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영상영어교육, 15 권 1 호 2014 년
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
SoHee Kim (Korea University) Kim, SoHee. (2014). The effects of using storytelling with a Charlie Chaplin silent movie clip on oral proficiency development. STEM Journal, 15(1), 1-20. This eleven-week study investigated the effects of storytelling using silent movie clips compared to a series of images to improve the oral proficiency of Korean university students who have a low-intermediate level of English proficiency. The subjects of this study were 36 non-English major Korean undergraduate students whose first language is Korean. Participants were divided into two groups: the experimental group used silent movie clips and the control group used a series of images to compare improvements in their oral performance based on two different visual effects. In order to explore whether storytelling with silent movie clips can produce a positive learning effect, this research employed both qualitative and quantitative approaches. The spoken data were analyzed both holistically and analytically, and results revealed that using the storytelling task can develop both groups’ oral proficiency. In particular, the experimental group showed significant improvement in discourse, vocabulary, grammar, and sentence complexity. The participants’ attitudes toward using movie clips were slightly positive for discourse, vocabulary, and grammar. Moreover, this study discusses how digital storytelling about a silent movie clip can be used as a plausible speaking assessment task for Korean university students learning English.
I. INTRODUCTION Many L2 Korean university students who have low English proficiency experience a high degree of anxiety when they are asked to speak in classroom contexts (Kim, 2013a) because they lack linguistic competence and are less motivated to communicate. Second language anxiety has a debilitating effect on oral performance in English for L2 learners (Woodrow, 2006), and this is a major factor that impedes the development of communicative competence. To help students overcome anxiety and to motivate them to get involved in their learning process, one solution can be to create a learner-centered communicative approach through providing authentic communicative opportunities. In
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SoHee Kim
order to involve students in the class, this study used storytelling tasks with silent movie clips, which can provide a learner-centered communication approach by offering contextualized situations that can increase learners’ motivation to speak about authentic material. Based on the assumption that motivation plays a prominent role in language learning, using video such as a movie can have a positive learning effect on learners’ motivation (Ahn, 2013; Kim & Im, 2012), especially in terms of coping with their anxiety and increasing communicative competence. In particular, skillful video instruction bolsters motivation because it provides contexts for discourse and opportunities to speak with confidence (Robin, 2008; Shosbree, 2008; Weyers, 1999). When the storytelling task is combined with media, media can provide tools to facilitate communication so that the digital storytelling task becomes a meaning-making task in which learners can notice, comprehend, and then produce language. Using media such as movie clips helps to activate language learners’ linguistic knowledge to speak about the given context through strong visual and textual medium and to acquire language in authentic language contexts. Since using media involves cognitive processes, this research used silent movie clips to support learners with contextualized situations for oral proficiency development without having to depend on their listening comprehension skills. Although many studies have claimed that listening and speaking skills are interrelated, this study attempted to find an efficient teaching method for oral proficiency development using silent movie clips, without relying on Korean English learners’ listening skills, using a narrative task over an eleven-week period. Since communicative language teaching has come to serve as an important source of language teaching practice (Richards, 2006), the overall efficacy of the communicative approach for teaching English to L2 learners needs to be examined in various ways, especially in conjunction with the use of emerging educational technology tools and multimedia-based assessment. Therefore, this research also attempts to address that combining multimedia materials with an enhanced technology tool can offer great potential for assessing language learners’ oral proficiency. The purpose of this paper is to explore the effectiveness of using storytelling in conjunction with silent movie clips for low-proficiency Korean university students learning English. Moreover, the study investigated the reasons for L2 learners’ anxiety and what kinds of interactions can support their oral proficiency development when using a silent movie clip.
