Attitudes of Pupils to Tv Show Based Vocabulary Teaching in Efl Classes Essay Example

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The presence of low-frequency words in unsimplified texts often constitute a large part of these writings. This means that due to the scant availability of known words for the learners to serve as hints, deciphering unfamiliar vocabulary from the surrounding context becomes nearly unfeasible or impossible. In addition, it is challenging for EFL students to utilize these low-frequency terms along with high-frequency ones in contexts that are meaningful and natural to them. Consequently, most learners encounter issues when applying their vocabulary understanding in everyday scenarios. A potent solution to mitigate this issue is to source suitable authentic resources which can offer exemplary instances of these words or phrases in use.

The Research

Each individual possesses unique perceptions towards the materials presented, and these insights significantly contribute to their learning journey. As per Krashen (1987), the real drivers of language learning are "comprehensible input" and emotional state. According to his hypothesis, productive activities contribute to language learning only by reducing emotional hurdles or offering more understandable input. In our research, the words or phrases employed in glossary sections are chosen based on the educator's recognition of the students, their frequent usage and the difficulty level of specific vocabulary pieces. The study's choice of vocabulary lessons is rooted in the TV series “My Name is Earl (Season 1)”, used only once.

Between March 8 and April 23, 2010, workshops were conducted for seven continuous weeks. The commencement of each workshop involved studying a glossary section, examining approximately 15 to 20 terms. Following this study period, students were given gap fill exercises that they had to complete while viewing the subtitled television series.

After the final episode's conclusion, an individual questionnaire composed of twenty inquiries was handed out to participants. This survey included five questions rated on the Likert Scale which gauged aspects like interest level, effectiveness and applicability of the course components. The queries were pragmatically framed with an aim to evaluate student insights and feelings towards these lessons (refer Table 1).

In a single class session, 50 surveys were handed out and then gathered back, accomplishing a total response rate of 100 percent. As privacy for the participants was prioritised, they were instructed to reveal only their gender and withhold any personal information. The chosen sample group for this study came from three different classes at the International School of Sarajevo, BIH, consisting exclusively of teenagers aged 14 to15 years old. In terms of gender distribution among the respondents, it was evenly split with half being female and half male.

Conclusions

Our research entails carrying out statistical evaluations on all outcomes. Mainly, we select 3 as our median value in the context of a five-point Likert Scale. In Table 2, it's evident that the mean scores are assessed against this median from a 3 point scale. Our study indicates that with an increase in t value and decrease in p value (we adopt a p value of 0.05), variations become increasingly noticeable. Scores under 0.05 are deemed significantly different from 3, while those over 0.05 are considered equivalent to 3. To simplify, participants perceive values with a p-value below than 0.05 positively; nevertheless, their viewpoint remains uncertain.

Regarding the queries with values exceeding 0.05, our research indicates that all the p values

in this scenario are zero. This suggests that all the students have a positive perspective on these vocabulary lessons inspired by TV shows. Predominantly, they greatly desire to have more of such lessons and concur that these are their preferred and most intriguing vocabulary lessons that they find quite enjoyable. Conversely, even though they remain positive about having the opportunity to revise the specific vocabulary by viewing the corresponding episode at home, they appear to be less certain about this aspect.

Table 3 is utilized to determine if there's a notable difference in how men and women perceive vocabulary classes. It's essential to note that we've based our findings on a p value of 0.05. As per suggestions from statistical research, a higher t value and a lower p value denote a larger divergence in respondents’ viewpoints. The research reveals that for 18 items, there's no significant contrast, but for questions 16 and 8, men and women have markedly different viewpoints. In other words, with most other aspects, there's very little variation in the beliefs, perceptions, and opinions of male and female students - both groups share similar opinions about the classes and generally have comparable viewpoints. Nonetheless, the male students feel they are more motivated to attend the lessons due to these classes than their female counterparts. Further, male students hold a stronger belief than female students that these lessons aid in improving their speaking skills.

Proposals for Additional Investigations

In conclusion, both male and female students have shown optimistic views towards all enquiries and subsequent lessons. In aspects 16 and 8, the boys seemed to display a more positive outlook,

perhaps finding the lessons more engaging and enjoyable. This could be due to several reasons, such as the main characters being males who are portrayed as more likeable than their female counterparts. Such observations warrant in-depth studies with TV series featuring reputable female leads, thereby allowing a more comprehensive understanding of this gender disparity. Furthermore, the participants in this instance were teenagers aged between 14 and 15 years. Future research could consider younger children, older teenagers, and even adults to compare their attitudes to these findings. While this study utilized a specific comedy show in classroom teaching, exploring different types of TV series could provide further insights into this issue.

Research Constraints

The selected participants are all from the author's current classes. As such, their responses to the author's queries might not be entirely trustworthy. This inconsistency may occur because they are the author's pupils, likely experiencing trepidation when responding to the questions. They may also have particular preferences and varying English learning levels, ranging from B2 to C2. Similarly, they may express a preference or aversion towards answering certain questions, leading to potentially inaccurate responses. Furthermore, the author's expertise in computer science may not be comprehensive. Lastly, the scope of the questions might not encompass all vital areas of these vocabulary lessons.

Final Remarks

Overall, the feedback from students on courses featuring TV shows was highly positive, as they particularly enjoyed these lessons and requested more of such vocabulary classes. There were also suggestions for course enhancement where learners expressed interest in maximizing the use of TV shows in classrooms for a variety of stated reasons. These TV-show based learning

yielded substantial benefits such as increased motivation, enhanced student engagement, vital aid with fundamental skills and a boost in student-centered learning. This approach also boosted their confidence in class attendance and active participation, leading to improved retention. It is noticeable that students seemed to develop higher self-reliance in evaluating their own academic progress.

Taking everything into account, the acquisition of foreign language vocabulary is more effective when directly linked with suitable nonverbal cues. This practical connection is only achievable in real-world experiences or through the use of authentic footage. In the array of exercises promoted in this article, authentic footage in the form of television programs is not applied to burden students with unfamiliar language, contrary to what critics of authentic input might argue. Rather, through a sequential set of activities centered around a preselected video clip, viewing becomes regulated and intentionally aligned with the educational objectives established by the teacher for a specific session.

Consequently, the instruction and assimilation of vocabulary should not be isolated from an academic space, nor should it exclude the incorporation of authentic video materials in class sessions. This is due to students learning vocabulary more effectively within purposeful contexts, with TV shows playing a crucial role in providing realistic situations and conversational styles immensely beneficial for EFL learners. The positive impact of these programs should not be ignored but rather emphasized and nurtured through diverse methods and techniques. The affirmative influence that a curriculum based on TV shows has been observed to have on student attitudes towards both the course itself and vocabulary acquisition has been greatly appreciated. As expected, this research confirmed several assumptions, including one

about gender differences. Lastly, it was clear that students expressed a wish for more TV show inclusion in their lessons while also enjoying a positive atmosphere not only during but before and after classes.