Bahman Gorjian Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran

Transcription

1 THE ROLE OF PEDAGOGICAL FILMS IN DEVELOPING IRANIAN PRE-INTERMEDIATE EFL LEARNERS SPEAKING SKILL: THE CASE OF MOTIVATION Noushin Dorshomal Department of English, Science and Research Branch, Islamic Azad University, Khouzestan, Iran Bahman Gorjian Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran Abdolreza Pazhakh Department of English, Dezful Branch, Islamic Azad University, Dezful, Iran ABSTRACT This study investigated the role of pedagogical films in developing Iranian pre-intermediate students speaking skill among English as foreign language (EFL) learners. It also dealt with the role of pedagogical films on learners' motivation to participate in speaking activities interactively. Speaking skill is one of the challenges in Iranian classroom since teachers in EFL classes focused mostly on written cues rather than spoken tasks. Thus this research hypothesized that using interesting and short films may affect their speaking skill and also motivation. This issue has been somehow rarely explored in Iranian universities. The reason for this may have been the poor performance of pre-intermediate students in speaking EFL. To achieve this purpose, a proficiency test was administered to 120 university students. Then 54 pre-intermediate language learners who were homogeneous in terms of their rank scores were selected and randomly divided in two equal groups in size. i.e., as experimental and control groups. To assess their speaking proficiency at the beginning of the treatment period, both groups participated in a pre-test interview and scored based on a speaking checklist (Hughes, 2003) and filled in a motivation questionnaire (Dornyei, 2003; Dornyei, Csize & Nemeth, 2006; among others). Experimental group watched the pedagogical films and the participants in control group listened to the audio CDs of those films. After 10 sessions of treatment, both groups were interviewed on the similar topics covered in the pre-test and filled in the same questionnaire. The effect of pedagogical films on the groups speaking achievement was evaluated through Independent Samples t-test analysis. Moreover, the learners motivation on the post- questionnaire was assessed through Mann-Whitney U test. Results showed that experimental group outperformed control group since pedagogical films had a positive effect on developing speaking skill among pre-intermediate EFL learners (p<05) in the experimental group. EFL teachers may use pedagogical films to raise the learners motivation which reciprocally affects their participation in classroom speaking activities. KEYWORDS: Pedagogical films, EFL Learners, speaking skill, motivation 254

2 INTRODUCTION Speaking is an important skill in learning English as a foreign language (EFL). Since learners need it for communication (Nunan, 2001). According to Nakagawa (2011), there are different opinions about what successful speaking is. Bailey and Savage (1994, pp. 6-7) believed that Speaking in a second/foreign language has often viewed as the most demanding of the four skills. Perhaps the most difficult aspect of spoken English is that it is almost always performed via interaction with at least one other speaker. This means that a variety of demands are in place simultaneously: monitoring and understanding the other speakers, thinking about one s own role, producing that contribution, monitoring its effects, and so on. This is one reason why many of second/foreign speakers are shocked and disappointed when they use second/foreign language for the first time in real interaction. In other words, they are not prepared for spontaneous communication and cannot cope with all of its simultaneous demands (Celce-Murcia, 2001, p.103). Most foreign language learners in Iran face difficulty in speaking in English (Dolati & Mikaili, 2011). English is a foreign language in Iran. Iranian students, after studying English even at advanced levels face problems to express themselves. One reason may be that English is taught formally as a foreign language and only grammar and translation have been focused upon at schools. Therefore, many people have been complaining that Iranian students cannot speak English in spite of studying English for six years or more (Ohato, 2005). Since, "speaking in a second or foreign language has been viewed as the most demanding of the four skills" (Bailey & Savage 1994, P. 7). It is important for most of the instructors to equip themselves with up-to-date techniques and methods of teaching this skill. Most teachers are constantly looking for new ways to encourage students to practice their oral English and speak spontaneously (Essberger, 1998). When students attend English classes they seek for something more interesting, they want fun, a way for showing themselves and talk. They may be motivated through watching films to fill this gap. One of these ways is using pedagogical films related to the curriculum. Nowadays, using pedagogical films, as audio-visual (A/V) aids, has taken into consideration in teaching EFL. This research seeks to do a comparative study to see the effects of pedagogical films on speaking. This goal can be achieved through the usage of pedagogical films in classrooms. Study in this area is essential for both teachers and students because it will indicate the values of films in EFL classrooms (Writers, 2012). The results of this study will give teachers good insights about using pedagogical films in classrooms. The results will be further significant for language learners to use the strategy. Furthermore, students feelings towards this strategy will be discovered. REVIEW OF LITERATURE Ellis (1994) states that a strategy contains a mental or behavioral activity associated with some specific stage in the overall process of language acquisition or language use. Also, leaning strategies are particular actions that performed by the learner to make learning faster, easier, more effective, more enjoyable, more self-directed, and more transferable to new situations (Oxford, 1990). On the whole, learning strategies consist of learning instruments for self-regulated 255

