UNIVERSITE D’ABOMEY-CALAVI (UAC)

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FACULTE DES LETTRES, ARTS, ET SCIENCES HUMAINES (FLASHS- Adjarra)
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CENTRE UNIVERSITAIRE D’ADJARRA (CUA/ Adjarra)
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DEPARTEMENT D’ANGLAIS (DA)
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MEMOIRE DE LICENCE
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OPTION : Didactique de la Langue Anglaise

Examining The Influence of Movies on EFL

Beginner Learner’s Communication
Performance at CEG Les Cocotiers.

Rédigé par:
Fifamè Belvida Rosa Maria Sous la Supervision de:
KOÏ
Dr. Corneille S. TEBA
Maître-Conférences (CAMES) de Didactique
de la Langue Anglaise

Année Académique: 2024-2025

 Examining The Influence of Movies on EFL Beginner Learner’s Communication Performance at CEG
Les Cocotiers

Dedication

I dedicate this work to my parents Sébastienne Ahouansou and Mireille Ahouansou who
have brought me up and ensured my whole education.

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Acknowledgements

My heartfelt appreciation goes to the Almighty God who led me through by his excess love
to this level. I would also like to offer my sincere thanks to my supervisor Associate Professor
Corneille S. Teba for his advice, understanding, patience and leading during the whole research
work period. He is a precious source of rich experiences. My thankful to the Head of English
Department of University Center of Adjarra Associate Professor Viviane A. Hounhanou and
Associate Professor Servais D. Dadjo for motivating me during this educational process.

My respect and gratitude go to all the lecturers of Adjarra, especially those of the English
Department for giving me knowledge to mention but a few, Dr. Morel Mensah and Dr. Desire
Zinsouvi are far from being forgotten.

My family made the best efforts to support me and never made me fell upset or tired. I
cannot do this without all my friends and mates who have contributed in diverse ways to the
completion of this research work. From their constant nagging to polite reminders, I drew a lot
of inspiration.

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Table of contents
Dedication ............................................................................................................................ ii

Acknowledgements ............................................................................................................ iii

Table of contents ................................................................................................................. iv

List of Figures .................................................................................................................... vii

List of Tables .................................................................................................................... viii

Abstract/Résumé .................................................................................................................. x

GENERAL INTRODUCTION…………………….…………………………………..1
Chapter I Identification to the Study…………………………………..……………….5
1.1. Problem Statement........................................................................................................ 4

1.2. Objectives of the Study ................................................................................................ 4

1.3 Research Questions ....................................................................................................... 5

1.4 Significance of the Study............................................................................................... 5

1.5 Scope of the Study ......................................................................................................... 5

Chapter II Literature Review…………………………………..……………………….5

2.1 Conceptual clarification................................................................................................. 7

2.1.1 Movies as an Authentic Language Learning Tool ...................................................... 7

2.1.2 Definition of Authentic Materials in Language Learning .......................................... 7

2.1.3 Movies ........................................................................................................................ 7

2.2 Theoretical Framework................................................................................................ 11

2.3 Concluding remark ...................................................................................................... 16

Chapter III Methodology of the Study…………...……………..………………..…….5

3.1 Research Population .................................................................................................... 18

3.2 Sampling ...................................................................................................................... 18

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3.2.2 Learners .................................................................................................................... 18

3.3 The Research Instruments ........................................................................................... 19

3.3.1 Questionnaires .......................................................................................................... 19

3.3.1.1 Learners’ Questionnaire......................................................................................... 19

3.3.1.2 Teachers’ Questionnaire......................................................................................... 20

3.3.2 Interviews ................................................................................................................. 20

3.3.3 Classroom Observation ............................................................................................ 21

3.4 Data Collection Procedures ......................................................................................... 22

3.5 Methods of Data Analysis ........................................................................................... 22

Chapter IV Presentation of Results and Findings……….………..…………..……….5

4.1 Presentation of the Results .......................................................................................... 23

4.1.1 Data Collection Teacher’s Responses ...................................................................... 23

4.1.1.1 Teacher’s Academic and Professional Qualification ............................................. 23

4.1.1.2 Teachers’ Length of the Service ............................................................................ 24

4.1.1.3 Personal’s Perception about Using of Authentic Material in Class ...................... 24

4.1.1.4 Reasons why Setting Using Films and Movies are Important .............................. 24

4.1.1.5 Teachers Frequency of Using Films and Movies to Improve Communication Skills in
class.................................................................................................................................... 25

4.1.1.6 Learners’ react during Communicative Activities based on Watching Movies .... 26

4.1.1.7 Impacts of Films and Movies on Learner’s communication ................................. 26

4.1.1.8 The problems faced by teachers when using Movies and Films in class .............. 27

4.1.2 Students’ Responses ............................................................................................... 28

4.1.2.1 Students’ Year of Learning English ....................................................................... 28

4.1.2.2 Love for English .................................................................................................... 28

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4.1.2.3 Reason why Students Like English ....................................................................... 29

4.1.2.4 Learners Doing Communicative activities during English Class ......................... 29

4.1.2.5 Use of Movies and Films in Class ......................................................................... 30

4.1.2.6 Activities dealing with Movies .............................................................................. 31

4.1.2.7 Activities dealing with Entertainment Movies ...................................................... 31

4.1.2.8 Personal Opinions about Communicative Activities ............................................. 32

4.1.3 Data Collection on Classroom Observation. ............................................................ 32

4.1.4 Data Collection on Interview.................................................................................... 33

4.2 Discussion of Findings ................................................................................................ 33

4.2.1 Advantages and Challenges of Movies in Teaching Process ................................... 33

4.2.2 Teachers’ Strategies to Encourage Students ............................................................. 37

4.3 List of Findings............................................................................................................ 37

4.3.1 Finding from Teachers .............................................................................................. 37

4.3.2 Finding from Students .............................................................................................. 37

Chapter V Suggestions and General Conclusion……...……….……………………….5

5. 1 Suggestions ................................................................................................................. 39

5.1.1 Suggestions to Teachers............................................................................................ 39

Lesson Plan: Influence of Movies on EFL Beginner Learners’ Communication Performance

........................................................................................................................................... 40

UDE Table (Understanding by Design – EFL Movie-Based Lesson) .............................. 42

GENERAL CONCLUSION ........................................................................................... 43

REFERENCE LIST ........................................................................................................... 45

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List of Figures
Figure Title Page
Number
Figure 1: Teacher’s Academic and Professional Qualification TBD
Figure 2: Teachers' Perception on Authentic Materials
Figure 3: Learners’ react during communicative activities base on authentical TBD
materials.
Figure 4: The problems faced by teachers when using Movies and comics in class TBD
Figure 5: Students Year of Learning English TBD
Figure 6: Student Feeling about English TBD
Figure 7: Use of Movies and Comics in Class. TBD
Figure 8: Personal Opinions about Communicative Activities TBD

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List of Tables
Table 1: Sampled Population
Table 2: Teachers’ Length of the Service
Table 3: Reasons why Setting Using Films and Movies are Important
Table 4: Teachers' Frequency of Using Films and Movies to Improve Communicative Skills in
Class
Table 5: Impacts of Films and Movies on Learner’s Communication
Table 6: Reason why Students Like English
Table 7: Learners Doing Communicative Activities during English Class
Table 8: Activities Dealing with Movies
Table 9: Activities Dealing with Videos for Entertainment

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List of Acronyms
- EFL: English as a Foreign Language
- CEG: Collège d'Enseignement Général
- CLT: Communicative Language Teaching
- LMS: Learning Management System
-CAPES: Certificat d'Aptitude au Professorat de L'Enseignement Secondaire

-BAPES : Brevet d'Aptitude au Professorat de L'Enseignement Secondaire

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Abstract/Résumé
This research investigates the challenges and impacts of using movies as a pedagogical tool
to improve English as a Foreign Language (EFL) learners' communicative abilities at CEG Les
Cocotiers. The study addresses the primary issue of limited engagement and communicative
proficiency among beginner learners. The main objectives are to examine the effectiveness of
movies in enhancing language skills, explore teachers' and students' perceptions, and identify
strategies to overcome barriers in EFL classrooms. The study employs a mixed-methods
approach, utilizing questionnaires, interviews, and classroom observations as research
instruments. A sample size of 10 EFL teachers and 100 students participated. Findings reveal that
movies significantly enhance learners' engagement and communicative performance, though
certain challenges such as classroom management and time constraints persist.
Keywords: Movies, EFL, Communicative Skills, Beginner Learners, Pedagogical Tools

Cette recherche explore les défis et les impacts de l'utilisation des films comme outil
pédagogique pour améliorer les compétences communicatives des apprenants d'anglais langue
étrangère (EFL) au CEG Les Cocotiers. L'étude aborde la problématique de l'engagement limité
et de la compétence communicative chez les apprenants débutants. Les principaux objectifs
sont d'examiner l'efficacité des films dans l'amélioration des compétences linguistiques,
d'explorer les perceptions des enseignants et des élèves, et d'identifier les stratégies pour
surmonter les obstacles dans les classes EFL. L’étude adopte une approche mixte, utilisant des
questionnaires, des entretiens et des observations en classe comme instruments de recherche.
Un échantillon de 10 enseignants d'EFL et de 100 élèves a participé. Les résultats montrent que
les films améliorent considérablement l'engagement et la performance communicative des
apprenants, bien que certains défis, tels que la gestion de la classe et les contraintes de temps,
persistent.
Mots clés : Films, EFL, Compétences communicatives, Apprenants débutants, Outils
pédagogiques

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Language teaching is a complex process in a foreign language context without

use of technology. It is a fact that audio-visual materials are a great help in stimulating
and facilitating the learning of a foreign language. Many media and styles of visual
presentation are useful to the language learning. That is to say, all audio-visual materials
have positive contributions to language learning as long as they are used at the right time,
in the right place. In language learning and teaching process, learner uses his eyes as well
as his ears; but his eyes are basic in learning. It clearly contributes to the understanding
of another culture by providing vicarious contact with speakers of the language, through
both audio and visual means. It is observed that non-native speakers of a language rely
more heavily on visual clues to support their understanding and there is no doubt that
Movies is an obvious medium for helping learners to interpret the visual clues effectively.

