Running head: IMPORTANCE OF FILM AS AN INSTRUCTIONAL TOOL

Importance of Film as an Instructional Tool in Foreign Language Education

Jessica Walker and Justin Yoshida
University of West Georgia

IMPORTANCE OF FILM AS AN INSTRUCTIONAL TOOL

Importance of Film as an Instructional Tool in Foreign Language Education

Having the ability to communicate in a second language is an important skill to possess
in todays world. Although this is true, teaching students how to communicate in a second
language is not an easy task. There are many different strategies that are used by Foreign
Language teachers on a daily basis to assist their students in constructing knowledge in a target
language (such as Spanish or French). One strategy that we would like to investigate is the use
of film as an instructional tool in the foreign language. The following are reviews of articles that
aim to show the importance of film or video as an instructional tool in foreign language
education. For each entry, you will find a description of the article, a review of the literature
found within the article, a description of the methodology used, a summary of findings following
the implementation of the study, our opinion of the articles, and finally what we learned from the
study.
Article Reviews
Review 1
Description
In Zhangs (2013) study, The impact of film and film-based activities on the attitudes of
English-speaking secondary-school students towards L2 Chinese, Zhang discusses how film to
help learners understand the Chinese culture and serve to contextualize the Chinese language
(p. 1). This paper discusses the fact that film is an important medium in exposing learners to real
world experiences, and focuses on a case study that was conducted through film sessions to
investigate the influence of Chinese films on students attitudes towards language (p. 2).
Following an introduction to the study, Zhang (2013) discusses some background information in
regards to teaching the Chinese language, he then discusses research methodology including the

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participants, the data collection instruments, the procedures used for collecting data, the review
of data, and findings that resulted from the study.
Summary of the Review of Literature
Zhang (2013) identified several different studies that he used in order to help develop this
case study. Many of the studies identified deal with difficulties that Chinese language learners
face when studying the language due to the fact that the language differs so much from their
primary language. Other studies discussed help to show the importance of incorporating film
into language learning classrooms. Pegrum (as cited in Zhang, 2013) states that films are a
visual medium and a good starting point for learners to explore and experience another culture
(p. 2).
Analysis of Methodology
The 49 British participants selected for this study were between the ages of 12 and 14 and
were all enrolled in either their first or second year of Chinese. Two films were chosen to be
shown to the participants in order to assist them in learning, Little Red Flowers and The Road
Home. In order to collect data for this study, Zhang (2013) utilized questionnaires before and
after the films, much like pre and posttests, the pre questionnaire was used to gauge prior
knowledge and preconceptions and the post questionnaire was used to determine changes in the
students understanding.
Summary of Results
After conducting the study, Zhang (2013) discovered that the use of film did not impact
the participants attitudes towards learning the Chinese language, as the participants
demonstrated that (before and after the study) they believed foreign language learning to be
important. Attitudes towards the use of film in language learning and the motivation of

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participants increased after the implementation of the film sessions. Also, this study found that
male students appeared (based on their questionnaire results) to be less motivated about foreign
language learning than the female students. It was suggested that, in order to test this theory in
future studies, more interesting videos be chosen to determine if male students will become more
motivated and interested in the more entertaining videos.
Your Opinion
It was interesting to read about Chinese language learning programs, and to be able to
understand more about Confucious Institutes. We believe this study provided a detailed look
into how selecting specific videos could affect the learners attitude and motivation towards
learning the target language. It would be interesting to see if, through viewing the films, students
had learned more of the language in addition to learning about their motivation and attitudes
following the study.
What did you learn
Through the implementation of this study, we learned that student perceptions, attitudes,
and motivations about learning foreign language can improve through the use of film sessions in
the classroom. In order to motivate male students, based on this study, one would need to
incorporate more entertaining or interesting films as opposed to documentary type films into the
lesson.