3 learning (Oxford, 2002; Dornyei, 2005). Cohen (1990) believes that the learner is aware of the strategies, even if his full attention is not being given to them. Moreover, in second language learning, strategies are conscious moves made by second-language speakers intended to be useful in either learning or using the second language. According to Cohen, the learning strategies are different from one task to another, from one instance to another instance within the same task or even by different learners dealing with the same task. Effectiveness of strategy depends on the characteristics of the given learner, the given language structures, the given context, or the interaction of these (Cohen, 1998). Language Learning with Multimedia Educational researchers always attempt to find the ways to facilitate learning for the students. Recently they have attended to employ the multimedia materials as a source of activating the oral skill. Video technology plays a role as a major motivator for language development and help students in acquiring language skills. Accessing to friendly learning environment and espousing to a large amount of comprehensible speech are the other two major advantages of technology especially for EFL learners (Butler-Pascoe & Wiburg, 2003 p. 84). Dikilitas and Duvenci (2009) state using computers in classrooms helps teachers to add multisensory elements like picture, text, sound, video, and animation. Butler-Pascoe and Wiburg (2003) described video or picture as the three dimensional text. Stempleski (1990) believes that videos should be linguistically sound, ordered and clean rather than humorous skits where the focus is on the story instead of language so full length movies are out of question and they are not structurally driven, they are certainly not clean and there is no apparent linguistic order to the dialogue. Using Films in the Classroom Bahrani and Soltani (2011) studied the effects of listening to different TV programs on improving different components of speaking proficiency. The participants were 20 females and males language learners of English. A sample of speaking from International English Language Testing System (IELTS) test was used as a pre-test. During the study, the researcher provided the participants with different TV programs to work on in the classroom. Moreover, during the experiment and for each interval between every two sessions, the participants were asked to watch and listen to at least four hours TV programs outside the classroom and write down the summary of whatever was heard which was viewed and discussed later inside the classroom. After 3 months of exposure (four hours a week), all the participants took the same sample of speaking proficiency test from IELTS as a post-test to check if there was any change in different components of speaking proficiency. In order to score the interviews and have a better quantitative data for the components of speaking proficiency checklist was used. The checklist included six scales including fluency, comprehension, communication, vocabulary, accuracy, and accent. Each scale incorporates five levels (5 points). According to the results of the post-test compared with the pre-test, the participants improved the vocabulary and communication components more than the other components during the period of the study. Fluency was the other component which improved to some extent. However, accuracy, comprehension, and accent are the three components of speaking proficiency which remained steady with no improvement. On the contrary, accuracy improves less than the other components. Additionally, participants of the study showed great interest in watching different programs from TV during the study. The 256