No doubt that the communicative language teaching (CLT) is the most effective
approach in this respect. Accordingly, maintaining the communicative approach in
English language learning requires many issues to be considered by course designers and
teachers such as course design, classroom methodology, tools design, assessment, and the
like. Due to the complexity and difficulty of the speaking and listening because of the
associating skills and elements (Goh & Burns, 2012; Thornbury, 2005; Harmer, 2001), it
is important to think of any motivating and effective strategies that help support and
stimulate students’ learning. Among these effective strategies are videos, films, and TV
shows (Jonassen et al. 1998, 1996). In comparison to the textbooks and other traditional
tools that might fail to adapt to students’ needs and interests, video tools have got a great
level of interest as they bring authenticity, reality, flexibility, and variety to the EFL
classroom and curriculum development (Richards, 2007; Peacock, 1997; Stoller,1988).
Several empirical research studies have proved the usefulness and the impact of
multimedia on people in various fields such as policy, health, economy, and education is
no exception. The literature on foreign language tools design and several empirical studies
emphasized the importance of utilizing movies in EFL teaching on the basis of enhancing
students’ communicative skills and competence. Multimedia plays a great role in the

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improvement of English language proficiency. Video tools have been widely used in EFL
classroom because of their association with the communicative language teaching in
addition to their role in facilitating language learning and stimulating the students
(Kurniawan, 2015; Langer, 2010).

Teachers and course designers need to be more concerned about integrating video
tools into the classroom learning. Pedagogically, the goal behind this is to expose students
to the natural use of language. Incorporating movies into classroom teaching helps
provide learners with “multi-sensory input that is close to real life communication”
(Ishihara & Chi, 2004, p. 30). It is also believed that video tools allow both teaching and
learning to become more meaningful and interesting, and dynamic (Richards, 2007;
Lonergan, 1984). In addition, videos provide other facilities such as subtitles, play
controls, and captions (Pujola, 2002, Jonassen, 2000). Also, their usefulness lies in
exposing students to native speakers through a variety of videos such as movies, TV
advertisement, broadcasts, etc. Importantly, video tools solve the obstacles of travelling
to the English native speaking countries to meet native speakers.

As it known that deficiencies in vocabulary can make even a simple task very
difficult for our students. Audiovisual tools make meaning clearer by illustrating
relationships in a way that is not possible with words, which proves a well-known saying
that a picture is worth thousand words. In order to show the evidence of what said above,
I have undertaken this research work entitle: “Examining The Influence of Movies on EFL
Beginner Learner’s Communication Performance at CEG Les Cocotiers.

To achieve my goal, my research work has been divided into five chapters. The
first chapter deals with the introduction to the study, which includes: the problem
statement, the purpose of the study, the research questions, the significance of the study
and the scope of the study. The second one has to do with the literature review through
which I examine writer’s point of views about my topic, and then discuss them. Chapter
three is about the methodology of the study. As for chapter four, it is concerned with the

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findings of the study, the data presentation and discussion. The last chapter of my research
work is chapter five, which deals with recommendations, suggestions and general
conclusion.

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1.1. Problem Statement

Authentical materials are learning materials which make the learning situations as
real as possible and give us firsthand knowledge through the organs of hearing and seeing.
However, in teaching-learning process of English as a Foreign Language, the lack of
sources of motivation for learners form the main problem that teachers are confronted.
My concern in carrying out this research is to do something so as to contribute to the
improvement of Beginners learner’s ability to communicate with one another in English
as Foreign Language. Indeed, the aim of including a language in academic program is to
make learners able to speak easily with any English speakers.
The choice of this topic set my own experience. I remark that many EFL learners are
interested in English lesson and notably when it’s matter of use of authenticable materials
like Movies. Therefore, authentical materials (Movies) encourage learners to work
effectively and to be involved. Furthermore, the teachers in teaching suffer of lack of
materials. In fact, teachers like material have chalk, document d’accompagnement or Go
for English, blackboards and duster. So, the teaching of English in most of secondary
school are still based on memorization of grammar rules and vocabulary, and students are
rarely in contact with real facts; they are not well engage in what is taught and are not
able to use what they learn in their daily situation to practice the target language. In
addition, the insufficient of qualified teachers contributes to lower participation of
learners in English classes because of the lack of teacher about how to teach successfully
the target language.

1.2. Objectives of the Study

The general aim of this study is to examine the effective using Movies to improve
communicative skills in EFL classes. This aim subdivided into three specifics aims which
are: to investigate the impact of authentic materials like Movies in teaching language
process, to explore the advantages and the challenges of using Movies in classroom
context and to identify the strategies that can be adopted to motivate students to
participate to activities.

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1.3 Research Questions

This study concerns with the productive skills of the Beginner learners within the
context of speaking and reading abilities. The learners’ abilities are evaluated by means
of using Movies. Each of the participant out of school, they watched Movies whether to
observe online Movies affected on their communication abilities. In short, the study tries
to respond to the following questions:
1- How do Movies can affect the communication skill of EFL learners?
2- What strategies can be adopted to encourage students to participate to Classroom
activities?
3- What are the advantages and challenges of using Movies in teaching process?

1.4 Significance of the Study

Besides, the learners can concentrate on the language in detail and interpret what has
been said, repeat it, predict the response and so on. The learner can also concentrate in
detail on visual clues to meaning such as facial expression, dress, gesture, posture and on
details of the environment. Even without hearing the language spoken clues to meaning
can be picked up from the vision alone. Using visual clues to meaning in order to enhance
learning is an important part of Movies methodology.
The other point that should be focused is that in foreign language to interpret attitude
is very difficult owing to the fact that the listener concentrates himself on the verbal
message, not the visual clues to meaning. Movies gives the students practice in
concluding attitudes. The rhythmic hand and arm movements, head nods, head gestures
are related to the structure of the message. Moreover, the students have a general idea of
the culture of the target language. It may be enjoyable for the learners to have something
different for language learning apart from the course books and cassettes for listening.

1.5 Scope of the Study

This study is no more a project mainly focuses on the Beginners level that is the third
and fourth years of English study especially the first cycle of secondary school in other

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words 6eme and 5eme of CEG Les Cocotiers. Since, English is taught in Benin as a foreign
language, my study focuses on those aspects of teaching-learning process. The main
actors around whom the study will be done are Beginner EFL learners in secondary
school.
The next chapter deals with the literature review.

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This chapter is a selection of useful, important and interesting points of view,

information and quotations drawn from different books, journals and issues. It is a
compendium of what I have read, consulted for this study; it emphasizes the different and
theoretical aspects of the topic.

2.1 Conceptual clarification

2.1.1 Movies as an Authentic Language Learning Tool

In recent years, the use of multimedia, particularly movies, has gained traction in
language teaching, especially for English as a Foreign Language (EFL) learners. Movies
are increasingly recognized for their potential to serve as authentic materials, providing a
unique platform to introduce language in real-life contexts that are both engaging and
accessible for beginners. This section explores the role of movies as an authentic learning
tool in language acquisition, highlighting their characteristics and advantages for EFL
beginners.

2.1.2 Definition of Authentic Materials in Language Learning

Authentic materials in language learning refer to resources produced primarily for
native speakers that represent real-life language use (Gilmore, 2007). Such materials
provide learners with exposure to the language as it is naturally spoken or written, as
opposed to simplified, didactic language used in textbooks. Authentic materials
encompass various formats, including newspapers, music, television shows, and movies.
These resources allow learners to experience language in context, aiding in the
development of language skills and enhancing their understanding of cultural and social
nuances (Berardo, 2006).