Review 2
Description
In his article, Village Voices, Global Visions: Digital Video as a Transformative Foreign
Language Learning Tool, Jason Goulah works to provide insight into how digital video

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production techniques assist foreign language learners in not only learning a foreign language
through the use of video production, but also in developing technological skills, content
understanding, and becoming literate in multiple avenues including economics, political issues,
and environmental arenas, which they may not be able to grasp in the traditional learning method
in which we are accustomed. Goulah (2007) provides a detailed study that surrounds around a
Japanese Language Learning program, and is based upon two theories, sociocultural theory and
transformative learning theory (p. 64). Throughout this article, you will read information about
the case study including information on the method utilized to collect data, data analysis, the
participants, the Concordia Language Villages Japan Credit Abroad program, the two projects
the students would participate in (politics and environmental units), and finally the findings of
the case study.
Summary of the Review of Literature
Goulah (2007) developed his case study based on information provided by scholarly
authors Gee, Friedman, and Alvermann (as cited in Goulah, 2007) and their arguments involving
the need for foreign language learners to not only develop video production skills, technological
skills, and content learning, but also multiliteracies which involve becoming literate in areas
which the student will likely not experience in the traditional classroom. Goulah (2007) also
notes that this study is based on two theories, sociocultural theory (Vyotsky, as cited in Goulah,
2007) in terms of students interacting with the different individuals and devices used in the
study, and the theory of transformative learning (OSullivan, as cited in Goulah, 2007) in terms
of how the students learned and the types of lessons that were utilized in order to assist the
students in learning.
Analysis of Methodology

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In order to assess the use of digital video as a transformative foreign language learning
tool, Goulah posed the following research questions How does content-based digital video
production (1) affect the quality of students foreign language learning, (2) facilitate contentbased learning, critical multiliteracy development, and transformative learning, and (3) affect
students subject-based participation and attitudes? (p.64). Goulah was not only acting as a
researcher in the field, but he also had to fulfill his duties as a fulltime teacher in the secondary
classroom; for this reason, Goulah utilized the teacher-researcher method when conducting his
research. In order to effectively do this, he cotaught classes and took extensive field notes;
coteaching allowed for extensive observations as the other teacher taught, which also allowed
Goulah time to take field notes.
The case study was conducted at Concordia Language Villages Japan Credit Abroad
program, which provides a one month credit abroad program, this could count as a one year
credit for high school foreign language for students who meet the academic requirements
(Goulah, 2007, p.66). Participants in this study consisted of seven upper-middle-class
Caucasian students and one upper-middle-class Puerto Rican-Caucasian student (p.66).
Students ranged in age from 16 to 18, four male and four female. Data for this study was
collected through the use of field journals, observations, questionnaires, evaluations, and studentproduced digital video production uncommercials (Goulah, 2007, p.65). Additional data was
collected through student journals, feedback from other participating teachers, and student
interviews.
Summary of Results
Following the implementation of the case study, Goulah found that digital video
production affected students content, grammar, and vocabulary learning necessary to

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conceptualize and realize uncommercials, and making and performing in uncommercials (p.
69-70). Students were focused on content specific language (political and environmental) which
was difficult and frustrating, specifically for those who had not had as much prior training;
however, following the discussion of content, grammar, and vocabulary(p. 70), the use of the
language did flow into the video production projects. Unlike other studies which have shown
that students may switch back to their primary language when faced with difficult tasks in the
second, students in this study did not revert; Goulah (2007) notes that he believes this may be
due to the fact that the program was a 24-hour immersion program, which pulled students out of
their native country and placed them into the target language country. Students were able to
develop videos that incorporated the target language, students were also able to decipher
computer prompts to capture, edit, add text and music to, and save their digital video
uncommercials (p. 70). In addition, students noted learning effects in interfacing (with
computer applications, content, vocabulary, et cetera), shooting their videos, and incorporating
appropriate gesturing.
Throughout the study, students understanding of language concepts increased, as did
their content knowledge, and language proficiency. Students worked collaboratively throughout
the project, in order to help one another through the process of learning a new language while
immersed in the culture, and data collected through questionnaires and interviews showed that
student attitudes about the video production project were positive.
Your Opinion
After reading this case study and its findings, it appears that utilizing video production in
an immersion setting to allow students to connect with the content, technology, and other
resources, as well as, encouraging them to continue to learn to communicate in the target

