Enhancing Grade Six Students’ Speaking Skill through English Movies: An Action Research
Tshering Phuntsho1* and Chencho Dorji2
11Department of School Education, Ministry of Education and Skills Development, Bhutan
22Norbugang Primary School, Samtse, Bhutan
*Corresponding Author: Tshering Phuntsho, Department of School Education, Ministry of Education and Skills Development, Bhutan.
Received:
March 01, 2023; Published: April 04, 2023
Abstract
The present study investigated the impact of English movies on the improvement of speaking skills of grade six students. The research utilized quantitative research approach which involved the pre- test post-test design. A total of 22 students participated in the study, comprising 13 boys and 9 girls. English proficiency achievement test was applied before and after the intervention activities in order to gather the data. The data gathered were analyzed using paired sample t test which revealed a significant difference in the post-test (x̅ = 64.6) compared to the pre-test (x̅ = 44.5). The significance value of 0.00 (P < 0.05) indicated that the use of English movies significantly improved the speaking skills of the grade six students. Therefore, it can be concluded that English movies can improve students’ speaking skills and enhance the teaching learning environment in the class.
Keywords: English Movies; Speaking Skills; Learning Satisfaction
References
- “English Oral Communication Needs of Bhutanese Students”. English Language Teaching 11.4 (2018): 74-81.
- Royal Education English (2016).
- Linse CT. “Practical English language teaching: Young learners”. New York: McGraw- Hill (2005).
- Bhutan Council for School Examination and Assessment. “Pupil Performance Report 2017” (2017).
- LaPrairie M. “A Case Study of English-Medium Education in Bhutan. England”. University of London (2014).
- Boonkit “Enhancing the Development of Speaking Skills for Non-Native Speakers of English”. Procedia Social and Behavioral Sciences 2.2 (2010): 1305-1309.
- Oradee T. “Developing Speaking Skills Using three Communicative Activities (Discussion, Problem Solving, and Role-Playing)”. International Journal of Social Science and Humanity 2.6 (2013): 533-535.
- Huang P. “An Exploration of EFL Learners’ Anxiety and E-learning Environment”. Journal of Language Teaching and Research 1 (2013): 27-35.
- Savasc M. “Why are Some Students Reluctant to Use L2 in EFL Speaking Classes an Action Research at Tertiary Level”. Social and Behavioral Sciences 116 (2014): 2682-2686.
- Occhipinti A. “Foreign Language Anxiety in in-Class Speaking Activities” (2009).
- Sherab K and Dorji P. “Bhutanese teachers’ pedagogical orientation in the primary classes: A factor on Quality Education”. JISTE 1 (2013): 18-28.
- Maxwell TW. “Action research for Bhutan”. In the Rabsel: The CERD Educational Journal 3 (2003): 1-20.
- Harmer J. “The Practice of English Language Teaching”. London: Longman (2001).
- Alrasheedi S. “Investigation of Factors Influencing Speaking Performance of Saudi EFL Learners”. Arab World English Journal (AWEJ) 11 (2020): 66-77.
- Torky SAE. “The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students”. (Doctoral dissertation, Ain Shams University, Cairo, Egypt) (2006).
- Khorashadyzadeh A. “Why to use short stories in speaking classes?” International Journal of Foreign Language Teaching in the Islamic World 2.1 (2014): 9-15.
- Omari FZI. “An Evaluation of the Teaching of the Speaking Skill in EFL Classrooms within the Framework of the CBA: The Case of 3rd Year Pupils in 3 Secondary Schools in Tlemcen”. (Unpublished Doctoral dissertation)”. University of Abou Bekr Belkaïd, Chetouane, Algeria (2015).
- Lindblad “Communication strategies in speaking English as a Foreign Language: in the Swedish 9th grade national test setting” (2011).
- “Teaching Listening and Speaking from Theory to Practice”. New York (2008).
- Celce-Murcia M. “Language teaching approaches: An overview”. Teaching English as a second or Foreign Language 2 (2001): 3-10.
- Arsyad A. “Media Pembelajaran”. Jakarta: Raja Grafindo Persada (2002).
- Liando NV., et al. “English major students’ perceptions towards watching English movies in listening and speaking skills development”. Advances in Social Sciences Research Journal6 (2018).
- Sadiku LM. “The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour”. European Journal of Language and Literature Studies1 (2015): 29-31.
- Derin S and Yıldız EÇ. “An Adlerian Analysis of" The Kid" Movie”. Education and Science/Egitim ve Bilim 193 (2018).
- Anthony DH., et al. “The use and interpretation of quasi-experimental studies in medical informatics”. J Am Med Inform Assoc1 (2006): 16-23.
- Teddlie C and Yu F. “Mixed methods sampling: A typology with examples”. Journal of Mixed Methods Research 1 (2007): 77-100.
- Seferoglu G. “Using feature films in language classes”. Educational Studies 1 (2008): 1-9.
- Florence Y. “Learning English through films: A case study of a Hong Kong class”. University of Hong Kong (2009).
- King J. “Using DVD feature films in the EFL Computer Assisted Language Learning” 15.5 (2009): 509-523.
- Yuksel D and Tanriverdi B. “Effects of watching captioned movie clip on vocabulary development of EFL learners”. The Turkish Online Journal of Educational Technology - TOJET 2 (2009): 48-54.
- Hsu CK., et al. “Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices”. Educational Technology and Society 1 (2013): 403-414.
- Zarei “The effect of bimodal, standard, and reversed subtitling on L2 vocabulary recognition and recall”. Pazhuhesh-e Zabanha-ye Khareji 49 (2009): 65-85.
- Al-Seghayer “The effect of multimedia annotation modes on L2 vocabulary”. Language Learning and Technology 5.1 (2001): 202-232.
- Berk R. “Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom”. International Journal of Technology in Teaching and Learning1 (2009): 1- 21.
Citation
Copyright