2.1.3 Movies
According to Canning-Wilson (2000), “Movies can be defined as a selection and
sequence of messages in an audio-visual context”. Instructional Movies provide
information or advices on a given topic with the aim to inform or teach other persons. To

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narrow the range of Movies being considered in this study, the analysis is restricted to
Movies designed for conceptual knowledge development or simply understanding. A
related distinction can be made between inform and perform learning goals. Inform goals
are lessons that communicate information and perform goals have the aim to build
specific skills (Clark & Mayer, 2011).
A great advantage of Movies is that it provides authentic language input. Movies and
TV programs are made for native speakers, so in that sense Movies provides authentic
language input (Katchen, 2002). That is to say, it is obvious that the practical implications
of Movies in the classroom in any classroom environment it can easily be used; teacher
can step in the process whenever he wishes; he can stop, start and rewind to repeat it for
several times where necessary. Any selected short sequence from the program can be
utilized for intensive study. To pay special attention to a particular point in the program it
is possible to run in slow motion or at half speed or without sound.
Besides, the learner can concentrate on the language in detail and interpret what has
been said, repeat it, predict the reply and so on. The learner can also concentrate in detail
on visual clues to meaning such as facial expression, dress, gesture, posture and on details
of the environment. Even without hearing the language spoken clues to meaning can be
picked up from the vision alone. Using visual clues to meaning in order to enhance
learning is an important part of Movies methodology.
The other point that should be focused is that in foreign language to interpret attitude
is very difficult owing to the fact that the listener concentrates himself on the verbal
message, not the visual clues to meaning. Movies gives the students practice in
concluding attitudes. The rhythmic hand and arm movements, head nods, head gestures
are related to the structure of the message. Moreover, the students have a general idea of
the culture of the target language. It may be enjoyable for the learners to have something
different for language learning apart from the course books and cassettes for listening.
On the other hand, besides advantages, the disadvantages of Movies should also be
taken into account. The main disadvantages are cost, inconvenience, maintenance and

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some cases, fear of technology. Additionally, the sound and vision, quality of the copies
or home-produced materials may not be ideal. Another important issue in this case is that
the teacher should be well-trained on using and exploiting the Movies. Otherwise, it
becomes boring and purposeless for students.
 Effect of using Movies in the Classroom
The advantages of using Movies in an educational setting are multiples. Their
convenience and versatility make them an asset to students, teachers, and educational
institutions alike, whether elementary, high school, or higher levels.
 Advantages to students
Movies create a more engaging sensory experience than using print materials alone.
Learners actually get to see and hear the concept being taught, and they can process it in
the same way they process their everyday interactions.
They provide a go-to resource that can be watched from anywhere with an internet
connection. Movies are accessible on a multitude of devices including laptops, tablets,
and smartphones. This allows for viewing at the student’s convenience and from wherever
they are.
Movies increase knowledge retention, since they can be stopped and replayed as many
times as needed. They can also be reviewed long after the initial lesson was taught. They
greatly assist in the learning of all subjects, but particularly those topics that are complex
and/or highly visual, such as step-by-step procedures, problem-solving, or science and
math formulas.
They increase proficiency in digital literacy and communication, which are important
in twenty-first century skills. Movies are available on a multitude of devices.
Movies offer significant advantages for beginner learners. Firstly, the visual context
provided by movies aids in understanding and retaining new vocabulary and expressions.
For instance, scenes in movies can depict various situations, such as ordering food or
navigating an airport, which allows learners to link visual cues with language use,
facilitating comprehension (Ismaili, 2013). By observing characters in specific contexts,

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beginners can connect new vocabulary and phrases to their meanings effectively.
Additionally, movies serve as a motivational tool, as their storytelling nature
captivates learners' attention and enhances engagement. Research has shown that learners
are more likely to participate actively in language tasks when they are interested in the
content (Stephens, 2001). By choosing films that appeal to students’ interests, educators
can create an engaging environment that motivates learners to explore the language
beyond the classroom. The emotional and sensory engagement fostered by movies also
supports memory retention, as learners are more likely to remember language used in
meaningful and visually stimulating contexts.
 Advantages to teachers
Movies increase student engagement, which in turn helps boost achievement. If
students are interested in the material, they will process and remember it better. They offer
the flexibility to pause, rewind, or skip throughout the Movies to have class discussions
or review particular areas.
They enable teachers to create a flipped classroom or “blended” learning
environment. However, Movies are also beneficial to teachers who teach in traditional
classroom settings.
Digital Movies facilitate remote learning opportunities so that teachers can reach
students from all over the world. They also provide opportunities for student feedback
and assistance through Movies. This is helpful for students who are unable to attend
classes, or who need tutoring or review sessions.
Movies seek to change the roles of teachers from lecturers to facilitators. It’s
important to note that Movies are meant to enhance course materials and lectures not
replace them.
 Advantages to institutions
Great potential to improve marketing and communications. Digital Movies help to
broaden your audience by reaching a greater number of people. These can be posted on
your institution’s website or linked in an email or digital advertisement, or posted on

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social media.
More flexible faculty and staff training. It’s often difficult for schools to combine all
of their faculty and staff at the same time, resulting in fragmented information acquisition.
Using digital Movies as a delivery method for training ensures that your faculty and staff
have equal access to the information. Offering this option not only improves their
retention and recall, but also serves as an archive to review it any time.
Ability to record school events for live or on-demand viewing. When parents,
students, and alumni feel closer to what’s going on at your school, they’ll feel more
invested, thus increasing the likelihood of positive recommendations and engagement
with students new and old.
Digital Movies can be integrated into your institution’s learning management system
(LMS). Enabling Movies clips to be easily uploaded to your LMS provides an additional
resource for students and teachers.
The use of Movies in education shows a high return on investment (ROI) in those
institutions that employ a tool to measure it. This includes higher grades reported when
Movies review modules are offered and viewed before exams.

2.2 Theoretical Framework

Ladousse (2004:7) indicated that "role play is one of a whole gamut of communicative
techniques which develops fluency in language students, which promotes interaction in
the classroom, and which increases motivation." In addition, he pointed out that role play
encourages peer learning and sharing the responsibility for learning between teacher and
students. He suggested role play to be "perhaps the most flexible technique in the range"
of communicative techniques, and with suitable and effective role-play exercises,
teachers can meet an infinite variety of needs.
It is easy for a group of imaginative teachers experienced in using
Movies in ELT to sit down and draw up a list of different ways of using Movies in the
classroom. There are many accounts where interesting Movies lessons are reported in the
literature. Canning-Wilson (2000) suggests that as French as Second Language (FSL)

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educators, we must not lose sight of the educational purpose. It has in the language
classroom although it may be a popular tool to use with students. To get a successful result
in language teaching using the Movies as an aid there are some techniques that should be
benefited by both teacher and learner.
The growth of various audiovisual technologies in transforming the process of
learning is unbelievable (Mayya, 2007). In today’s audiovisual driven world, audiovisual
devices such as satellite and conventional televisions can offer easy access to authentic
programs which are considered to be a rich source of language. The immediacy of current
affairs programs ensures that learners’ exposure to the language is up-to-date and
embedded in the real life of native speakers.
Indeed, by recognizing the limitations in the environment in EFL context to provide
language input in a social situation, various audiovisual technologies can be incorporated
as sources of authentic language input (Bahrani & Tam, 2012). Regards to this, there are
unlimited sources of authentic language materials such as TV commercials, quiz shows,
cartoons, news clips, comedy shows, films, soap operas, songs, and documentaries that
language teachers and learners can utilize for language learning purposes. For the purpose
of the present research, some studies which have particularly focused on the use of news,
cartoons, and films as authentic language input to develop language learning are
reviewed.
Audiovisual news as pedagogically valuable and rich source of authentic language
input to be utilized for language learning has attracted the attention of many qualitative
as well as quantitative studies. As audiovisual mass media means technology that is
intended to reach a mass audience. It is the primary means of communication used to
reach the vast majority of the general public. The most common platforms for mass media
are newspapers, magazines, radio, television, and the Internet.
According to Wang (2015), there are three goals of teaching English with Movies
materials: firstly, is to facilitate the development of EFL learners’ language skill. It means
that the Movies can provide a lot of information for the learners, get their attention to

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focus on the material in the Movies, and improve their comprehensive linguistic
competence. Secondly, by using Movies materials, teachers help students to develop their
intercultural communication’s competence. When the Movies is presented in the
classroom, it does not only give information about the language, but it permits to the
learners to learn about culture of English native speakers. Then, it can support the
learners’ communicative competence in English. Thirdly is to grow students’ esthetical
values and abilities to appreciate English Movies of Artistic values. Regard on this case,
the Movies does not only present information about what the students have watched, but
it is expected to make the students have esthetic impressions of the Movies in their mind.
It can motivate them to have deep thinking and critical review. So, the students can get a
lot of benefits from the Movies.
Then, Harmer (2006) states that extending Movies in English language learning
provides cleverness to the students: seeing language in use, cross- cultural awareness, the
power of creation, and motivation. It means that Movies plays important roles in the
classrooms because the students do not only listen how the language used by native
speakers, but they also can see about the use of language in real-life context of
communication. It also allows the students to know about English native speakers’ culture
based on the setting of the story in the Movies. Then, it can develop the students’ creativity
and communicative competence because they can create their own Movies while using
or practicing the language. Moreover, the students can get more interest in learning
because they have opportunity to see the language in use as well as learn it from audio
recorder. In this case, the use of Movies provides advantages for the students. Harmer
(2006) also adds that the teacher needs to be aware of some problems that might appear
during the teaching and learning activities by using Movies:
 Nothing new syndrome can influence the effectiveness of using Movies in the class.
It happens because the teacher cannot facilitate the teaching and learning activities
in more interesting way, so the students just consider that the teaching and learning
activities by using Movies are as same as the other common learning activities.

