and Trends, Volume 1
Learner 1 (N=35):
Skip (not only be funny but also provide some candies)
Learner 5 (N=35): Skit: It’s interesting and it can make us more closely.
Learner 30 (N=35): Skit. I can practice saying and acting on this activity.
Learner 7 (N=38): The short skit was so great and I really enjoyed it. Working with my
lovely partners was a fantastic experience.
Learner 35 (N=38): The part that I like best is the short skit performance of the last term.
I think it is a good chance for some classmates to work together
and it is also very interesting to watch other group’s performances
What did you like the least about the course?
The most common things commented on for this question were things like the location of the
class, the timing of the class (12 to 2), the tests (too difficult), or the movie was interrupted
too many times to discuss a scene or discuss some vocabulary. No learners mentioned the
movie report as being the best thing about the course although a couple of learners did
mention the movie report as being the thing they liked the least about the course. In
addition, three learners mentioned the skits as being what they liked the least about the course.
The following are some comments written in answer to this question:
Learner 18 (N=35): Skit. Because I’m bad in acting
Learner 37 (N=38): I liked the least about this course is group’s presentation (skit)
because my members all were too busy to get together to talk and
discuss, so that I have do lots work than other. That’s a little bit
too tired for me.
Learner 21 (N=38): Movie report, cause some questions are a little bit difficult to answer.
Please provide some suggestions you have for the improvement of this course?
Many learners took the time to write out some thoughtful responses to this question. Many
responses were in regards to the movie reports and skits. Some learners mentioned the
desire to have more discussions requiring increased critical thinking. The following is a
sampling of some of the responses.
Learner Autonomy in a Film-Based Classroom 17
Learner 3 (N=35): More papers would be nice. I think that it’s a good chance to let
your teacher know what’s going on your mind, it’s a good way to
learn to express oneself in a foreign language.
Learner 11(N=38): Movie report is a heavy homework, if it can be a teamwork, will be
good.
Learner 2 (N=38): From the movie reports, there are many questions need to be
answered. Could we choose some of them to answer?
Learner 7 (N=38): I think the group presentation can be changed a little bit. For
example, let each group choose a movie on their own and then act out
a scene and so on.
Learner 24(N=35): Since we often just take seeing movie as an entertainment, if we can
have more discussions on thoughtful phenomenons, we can learn not
only English abilities but also critical thinking.
EXTENDED DISCUSSION OF THE FIRST AND SECOND QUESTIONNAIRE
RESULTS
There were some differences in the survey results and the general comments from the two
classes the author collected data on. The N=38 class was not in as strong agreement to the
value of the film reports and film skits as the N=35 class. I believe this was primarily
because fewer classes were held with the N=38 class as a result of holidays during the term.
This reduced the amount of time available to the learners to do some preliminary discussions
and receive feedback from their classmates and the teacher. This indicates that sufficient
time must be allotted when organizing autonomous activities in a language course.
The film reports were rated higher than the film skits in both classes in the first survey
questionnaire but were not mentioned by any students in the open ended survey as an activity
that they liked best in the class. This suggests that the learners prefer to work
collaboratively with each other rather than primarily on their own, although they see the
value of working alone. Any teacher planning to implement more autonomy in the
classroom should consider the key role that the social aspect of collaborating with others
(other learners and the teacher) has in the development of successful autonomy (Benson,
2001, p. 39).
Social constructivist learning theories, based on Vygotsky’s (1978) work on
social interaction in learning, support the idea that learning is promoted in a socio-cultural
context.
18 College English: Issues and Trends, Volume 1
The comments regarding the film reports also seem to show that it was an activity the
students regarded as necessitating a heavy personal workload and perhaps more choice
should be given to the learners as to which and how many questions they should answer.
More negotiation on the structure of the autonomous film report task and other autonomous
tasks would most likely be beneficial and support Viera’s (1994) view that a teacher
promoting autonomy in the classroom should be open to negotiation. Despite some learners
feeling the film reports were an excessive workload, the majority of learners were in
agreement that they were a useful part of the course.