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
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II. LITERATURE REVIEW 1. Digital Storytelling Using Media in Language Learning The potentialities of digital storytelling across many fields of study such as history, mathematics, and social studies (McLellan, 2006) as well as foreign language study have been recognized for students from K-12 to university. A multimedia-rich digital story can serve as an anticipatory hook to draw learners’ attention and increase their motivation in exploring a topic’s various aspects (Robin, 2008). Norman (1993) pointed out that stories are a great means of having students summarize experiences and capture events and the surrounding context so that the stories are important cognitive prompts for displaying information, knowledge, context, and emotion. Like Norman, McLellan (2006) also argued that stories are a form of an expert system for remembering and integrating what they learn. Burmark (2004) found that since the interaction of visual images with written texts both enhances and accelerates student comprehension, digital storytelling is a good technology tool for collecting, creating, and analyzing content in preparation for creating written texts. Research by Nelson (2006) with undergraduate learners showed that using digital storytelling enhanced their writing skills because digital storytelling provided students with multimodal texts and multimedia text-creating processes and improved English learners’ speaking through narration processes. Digital storytelling also allows foreign language learners to set linguistic form, grammar, vocabulary, and prosody so it can increase their linguistic competence (Kent, 2011; Verdugo & Belmonte, 2007). Afrilyasanti and Basthomi (2011) found that digital storytelling enables learners to produce communicative and comprehensible stories more easily and, therefore, can be thought of as a way to encourage students’ engagement in classroom speaking activities. In addition, the digital storytelling task, which leverages on requiring the learner to develop a story after interacting with diverse types of multimedia though still using the traditional storytelling process, can be a powerful communicative form. Although movie clips are often used for language practice activities in ESL and EFL contexts, few studies have observed how learners’ communicative competence develops after using silent movie clips. Chitra and Thiagarajan (2001) conducted an experimental study in which writing skills were taught to a group of Indian high school students using a silent movie. Results showed that using a silent film was an effective teaching method for developing learners’ lexical and grammatical writing skills and their overall communicative competence. Kasper and Singer (2001) also concluded that silent films can be useful tools for enhancing the development of verbal language skills for ESL students because they contain raw material with no dialogue or speech, and this inspires
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students to employ a range of creative uses of language, which requires sophisticated interpretation skills.
2. Using Multimedia Material for Oral Proficiency Assessment Communicative competence in terms of the oral proficiency among L2 learners can be assessed in various ways whether in conventional classrooms or through broader means in enhanced-technology classrooms. The development of emerging technology applied to multimedia material allows for assessing the learner’s process for improving language speaking in the same sitting because the teacher can collect learners’ speaking data (Gonazlez & Louis, 2007; Jones, 2007) through recording devices. This alternative assessment method also enables learners to check their own speaking process, and this promotes their motivation in their language learning. Jeong (2003) conducted research on the applicability of the multimedia-based English oral proficiency interview (d-VOCI) in a Korean college-level English class for students as well as teachers. He found that the majority of the Korean learners felt the use of d-VOCI was helpful in improving their English oral proficiency. However, he could not show solid proof that their oral proficiency improved through the use of the d-VOCI method. In addition, Kim (2013b) investigated ESL learners’ oral proficiency improvement using storytelling tasks with silent movie clips via the VoiceThread program and found the silent movie clips helped to improve their speaking over one semester. This also reflects Chitra and Thiagarajan’s (2001) claim that using a silent movie is an effective teaching activity that can help develop learners’ communicative competence. Kim and Choi (2013) used two visual modes—a movie clip and still images—to examine better modes of delivery to measure the intended construct for oral proficiency testing on computer-based tests for English learners at a Korean university. They concluded that using a movie clip can support better oral performance in discourse and that participants preferred to use a movie clip since it can provide a more authentic situation to create a story. Although enhanced technology has provided various approaches to use multimedia material to develop English learners’ language proficiency, there has been little research on how language learners engage with multimedia when taking an oral proficiency test. In this study participants used their smart phones or Vocaroo, a Web-based interactive recording program, as an alternative assessment for a digital storytelling task to assess participants’ oral production improvement for storytelling about two silent movie clips.
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
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III. RESEARCH METHOD 1. Participants The participants in this study were 36 Korean non-English major university students who attended two basic level credit-bearing academic listening and speaking classes which fulfilled the graduation requirement in their first year. The participants were divided into one control group (n=18; 39.1% male, n=7; 61.1% female, n =11) and one experimental group (n=18; 61.1% male, n=11; 39.1% female, n=7). Most participants were first year students, except for one junior student (n=1, 5.5% male) in the experimental group and two senior students (n=2; 5.5% one male, 5.5% one female) in the control group. According to the survey, participants’ English study periods in Korea were from 6 years to 14 years, and there were two students who had studied English in an English-speaking country: one for three months in the control group and the other for eight months in the experimental group.
indicates participants’ main anxiety about speaking comes from their lack of grammar knowledge and vocabulary. Both groups had positive attitudes toward using media for their speaking improvement except three participants in the control group and two participants in the experimental group. FIGURE 1 The Cause of Students’ Speaking Anxiety
2. Research Questions Through a literature review and the conceptual framework for digital storytelling, this investigation posits that storytelling can produce different levels of effectiveness when using a series of images versus using silent movie clips for oral proficiency.