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 The poor quality of Movies also is a factor that can influence the effectiveness of
employing the Movies in the class, for example the students will get problem to see
how the language is used in real context of communication.
 The poor viewing condition can affect the effectiveness of using Movies. When
using Movies in the class, the teacher has to ensure that the situation in the class
will facilitate the students to see the Movies clearly. In some cases, the Movies is
just brought into the class without considering the eligibility of the condition in the
class.
 Stop and start technique in using Movies might also fail to get the students’ interest
in learning because the teacher does not know very well how to apply the technique.
 The length of the Movies used in the classroom should be counted. It is not going
to be effective if the duration of the Movies takes too long, they may fall asleep or
lose their attention. Using short Movies will be one of the ways to get the students’
attention in learning activities.
 Technical problems might appear during the teaching and learning activities. The
teachers should get familiar with all the tools that will be used to support the
classroom activities.
According to Abukhattala (2015), integrating technology in the classroom will
successfully depend on the teachers’ roles; their beliefs and practices influence how they
use the technology in the classrooms. It means that the teachers have to be able to
anticipate some problems that may appear in running a course, especially in using Movies.
English language teachers also have to be able to choose appropriate Movies content that
refers to the instructional goal, (Bell & Bull, 2010). The teachers have to prepare and
carefully choose the Movies based on the students’ needs. It appears as one of the
teachers’ challenges in advance technology era nowadays because there are many Movies
formats and information that can be found easily in internet. Berk (2009) mentions that
there are numerous of Movies types that can be employed in the classrooms.
The choice of the Movies will depend on the teaching and learning objectives,

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students’ characteristics, and interests. In this case, the teachers can choose the following
types of Movies: drama, action, romantic, comedy, romantic-comedy, documentary, TV
program, commercials, college music Movies, and students’ own Movies. In other word,
the Movies content that will be presented in the class should match on the teaching and
learning objectives. Those criteria need the teachers’ extra efforts to filter suitable Movies
for the students. Wang (2015) added that inefficiency of using Movies materials in EFL
classrooms can still be found, such as dull classroom activities and teaching methods.
This condition shows the students’ activities and teachers’ ways in teaching by deploying
Movies also influential factor that can affect the effectiveness of employing the Movies
in the classrooms. In many realms of English language teaching, the teachers just present
it in very common activities that can influence the students’ interests and achievements.
Then, it cannot facilitate the students effectively during the teaching and learning
activities in the classrooms. Based on the information above, the use of Movies in the
EFL classrooms provide benefits for the students in teaching and learning activities. Yet,
it sometimes does not work effectively in the classroom owing to some challenges that
cannot be figured out well by the teachers as facilitator in the classrooms, such as limited
knowledge about techniques of using Movies in the classrooms.
Unlike news, the pedagogical value of comics as authentic language materials has
been the focus of limited number of anecdotal studies (Clark, 2000; Doring, 2002; Rule
& Ague, 2005). In an anecdotal study conducted by Clark (2000), it was highlighted that
cartoons can engage the attention of the learners and present information in a non-
threatening atmosphere. Besides, cartoons have the potential to encourage thinking
processes and discussion skills (Clark, 2000). Another study was carried out by Doring
(2002) focusing on the effect of exposure to cartoons on language learning. The results of
the study were indicative of the fact that the language learners who had exposure to
cartoons could produce oral answers that were very proactive and interesting in TOJET:
The Turkish Online Journal of Educational Technology 59 different discussions held in
the classes. Moreover, the discussions were rich and the students had high confidence.

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It seems that the high confidence that the language learners acquired was due to
exposure to cartoons which created low affective filter atmosphere for learning. In the
same line, Rule and Ague (2005) conducted a study providing evidence of the students’
preferences to use cartoons in language learning. According to Rule and Ague (2005),
“Movies are preferred because they create low affective filter atmosphere which causes
high degree of motivation”. This high confidence and motivation achieved through
exposure to cartoons has the potential to enhance the memory (Rule & Ague, 2005). They
also claimed that the students who use cartoons can improve different language skills and
achieve higher test scores. However, they did not specify which language skill(s) can be
improved through great amount of exposure to cartoons. Besides audiovisual news and
cartoons, films as another source of authentic language input has also been investigated
by some researcher (Chapple & Curtis, 2000; Gebhardt, 2004; Heffernan, 2005). Chapple
and Curtis (2000) carried out a research on the utilization of different films as authentic
and appropriate teaching materials in content-based instruction approaches in EFL
classrooms in Southeast Asia. The study emphasized how intrinsically motivating
materials such as films along with content-based instruction can help to improve language
learning. According to Chapple and Curtis (2000), films have many cross-cultural values,
provide excellent basis for the development of critical thinking skill, provide a rich source
of content for language learners, and offer linguistic diversities. These features of films
along with the motivating feature facilitate language learners’ oral communication
(Chapple & Curtis, 2000). Similar studies were also conducted by Heffernan (2005), and
Gebhardt (2004) focusing on enhancing motivation and language learning through the
use of films in language classrooms.

2.3 Concluding remark

To sum up three (3) parts can summarized the study: the claims made by the studies
conducted regarding the pedagogical values of the use Movies (News TV) as authentic
audiovisual mass media programs to provide the necessary language input for EFL
learners. For example, cartoons and Movies can enhance language learning through

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creating low affective filter atmosphere, and few studies have provided limited empirical
evidence on the effect of utilizing audiovisual mass media news in language learning
classrooms. Movies can be very relevant media and source of learning if it is presented
well by the teachers. The next chapter deals with the methodology I have used to collect
my data for the study.

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Of my thinking, the most difficult tasks of any research work are data collection. Thus,
to fulfill, I have firstly addressed series of questionnaires to both learners and English
teachers, then I have done interviews and finally I have proceeded to the classroom
observation.

3.1 Research Population

This investigation taken into account both EFL learners and teachers. English is
taught as foreign language in Benin secondary schools. Then, to have clear and reliable
information about my topic, I have decided to carry it out by choosing the secondary
school of CEG les Cocotiers. The following table shows the school as well as the number
of the students and teachers selected for the study.
Table 1: Selected Teachers and Students.
Secondary schools Teachers’ number Students’ number

CEG Les Cocotiers 10 100

3.2 Sampling
For my research work, these different categories of people have been selected.
3.2.1 Teachers
They are the main actors in the process of teaching and learning communicative skills.
It is up to them to manage their class according their syllabus. They are taken into account
for this study because the experiences and difficulties they encounter while teaching are
helpful.

3.2.2 Learners
They are important because no teaching activities can be effective if learners are not
taken into consideration. They are the target of any teaching and are directly affected by
the teacher’s management of the class. As a matter of fact, the way they behave in the
classroom depends on how much the teacher has based his lesson plan on their needs and

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interests. Most of them often judge their teachers on the basis of how classes are
interesting or not. So, a few questions are addressed to hundred (100) students would
surely add to the data, the analysis of which is necessary for a better understanding of
improving communicative skills in teaching and learning process.

3.3 The Research Instruments

The main instruments that I have used to carry out my research are:
- Questionnaire to EFL learners,
- Questionnaires to EFL teachers,
- Interviews with EFL teachers and others teachers,
- Classroom observations.
To have a clear understanding of this investigation, it is worth describing each of those
instruments.

3.3.1 Questionnaires

3.3.1.1 Learners’ Questionnaire

I have addressed questionnaire to the students in form fifth and sixth (5 ème) and 6eme
to have information about their opinions. Many of students succeeded in filling the boxes
and returned the questionnaires to me, because I have helped them in making the French
version of questionnaire. This questionnaire is made up nine questions which are
described as follows:
 The first Question is related to the learners’ year of learning English.
 The question two points out their feeling towards English language speaking.
 As far as question three deals with the reason why learners like English.
 The purpose of the forth questions is to see if the learners have opportunity to
do communicative activities in class.
 The question five is to check if EFL teachers use Movies in class.
 Through questions six and seven, I would like to know if the activities teachers
set with Movies improve student’s communicative Performance.

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 The goal of the question eight is to invite student to give their opinion about the
methodology that teachers used in class.
 The last question deals with their own suggestion on the use of Movies and
comics to improve their communicative Performance.
The sample of this questionnaire can be found in the annex.