The film skits were often mentioned as the activity the learners liked the best in the course in
the open-ended questionnaire. The learners said the skits gave them a chance to get to know
their classmates better and provided an opportunity to practice their speaking skills. Here
we can see that an autonomous activity that encourages collaboration is well received by the
students and that Taiwanese students put a high value on social interaction. The learners
also enjoyed viewing other group’s performances. The learners regarded the film skits as
being entertaining as well as being linguistically helpful to them.
Some problems mentioned with the skits were the inability to find the time to meet with their
classmates, unfair distribution of the workload, and perceived poor acting skills. These
problems could be the reason for why the film skits were rated lower as a useful classroom
activity behind the film reports in this course in the first questionnaire. A mechanism for
allowing more learner input in assessing the grades for the skits would allow for more
autonomy in the classroom and address the problem of some learners feeling that they had to
do more work than their group mates. Learners could give anonymous grades to their other
group members and the learners could also give grades to their classmates’ presentations to
provide for more possibilities of a fair assessment of learner performance.
The last learner’s comment (No. 24, Questionnaire 2) that many students only regard films as
entertainment underscores Lonergan’s (1988) previous comment that teachers need to
structure more interaction with a film to make their use in the classroom pedagogically sound.
The student, in the comments, goes on to express her/his desire for more thoughtful
discussion of the themes expressed in the films. Fox (2004) felt that his students in Taiwan
“possessed the maturity, empathy, and experience necessary to fully engage in passionate
dialog” on films with controversial or engaging topics (p. 68).
In the following term, the author continued the use of film reports in his film class but
replaced the short skits with a movie scene presentation activity. In this activity, the
learners had to choose a scene or scenes of around five minutes in length from a film we
Learner Autonomy in a Film-Based Classroom 19
hadn’t watched in the classroom. The learners, in groups, had to introduce some basic
information about the film and present a scene or scenes in the class. They also had to
organize one or two interactive activities related to the film they were presenting. The
movie scene presentation activity promoted an even higher level of learner autonomy among
the learners. At the end of the term, the author asked the learners to rate the different group
activities held in the film course over two terms.
We’ve done three types of group activities in this course over two terms. Could you
rate these activities for me as to their helpfulness to your English development, and
how interesting they were as a class activity from 1= not very helpful or interesting
to 10 = very helpful and interesting.
1) Film Report _____
2) Film Scene Presentation _____
3) Short Skits based on a movie (last term)_____
The learners (N=75) rated the film reports 7.6 out of 10, the film scene presentation 7.8, and
the short skits, 7.7. All three activities had a similar rating that showed a good satisfaction
level and a fairly high comfort level with autonomous activities, but the ratings also indicated
that improvements in the structure of these activities could be made.
FURTHER DISCUSSION AND RESEARCH POSSIBILITIES IN LEARNER
AUTONOMY AND FILM
Learner autonomy in a classroom is along a continuum from very limited to complete learner
autonomy. The level of autonomy for the learners in this film-based course was fairly
limited, but the results of the feedback given on the film reports and skits in the course were
encouraging of the learners being very receptive to autonomous activities, especially when
done in a collaborative interdependent setting. Research that investigates the learners’
perceptions of autonomy before a course begins and then receives feedback from the learners
again at the end of a course in which autonomous activities have been implemented could be
valuable. It would be interesting to see how Taiwanese learners respond to different levels
of autonomy in the classroom as it is sometimes argued that the idea of increased leaner
autonomy as a goal in the class is essentially a European concept and not as effective in other
cultures (Benson, 2001, p. 55). In addition, little research has been done on autonomy and
motivation, as well as autonomy and language acquisition, especially in the context of a
film-based class. Whether the combination of using films in the class along with
autonomous learners can increase motivation or even accelerate language acquisition are
20 College English: Issues and Trends, Volume 1
exciting areas for possible further research.
