Promoting English language learning among limited English proficiency learners through movies
English language learning in a non-native environment is always a challenge. This is especially so among limited English proficiency (LEP) learners. Despite having eleven years of instructions in English in primary and secondary school, there are still quite a number of LEP learners entering the...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2021
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| Online Access: | http://journalarticle.ukm.my/17872/1/52295-171710-1-PB.pdf http://journalarticle.ukm.my/17872/ https://ejournals.ukm.my/malim/issue/view/1438 |
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| Summary: | English language learning in a non-native environment is always a challenge. This is
especially so among limited English proficiency (LEP) learners. Despite having eleven years
of instructions in English in primary and secondary school, there are still quite a number of
LEP learners entering the university. This may be attributed to lack of exposure to the
language, as classroom instruction alone is not sufficient for mastery of a second language.
Although English is widely spoken in Malaysia, this does not apply to all communities,
especially in rural areas. In such circumstances, watching movies in the target language can
provide the necessary exposure, the ample amount of listening and reading in the target
language, which provides the comprehensible input essential for language acquisition. Movies
also come with closed captions, which not only help the learner recognize the words but also
enable them to look up the words in a dictionary. An action research was conducted to
investigate the effectiveness of using movies in a Foundation English course. This paper details
the implementation of movie viewing in the course and presents the usability and
appropriateness of using English movies in the acquisition of English language skills and
creating cultural awareness among LEP learners. Finally, this paper highlights the learners’
responses regarding their experience in watching the movies. These responses provide
invaluable insights into the impetus for future use of movies in the ESL classroom. |
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