3.3.1.2 Teachers’ Questionnaire

I used questionnaire to have insight about the role of Movies in improving learners’
communicative abilities. The teacher’s questionnaire consists of nine closed and open
questions. Besides, the main target of the questionnaire is to obtain the teacher’s opinion
about the subject under study. The following is a detailed description of each question:
 The first question helps me to know teachers’ academic or professional
qualification.
 The second question is about the number of year teachers have been teaching.
 The third and the fourth questions deal with the importance of use of
authenticable material like Movies.
 The fifth question is about the frequency of teacher’s use authentical materials
to improve communicative performance in classroom.
 The question sixth allows me to know how teachers motivate their class while
dealing with comics or Movies and if learners react positively or negatively.
 The seventh and eighth questions deal with the impacts and the problems that
teachers are faced when they use comics and Movies in class.
 With the ninth question I would like to get their own suggestion on the way
teachers improve student’s communicative abilities.
The sets of questions to teachers and to learners are put in the annex of this work.

3.3.2 Interviews
Interview is a research design which consists in asking questions to experienced
people in the field of one’s research.

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To collect information on my study, I have met some EFL teachers for the interviews.
I have used the interview aims at deepening the answers provided by the teachers through
the questions such as: What are authentical materials according to them? Are they
important in Benin educational system? How would teachers improve communicative
skills in Benin educational system? What strategies can be adopted to encourage students
to participate to activities? Their various answers enable me to know what they think on
teaching and learning communicative skills based on the use of Movies in EFL classes.
But, in order to get more about the problems, I have decided to undertake classroom
observation.

3.3.3 Classroom Observation

The most reliable way to have information on language teaching is to be an eye-
witness of the way language teaching and learning is conducted in classroom situation.
In order to succeed in this research, I made an internship courses, with the permission of
the English department of Adjarra and the authorities of the secondary school. In the same
way, I have elaborated with them some lesson/times planning and also agreed on what
was to be observed. Indeed, the purpose of my classroom observation is to:
- especially to know if Movies are used while dealing the courses or not;
- check if teachers teach students in good atmosphere while teaching Communicative
Skill;
- make sure that teachers use various ways to teach communicative skills;
- Know how students take part in the communicative activities.
My classroom observation helped me to crosscheck the data I have obtained from the
other research instruments. All the data collected have been analyzed and the results have
been presented in tables, charts and pie-charts according to each instrument. After having
gone through the method of my investigation I will display the results of my research
work and discuss them.

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3.4 Data Collection Procedures

I have distributed questionnaires to teachers as well as learners of the target schools.
Many of students succeeded in filling the boxes and returned the questionnaires to me,
because I have helped them in making the French version of questionnaire. To teachers, I
have also addressed the questionnaires. By this, I obtained all the answers from them.
I have addressed to the students 100 (hundred) questionnaires and I got all back.

3.5 Methods of Data Analysis

Apart from the target population I talked about, I tried to design questionnaires to both
teachers and students in order to get valuable and interesting data. I also have classroom
observation during this research work in the secondary school of CEG les Cocotiers. All
the data collected have been analyzed and the results have been presented in tables, charts
and pie-charts according to each instrument. After having gone through the method of my
investigation I will display the results of my research work and discuss them.

The next chapter is about the presentation of Results and Findings.

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This chapter includes two parts: one deals with the presentation of the results I have
collected in the course of my research work and part two is about the discussion of the
given findings.

4.1 Presentation of the Results

After collecting the data, I analyse them for consistency of response. I would
present some of them in tables and illustrate other in the charts and graphs. Frequencies
and percentages were worked out.

4.1.1 Data Collection Teacher’s Responses

4.1.1.1 Teacher’s Academic and Professional Qualification

Figure 1: Teacher’s Academic and Professional Qualification

4
3,5
Licence
3
BAPES
2,5
2 4 CAPES
1,5 Maîtrise
1 2 2 2
Master
0,5
0 0
Licence BAPES CAPES Maîtrise Master

The results in Figure 1 show that 20% of the considered teachers have been doing the
job with Licence degree; 40% of them have been teaching with Maîtrise degree and others
20% have also been doing with CAPES, (20%) of EFL Teachers are trained with Master
but none of them are trained with BAPES. This means that most of the teachers are not
qualified to do the job as it must be.

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4.1.1.2 Teachers’ Length of the Service

Table 2: Teachers’ Length of the Service.
Teaching service Frequency Percentage (%)
From 1 to 5 years 00 00
From 5 to 10 years 02 20
More than 10 years 08 80
Total 05 100

From the results of this table, it is clear that eighty per cent (80%) of the teachers have
been teaching above ten years. With this result, it is easy to guess the quality of teaching
they can provide the learners with.

4.1.1.3 Personal’s Perception about Using of Authentic Material in Class

Figure 2: Personal’s Perception about Using of Movies as an Authentic Material in
Class.

Important Very important

3; 30%

7; 70%

This pie chart shows that teachers are aware that authentic materials such as Movies
and films are very important in teaching learning communicative skills process that is the
reason why seventy per cent (70%) of teachers judge it is very important.

4.1.1.4 Reasons why Setting Using Films and Movies are Important
Table 3: Reasons why Setting Using Films and Movies are Important

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Importance of Setting Using Movies and Films Frequency Percentage

(%)
It breaks fear and shyness in learners 02 20
It facilitates comprehension of students 03 30
It offers opportunity to learners to participate in 05 50
the lesson
Total 10 100

The results of table 3 show that most of the teachers, that is fifty per cent (50%) said
that setting using Films and Movies are important in such a way that it offers opportunity
to learners to participate in the lesson while thirty per cent (30%) confessed that it
facilitates learners’ comprehension. For twenty per cent (20%) it is important in the extent
that it breaks fear and shyness in students. So, the majority of teachers recognize the
importance of using authentical material such as Films and Movies.

4.1.1.5 Teachers Frequency of Using Films and Movies to Improve Communication

Skills in class
Table 4: Teachers Frequency of using Films and Movies to Improve Communicative
Performance in class
Teachers’ Using Films and Movies in Frequency Percentage
Communicative Activities Frequency (%)
Always 00 00
Sometimes 04 40
Rarely 03 30
Never 03 03
Total 10 100

In order to know teachers’ frequency of using Films and Movies in communicative

activities, the result of table 4 above show that none of the teachers always use them; forty

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per cent (40%) mentioned sometimes, thirty per cent (30%) claimed that they rarely deal
with them whereas thirty per cent (30%) never make use of them. To sum up, the greatest
percentage show that teachers do not use authentical material in their class.

4.1.1.6 Learners’ react during Communicative Activities based on Watching Movies

Figure 3: Learners’ react during communicative activities base on authentical
materials.

20%

80%

Positively Negatively

This figure shows that authentical materials as Movies positively affect English as
foreign language teaching learning in general and communicative skills teaching
particularly. Most of the EFL teachers, eighty percent (80%) said that their learners react
positively during communicative activities when they use Movies or comics. The
communicative activities here are known as speaking done during the starter situation in
the learners-centered approach of EFL teaching that is being implemented in Benin. But
if the choice of Movies or Films is not appropriated, their influence on learners cannot be
positive, that may be the reason of twenty percent (20%) of teachers, that said their
learners react negatively.

4.1.1.7 Impacts of Films and Movies on Learner’s communication

Table 5: Impacts of Films and Movies on Learner’s communication

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What are the impacts of using Films and Frequency Percentage (%)
Movies on learner’s communication?
To make learners find interest in the language 04 40

To draw student’s attention during lessons 04 40

To get learners motivated 02 20
Total 10 100

The results in this table 5 show that forty per cent (40%) of teachers mentioned that
as impact, using Films and Movies make learners find interest in the language. For twenty
per cent (20%) of them, it makes learners motivated while for other forty per cent (40%)
they claimed that it draws student’s attention during lessons.

4.1.1.8 The problems faced by teachers when using Movies and Films in class
Figure 4: The problems faced by teachers when using Movies and comics in class

Problems
0; 0%

1;
10%

5; 50%
4; 40%

Noise making Student' misbehaviors Time sufficient None of them

I have seen from this figure that teachers have problems to use efficiently authentical
materials. Fifty percent (50%) of teachers are confronted to problem of time sufficient
because of the time devoted to each lesson. Those forty percent (40%) are faced student’s
misbehaviors when they used Movies for example. But only ten percent (10%) of them
have problem of noise making.

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4.1.2 Students’ Responses

As said above, hundred (100) students received my questionnaire sheet and all of them
give me a comeback. The system to be used here is to present the question and the answers
given by students and teachers in tables and figures.

4.1.2.1 Students’ Year of Learning English

Figure 5: Students Year of Learning English
80
70
60
50
40
30
20
10
0
More than 4 years 4 years

The results in this figure show that twenty-five percent (25%) of students have been
learning English for four years and seventy-five percent (75%) of students have been
learning English for more than four years.

4.1.2.2 Love for English

Figure 6: Student Feeling about English

100% 68%

50% 32% yes

0% no

yes
no

According to the results show in this pie-chat, sixty-eight percent (68%) of EFL
learners like English while thirty-two (32%) of them do not like it.

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4.1.2.3 Reason why Students Like English

Table 6: Reason why Students Like English
Reason for love of English Frequency Percentage (%)
Because it is an international language 09 09
Because I need English for my future career 51 51
Because of opportunities of knowing such a 40 40
language
Total 100 100

From the results of the above table, 09% of the learners like English because it is an
international language; 51% of them like English because they need it for their future
career and other 40% of the learners confirmed that they like English because of the
opportunities of knowing such a language. I noticed that learners have different goals
while learning English.