CONCLUSION
Increased learner autonomy is a goal that many teachers would like to strive for. Cotterall
(2000) argues that “learner autonomy should not be seen as a goal only for highly committed
students completing optional courses” but “rather it should be seen as an essential goal of all
learning”(p. 109). There are increased demands upon a teacher to organize and facilitate the
learners being able to work increasingly on their own; however, the results can be an
increased enthusiasm by the learners to take more responsibility for their own learning.
Learner autonomy is an important part of a learner-centered classroom and Richard and
Rodgers (1986) believe that learners are more motivated when they have more control of the
learning process and when they have to communicate and cooperate with each other.
Constructionist learning theory gives support to the idea of leaner autonomy. Schcolnik et
al. (2006), commenting on constructivism in theory and in practice, state that Vygotsky’s
social emphasis on learning and Piaget’s cognitive structuring emphasis on learning are
intertwined and “since dialog, discussion, and interchange affect learning, teachers should
allow for activities requiring communication and exchange of ideas” (p.13). Film reports
and film skits are activities requiring learners to more fully engage with a film, and they
promote the idea of increased autonomy through discussion and exchange of ideas.
The use of films in a language course can be a great springboard for students to express a
greater interest in a language. Films have been shown to be highly motivating for students
as a language resource (Lin and Fox, 1999; Lonergan,1988; Sherman,2003; Stempleski and
Tomalin 1990; Stempleski and Tomalin 2001; Stempleski, 2003). Interactive activities
still need to be designed so that films can be pedagogically useful resources and therefore the
teacher has an active role in assisting, negotiating, and leading the learners. The teacher has
to thoroughly think through how to let the learners work more autonomously, but also to
allow the learners to be fully focused on their tasks. Film reports and skits are one way of
helping students to be more autonomous, to be better learners, and to reach their goals.
Learner Autonomy in a Film-Based Classroom 21
REFERENCES
Benson, Phil (2001). Teaching and Researching Autonomy in Language Learning. Harlow:
Pearson Education Limited.
Chen, Chun-Yin (2004). Effects of Cooperative Learning on L2 Listening. Selected
Papers from the Thirteenth International Symposium and Book Fair on English Teaching,
259-267. Taipei: Crane Publishing Company, Limited.
Cook, James (1995). The Art of Observation: Developing the Writing Process Through
Film. TESOL Journal, Vol. 5, No. 2, 6-8.
Cotterall, Sara (2000). Promoting Learner Autonomy Through the Curriculum: Principles
for Designing Language Courses. ELT Journal, Volume 54/2, 109-117.
Esch, E. (1996). Promoting learner autonomy: criteria for the selection of appropriate
materials. In R. Pemberton, E.S.L. Li, W.W.F. Or, and H.D.Pierson (eds.), Taking Control:
Autonomy in Language Learning (pp.35-48). Hong Kong: Hong Kong University Press.
Fox, Timothy R. (2004). Film Viewing and Good Citizenship.
Language and Literature, No. 14, 57-68.
Studies in English
Griffee, D.T. (1986). Listen and act: from simple actions to classroom drama.
Teaching Forum, Volume 24/2: 18-23.
Holec, H. (1981).
English
Autonomy and Foreign Language Learning. Oxford: Pergamon.
King, Jane (2002). Using DVD feature films in the EFL classroom. ELT Newsletter Article
88, February. Retrieved November 5, 2006, from http://eltnewsletter.com/back/february20
02/art882002.htm
Lee, Icy (1998). Supporting Greater Autonomy In Language Learning.
Volume 52/4, 282-289.
ELT Journal,
Lin, Hsiu Ju (2004). A Preliminary Study of Drama Activities in Large Non-English Major
EFL Classrooms: Application Procedures, Studies in English Language and Literature, No.
13, 45-52.
22 College English: Issues and Trends, Volume 1
Lin, Li-Yun (2004).
Learner Motivation in the Film-Based Classroom: The
Learner-centered Approach. Selected Papers from the Thirteenth International Symposium
and Book Fair on English Teaching, 538-546. Taipei: Crane Publishing Company, Limited.
Lin, L.Y.& Fox, T.R. (1999a). Implementing Video in the Elementary School English
Classroom.