4 participants attended the class with low anxiety which led to the high motivation. Accordingly, it was showed that the use of various TV programs in general could facilitate vocabulary acquisition to a significant extent. According to Mekheimer s (2011) research, it indicated that exposure to supplementary video material can be beneficial to whole language development. This study was set to measure improvement gains in aural/oral, reading, and writing skills using data from an experiment that was conducted over a period of one academic year. Following an intensive, concentrated exposure to authentic video material accompanying a language skills development remedial program and extensive videos of some selected dramatized famous literary works, participants in an experimental group (n=33) demonstrated statistically significant gains scores over their peers in the control group (n=31) across all skills. The research discovered that authentic video, inducing satisfactory viewing comprehension as well as presented in an integrated language skills instruction, is a valuable approach to whole language teaching. RESEARCH QUESTIONS This thesis specifically attempts to reflect on the following research questions: (1) To what extent do pedagogical films affect Iranian EFL learners development of speaking skill at the preintermediate level? (2) To what extent do pedagogical films affect the motivation of Iranian EFL learners in learning speaking skill at the pre-intermediate level? METHODOLOGY Participants The present study was conducted with the help of 54 students who were selected out of 120 EFL students. All of them were majoring in English Translation including males and females from Islamic Azad University of Abadan in Iran. Through their performance on proficiency test designed by Richards, Lesley, Hansen, Sandy, and Zukowski (2008) those participants whose scores fell between one standard deviation above and one standard deviation below the mean were selected as the participants of the study. Then, they were randomly divided into two of experimental and control groups based on the scores of the proficiency test. Both groups took a pre-test of speaking through interviewing on some specific topics extracted from their textbook (i.e., Top notch fundamentals). Experimental group was taught via pedagogical films (Top notch fundamentals) and the control group was taught based on the audio CDs of those films. Each group included 27 participants. Also, participants in experimental groups were 27. They were ranged from 18 to 29 with a mean of 22. Instrumentation Three testing instruments were utilized in the process of the development of the present research. Initially, a proficiency test (Richards, Lesley, Hansen, Sandy & Zukowski, 2008) was taken to determine the students proficiency level which divided the sample population into two experimental and control groups. The test contained 50 multiple-choice items and the students answered them in 60 minutes. The reliability of this proficiency test was computed through KR- 257

5 21 formula as (r=.801). Then a motivation questionnaire, before and after the treatment, was given to measure the students motivation level in learning English as foreign language. The questionnaire consisted of 37-Likert scale items. The students were supposed to answer them in 30 minutes. The motivation questionnaire extracted from Dornyei (2003), Dornyei, Csize and Nemeth (2006), Clement and Baker (2001), Dornyei (2001), Gardner (1985), Noels, Pelletier, Clement, and Vallerand (2000). Also, the reliability of motivation questionnaire was computed through KR-21 formula as (α=.743). For analyzing the participants results in motivation questionnaire the researcher used the Likert scale which measured the extent to which a person agreed or disagreed with each item. The highest mark in each item is 165 and each multiple choice includes five possible answers from strongly disagree to strongly agree. In the motivation questionnaire, the researcher coded the responses accordingly: Strongly disagree = 1, disagree = 2, no answer = 3, agree = 4, strongly agree = 5. Additionally, some questions about the films were asked to measure the students' level of speaking at the beginning of research period. It was a face-to-face conversation according to the level of the person being tested. All oral interviews were recorded for future verification. Finally, a post-test was done to determine the effects of using pedagogical films on speaking skill. Moreover, post-test includes the same question in pre-test. The reliability values of pre and post-test were calculated through Kuder-Richardson 21 formula too. The reliability values of pre and post tests were (r=0.97) and (r=.80) respectively. Furthermore, a checklist (Hughes, 2003) was used in both pre and post tests to measure communicative abilities of students. Also, during the treatment, four types of techniques were used in both groups to found out the levels of students speaking. They included note taking, question and answer, discussion, and description. Materials Considering 10 sessions for classes at the university, the teacher was able to select 8 episodes of topnotch film fundamentals. Every episode was about two minutes. Time of each class was 45 minutes. In every session, the teacher used one episode for each class. The selected films had to meet some criteria. The first criterion was vocabulary frequency and unfamiliarity. Existence of the variety in film s topics was the second criterion to select them. Thirdly, in selecting a pedagogic film we had to take into account the participant s social and religious norms and values as well as the relatedness of the film to the students daily life in order to communicate well with them. Therefore, the researcher decided to select top notch films which more appropriate and fun to the students. These films have both pedagogical and fun criteria so they are suitable for using in classes to discover the effect of them on speaking skill. Films are selected based on the participants' proficiency levels. Moreover, other instructors assigned which level of top notch films is appropriate for teaching students based on the scores of their pre-test. As a result, Top Notch Fundamentals was selected as teaching materials of research. Procedure This study was conducted at Islamic Azad university of Abadan. The first step was to make sure of the students homogeneity. To do so, a week before the instruction, the researcher administered a sample proficiency test to 120 participants in order to select 55 participants. Those with the highest scores were selected and randomly divided into two groups in two different 258

