The acquisition of English as a second language is a fundamental subject for healthy transnational identity development. The process through which foreign individuals culturally integrate into an Anglo-speaking country is mostly shaped and made possible by a prior target language acquisition process, which is not solely centered around verbal, listening, and writing skills, but also comprises a certain degree of interacting within an authentic life setting.
Generally, the umbrella term ‘audiovisual’ refers to films and TV clips of heterogeneous nature shown within a classroom setting and mediated by the course coordinator, in order to exploit a multimodal acquisition of the foreign language.
A large number of studies on the use of audiovisual material in the EFL classroom seem to emphasize the importance of authentic life scenarios and language inputs found in films, tv shows, and cartoons. They strengthen the understanding of cultural differences and enables the student to comprehend their target language’s semiotic codes and colloquialisms
However, one can boost the learning process by using the audiovisual material in a controlled, monitored setting. Having a teacher is crucial. They act as a filter between the footage shown in the classroom and the EFL students.
In her study conducted for King Abdul Aziz University in Saudi Arabia, Raniah Hassen Kabooha claims that films can be functionally used in the EFL classroom to improve the acquisition of foreign language. The results of the study were really promising and consisted of a large and variegated spectrum of positive responses from the participants.
Out of the 50 students who took part in the study and underwent a questionnaire, an abundant percentage stated that the integration of films in the foreign language acquisition process is not only incredibly beneficial in terms of amplifying one’s vocabulary and overall knowledge of the language but also increased motivation and relieving anxiety. Most importantly, students were prompted to encourage their teachers to integrate more audiovisual material in their English classes.
Needless to say, the material shown in the classroom should reflect the cognitive and language level of the foreign students. If the film is too complex or explicit it could hinder the learning process or have a strong, and potentially negative, emotional impact on the student.
Again, the teacher becomes a key figure in the selection of the audiovisual material. They must research and acquire intriguing content that incentivizes the students’ focus and drives to learn.
Stephens, Ascencio, Burgos, Diaz, Montenegro, & Valenzuela emphasize the educational and formative value of the audiovisual material brought into the classroom. These researchers have stressed that, in order to have a positive application on the students’ language acquisition, any audiovisual learning tool should be captivating for the pupils to watch while rich in content.
Last but not least, it is important to add how English-language films shown in their original language within a classroom setting are beneficial when it comes to understanding not only the language but also the culture that comes with it.
Shuyuan Liu in her study published in the International Journal of Education and Literacy Studies for the University of Southern California argues about the use of science fiction films in EFL classes; she argues that such films can be used to amplify the acquisition of the target language and boost critical literacy by relying upon multiliteracy.
Liu emphasizes how two specific foreign films (I Am Legend and Blade Runner) enhance students' critical thinking and forge a solid connection with western culture, therefore strengthening internationalism in transnational, or potentially transnational individuals by reinforcing the bridges of double cultural belonging.
All of these studies conclude that film is a learning tool capable of mediating foreign cultural elements and enhancing imperative bicultural skills such as bilingualism.
Also check out our article on media literacy in the classroom