4.1.2.4 Learners Doing Communicative activities during English Class

Table 7: Learners Doing Communicative activities during English Class.
Have you ever done communicative Frequency Percentage
activities in class? (%)
No, I have never 09 09
I took one or more 62 62
I have always 29 29
Total 100 100

From the results of table 7 it is clear that 09% of learners confessed that they do not
ever done communicative activities in class whereas 62% of them said they have done it
one or more time and there are 29% students who have always done it before.

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4.1.2.5 Use of Movies and Films in Class

Figure 7: Use of Movies and Comics in Class.
Students’ Attitude toward the Impact of Lesson Planning in Classroom

Yes No

When asked whether their English teacher use Movies and films in class, ninety
percent (91%) of learners said that they do it but the nine percent (9%) other learners
replied “no” and they are all Beginners learners.

50%

40%
positively
30%
50% negatively
20% It depend
25% 25%
10%

0%
positively negatively It depend

This figure revealed lesson plan may affect classroom management positively (25%)
or negatively (25%) depending on the degree of effectiveness that lesson plan has, that is
to say if the lesson is well prepared from the part of the teacher, the learners will get more
engaged and less disruptive.

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4.1.2.6 Activities dealing with Movies

Table 8: Activities dealing with Movies.
Activities dealing with Movies Frequency Percentage %
Vocabulary 100 100
Writing 60 60
Speaking 42 42
Listening 92 92
Grammatical structure 100 100
Total 100 100
This table reveals that teachers used Movie to teach vocabulary and grammatical
structure while sometimes to organize the others activities.

4.1.2.7 Activities dealing with Entertainment Movies

Table 9: Activities dealing with Videos for Entertainment.
Activities dealing with Comic Frequency Percentage %
strips
Vocabulary 84 84
Writing 68 68
Speaking 72 72
Reading 45 45
Grammatical structure 70 70
Total 100 100

This table reveals that eighty-four percent (84%) of teachers use Entertainment
Movies to teach vocabulary and seventy- two percent (72%) use it to teach grammatical
structure while only forty-five percent (45%) use it to teach reading in class.

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4.1.2.8 Personal Opinions about Communicative Activities

Figure 8: Personal Opinions about Communicative Activities

No
0%

Yes
100%

This figure shows clearly that all of the learners find useful the different
communicative activities teachers do by using Movies and Entertainment Videos are, in
order to motivate them to learn the target language.

4.1.3 Data Collection on Classroom Observation.

After following the English courses with my elder teacher, I have noticed some
irregularities toward students’ behaviors. Many students come late to school and even
miss the English classes. Seating at the back or near the teacher, I all the time had eyes
on students in the classroom. Some of them followed the teacher’s explanations, whereas
the others do not. When teacher asks question to students, they were dubious to take the
floor. During communicative activities based on Movies and comics or Video for
Entertainment, I have noticed three stages: the first step “presentation” consist in
presenting a Visual Ads or Movies following by the words related to the materials. After
this, the teacher writes those words on the board. The second step “practice” engages
interpretation of the actions with their corresponding words or playing Movies for a
purpose (teacher give them instructions). The last step “production” allows learners to
produce and repeat words following pictures or a discussion following the Movies’
example.

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4.1.4 Data Collection on Interview

During the interview with teachers much useful information was collected: they are
multiple forms of authentical materials like pictures, board, maps, gesture, comic strips
and Movies… it can be deduced that to get students’ attention teacher must use these
materials to plan their lessons. So, they are very important in implementing student’s
active participation in course. For teachers, comics and Movies are great than verbal
skills. You can use these kind of authentical materials to improve learner’s abilities to
communicate. To encourage students to participate to activities, teachers must practice
active listening, focus on nonverbal communication, ask for feedback, practice speaking
and develop a filter.

4.2 Discussion of Findings

The data collected during this research and the results gotten from it shows that
learning communicative skills can be effective if Movies are used appropriately.

4.2.1 Advantages and Challenges of Movies in Teaching Process

The benefits of using Movies in an educational setting are numerous. Their
convenience and diversity make them an asset to students, teachers, and educational
institutions alike, whether elementary, high school, or higher levels. For the students,
Movies create a more engaging sensory experience than using course document alone.
Learners actually get to see and hear the concept being taught, and they can process it in
the same way they process their everyday interactions. They provide a go-to resource that
can be watched from anywhere after download. Movies are accessible on a multitude of
devices including laptops, tablets, and smartphones. This permits for viewing at the
student’s convenience and from wherever they are. Movies increase knowledge retention,
since they can be stopped and replayed as many times as needed. They can also be
reviewed long after the initial lesson was taught. They greatly assist in the learning of all
subjects, but particularly those topics that are complex and/or highly visual, such as step-
by-step procedures, problem-solving, or science and math formulas. They increase

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proficiency in digital literacy and communication, which are important 21st-century

skills.
As far as teachers concerned, authentical materials increase student engagement,
which in turn helps boost achievement. If students are interested in the material, they will
process and remember it better. Movies offer the flexibility to pause, rewind, or skip
throughout the Movies to have class discussions or review particular areas. They enable
teachers to create a flipped classroom or “blended” learning environment. However,
Movies are also beneficial to teachers who teach in traditional classroom settings. Digital
Movies facilitate remote learning opportunities so that teachers can reach students from
all over the world. Many Movies now contain analytics features that enable teachers to
track student engagement and attendance while viewing. Companies like next Thought
even provide platforms that can track how long a Movie was viewed for and what
percentage of the Movie was watched. This allows the facilitator to gauge the
effectiveness of the Movie. They provide opportunities for student feedback and
assistance through Movies. Movies seek to change the roles of teachers from lecturers to
facilitators. It’s important to note that Movies are meant to enhance course materials.
According to Artacho (2002, cited in Gordo Ayén, 2017, p. 20), Movies are
visually appealing and enjoyable to read and its represent a potential resource for visual
learning. They boost creativity, imagination and interest of learners. Movies strips help in
learning the meaning of image sequences. They can be acknowledged that the value of
comics for teaching English as a Foreign Language stems from their ability to reduce
students´ anxiety and lack of confidence (Sadam Issa, 2017). Stories have been always
regarded as a valuable educational resource to teach Foreign Languages and particularly,
English. Related to this, Littlewood (2001) and Saka (2014) state that stories have such
recognition since they provide learners with real world experiences. To which Barton and
Baguley (2014, cited in Ana, 2015, p. 72)) add that teaching through stories is entertaining
and helps students understand the world that surrounds them. Definitely, there are many
scholars who support the implementation of stories in the EFL classroom, as Catalá

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Carrasco (2007, cited in García Martínez, 2013, p. 15) expounds, frames have specific
characteristic that are extremely useful for the Foreign Language class Therefore, it can
be asserted that comics are ideal for young English learners.
However, in this advanced technology era, the teachers have to face some challenges
in using the Movies in the classrooms. The first challenge that the teachers have to face
relates to their capability in deploying Movies in the classroom and using other
technology devices. Computer, laptop, projector, earphones, and some other programs or
tools are commonly found in EFL classrooms. The teachers have to be the one who
masters very well how to use the devices to facilitate the students during the teaching and
learning process. Even they did not learn about technology in specific, but they have to
be knowledgeable figures. Then, they have to be able to apply some techniques in using
the Movies and the other devices, and also figuring out some barriers that may appear in
the class that can influence the students’ impressions in learning. I found during my
survey that a group of students in a class were so excited when they knew from their
teacher that they would be taught a new lesson by using Movies. Then, after a few couple
of minutes waiting for the Movies on, the students’ mood were slowly down because they
seemed getting bored and tired of waiting the Movies because the teacher got technical
problem, he did not have any idea to handle it. In this case, the teacher failed to build up
the students’ interest in learning because of technical problem in using the Movies.
Certainly, that matter was not expected to happen by every teacher when using any
devices, so the teachers have to fill out themselves with some technics to figure out some
problems that might appear. That kind of condition has to be anticipated by the teachers
because it will influence the teaching and learning process.
Overall, the teachers should enrich themselves with good understanding of
using technology in EFL classrooms. Then, another challenge in employing Movies in
EFL classrooms is the teachers’ capability in selecting appropriate Movies and comics
that can effectively support the students in improving their communicative competence.
Actually there are numerous English Movies produced nowadays, they can be accessed

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or downloaded easily in internet. However, the Movies that will be used in the class
should be in line with the purpose of teaching the language. The Movies should be
selected based on some criteria, such as students’ learning topics that refer to syllabus of
the school and also students’ English level. Unfortunately, not all teachers realize about
those things, so it influences to the effectiveness of learning process by using Movies. In
short, the teachers have to be able to provide appropriate Movies that will be presented
based on the students’ needs. Furthermore, the teachers have to have rich techniques in
teaching by using Movies. It means that the Movies should be presented in various
interesting and meaningful ways. When the Movies is presented, the teachers do not only
let the students to watch it and ask them to answer some questions relate to the Movies or
make the students to be passive viewers, but the teachers also need to encourage them to
be active viewer.
The teachers have to be able to understand and apply various techniques of teaching
by using Movies, such as full viewing, freeze framing technique, silent viewing, and
others (Harmer, 2006). If it is just presented in common way, it probably can get the
students’ interest, but it may not meaningful for the students. The students may enjoy
watching the Movies, but they may get difficulties to get, share, and practice the
information that they watch form the Movies. The last but not least challenge is the
teachers have to develop themselves as creator, producing Movies to fulfill their students’
needs in learning activities. Through intensive use of Movies, the students will demand
something that more interesting than the one that just created by someone else. The
teachers have to be able to facilitate the students’ needs and create effective Movies that
can support the students’ learning activities successfully. If the teachers just deploy some
Movies that they gathered from internet or bought in stores, the Movies are probably not
fresh from the oven anymore for the students. They might have watched the Movies, so
it could not be really effective for the students. The teachers are needed to develop their
creativity in creating more applicable Movies for the students.