6 classes. Control group includes 27 participants. Also, participants in experimental groups are 28. Before starting instruction, the groups were participating in a motivation questionnaire with 36- Likert scale items. It means that students answered to 36 items in 30 minutes. A pre-test was administered to discover the students levels of speaking at the beginning of research period. It was a face-to-face interview. Each oral interview was scored according to the checklist (Hughes, 2003) for the sake of reliability. After selecting and dividing the participants on random judgment sampling, the instruction phase started. One class was required to watch a pedagogical films while the other one audio CDs of those films. The treatment lasted ten sessions, 45 minutes a session, once a week. During the treatment, in each session, the researcher devoted times to watching the movie, practicing new words, and talking about that part of the movie. Each movie was presented to the students for 15 minutes in every session. Then, the teacher worked on that part of the movie. As mentioned before, during each session, four types of techniques including note taking, question and answer, discussion, and description were used to work on the pedagogical film. Most of the students took notes while they watched the film for reviewing it. After watching the film some questions were asked to discover students' comprehension of it and then they described it. In addition, the students discussed the movie and gave their opinion about the plot of the film. Also control group was conducted the same activities which were done in experimental group. The only difference between both groups related to using audio CDs of the pedagogical films instead of pedagogical films in control group. It means other activities between two groups are the same. For example, students in control group toke notes while they listened to the audio CDs. Finally, after the treatment period, a post-test of speaking achievement covered all the materials were administered to two groups. Finally, the results of the tests were compared to each other to know the importance of movies RESULTS AND DISCUSSION Analysis of Independent Samples t-test was run in order to find out whether the differences between the two groups are statistically significant or not. Moreover, a Mann U Whitney- Wilcoxon analysis was used to discover the effect of pedagogical films on Iranian preintermediate EFL learner s motivation before and after research period in both experimental and control groups. First, the data obtained through students' performance on a proficiency test designed by Richards et al (2008) was analyzed statistically. The first step used in analyzing data was determining the proficiency of the groups regarding their levels of second language proficiency. Thus, the students' overall scores on the test were collected from their records. Results for the First Research Question To test the first research hypothesis, the researcher dealt with comparing two groups based on the role of watching pedagogical films in speaking skill. To do so, students' speaking exam was conducted at the first and the end of the semester as the pretest and post-test of speaking. Two oral interviews were performed and participants' interviews were recorded for analyzing in both pre and post tests. It should be noted that oral performance test focused on the proficiency level of the students' oral interviews conducted face-to-face interaction. 259

7 The analysis went further to find out whether it affects on students' performance in speaking skill; two t-test analyses were applied in this section, for two groups' performances on speaking. Then an Independent Samples t-test was also performed to determine the rate of mean differences, if any, between two groups and this last t-test was used to show the role of watching pedagogical films on speaking skill. It is important to note that the researcher employed all the formulas with the level of significance set at 0.05 in all their applications. All the tests which were conducted separately were combined and considered as one single test, that is, the mean for the two tests scores of each student was calculated, and then the Independent Samples t-test was applied. Table 1 provides the descriptive statistics of students' speaking pre-tests in terms of the number of participants (N), means, standard deviations (SD), and standard errors of mean. Table 1: Group Statistics (Pre-tests of Speaking, Experimental vs. Control groups) Pre-test of Speaking N Mean Std. Deviation Std. Error Mean Control Experimental According to the Table 1, the mean scores of pre-test for control group and experimental group were and respectively. Descriptive statistics of students' speaking post-tests are summarized in the Table 2. Table 2: Group Statistics (Post-tests of Speaking, Experimental vs. Control groups) Post-test of Speaking N Mean Std. Deviation Std. Error Mean Control Experimental The mean score of pre-test were for control group and for experimental group. Table 3 provides descriptive statistics of both pre and post tests of students speaking. Groups Table 3: Descriptive Statistics (Pre and Post-tests of Speaking) N Minimum Maximum Mean Std. Deviation Audio pre-test speaking Audio post-test speaking A/V pre-test speaking A/V post-test speaking Valid N (listwise) 27 The results showed that the pre-test speaking scores ranged from 7 to 22.5 out of 30 in control group and 7 to 21out of 30 in experimental group. Also, the scores of post-test speaking ranged from 10 to 26.5 in control group and 14.5 to 27.5 in experimental group. According to Table 3, The mean scores of the experimental group (M = 13.76, SD = 3.64) were approximately similar to those of the control group (M = 13.62, SD = 4.53) in pre-test but the above table shows that the 260