Selected Papers from the Eighth International Symposium and Book Fair on
English Teaching, 477-481. Taipei: Crane Publishing Company, Limited.
Lin, L.Y.& Fox, T.R. (1999b). A study of motivational effects and related student
perceptions of skills improvement attained through the use of variously captioned authenticity
video materials. NSC88-2411-H-034-005. Taipei, Taiwan.
Lonergan, Jack (1988). Video in Language Teaching (3rd ed.).
University Press.
Cambridge: Cambridge
Maley, Alan and Alan Duff (1993). Drama Techniques in Language Learning (2nd ed).
Cambridge: Cambridge University Press.
Morley, Joan and Mary S. Lawrence (1971). The use of films in teaching English as a
second language. Language Learning 21:1, 117-132.
Richards, J.C. and T.S. Rodgers (1986). Approaches and Methods in Language Teaching,
Cambridge: Cambridge University Press.
Schcolnik, M., Kol, S., and Abarbanet, J (2006). Constructivism in Theory and in Practice.
English Teaching Forum, No. 4, 12-21.
Sherman, Jane (2003). Using Authentic Video in the Language Classroom.
Cambridge University Press
Cambridge:
Stempleski, S. and Tomalin, B. (1990). Video In Action: Recipes for using video in language
teaching. New York: Prentice Hall.
Stempleski, S. and Tomalin, B. (2001). Film. Oxford: Oxford University Press.
Stempleski, S. (2003). Integrating Video into the Classroom Curriculum. Selected Papers
from the Twelth International Symposium and Book Fair on English Teaching, 134-142.
Taipei: Crane Publishing Company, Limited.
Learner Autonomy in a Film-Based Classroom 23
The ABC of Economic Development (May 3, 2002). The Taipei Times, p.12. Retrieved
March 8, 2007, from http://www.taipeitimes.com/News/editorials/archives/2002/05/03/13442
3
Verriour, P. (1985). Face to face: Negotiating Meaning through drama.
Practice, 24, 181-186.
Theory into
Viera, Flávia (1994). Teaching for Autonomy. Practical English Teaching, Vol. 14, No. 3,
19-21.
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes.
Cambridge, MA: Harvard University Press.
24 College English: Issues and Trends, Volume 1
Appendix A
Film Report Guidelines
X
X
X
Your report should be about 1000 words (typed).
Choose any film (movie) that you are interested in for your report.
Include the following information in your report.
1.
Title of Film and Genre of the Film
2.
3.
Write a brief summary of the plot of the film - in your own words.
Which character in the film would you most like to meet? Why?
What would you say to her or him?
How do you think the character would respond?
Which character did you like the least in the film? Why?
What was your favorite scene in the film?
Describe the scene and describe why you liked it? Describe the setting (where the
scene takes place), describe the characters (names of the most important characters in
the scene), and describe the action (the main things that happen in the scene).
4.
5.
6.
What were your favorite lines in the film?
Write two lines and who said them /when they were said. Why do you like these lines?
7.
Tell me two things you learned about the actors in the film from the Internet
Movie Database. (http://www.imdb.com)
8.
What new words or phrases did you learn? Write 10 - 15 below.
Give a definition for 10.
9.
What were the filmmakers trying to tell us?
Do you think they were successful? Why or why not?
10.
11.
Was there anything you didn't understand about the film? What was it?
What did you learn about the culture of the country that the film was set in?
List 3 to 5 similarities and 3 to 5 differences with the culture on Taiwan.
12.
13.
What did you like best (acting, cinematography, music, etc.) about the film? Why?
What suggestions (describe one or two) do you have for making this film better?
Useful Internet Sites
General Movie Information
All-Movie Guide: http://allmovie.com
A massive database of film reviews and biographies
Drew’s Scripts-O-Rama: http://www.script-o-rama.com
A comprehensive collection of scripts and transcripts of feature films.