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4.2.2 Teachers’ Strategies to Encourage Students

It’s important to select your Movies material carefully, considering the age,
language level and interests of your students. Younger learners tend to respond to cartoon-
like Movies with stories or fun characters, while teenagers and adult learners are more
likely to be interested in documentary style films, humorous Movies, or content that
relates to their interests or work. In fact, it’s also important to consider how advanced
your learners are when selecting content. In other words, if the Movies content is too
complex your learners will find it hard to understand and might lose motivation and
interest. Conversely, if it’s too easy, they’ll also get bored. It’s also key that you design
and grade classroom activities appropriately. Even low-level learners can answer simple
questions about complicated subjects and “easy” Movies Content can be used to spark
high-level debate and conversation. Tips and ideas on using Movies in the classroom.

4.3 List of Findings

4.3.1 Finding from Teachers

Throughout the analysis of the teachers and learners’ questionnaires, the following
findings were deduced: Then from the teachers’ answers, it is noticed that most of the
teachers are not qualified to do the job as it must be and do not follow the school based
trained as well. The majority of teachers sometimes use authentical materials but not as
habit. Teachers of CEG Les Cocotiers are aware of the importance of Movies/ Short Film
to Knowledge themselves in teaching-learning process of the language as a Foreign
Language. The use of such materials may affect learners’ attitude toward the language
and also can affect the duration of the course.

4.3.2 Finding from Students

Making an allowance for students’ answers, I succeed to collect information which
show that, since students are learning English (at least four years or more than it), they
do not all like English. The EFL students who like it have each of them, their reason such
as: international language, they need it in their future career or they have many

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opportunities with knowing such a language. For this, there are students intending Movies
/ Short Film using as tools of learning English. Despite these results, students agree with
combination of using comics and Movies in communicative activities; because they
recognize its importance in studying English as foreign language. There are also some
students who believed in the positive impacts of these tools to improve their daily learning
process and communications.
My investigations through classroom observation and interview have greatly
contributed to the confirmation of these results.
The next chapter is about the suggestion and Conclusion.

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This chapter is about the suggestions and general conclusion. These are addressed to the
teachers and learners

5. 1 Suggestions

5.1.1 Suggestions to Teachers

The most important thing in teaching a language is to speak comprehensibly. Teacher
should speak simply, clearly and repeat words that are difficult to pronounce. They can
also help their students learn how individual sounds are produced by showing the right
positions and movements of lips and tongue. Students should be motivated to speak
slowly, so that their pronunciation will be clear and more accurate. Limit Movies to about
five minutes or less, unless you are trying to relay a great deal of information. Maintain a
conversational and enthusiastic tone to keep learners engaged. Properly balance auditory
and visual elements throughout. Break Movies into short segments by topic or theme.
Include interactive and responsive features, such as a short quiz, to promote reflection
and ownership. When using Movies clips in the classroom, shorter clips (around five to
10 minutes) help students learn the information without being overloaded or losing their
focus. Longer Movies are also effective; however, their total length should typically be
limited to no more than 30 minutes. Showing Movies clips in short segments and keeping
the total length contained to a concise running time helps to keep viewers engaged. Using
captions and subtitles with Movies has also been proven to be effective in helping
student’s access and process information. This is especially important when considering
diverse student populations, including non-native English speakers and those with special
needs.

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Lesson Plan: Influence of Movies on EFL Beginner Learners’ Communication

Performance
Context:

- Institution: CEG Les Cocotiers

- Level: Beginner EFL
- Lesson Duration: 1 hour
- Focus: Enhancing communication performance through movie-based activities
Objectives:

1. Improve learners' listening and speaking skills.

2. Encourage cultural understanding and contextual language use.
3. Boost learners' confidence in communication by using scenes from movies.

Materials Needed:
- Selected movie clips (suitable for beginner levels)
- Projector/TV and speakers
- Worksheets for vocabulary and comprehension exercises
- Flashcards (optional)

Lesson Outline
1. Introduction (10 minutes)
- Introduce the movie clip and provide background on the scene.
- Teach key vocabulary to help with comprehension.
- Set the context for what learners should focus on while watching (e.g., greetings,
simple expressions).

2. Viewing and Discussion (15 minutes)

- Play the clip (2-3 minutes long).
- Facilitate a short discussion on what they observed, guiding them to notice tone,
expressions, and gestures.

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- Ask comprehension questions (e.g., Who are the characters? What are they talking
about?).

3. Guided Practice (15 minutes)

- Divide learners into pairs or small groups.
- Have them recreate or act out a short dialogue from the clip.
- Use prompts to encourage full-sentence responses.

4. Speaking Activity (15 minutes)

- Give each group a short, related dialogue or scenario to role-play, using expressions
from the clip.
- Observe and offer corrective feedback on pronunciation, tone, and fluency.

5. Wrap-up and Feedback (5 minutes)

- Recap the main vocabulary and expressions learned.
- Provide constructive feedback and encourage practice at home.

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UDE Table (Understanding by Design – EFL Movie-Based Lesson)

Stage Elements Details

Desired Results Learning Goals Develop EFL learners' communication

skills by using engaging movie clips to
practice language.

Enduring Students understand that movies are a

Understandings useful resource for learning
conversational English.

Essential Questions How do movies help in learning real-life

conversations?

Assessment Formative Assessments Observation of role-plays and

vocabulary exercises during the lesson.

Summative Short oral presentations or dialogues

Assessments based on movie scenes, assessing
fluency and comprehension.

Learning Plan Engagement Show movie clip; discuss characters,

context, and key phrases.

Practice Guided role-plays and group activities

using language from the clip.

Application Create real-life dialogues similar to

scenes, enhancing language relevance.

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CONCLUSION
As it has been shown in this paper, the benefits of using Movies tools in the language
classroom have been researched and asserted by scholars over the years. The different
approaches to language teaching have used Movies as an important tool in the language
acquisition. The overview of studies carried out to prove the importance of Movies in
language acquisition have helped to state the hypothesis in this research paper. The
researchers mentioned here have claimed that Movies help to enhance the language
teaching, as well as students’ comprehension of the new input. Movies tools also clarify
the meaning of words and messages, help in memorizing new vocabulary, and in gaining
students attention.
Summarizing, Movies tools are claimed to facilitate the learning process and to
improve the outcomes in the language classroom. This paper analyzes the development
of a research aimed to prove that MOVIES can help to enhance students’ learning and
facilitate teachers’ work.
The results of the questionnaires, filled up by students, clearly show their positive
attitude towards the use of Movies in the language classroom; what is more, the students
indicated their desire to have more classes based on multimedia Movies. At the same time,
they also confirm the fact that most of the classrooms were equipped with all the
necessary devices. Even though, their use is rather infrequent. The questionnaire handed
to the teachers aimed to clarify how frequently they used multimedia Movies tools in the
classroom, and their thoughts about the real benefits of this type of aids. The results prove
that teachers agreed that the use of multimedia Movies tools benefits the classroom
dynamics, gaining students attention and increasing their motivation. But they also
recognize that they hardly use them on regular basis regular basis. The infrequent use of
Movies is justified by the lack of time and unavailability of the technological devices.
This last statement, in fact, contradicts the students´ assertion that their language
classrooms had all the necessary equipment. Teachers’ answers proved that even though
they agree with the benefits of multimedia Movies tools, they are more concerned with

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timing issues. The results of the experiment carried out with the beginner’s students of
CEG Les Cocotiers clearly show the positive effects of including the multimedia Movies
in the language classroom.
With the change of the classroom dynamics, the students’ behavior was changes as
well. After the six sessions prepared for the group involved in the research were carried
out, the qualitative and quantitative data collected shows the positive effects experienced
by students due to the use of multimedia Movies tools. The data collected through
observation during the lessons shows a clear increase of students’ participation. Less
participative students seemed to be more engaged and relax and it was reflected in their
attitude, as they seemed more confident when speaking and interacting.
The results of the students’ answers to the questionnaire report that they have
experienced the benefits of multimedia Movies tools: they have felt more motivated and
more confident to express themselves orally. Movies have helped them to memorize new
vocabulary and understand the grammar with fewer explanations in the mother tongue.
And the learning has become more meaningful for them due to the contextualization of
the content, bringing the real world to the classroom with Movies and presentations.