8 mean scores of the experimental group in post-test (M = 21.26, SD = 2.63) were significantly different from those of control group (M = 17.48, SD = 4.08). The result of the t-test of pre-test in both groups is summarized in Table 4. Table 4: Independent Samples t-test (Pre-tests of Speaking, Experimental vs. Control groups) Levene's Test for Equality of Variances Pre-test Speaking Equal variances assumed F Sig. t df Equal variances not assumed t-test for Equality of Means Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Std. Error Difference Lower Upper According to pre-tests of Independent Samples t-test (Table 4), observed t (-0.17) was less than critical t (2.066) with df 51 in control group and also observed t (-0.17) was less than t-critical (2.066) in experimental group. Furthermore, t-test analysis shows significance value as 0.86 which is much greater than This means that there is no statistical significance between mean performances of the two sets of scores in experimental and control groups in the pre-test. Moreover, the above table shows that the amounts of observed t are statistically not significant (t= -0.17, p=0.86); therefore, it can be claimed that two groups were homogeneous at the beginning of the experiment regarding their prior knowledge. Table 5 shows the results of the t- test of the post-test in both groups. Post-test Speaking Table 5: Independent Samples t- test (Post-Tests of Speaking, Experimental vs. Control groups Levene's Test for Equality of Variances t-test for Equality of Means of F Sig. t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Std. Error Difference Lower Upper Equal variances assumed Equal variances not assumed As presented in Table 5, the observed t (-4.09) in control group was greater than critical t (2.066) with df 51, and observed t (-4.13) in experimental group was greater than the same critical t. Also, computed significance equals.00 which is smaller than the significance level set for the study (0.05). Based on the results obtained, this strategy improved students' speaking skill. Hence, the first null hypothesis was rejected due to the greater value of means and higher amount 261

9 of observed t than critical t. Thus the equality of mean of these groups was rejected. This substantiated the fact that there was a statistically significant difference between the experimental and the control groups confirming the effect of pedagogical films on the EFL learners speaking skill. As shown in the Tables 4 and 5, there were considerable individual differences in speaking before and after the treatment. In other words, the experimental group outperformed the control group on the post-test and this means that the null hypothesis was rejected. It proves that the treatment has increased speaking skill scores. In other words, pedagogical films have significant effects on speaking scores. Results for the Second Research Question A non- parametric statistics was used to analyse the results of the small sample size. Mann-U Whitney-Wilcoxon, which is a non-parametric test for comparing the performance of two independent groups, was utilized to see whether there was any statistically significant difference in the variables under study. It was used to find out if the differences in students' motivation between two groups were statistically significant. It is important to note that the researcher employed all the formulas with the level of significance set at 0.05 in all their applications. Table 6 shows the mean of groups in pre-motivation questionnaire. Pre-Motivation Questionnaire Table 6: Pre-Motivation Questionnaire (Experimental vs. Control groups) Groups N Mean Rank Sum of Ranks Control Experimental Total 54 Table 6 shows that 27 participants in the control groups and also the 28 participants in the experimental group took part in this research. Based on the table, sum of ranks of pre-test of motivation in control and experimental groups were 783, 00 and 757, 00 respectively. The results of Ranks of post- motivation questionnaire are shown in the Table 7. Table 7: Ranks of Post- Motivation Questionnaire (Experimental vs. Control groups Post-Motivation Questionnaire Groups N Mean Rank Sum of Ranks Control Experimental Total 54 Based on the Table 7, post-test of motivation questionnaire shows that sum of ranks of control and experimental groups were and respectively. Table 8 provides the descriptive statistics of motivation questionnaire for two groups in terms of the number of participants (N), minimum scores, maximum scores, means, and standard deviations (SD). The results in both groups are summarized in Table

