영화를 활용한 섀도잉 활동이 대학생의 영어 듣기와 말하기 능력 및 학습 흥미와 태도에 미치는 영향

Abstract

The appropriate use of learning materials and teaching methods is important to promote students’ interest in and attention to learning the target language and build commitment to continuous learning. The purpose of this study was to examine the effect of shadowing using English movies on listening and speaking skills, learning interest, and attitudes of Korean EFL college students. A total of 147 Korean EFL college students who enrolled in the required Speaking Practice, Global English, and English Conversation classes participated in the study. This study was composed of four experimental groups. All of the participants attended the 50-minute shadowing classes using a movie twice a week for 4 weeks. In the shadowing classes, the students repeated the lines of the movie almost simultaneously more than five times while watching it with both Korean and English subtitles. For this study, American movie ‘The Intern’ (2015) was selected considering participants’ age, their English proficiency, and preferences. To analyze the changes in listening and speaking abilities, learning interest, and attitudes, listening and speaking tests and surveys were conducted both before and after the experiment classes. The students were also asked to complete the in-depth post-questionnaire. The students’ listening comprehension abilities were measured by scores on the practice test for Test of English for International Communication (TOEIC). For the speaking skill test, one-to-one interviews consisting of three questions were conducted by the class instructor. The grading of the speaking tests was done by a native English instructor. The collected data was analyzed by using descriptive statistics and independent samples t-tests. The study results showed that there was no statistically significant differences in the students’ listening comprehension between pre- and post-tests, even though the students’ post-test scores were higher than their pre-test scores. It seems to be because the level of the students’ English listening comprehension is pretty low in general and the experiment period is relatively short to produce meaningful differences. Contrary to the results of listening comprehension abilities, there was a statistically significant improvement in the students’ speaking skills. That is, the result indicated that shadowing activities using movies without any explicit speaking instructions can boost confidence and interest levels for learners in speaking. With regard to the changes in students’ interest and attitude toward English learning, statistically significant differences were observed. Also, after analyzing students’ interest and attitude towards learning English through the follow-up questionnaire, it has been confirmed that the students became more interested in English classes using shadowing activities. It is also proved that authentic materials that learners can easily access, like movies, can be excellent English study materials. Based on the study results, teaching implications are suggested to help teachers design their lessons. It is necessary to actively utilize shadowing activities with movies in college English classes, so that learners can develop their listening and speaking abilities.