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Using this hypothesis, this study addresses the following research questions: 1) Following the eleven-week intervention, can storytelling using a silent movie clip improve Korean English learners’ oral proficiency more effectively than using a series of images? and 2) What are the attitudes toward the use of storytelling with a silent movie clip to improve oral proficiency?
3. Research Procedure and Materials This research was designed to address the oral proficiency of Korean university students learning English over the course of the eleven-week intervention in the 2012 spring semester. As seen in
, a pre-test and a post-test were administered to assess participants’ improvement in speaking and two questionnaires examined participants’ attitudes toward the storytelling task using a silent movie clip and a series of images during the research period. TABLE 1 Week 2 3 4 5 7 8 9 10 12 14
Research Procedure Assessment/Questionnaire The control group The experimental group First questionnaire First questionnaire Pre-test Pre-test 4 pictures for storytelling 4 pictures for storytelling A movie clip Smile for storytelling A movie clip Breakfast at Hotel Evergreen for storytelling Midterm (storytelling with images) Midterm (storytelling with a movie clip) 8 pictures for storytelling 8 pictures for storytelling A movie clip Table Ballet for storytelling A movie clip City Lights for storytelling Post-test & second questionnaire Post-test & second questionnaire
The pre-test was taken on Week 3 by using the clip entitled Charlie Chaplin Modern Times Coffee Drinking Funny (Freehamp, 2007) from the movie Modern Times (Chaplin, 1936) starring by Charlie Chaplin, which is less than two minutes long and the post-test was given on Week 14 by using a movie clip, The Kid-Charlie Chaplin (Bilgin, 2008), from The Kid (Chaplin,1921) also featuring Chaplin, which is less than three minutes long, presented in
.
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
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FIGURE 2 Silent Movie Clips for the Pre-test and Post-test
Both tests were administered in the computer lab at the participants’ university during their regular classes. The computers in the lab did not support any Korean Web sites or Korean words, so the participants could not use translation Web sites or Korean online dictionaries on their computers. The participants accessed the class Web site to watch the silent movie clips downloaded from YouTube on personal computers. After watching the movie clip, the participants were asked to create a one-minute story, record it, and upload their speech files or recording URL site onto the class Web site for twenty minutes. In order to record their stories, the participants used their own I-phones or smart phones and anyone who did not have a recording device in their own mobile phones used Vocaroo, an online voice recorder that can create a URL site, with a microphone and save the recording. Between the pre-test and post-test, both groups had two storytelling activities based on a series of images with four sequences (Thornbury, 2005, p.81) on Week 4 and eight sequence pictures (Ur, 2009, p.206) on Week 9, shown in
. FIGURE 3 Two series of Images for Storytelling
In addition, the experimental group also completed four storytelling activities on Week 5, Week 7, Week 10, and Week 12 in class involving different Charlie Chaplin silent
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SoHee Kim
movie clips: Smile, Charlie Chaplin, Modern Times, 1936 (Petrodka, 2007) from Modern Times (Chaplin, 1936); Charlie Chaplin-Breakfast at Hotel Evergreen (The Classic Laugh, 2010) from Sunnyside (Chaplin, 1919); Charlie Chaplin-Table Ballet (Widjadidja, 2006) from The Gold Rush (Chaplin, 1925); and Charlie Chaplin-City Lights (Bloguresti, 2008) from City Lights (Chaplin, 1931) starring Charlie Chaplin, shown in
. FIGURE 4 Four Silent Movie Clips for Storytelling
Moreover, all participants had a midterm speaking test on storytelling in Week 8; the experimental group used their own silent movie clips and the control group used their own images for storytelling. The instructor provided both groups with the same instructions for the storytelling activity. Whenever participants watched a movie clip and viewed a series of images, the instructor asked the participants to produce their own story based on what they have seen and to present it in the class. During this activity, the instructor facilitated participants’ involvement to speak about the given context. The first questionnaire, distributed on Week 2 of the semester, focused on the participants’ linguistic profile related to English learning, their motivation, and speaking anxiety. The second questionnaire was conducted online through a Google survey on the post-test day to examine their attitudes toward this task and the degree of difficulty in using movie clips on the pre-test and post-test (Appendix).