10 Table 8: Descriptive Statistics (Pre and Post Motivation Questionnaire) Groups Motivation Questionnaire N Minimum Maximum Mean Std. Deviation Audio pre-test question Audio post-test question A/V pre-test question A/V post-test question As Table 8 indicates, the students' scores in the motivation pre-test in audio group ranged from 117 to156 out of 165 and the mean score was Also, the students' scores in the motivation pre-test in A/V group ranged from 128 to163 out of 165 and the mean score was Also, the students' scores in the motivation post-test ranged from 125 to 161in control group and 125 to165 in experimental group. The Table 8 shows the mean score of control group in pre-test was and mean score of experimental group was It shows the mean scores in control and experimental groups were approximately similar in pre-test. Moreover, the mean scores of post-test motivation for audio group were and for A/V group. The mean for both groups increased from the pre-test to the post-test, although the experimental group showed a larger increase. The result showed that the mean score of the experimental group (M = , SD = 9.27) was significantly different from the control group (M = , SD = 7.56). Table 9 shows that the results of pre-test of motivation questionnaire. Table 9: Mann- U Whitney Test (Pre-test Motivation Questionnaire) (Experimental vs. Control groups) Pre-test Mann-Whitney U Wilcoxon W Z Asymp. Sig. (2-tailed).649 According to the Table 9, the two-tailed significance score was greater than the alpha value of This indicated that the control and experimental groups were not significantly different from each other relative to the hypothesized values (Z = -.455, p = 649). The results of post motivation questionnaire are summarized in Table 10. Table 10: Mann-U Whitney (Post-test Motivation Questionnaire (Experimental vs. Control groups) Post-test Mann-Whitney U Wilcoxon W Z Asymp. Sig. (2-tailed)

11 According to the Table 10, the two-tailed significance score of.001 is less than the significant value of.05. There were significant differences between the EFL learners' motivation in two groups. This leads to a rejection of the second null hypothesis and provides support for the research hypothesis. Table 10 displays the results of the analysis of the effects of pedagogical films on EFL learners motivation in learning English. Discussion As shown in Independent Samples t-test, the speaking of two groups improved but there was a significant difference between them. As a whole, the study showed that the pedagogical films are effective in improving EFL learners development of speaking skill at the pre-intermediate level of English. This result can be more approved by this evidence that there were significance differences between the means of pre-tests and post-tests. The means of the post-tests were higher than pre-tests. Also, t values were much greater than t-critical. That is to say, the learners who watched the pedagogical films may outperform the learners who listened to the audio CDs of those films. This is very much compatible with the results of the research conducted by Bahrani and Soltani (2011). They discovered that films improved speaking ability of the learners. Also, it showed that vocabulary and communication components of speaking enhance more than other components of speaking. Also, the results of this study are in line with the study that Mekheimer (2011) did. It was designed to indicate whether that exposure to supplementary video material is beneficial to whole language development. The study found that authentic video, is a valuable approach to whole language teaching. The findings of this study are against with those of Dikilitas and Duvenci (2009). According to their research auditory/textual materials are more effective than films in terms of their effects on EFL learners speaking skill. They reported that length of utterance and mean length of utterance are higher in students how use auditory/textual materials. One possible explanation of such result is that correct use of pedagogical films in classrooms may help students to enhance their learning and speaking. This explanation is supported by Katchen (2003) who discovered that DVD films can be used as the major course material in a university level listening and speaking course for English majors. It also showed that students benefited from using DVD films. Combination of sounds and images in films may be one of the reasons that improve speaking. King (2002) in the same way stated that the great value of films lies in its combination of sounds, images, and sometimes text. Based on the finding, creating a meaningful environment by use of pedagogical films may encourage students to speak. According to Canning-Wilson (2000), use of visuals, films, cartoons, and some other things help learners to clarify the messages and enhance understanding. Progosh (1996) believed visual imaging systems have widespread among people and is an inseparable part of people s lives. The purpose of this study was to determine the effectiveness of pedagogical on learners motivation in improving speaking language. Based on the results of the Man- U Whitney Test in chapter 4, the results of the study confirmed that learners motivation in learning and speaking 264

