The Effects of Film-Based Instruction on Japanese University Students' Motivation in Learning a Foreign Language

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  • 映画を使用した指導による日本人大学生の英語学習に関わる動機づけへの影響
  • エイガ オ シヨウ シタ シドウ ニ ヨル ニホンジン ダイガクセイ ノ エイゴ ガクシュウ ニ カカワル ドウキズケ エ ノ エイキョウ

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This study investigated the effects of film-based instruction on Japanese EFL learners' motivation in 16 components such as ideal L2 self, ought-to L2 self, cultural interest, interest in the English language, integrativeness, instrumentality and so forth. The participants included 55 Japanese university students in two classes at a university of teacher education in Japan. A pre- and post-test quasi-experimental design was employed with 27 students in the experimental group and 28 in the control group. Prior to the intervention, both groups were given a pre-questionnaire on L2 motivation. Then, the experimental group received film-based instruction, while the control group received an English instruction without using films for one semester. After the intervention, both groups completed a post-questionnaire on L2 motivation. The collected data was analyzed with one-way analysis of covariance, and the results indicated that the experimental students significantly improved in eight L2 motivation components. In addition, the experimental group completed a post-questionnaire on the film-based instruction they received, and the results indicated that the experimental students had positive attitudes toward the instruction, and what elements of the film-based instruction contributed to improving students' L2 motivation. Based on the results, pedagogical implications for using films are discussed.

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