Learner Autonomy in a Film-Based Classroom 25
ESL Café’s Film Forum:
http://www.eslcafe.com/forums/student/viewforum.php?f=1
This is a site where learners of English can discuss films. This site also has different
pages where students can find the meanings of various slang, phrasal verbs, and idioms.
Looking for Words
Dictionary Site: http://dictionary.reference.com/
Probably the most useful dictionary site on the internet
Idiom Site: http://www.ocf.berkeley.edu/~wrader/slang/g.html
One of the best sites on the internet for idioms and slang
The Slangsite: http://www.slangsite.com
Has an in-depth collection of current and old slang.
26 College English: Issues and Trends, Volume 1
Appendix B
Film Skit Guidelines
For this FILM course I've asked you to present a short skit based on one of the films we will
watch in this course. The skit is a short drama performance either presented live in the class,
or recorded and then played in the class or a combination of live and recorded. You should
check to make sure your recording works on the equipment in the language lab at least one
week before your presentation.
1. The skits will be presented in groups of 3 to 5 students.
Groups 1, 2, 3, & 4 will present on Monday, December 12th and
Groups 5, 6, 7& 8 will present on Monday, January 2nd.
2. The skits should be approximately 5 minutes in length.
If the skit is too short (less than 3 minutes) or too long (more than 7 minutes) points will
be deducted.
3. The skit that you write and then perform is an imaginary scene from one of
the movies we've watched in class.
Example: The skit starts with a recreation of one of the scenes we've seen in a movie
and then takes a new direction. For example, you could have a skit based on School of
Rock in which Dewey and his band go to the Battle of the Bands, but this time they win it.
4. Try to use props (costumes, pictures, music, signs etc.) to make your skit
more realistic, entertaining, and easier to understand.
5. You need to prepare/write a script for your skit.
The script should include five to 10 vocabulary words or phrases that we have looked at
in class, i.e. on classroom vocabulary handouts. The script should be given to me two
weeks before your presentation, preferably by e-mail and a hard copy in class.
I will make some suggestions and possibly some corrections to your skit.
You can still make additional changes to your script before its presentation in the class.
The final script should be given to me within a week after your skit presentation.
⇒ Skit groups 1, 2, 3, & 4 should give me a script by Mon., Nov. 28th.
⇒ Skit groups 5, 6, 7 & 8 should give me a script by Mon., Dec. 19th.
6. The script should include 5 comprehension questions to test the audience's
understanding of the skit. The questions should be written on the script.
Provide small prizes for the first people to answer the questions correctly.
7. Try to involve all the members of your group as much as possible in the
performance of the skit.
8. Everyone in the group will be given a grade out of 100.
The skit is worth 10% of your final grade.
Evaluation of skit:
Learner Autonomy in a Film-Based Classroom 27
Content: (script)
25%
Clarity of Performance: 25%
Creativity:
Organization:
25%
25%
9. Key Dates to Remember:
November 28 First Draft of Script due for Groups 1-4
December 12 Groups 1-4 present their skits (Based on School or BILB)
December 19 First Draft of Script due for Groups 5 -8
January 2
Groups 5–8 present their skits (Based on Bend it Like Beckham,
Casablanca, or When Harry Met Sally)
28 College English: Issues and Trends, Volume 1
Appendix C Advanced English Listening and Oral Training in Films (N=35)
Could you please take a few moments to answer the following questions regarding our Films
class.
Your answers and comments will help me in selecting activities for future classes.
Please check the boxes
following the statements according to the following criteria.
SA=Strongly Agree, A=Agree, N=Neutral (Neither agree or disagree), D=Disagree, SD=Strongly Disagree
1. The organization of the class time was effective in helping me maintain interest in the
course. (i.e. There was a good balance between watching and discussing a movie.)
SA
12
2.
D
1
SD
0
Mean
4.2
Standard Deviation
.70
A
20
N
7
D
1
SD
0
Mean
3.94
Standard Deviation
.72
I found the movies chosen for this course to be interesting and helpful in learning
English.
SA
8
4.
N
3
We spent about the right amount of time on each movie.
SA
7
3.