12 English could be increased through watching pedagogical films. It showed that pedagogical films might provide strong motivation for students to learn English. This is compatible with Ardriyati (2010) that found that using films in teaching could be motivated and attractive. According to him (2010) films can make students become more motivated to learn and communicate in the language. The finding of the study conducted by Istanto (2009) support the use of films in classes and thus is consistent with the outcome of current study. According to Istanto, films provide strong motivation for learners to learn the target language and culture because they can learn in more interesting ways compared to traditional class activities. Moreover, it s in the same line with Jahangard (2007) who discovered that visual materials increase language learning in classrooms. Also, it is consistent with the finding of Ardriyati (2010) who stated that motivation plays an essential element when teacher use films in classrooms as a teaching material. Based on the results, pedagogical films may arouse learners curiosity and it can motivate learners to follow the films. It s consistent with the finding of Offner (1997) who states that students may be motivated through watching film to fill this gap. Also in the experimental groups, students showed that they want to speak more about the films may be due to the fact that films can affect students attitude positively in learning process? Furthermore, EFL learners in this research had positive attitude toward improving speaking through watching films. One of the learners said "It was fun and learning at the same time". This outcome is similar to the Adiyaman (2002) who found that technological equipment like watching films effect on students attitude so much. There were less stress and tension in the class and it seemed that the learners were able to cope with the difficulties of speaking through various activities and putting them into use and finally activating them. The learners feel more comfort and this class was fun for them. One student mentioned "I can t wait for the next session to watch the other episodes of the film". Another learner stated that "I feel more comfortable in this class than any other classes and it is fun for me". The findings of this study also are in the same line with the findings of Bahrani and Soltani (2002) who concluded that learners show great interest in watching films and different program from TV during the study. The participants attended the class with low anxiety which led to the high motivation. CONCLUSION Teachers, methodologists, and applied linguists are responsible to help teachers comprehend the value of A/V materials because it can create the motivation and enjoyment in learning speaking. Instructors should provide opportunities for students in classroom to enhance their level of motivation and effort to participate in the classroom discussion. First, teachers should introduce the importance of using A/V materials in speaking to language learners. Then, they must raise their students' knowledge of them, as well as recommending them and give them some instructions on how and when to utilize pedagogical films for enhancing speaking. Moreover, the teachers should employ the suitable levels of pedagogical films in classrooms. In language classrooms, it is suggested that language teachers familiarize their pre-intermediate language learners with advantages of pedagogical films to improve their speaking ability. Since this survey 265

13 demonstrated that using pedagogical films in classrooms were useful for pre-intermediate learners of English. It is recommended that language teachers explicitly instruct their preintermediate language learners in the use of them. The study can bear implications for materials developers and compilers of instructional books. By taking insights from the present study, compilers and materials designers might include tasks following short pedagogical films. Also, they should consider that pedagogical films should be presented in a right time and at suitable levels that confirms to the learners' actual potential in learning, in order for them to speak better. Material designers are advised to acquaint preintermediate EFL learners with the substance and advantages of using pedagogical films in language classrooms so that language learners with pre-intermediate language ability may draw upon them. As revealed in the present study, material designers had better notify these learners of the value and significance which pedagogical films have. The results of this research can lead the future researchers to investigate other related areas. This study attempted to find out the effects of pedagogical films on EFL learners speaking skill and their motivation and did not take the other skills or factors into consideration. Since other skills such as listening comprehension or writing skills and even vocabulary or idiom learning and also other emotions and feeling like anxiety could be influenced by the use of pedagogical films in the classroom situations, researcher is recommended to pay attention to them. Both male and females took part in this study but the researcher can compare them or study the effects of pedagogical films on the same sex. Since the study has evaluated on pedagogical films, replication of the study with different kinds of films and movies in other genres for example documentary, comedy, and also animation or authentic films would also be advisable. Learners who studied English as a foreign language took part in this study. Also, the same study can be replicated in other situations such as ESL situations and even in native speakers contexts. Furthermore, this research was conducted with pre-intermediate EFL learners at Islamic Azad university of Abadan. Other levels of language proficiency in different cities can also be the participants of further studies if researchers wish to make generalizations about language learners at different proficiency levels. Eventually, the study lasted for two months. Succeeding studies can allocate more time to the instruction of pedagogical films on EFL learners speaking skill and motivation. REFERENCE Adiyaman, Z. (2002). Uzaktan egitim yoluyla yabanc dil ogretimi, [Foreign language teaching via distance education], The Turkish Online Journal of Educational Technology- TOJET, 1(1), Ardriyati, W. (2010). Using an authentic and selected film for teaching listening and speaking. Jurnal Ilmiah Dinamika Bahasa dan Budaya, 4(2), Bahrani, T., & Soltani,R. (2011). Improving the components of speaking proficiency. Canadian Social Science, 7(3), Bailey, K. M., & Savage, L. (1994). New ways in teaching speaking. TESOL Quarterly, 22, 6-7. Butler-Pascoe, M. E., & Wiburg. (2002). Technology and teaching English language learners: Using technology to teach oral communication skills. London: Pearson. 266

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