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language is effective. Although, this is true, it would be unreasonable to expect these results in
the traditional classroom where students are not immersed in the target language for 24 hours a
day, and a month at a time. Many of the techniques used by Goulah could be transferred to the
traditional classroom in a modified manner, in order to allow students to interact with the target
language and incorporate the creation of digital video production projects, which could increase
student attitudes and encourage student learning.
What did you learn
Through reading this article, we learned a great deal about how digital video production
can be beneficial to encouraging student learning in foreign language immersion programs.
Although we are not able to send all of our foreign language learners to a target country and
completely immerse them in the language for a specified amount of time, we can help to
incorporate some of the activities Goulah utilized in his case study to encourage students to learn
more about, and use more of the target language. One way to modify this study to fit the
traditional classroom would be to assign a specific topic for students to create a video project
about, allow students to work in groups and assist one another with the creation of their video
production project (as well as, understanding the target language), and finally encourage students
to only communicate in the target language; in doing this we could see changes in students
participation, attitudes, and achievements in the classroom.
Review 3
Description
Erwin Tschimers Language Acquisition in the Classroom: The Role of Digital Video
(2001) takes a look into the use of DVDs in the language learning classroom. Throughout the
paper, Tschimer discusses seven hypotheses which center on FL (Foreign Language) Learners,

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SLA (Second Language Acquisition), and how students can become proficient in another
language within a multimedia classroom that is situated in the country of the language learner.
After stating each hypothesis briefly, Tschimer goes on to discuss each hypothesis in more depth
and then discusses how digital video incorporation affects each area.
Summary of the Review of Literature
Tschirner (2001) derives his study from a series of psycholinguistic theories, which
discuss how language is perceived in the brain and how it is acquired (p. 317), as well as, SLA
(Second Language Acquisition) theories which suggest reasons as to how students acquire the
ability to communicate in a target language. Each hypothesis that is mentioned (situated
learning, input, output, cultural component, form focus, storage, and emotional influence) are
derived from an SLA model or theory which is grounded in communicative and task-based
teaching practices (p. 308). Tschirner (2001) also mentions the constructivist approach of
situated learning is discussed in terms of knowledge, stating it (knowledge) is not simply
something that one just acquires, but it is something that one must actively construct.
Analysis of Methodology
Tschirners (2001) study focuses mostly on students acquiring listening and speaking
skills, while he also addresses the acquisition of reading and writing as it deals with second
language learning. While this study is deeply rooted in SLA methods and theories, as well as
psycholinguistic theories, it does not provide any data that has been collected by Tschirner in a
research or experimental situation. His overall hypothesis statement claims that oral
proficiency in a FL is more effectively and efficiently acquired when the following conditions
apply and he goes on to list the seven attributes that he believes are (based on SLA) required in
order to meet this hypothesis. Tschirner goes on to discuss how incorporating digital video can

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bring students closer to the target language country and provide learning (based on SLA) that
students may not receive in traditional settings.
Summary of Results
The results of this study show the importance of incorporating digital video and
multimedia into the classroom in order to increase acquisition of a foreign language. Tschirner
states that through digital video- and through other features of digital mediateaching and
learning conditions in FL classrooms may become similar to conditions that apply when living in
the target culture (p. 318). Tschirner (2001) discusses that digital video supports each of the
hypothesis that he stated throughout his paper, it provides the ability for students to construct
knowledge (situated learning), it provides rich and varied input, provides encouragement for
students to communicate in the target language, teaches the proper form for communication in
the target language, provides meaningful examples that will encourage memory storage, and if
digital media is chosen properly, and provide for rich cultural and emotional learning of the
target language.
Your Opinion
We believe that Tschirner (2001) did a great job of describing reasons why incorporating
digital media into the classroom will be beneficial for language learners. Not only will students
be able to view images of others utilizing the language, they also get a feel of the culture,
emotional state of the target individuals in the films, and they are able hear others use the
language and begin to pick up on usage, syntax, meanings, and so many other things. We do
wish that he had provided data and discussed how he arrived at his hypotheses in addition to
stating each hypothesis and how digital video and multimedia could help language learners.
What did you learn