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
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All content of the silent movie clips used in the study was culturally non-controversial in order to exclude any possible cultural implications. Hence, they did not contain any sensitive issues; rather, they contained humor to stir the participants’ motivation to engage in storytelling. While involved in this research, all participants had recording exercises for their pronunciation practice from the textbook on the class assignment Web site once a week and other than this, none of the participants had English speaking opportunities or additional formal instruction outside the classroom.
4. Data Scoring The recorded data were assessed holistically and analytically. To analyze participants’ speaking improvement, the holistic rubric used the Common European Framework of Reference (CEFR) scores from 1 to 6: proficiency user (C2, C1), independent user (B2, B1), and basic user (A2, A1), summarized in (Appendix). The analytical rubric was adapted from Choi’s oral proficiency scoring categories (2005), based on the communicative language ability (CLA) model offered in Bachman and Palmer (1996), discourse, vocabulary, grammar, pronunciation, and sentence complexity. Each category has scores from 1 to 5, as seen in (Appendix). Discourse of story means how well a story is organized to offer enough information about the topic. Vocabulary indicates the general various expressions including some use of idiomatic expressions to describe a given contextualized situation appropriately. Grammar refers to accuracy in applying grammar rules to covey meaning. Pronunciation was assessed in terms of intelligibility for producing sounds, speech rate, and rhythms. Sentence complexity is related to using appropriate sentence structures and considers embedded phrases or clauses and the number of words in each sentence. In order to examine recording and questionnaire data, t-tests and a Chi-Square test were used. Two native speakers assessed the recorded data and their Cohen’s Kappa .76 and the reliability among the four assessments presents a high level of consistency, Cronbach’s Alpha 0.83.
IV. RESULTS AND DISCUSSION 1. The Effects of Storytelling Using a Silent Movie Clip Participants of each group had slightly different scores for each part of speaking skills, but the two groups had the same mean (m=1.77) for overall oral proficiency in the pre-test, as seen in
. Nonetheless, the experimental group performed better in the posttest.
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SoHee Kim
The control group showed improvement only in pronunciation, while the experimental group had better results in grammar, vocabulary, discourse, and sentence complexity. However, recording seems to have an effect on their pronunciation improvement because of their weekly online recording assignments. TABLE 2 Speaking skills
Scores for the Pre-test and Post-test for each Group The control group The experimental group M SD M SD Pre
Post
Pre
Post
Pre
Post
Pre
Post
Overall
1.77
2.02
.54
.42
1.77
2.11
.42
.27
Discourse
2.80
2.94
.48
.37
2.72
3.08
.42
.30
Vocabulary
2.52
2.66
.49
.42
2.88
3.02
.49
.27
Grammar
2.30
2.33
.42
.42
2.25
2.55
.39
.45
Pronunciation
2.38
2.80
.47
.48
2.61
2.75
.47
.39
Sentence complexity
2.47
2.58
.47
.39
2.27
2.61
.42
.47
TABLE 3 Improvement between the Pre-test and Post-test for each Group Speaking skills The control group The experimental group M
SD
M
SD
Sig. (2-tailed)
.386
Sig. (2tailed) .016*
Overall
-.236
-.352
.459
.006**
Discourse
-.105
.614
.465
-.382
.451
.003**
Vocabulary
-.131
.326
.096
-.147
.234
.020*
Grammar
-.026
.352
.749
-.323
.451
.002**
Pronunciation
-.394
.488
.002**
-.147
.492
.236
Sentence complexity
-.105
.356
.215
-.352
.492
.009**
There were significant improvements in both groups’ overall oral proficiency, as shown in
. Although the control group only demonstrated significant improvement in their pronunciation (p<.01), the study demonstrated that using silent movie clips could give significant positive effects on grammar (p<.01), discourse (p<.01), sentence complexity (p<.01), and vocabulary (p<.05) for the experimental group’s oral production. A comparison of the pre-test and post-test results for each group shows that using silent movie clips for storytelling could be more effective for developing L2 learners’ oral
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
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performance than using a series of images. It can be confirmed by the fact that the silent movie clip helps to provide more contextualized situations to elicit oral production when learners narrated the given context. Moreover,
presents using silent movie clips for storytelling could significantly positive effects on vocabulary in the post-test (p<.01). This also corroborated with the value in using visual effects to develop verbal language skills through creating imagery associations with new vocabulary to help learners enhance vocabulary knowledge (Kasper & Singer, 2001). TABLE 4 Independent t-Test for the Post-test of the each Group Speaking skills df Sig.(2Lower (95%) Upper (95%) tailed) Overall 34 .47 -.28 .11 Discourse 34 .23 -.37 .09 Vocabulary 34 .00** -.58 -.13 Grammar 34 .13 -.51 .07 Pronunciation 34 .71 -.24 .35 Sentence 34 .85 .15 .28 complexity
t -.84 -1.20 -3.28 -1.53 .37 -.17
In spite of improving participants’ oral proficiency, participants did not have significant improvement in their listening skills when their two TOEIC listening scores were compared during this research period.
