Effects of Movies and Gender on Learning English Idiomatic and Everyday Expressions among Iranian EFL Learners

Autor/inn/en	Iranmanesh, Asma; Darani, Laya Heidari
Titel	Effects of Movies and Gender on Learning English Idiomatic and Everyday Expressions among Iranian EFL Learners
Quelle	In: Malaysian Online Journal of Educational Sciences, 6 (2018) 3, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-3024
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Films; Gender Differences; Language Tests; Student Placement; Figurative Language; Majors (Students); Undergraduate Students; Indo European Languages; Native Language; Scores; Language Proficiency; Foreign Countries; Instructional Materials; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Film; Geschlechterkonflikt; Language test; Sprachtest; Schülerpraktikum; Indoeuropäisch; Language skill; Language skills; Sprachkompetenz; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	For years, finding ways and materials to make the learning experience for EFL learners more inspiring and fruitful has been one of the most important tasks of English teaching. The main aim of this study was to examine the effects of movies and gender on learning English idiomatic and everyday expressions among Iranian EFL learners. The sample of this study was composed of English major students of Islamic Azad University, Isfahan (Khorasgan) Branch. Their first language was Persian and their age ranged between 25 to 45. The participants were 30 male and female students who were chosen based on their scores on a placement test which was taken to make sure that they were in the same level of English language proficiency. A true experimental design was used in which pretest-treatment-posttest was utilized. Data collection tools were: Oxford Quick placement test, a pretest, a posttest, and the teaching material. There was a pretest on vocabulary which was followed by the treatment, the participants watched movies and vocabularies were explained by the teacher through asking the students guess the meaning or get help from the texts they had. The posttest was administered after the treatment. Paired-samples t-test and independent-samples t-test were run on the data. Results showed that movies had significant effects on learning English idiomatic and everyday expressions among Iranian EFL learners and it improved learning. Moreover, gender had no significant effects on learning English idiomatic and everyday expression among Iranian EFL learners. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: http://moj-es.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01