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After reading this paper, we have really began to see the use of digital video and
multimedia in another light, as it deals with foreign language learning. Not only is digital media
useful to show students what the culture looks like, but also to provide students with examples of
how users of the target language use phrases, their mannerisms when they say a certain phrase
(context clues), and so many other things. We feel that Tschirner (2001) did a good job of
explaining every component of his hypotheses, and relating it to the use of digital video. We
also learned that it is important to choose films/ digital videos that are of good quality and are
carefully selected to show the student the specific skills that you are aiming for them to acquire.
Review 4
Description
In the study that is discussed in Using Instructional Video to Teach Culture to Beginning
Foreign Language Students by Herron et al. (2000), fifty French language learning students were
presented with a pretest, followed by eight videos, and finally a post test, which were used to
determine learning gains in cultural practices and products. In this article, you will find
information introducing you to the research study, a review of literature that is discussed to show
which studies lead to the development of this research study, the detailed rationale behind the
study conducted by Herron et al. (2000), the research questions that the study is attempting to
research, as well as, information on the participants, procedures utilized (teaching, testing, and et
cetera), target videos, and finally the results of the study including a detailed item analysis, and
results as related to the research questions.
Summary of the Review of Literature
In their study, Herron et al. (2000) address the Standards for Foreign Language
Learning, focusing on the second goal which is the importance of learning about both cultural

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practices and products (p. 396 397). The study also addresses the American Association of
Teachers of French and their stressing the evaluation of both cognitive skills and cultural
practices and products. Other studies that were centered on foreign language learners are also
discussed, in order to describe the differences in each study, as well as, the findings that were
revealed in each. Results of the first study showed that video did in fact facilitate the retention
of cultural information in the subsequent written passage (p. 397). In a study conducted by
Martinez-Gibson (as cited in Herron et al. 2000) showed that focusing on the discussion of
cultural issues seemed to enable the students to recognize cultural information from a foreign
language commercial (p. 397-398). Again, another study showed that allowing students to stop
and start videos in order to state different aspects they could identify, gave students the ability
to apprehend cultural information while watching a video (p.398).
Heron et al. (2000) also cited a previous study they conducted which addressed using
video series to teach French language learning students cultural practices c and products C.
The previous study conducted by Heron et al. did show that students with prior understanding of
the target language showed improvement in their posttest scores following the video series, in
particular, patterns of behavior (cultural patterns) (p. 398). This study led into the justification
of the new study which aims to determine if videos improve cultural knowledge in novice
learners.
Analysis of Methodology
Heron et al. posed five research questions to be investigated throughout the study, each of
the questions deal with growth of knowledge of the French Culture following the implementation
of video-based curriculum. The study covered fifty students (18 males and 32 females), who
were enrolled in each enrolled in first semester French at the university level. The study also

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included four teachers who taught the four introductory courses to French at the university.
Students were taught using a form of immersion which does not involve students staying in the
target country for a specific amount of time, but does require immersion into the target language
in the classroom. Using this system allowed for eight target videos to be implemented that
provided authentic cultural situations whereby students can witness how native speakers of
French interact within their own cultural world (p. 401).
Each of the four teachers followed the same procedures, teaching, testing, et cetera, in
order to help even the playing field for all students. Teachers would provide students with a
pretest before beginning any video units. Following completing the pretest, students would be
shown a video each week; teachers would show the video, students would watch with no note
taking, students could watch the video outside of class, teachers would show the video again the
next week, and finally a posttest was given.
Summary of Results
Following the conclusion of the study, each research question was reexamined with the
data that had been collected. Data revealed that videos do help novice learners improve their
cultural knowledge. Data also revealed that student have a higher gain in little c knowledge
(cultural practice) than they did in big C (cultural products). Short-term retention, however, did
not provide a consistent difference in favor of either culture type (p.415). Herron et al (2000)
go on to discuss that there was a discrepancy between the previous research study (1999) and the
current. This could be due to the fact that the first research study dealt with students who did
have some prior knowledge of the target language (French) the second study was based on
students who did not have prior experience with the French language. No significant difference
was reported when students were asked to report about simulations verbally. Finally, students

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felt, when asked, that they had been exposed to more little c than big C culture, which shows
that students feel that videos provide greater understanding of cultural patterns.
Your Opinion
We felt this case study was interesting because not only did it deal with incorporating
video into the foreign language classroom, it also showed how one group of researchers can
build upon their previous work, and in some ways, show the differences between learning in
experienced classrooms and learning in novice classrooms. This study also provided insight into
some procedural components that would be beneficial to utilize when incorporating pret and post
testing into the foreign language classroom, along with the use of video. Pretesting first, then
showing the video and asking the students to watch with no distractions (no note taking, no
talking, et cetera), and finally concluding with a posttest to show exactly what students learned
through the video sequence can be beneficial to language learning classrooms.
What did you learn
This study showed us that through this type of immersion through video unit that was
conducted, students can learn a great deal about cultural patterns. Also, as stated above, this
study provides a great resource that can be utilized in not only language classrooms, but any
classroom that incorporates video into the curriculum. By beginning with a pretest, showing a
video to target your content topic, and then following up with a posttest, a teacher can really
gauge what the students learned from the video.
Review 5
Description
Use of Digital Video Technology in an Elementary School Foreign Language Methods
Course is an article by Chuang and Rosenbusch (2005), which discusses the implementation of