2. Attitudes toward Using Storytelling with a Silent Movie Clip Based on the second questionnaire,
illustrates that most participants had positive attitudes toward using a silent movie clip in this storytelling task to improve their oral performance in terms of discourse (n=18), vocabulary (n=8), grammar (n=5), pronunciation (n=1), sentence complexity (n=2), and self-confidence (n=2). These results also suggest that the experimental group had slightly more positive attitudes toward using a silent movie clip for discourse, vocabulary, and grammar than did the control group. Participants also had similar responses to using a series of images to create a story. Most of them agreed that using images could improve their speaking in terms of discourse (n=16), vocabulary (n=6), grammar (n=4), pronunciation (n=4), sentence complexity (n=3), and self-confidence (n=3).
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SoHee Kim
TABLE 5 Attitudes toward Using a Silent Movie Clip and Images Speaking skill The control group The experimental group Movie clips (N)
Images (N)
Movie clips (N)
Images (N)
Discourse Vocabulary Grammar
9 4 2
8 3 2
9 4 3
8 3 2
Pronunciation Sentence complexity Self-confidence
1 1 1
2 1 2
0 1 1
2 2 1
presents participants preferred to use a silent movie clip (n= 22) and some of them (n=14) liked to choose a series of images to produce storytelling. TABLE 6 Preference toward Using a Silent Movie Clip and Images Preferred visual mode Group A silent movie clip (N) A series of images (N) The control group 10 8 The experimental group 12 6
TABLE 7 Attitudes toward Using a Silent Movie Clip for Oral Proficiency Improvement Group Both groups The control group The experimental group Speaking Value Sig. Value Sig. Value Sig. skills (2-tailed) (2-tailed) (2-tailed) Overall 4.454 .615 6.250 .396 3.938 .414 Discourse
47.201
.000**
24.318
.018*
4.587
.598
Vocabulary
13.705
.133
10.688
.298
7.449
.024*
Grammar
5.938
.746
7.875
.547
1.564
.815
Pronunciation
13.991
.301
12.098
.208
4.815
.777
Sentence complexity
7.444
.591
5.518
.787
8.947
.177
In order to examine the relationship between individual oral proficiency improvement and participants’ attitudes toward a silent movie clip to boost their speaking motivation, a Chi-Square test has been conducted. Similar to the results of
, all participants had significantly positive attitudes for discourse (p<.01) when using a silent movie clip for producing storytelling in
. While the control group felt using a silent movie
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
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clip can help to make a more organized story (p<.05), the experimental group replied that a silent movie clip can improve their vocabulary knowledge (p<.05). Many participants answered that the silent movie clip provided more context to make a story more organized and sparked his or her motivation, but some responded that using images often lead to misunderstandings due to their own cultural background which, in turn, leading them to create a story based on their imagination. This view is correlated with Kim and Choi’s research (2013) in terms of the fact that the animation mode in a narrative task produced better results in discourse than still images, since using a movie clip can enhance understanding of given events. Moreover, some participants replied that the silent movie clip could provide more context to describe the event and motivate speaking. Consequently, these interactions may enhance the experimental group’s verbal language skills. Since all participants’ speaking anxiety comes from appropriate word choice and correct grammar usage, using a silent movie clip for storytelling can be an authentic and useful communicative task for improving Korean English learners’ oral performance. Participants who had negative attitudes toward using a silent movie clip responded that they prefer a movie clip in color rather than the black-and-white clip used in this research and different movie stars, including contemporary actors or actresses. The participants also felt there was no significant difference regarding the degree of difficulty between the two silent movie clips for storytelling.