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REFERENCE LIST
A- BOOKS:
1- Del Rey Cabrero, E. (2013). El cómic como material en el aula de E/LE : justificación
de su uso y recomendaciones para una correcta explotación. Revista española de
lingüística aplicada, 26, 177-195
2- Clark, R. C. & Mayer, R. E. (2011). E-Learning and the Science of Instruction:
Proven Guidelines for Consumers and Designers of Multimedia Learning. San
Francisco, CA: Pfeiffer.
3- Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives. Handbook 1,
Cognitive Domain, London, Longman.
4- Arends, Richard I. (1991) Learning to teach (2nd edition) College of Education
University. Maryland Mc Graw-Hill.Inc.
5- Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach? Arts
Education Policy Review.
B- ARTICLES
6- Abukhattala, Ibrahim. 2015. The use of Technology in Language Classrooms in
Libya. International Journal of Social Science and Humanity, Vol. 6, No. 4, April
2015.
7- Berk, R. A. 2009. Multimedia teaching with Movies clips: TV, movies, YouTube, and
mtvU in the college classroom. International Journal of Technology in Teaching and
Learning, 5(1), 1–21.
8- Bell, L., & Bull, G.2010. Digital Movies and teaching. Contemporary Issues in
Technology and Teacher Education, 10(1), 1-6.
9- ÇAKIR, Ismail. 2006. The Use of Movies as an Audio-Visual Material in Foreign
Language Teaching Classroom. The Turkish Online Journal of Educational
Technology – TOJET October 2006 ISSN: 1303-6521 volume 5 Issue 4 Article 9.
10- Alshraideh, D. S. (2021). EFL Learners’ and Teachers' Perception toward the Use
of Online Moviess in EFL Classes. Arab World English Journal, 12 (1) 215 -228.

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11- Bahrani, T., & Tam, S. S. (2011). Technology and language learning: Exposure to
TV and radio news and speaking proficiency. Kritika Kultura (17): 144-160.
12- Bahrani, T., & Tam, S. S. (2012). Informal Language Learning Setting: Technology
or Social Interaction? The Turkish Online Journal of Educational Technology 11 (2):
142-149.
13- Bahrani, T., & Tam S. S. (2012). Audiovisual News, Cartoons, and Films as
Sources of Authentic Language Input and Language Proficiency Enhancement.
TOJET: The Turkish Online Journal of Educational Technology 11 (4): 56-64.
14- Chih-cheng, L. (2012). Moviess and Animations for Vocabulary Learning: A Study
on Difficult Words, Yi-fang TSENG 346-355.

C- UNPUBLISHED DISSERTATION
15- Nestor G. S. (2017) “Using Visual Aids in Communicative Activities to Improve
Post-Beginner Learners’ Oral Fluency in Benin: The Case Study of Some Secondary
Schools in Oueme Region”. Memoire de Licence FLASH UAC
16- Evariste Hinnoutondji Somassè (2016) “Impacts of Indiscipline on EFL Teaching
And Learning Process In Post – Beginners Classes in Benin: Case Studies of Some
Secondary Schools in Zou Region”. Memoire de Maitrise Es- Lettres. CUA/ Adjarra
17- Gérard Assinou (2016) “Promoting Speaking in EFL Classes: A Case Study of CEG
Tchaada”. Memoire de Licence FLASH Adjarra

D- Websites
18- https://americanenglish.state.gov Retrieved on 07/11/2024 at 10-35 am
19- https://www.english.com
20- https://manpowergroup.com
21- masterclass.com
22- DOI: https://dx.doi.org/10.24093/awej/vol12no1.15
23- The Partnership for 21st Century Skills (2018). A framework for 21st century

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learning. http://www.p21.org Retrieved on 03/11/2024 at 11-15 am

E- Dictionary
24- Hornby, A. S. Oxford Advanced Learners’ Dictionary of Current English (9th
edition). Oxford: Oxford University Press.

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Dear teachers! I am dealing with a research work about “Examining the Influence
of Movies on EFL Beginners Learner’s Communicative Performance” and your
collaboration through your answer and opinions is highly requested. Your identity is not
needed and your answers and opinion are used as reliable data for the findings of my
research work. Please, check the box which best illustrates your opinions or answers.
1- What is your highest academic and professional qualification?
a- Licence  b- Master  c- BAPES  d- CAPES  e- Maîtrise 
2- How long have you been teaching English?
a- 01 to 05 years  b- 06 to 10 years  c- More than 10 years 
3- How do you perceive the using of authentic material in teaching learning process?
a- Important  b- Not Important 
c- Very Important  d- Somewhat Important 
4- Why setting using Movies are important in Beginners classes?
a- It breaks fear and shyness in learners 
b- It facilitates students’ comprehension 
c- It offers opportunity to learners to participate in the course 
5- How often do you use authentical materials like Movies to improve communication
skills in your classroom?
a- Always  b- Sometimes 
b- Rarely  d- Never 
6- How do your learners react during communicative activities base on authentical
materials?
a. Positively  b. Negatively 
7- What are the impacts of using Movies on learner’s communication?
a. To make learners find interest in the language 
b. To draw students’ attention during lessons 
c. To get learners motivated 
8- What are the problems faced by teachers when using such authentical materials?

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a. Problem of noise making 

b. Students’ misbehaviors in the classroom 
c. Time insufficient 
d. None of them 
9- What do you think will help you improve students’ communicative abilities?
(Make suggestions and recommendations)
………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………

Thank you!

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Questionnaire Addressed to Learners

Dear student, I am dealing with a research work about the impact of Movies using
on the EFL Beginners Learners’ communication abilities, and your contribution is
highly requested.
Your identity is not needed and your responses will be used as reliable data. Please,
check the box which best illustrates your opinion/answer.
1. How long have you been learning English?
a- Four years b- More than four years
2. Do you like to speak English?
a- Yes b- No
3. If yes, why?
a- Because it is an international language
b- Because I need English for my future career
c- Because of opportunities of knowing such language
4. Have you ever done communicative activities in class?
a- No, I have never
b- I took one or more
c- I have always taken
5. Does your English teacher use Movies with you in class?
a- Yes b- No
6. What activities do you do with Movies?
a- Vocabulary yes no
b- Writing yes no
c- Speaking yes no
d- Listening yes no
e- Grammatical structures yes no

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7. What activities do you do with Movies for Entertainment?

a- Vocabulary yes no
b- Writing yes no
c- Speaking yes no
d- Listening yes no
e- Grammatical structures yes no
8. In your opinion, was the methodology used in the course helpful to enhance your
level of communication?
a- Yes b- No
9. Have you any other suggestion? Mention them.
………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………….
Thank you!

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Questionnaire aux élèves

Chers apprenants, je suis en projet d’enquête sur l’utilisation des Films sur les
techniques de communication des élèves apprenant d’anglais comme seconde langue, et
ta contribution est vivement souhaitée. Ton identité n’est pas nécessaire et ta réponse est
importante. Vérifie le cadre qui exprime bien ton opinion ou ta réponse.
1. Depuis quand apprends-tu l’anglais ?
a- Quatre ans b- Plus de quatre ans
2. Aimes-tu t’exprimer en anglais ?
a- Oui b- Non
3. Si oui, pourquoi?
a- Parce que c’est une langue internationale
b- Parce que j’en ai besoin pour ma carrière envisagée
c- Parce que connaître cette langue nous donne des opportunités
4. As-tu eu l’opportunité de faire des activités communicatives en classe ?
a- Non, je ne l’ai jamais fait
b- Je l’ai fait une fois ou plus
c- Je l’ai toujours fait
5. Est-ce que ton professeur utilise les Films avec vous en classe ?
a- Oui b- Non
6. Quelles activités fais-tu avec les vidéos ?
a- Vocabulaire oui non
b- Ecrire un texte oui non
c- Parler oui non
d- Ecouter oui non
e- Structures grammaticales oui non
7. Quelles activités fais-tu avec les bandes dessinées en classe ?

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a- Vocabulaire oui non

b- Ecrire un texte oui non
c- Parler oui non
d- Ecouter oui non
e- Structures grammaticales oui non
8. Pour toi, est-ce que la méthodologie utilisée en classe t’aide à améliorer ton niveau
de communication ?
a- Oui b- No n
9. As-tu d’autres suggestions ? Mentionne-les.
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Merci

Written by Fifamè Belvida Rosa Maria KOÏ Page 53

Examining The Influence of Movies on EFL Beginner Learner’s Communication Performance at
CEG Les Cocotiers

Interview
Name:…………………………………………………………
Profession:…………………………………………………….
1- What are authentical materials according to them? ………….....................
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2- Are they important in Benin educational system? .........................................
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3- How would teachers can improve communicative skills in Benin educational
system?......................................................................................................
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Thank you!!!

Written by Fifamè Belvida Rosa Maria KOÏ Page 54