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digital video as a new approach under constructivist framework in a university level education
course that focuses on teaching Foreign Language Instruction. This article details the case study,
theories which have led to the development of the case study, data collection methods, and
findings from the data collected throughout the case study.
Summary of the Review of Literature
Chuang and Rosenbuschs (2005) work strongly relies on the theory of constructivism,
stating the importance of the individual building their own knowledge. Piagets theory of
cognitive development (intellectual growth) and Vygotskys theory of social development are
also discussed as contributing psychological theory to the development of constructivism.
According the Chuang and Rosenbusch (2005), constructivists believed that knowledge is
constructed socially and using language (p. 872). Based on these theories, Chuang and
Rosenbusch place their own twist on the constructivist theory in order to bring digital technology
into the classroom, providing instruction that allows students to construct meaning, build upon
social experiences, and participate in problem-based learning.
Analysis of Methodology
This study was conducted at Iowa State University in a course called Methods in
Foreign Language Instruction: Elementary School (p. 872). Data was collected from fourteen
students who were enrolled in the course. As students entered the course, the instructor gathered
information on the students technology background. The instructor would then show short
digital video clips to the students for analysis during the semester, the clips were gathered from a
the Teacher Educator Partner Institute held in Princeton, NJ (p. 872) and showcased Spanish
classes from 2001. Data was gathered through interviews as well as observation, field, and

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analytical notes that were derived from student presentations, and mid and end of the semester
course evaluations.
Summary of Results
The main focus of this study was to explore constructivism as it relates to foreign
language education and teaching with digital video technology. Through this study, the
instructor found that students began to take ownership of their learning in a way that she had
never seen in the course. Students stated that they found the use of video provided them with the
opportunity to see theories they had discussed in class, actually applied in the field. Finally, the
study showed that the pedagogy goes side by side with the technology (p. 878), and in order to
appropriately implement technology so that it will help students to construct knowledge, we must
first identify learning goals and then develop instruction that helps to achieve those goals.
Your Opinion
This study provided a different look into how technology can teach foreign language
teachers; through viewing videos of students learning in foreign language classes, these teachers
being instructed were able to build their own knowledge and form their own ideas. We believe
that this study was very useful in showing providing ideas that will also assist in teaching foreign
language learners; by determining the learning goals (or objectives), determining how
technology can be utilized to meet those goals or objectives, and working to ensure that the
technological components being utilized are providing students with opportunities to construct
knowledge.
What did you learn
Through this study, we learned that it is important to determine exactly what goals you
are attempting to achieve prior to starting a unit involving technology. Teachers constantly want

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to implement technology into their lessons, however, not enough planning and time have gone
into developing the lesson. In order to ensure that students are able to construct knowledge, it is
important to choose digital media that are tied to initial goals and objectives you have
determined. Also, we learned another way that digital video technology can be implemented in
the classroom to assist learners in gaining knowledge; allowing learners to view videos in
groups, participate in dialogue, and present information to the class.

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References
Goulah, J. (2007). Village, voices, global visions: Digital video as a transformative foreign
language learning tool. Foreign Language Annals, 40(1), 62-78.
Herron, C., Dubreil, S., Cole, S. P., and Corrie, C. (2000). Using instructional video to teach
culture to beginning foreign language students. Calico Journal, 17(3), 395-429.
Hsueh-Hua, C., and Rosenbusch, M. H., (2005). Use of digital video technology in an
elementary school foreign language methods course. British Journal of Educational
Technology, 36(5), 869-880.
Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. Computer
Assisted Language Learning, 14(3-4), 305-319.
Zhang, Q. (2013). The impact of film and film-based activities on the attitudes of Englishspeaking secondary-school students towards L2 Chinese. Journal of Creative Practices in
Language Learning and Teaching. 1(2), 1-17.