3. Discussion This research took into account that storytelling with a silent movie clip can develop oral proficiency better than using a series of images. As shown in
, although there were limited results to explain the relationship between participants’ oral proficiency improvement and their attitudes toward a silent movie clip pertaining to motivation for creating storytelling, the analysis of recorded data indicate that storytelling based on silent movie clips seems to have a significant positive influence on oral proficiency development in terms of discourse, grammar, sentence complexity, and vocabulary. Importantly, the results revealed that the experimental group’s grammatical accuracy was the most significantly improved. Given that many of the participants’ speaking anxiety comes from having to use correct grammar, storytelling about a silent movie clip can be a very effective communicative activity since grammatical accuracy has an inseparable relationship with oral performance. Thornbury (1999) discusses how a storytelling activity can enhance learners’ knowledge of grammar in terms of communicative practice since the learners’ utterances start to develop when they first assemble a grammar rule and continue until they later produce sentences automatically.
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SoHee Kim
Thus, Korean learners of English can improve their ability to speak automatically by focusing on meaning rather than emphasizing only grammar when using storytelling with a silent movie clip. In addition, this research provides further evidence that a storytelling activity using a silent movie clip can enhance English learners’ linguistic structure and narration process that require summarizing skills through learners’ reconstruction of their oral production process. It can be bolstered by previous research that storytelling using media involves cognitive processing based on its own logic since it requires an individual’s analysis, evaluation, grouping, induction, deduction, synthesis, and abstracting skills (Martens, 2010; Potter, 2004). Furthermore, using digital storytelling with a silent clip can be a plausible method for assessing communicative competence for oral proficiency. Since storytelling using a series of images is often used to assess oral proficiency and practice for speaking, this research also suggests that digital storytelling using a silent movie clip can be a communicative task to assess English learners’ oral proficiency on the spot or over a certain period.
V. CONCLUSION This study investigated the effectiveness of using storytelling about a silent movie clip in the classroom setting as a communicative task for Korean learners whose English proficiency and oral production are low. Based on recorded data and survey results, the storytelling task with a silent movie clip seems to provide meaningful learning in that it can promote Korean learners’ communicative competence. This research suggests two important implications. First, because the storytelling task using a silent movie clip enables Korean L2 learners to learn both the grammatical and communicative aspects of speaking, EFL teachers can also utilize this task for teaching speaking skills. Since the language functions are taught systematically and communicatively, speaking cannot exclude either the grammatical or the communicative aspects. Another implication of this research is that the learner’s attitude toward using media content is an important factor in storytelling. Thus, teachers need to carefully choose the contents of the movie clips they use with learners. Although the recorded data analysis revealed significant improvement in oral performance, their attitude toward movie clips was not significantly positive. Martens (2010) noted that media learning probably takes place in individuals’ minds. Therefore, for using media such as a silent movie clip, not only external aspects of the learners’ proficiency development need to be assessed, but
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
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less obvious cognitive effects on the participants also need to be considered. Since there are many ways to create digital storytelling, the teacher can tailor the activity to facilitate learners’ motivation through various movie clips or provide automaticity to create their own movie clips based on their learning goals in the communicative approach. Although grammar and vocabulary are considered as overarching skills in second language learning, teacher-learner interaction in order to facilitate the use of target language seems to have limitations with textbooks only. Thus, using media, such as a silent movie clip, can be an alternative way to assist language learning for meaningmaking to produce oral performance. In spite of the many limitations of this study, this research shows a new communicative competence task for oral proficiency, using storytelling with a silent movie clip, for Korean English-language learners. Future studies should be conducted with a greater number of participants, a longer research period, and also various movie clips to find better learning effects.