A
19
A
18
N
9
D
0
SD
0
Mean
3.97
Standard Deviation
.70
I found the activities designed to discuss the material in the movies to be
interesting and helpful. (i.e. Questions for comprehension and discussion, Complete a dialog, Who
Said …?, Sound On-Picture Off, Looking at a movie back to front, Fill in the words to a song).
SA
14
5.
N
5
D
0
SD
0
Mean
4.26
Standard Deviation
.70
The activities and handouts designed to help me acquire English vocabulary were
helpful.
SA
17
6.
A
16
A
14
N
4
D
0
SD
0
Mean
4.37
Standard Deviation
.69
I thought the instructor provided clear explanations of the vocabulary and scenes in the
movies.
SA
14
A
16
N
5
D
0
SD
0
Mean
4.26
Standard Deviation
.70
Learner Autonomy in a Film-Based Classroom 29
7.
I found the group skits to be a helpful activity for practicing my English and reviewing
the movies presented in class.
SA
13
8.
N
7
D
0
SD
0
Mean
4.17
Standard Deviation
.75
I thought the movie report was a good way to give further feedback on a movie and was
a good class exercise.
SA
17
9.
A
15
A
17
N
1
D
0
SD
0
Mean
4.46
Standard Deviation
.54
I found the tests for the course to be well designed.
SA
8
A
17
N
8
D
2
SD
0
Mean
3.89
Standard Deviation
.77
10. I thought the instructor was well prepared for each class.
SA
19
A
14
N
2
D
0
SD
0
Mean
4.49
Standard Deviation
.61
30 College English: Issues and Trends, Volume 1
Appendix D Advanced English Listening and Oral Training in Films (N=38)
Could you please take a few moments to answer the following questions regarding our Films
class.
Your answers and comments will help me in selecting activities for future classes.
Please check the boxes
following the statements according to the following criteria.
SA=Strongly Agree, A=Agree, N=Neutral (Neither agree or disagree), D=Disagree, SD=Strongly Disagree
1.
The organization of the class time was effective in helping me maintain interest in the
course. (i.e. There was a good balance between watching and discussing a movie.)
SA
15
2.
D
0
SD
0
Mean
4.32
Standard Deviation
.62
A
27
N
4
D
1
SD
0
Mean
4.00
Standard Deviation
.62
I found the movies chosen for this course to be interesting and helpful in learning
English.
SA
15
4.
N
3
We spent about the right amount of time on each movie.
SA
6
3.
A
20
A
19
N
4
D
0
SD
0
Mean
4.29
Standard Deviation
.66
I found the activities designed to discuss the material in the movies to be interesting and
helpful. (i.e. Questions for comprehension and discussion, Complete a dialog, Who Said …?, Sound
On-Picture Off, Looking at a movie back to front, Fill in the words to a song).
SA
13
5.
N
8
D
0
SD
0
Mean
4.13
Standard Deviation
.74
The activities and handouts designed to help me acquire English
helpful.
SA
18
6.
A
17
A
17
N
3
D
0
SD
0
Mean
4.39
vocabulary
were
Standard Deviation
.80
I thought the instructor provided clear explanations of the vocabulary and scenes in the
movies.
SA
17
A
14
N
7
D
0
SD
0
Mean
4.26
Standard Deviation
.76
Learner Autonomy in a Film-Based Classroom 31
7.
I found the group skits to be a helpful activity for practicing my English and reviewing
the movies presented in class.
SA
10
8.
N
12
D
1
SD
0
Mean
3.89
Standard Deviation
.81
I thought the movie report was a good way to give further feedback on a movie and was
a good class exercise.
SA
8
9.
A
15
A
22
N
8
D
0
SD
0
Mean
4.00
Standard Deviation
.66
I found the tests for the course to be well designed.
SA
5
A
25
N
8
D
0
SD
0
Mean
3.92
Standard Deviation
.59
10. I thought the instructor was well prepared for each class.
SA
24
A
12
N
2
D
0
SD
0
Mean
4.58
Standard Deviation
.60
32 College English: Issues and Trends, Volume 1