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Chaplin, C. (Director). (1936). Modern times [Motion picture]. United States: United Artists Corporation. Chitra, J., & Thiagarajan, P. (2001). Teaching writing skills through a silent movie: An experiment. Indian Journal of Open Learning, 10(1), 93-99. Choi, I. C. (2005). Measurability of oral fluency through ASR-based COPI. MultimediaAssisted Language Learning, 8(2), 240-261. Freehamp. (2007, January 16). Charlie Chaplin modern times coffee drinking funny [Video file]. Retrieved from http://www.youtube.com/watch?v=1mYtNMDFyXQ Gonazlez, D., & Louis, R. (2007). Classroom practice: Assessing instructional goals. In J. Eqbert, & E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issue (pp.259-274). Alexandria, VA: Teachers of English to Speakers of Other Languages. Jeong, T. Y. (2003). Assessing and interpreting students’ English oral proficiency using d-VOCI in an EFL context. Unpublished doctoral dissertation, Ohio state university, Columbus. Jones, L. (2007). The student centered classroom. New York: Cambridge University Press. Kasper, L., & Singer, R. (2001). Unspoken content: Silent film in the ESL classroom. Teaching English in the Two-Year College, 29(1), 16-31. Kent, D. (2011). Digital storytelling implementation in an ECASA program. STEM Journal, 12(1), 201-229. Kim, H. J., & Im, M. J. (2012). Cognitive awareness of pragmatic failure based on modern family. STEM Journal, 13(3), 1-16. Kim, S. H. (2013a, March). Speaking practice and assessment technique using movie clips. Paper presented at the 2013 TESOL convention. Dallas, TX, USA. Kim, S. H. (2013b, September). Raising self-confidence for oral proficiency: Digital storytelling using social media and silent movie clips. Poster session presented at e-Learning Korea conference, Seoul, South Korea. Kim, S. H., & Choi, I. C. (2013, September). Developing a communicative task for Korean English language learners using two different types of visual modes on computerbased tests. Paper presented at e-Learning Korea conference, Seoul, South Korea. Martens, H. (2010). Evaluating media literacy education: Concepts, theories and future directions. The National Association for Media Literacy Education’s Journal of Media Literacy Education, 2(1), 1-22. McLellan, L. (2006). Digital storytelling in higher education. Journal of Computing in Higher Education, 19(1), 65-79. Nelson, M. (2006). Mode, meaning, and synaesthesia in multimedia L2 writing. Language Learning & Technology, 10(2), 56-76. Retrieved from http://llt.msu.edu/vol10num2/nelson/default.html
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Norman, D. (1993). Things that make us smart: Defending human attributes in the age of the machine. Reading, MA: Addison-Wesley. Petrodka. (2007, December 24). Smile, Charlie Chaplin, modern times, 1936 [Video file]. Retrieved from http://www.youtube.com/watch?v=Ps6ck1ejoAw Potter, W. J. (2004). Argument for the need for a cognitive theory of media literacy. American Behavioral Scientist, 48(2), 266-272. Richards, J. (2006). Communicative language teaching today. New York: Cambridge University Press. Robin, B. (2008). Digital storytelling: A powerful technology toll for the 21st century classroom. Theory into Practice, 47(3), 220-228. Shrosbree, M. (2008). Digital video in the language classroom. The JALT CALL Journal, 4(1), 75-84. The Classic Laugh. (2010, September 15). Charlie Chaplin-breakfast at hotel evergreen [Video file]. Retrieved from http://www.youtube.com/watch?v=iFZVxFTeSN4 Thornbury, S. (1999). How to teach grammar. London: Longman. Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman. Ur, P. (2009). Grammar practice activities: A practical guide for teachers. Cambridge University Press. University of Cambridge ESOL Examinations (2009). Examples of speaking performanceat CEFR level A2 to C2. Retrieved from http://www.cambridgeenglish.org/images/22649-rv-examples-of-speakingperformance.pdf Verdugo, D., & Belmonte, I. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning & Technology, 11(1), 87-101. Retrieved from http://llt.msu.edu/vol11num1/ramirez/default.html Weyers, J. (1999). The effect of authentic video on communicative competence. Modern Language Journal, 83(3), 339-353. Widjadidja. (2006, February 19). Charlie Chaplin-table ballet [Video file]. Retrieved from http://www.youtube.com/watch?v=xoKbDNY0Zwg Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal 37(3), 308-328.
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APPENDIX Holistic Assessment Rubric N
Level
Categories
6
Proficiency
Conveys finer shades of meaning precisely and naturally: Can express him/herself spontaneously and very fluently, interacting with ease and skill, and differentiating finer shades of meaning precisely. Can produce clear, smooth-flowing, well-structured descriptions. Shows fluent, spontaneous expression in clear, well-structured speech: Can express him/herself fluently and spontaneously with a smooth flow of language. Can give clear, detailed descriptions of complex subjects. Expresses points of view without noticeable strain: Can interact on a wide range of topics and produce stretches of language. Can give clear, detailed descriptions related to the given topic. Does not make errors that cause misunderstandings. Relates the main points he/she wants to make comprehensibly: Can keep going comprehensibly, even though pausing for grammatical and lexical planning, and repair may be very evident. Relates basic information he/she wants to make: Can make him/herself understood in very short utterances, even though pauses, false starts and reformulation are very evident. Uses some simple structures correctly, but may systematically make basic mistakes. Makes simple statements on the topic. Can make him/herself understood in a simple way. Can manage very short, isolated, mainly pre-packaged utterances. Much pausing to search for expressions to articulate less familiar words.
user (C2)
5
Proficiency user (C1)
4
Independent user (B2)
3
Independent user (B1)
2
Basic user (A2)
1
Basic user (A1)
Analytical Assessment Rubric Discourse 1. Limited ability to respond to the story; information may be irrelevant or inaccurate. 2. Speech may be insufficient and is poorly organized with basic ideas; information is imprecise or inaccurate. 3. Speech is somewhat insufficient and is poorly organized; information maybe imprecise or inaccurate. 4. Speech is generally organized in a story; information is plausible and precise and is presented logically 5. Speech is well organized in a story; information is plausible and precise and is presented logically and with appropriate transitions. Vocabulary 1. Very few vocabulary words are used; single words are used rather than complete thoughts. 2. Numerous vocabulary words are repeated rather than using a variety of words. 3. Vocabulary in general is varied, including some use of idiomatic expressions. 4. Vocabulary is varied, including idiomatic expressions. 5. Vocabulary is fully including idioms, colloquialisms, and pertinent cultural references. Grammar
The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development
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1. Virtually no grammatical or syntactical control except in simple stock phrases. 2. Some control of basic grammatical construction but with major and/or repeated errors that interfere with intelligibility. 3. Generally good control in all construction with grammatical errors that do not interfere with overall intelligibility. 4. Sporadic minor grammatical errors that could be made inadvertently by native speakers. 5. Few grammatical errors that could be made inadvertently by native speakers. Pronunciation 1. Very significant phonemic errors and foreign stress and intonation patterns so the speaker is unintelligible. 2. Frequent phonemic errors and foreign stress and intonation patterns so speaker is a fairly intelligible 3. Some consistent phonemic errors and foreign stress and intonation patterns, but the speaker is intelligible. 4. Occasional pronunciation errors, but the speaker is always intelligible. 5. Few nonnative pronunciation errors with nonnative accent. Sentence complexity 1. Each sentence has no embedded clauses or phrases and contains less than 5 words. 2. A few sentences have embedded clauses or phrases and contain at least 5 words. 3. Each sentence has embedded clauses or phrases and contains at least 8 words. 4. Each sentence has embedded clauses or phrases and contains at least 12 words. 5. Most sentences have embedded more than 12 words.
First Questionnaire 1. How long have you been studying English in Korea ____? in other countries _____? 2. Do you think using multimedia can help to enhance your English speaking skills? 1) Yes 2) No 3. Why do you think English speaking is difficult for you?
Second Questionnaire 1. How much time do you spend practicing English speaking per week outside the classroom? 1) None 2) Less than one hour 3) Less than two hours 4) Less than three hours 5) Less than four hours 6) More than four hours 2. Which part of your speaking skills do you think you have improved through storytelling about a silent movie clip? 1) Discourse 2) Vocabulary 3) Grammar 4) Pronunciation 5) Sentence complexity 6) Self-confidence 3. Which part of your speaking skills do you think you have through storytelling about a series of images? 1) Discourse 2) Vocabulary 3) Grammar 4) Pronunciation 5) Sentence complexity 6) Self-confidence
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4. Which type of visual mode would you prefer to choose when using storytelling for speaking improvement? 1) A silent movie clip 2) A series of images 5. Write reasons for your preferred visual mode. 6. How do you feel about using a silent movie clip to create your storytelling? 1 2 3 4 5 It is not very helpful. It is very helpful. 7. If you feel using a silent movie clip was not helpful, please write the reasons. 8. Do you think the second movie clip is more difficulty to make a story with than the first one? 1) Yes 2) No
Applicable level: college, university education Key words: storytelling, oral proficiency assessment, a silent movie clip, a series of images
SoHee Kim Department of English Language Education College of Education, Korea University Anam-ro, Seongbuk-gu, Seoul, 136-701, Korea Mobile: 010-9332-7930 E-mail: [email protected]
