Kurdish Students’ Attitudes Towards the Use Of Films In Teaching Literary Works In EFL Classroom

Berivan M A Abdullah,Herjin F Abdullah,Ivan H Murad

doi:10.30762/jeels.v7i1.1431

Berivan M A Abdullah, Herjin F Abdullah + Show 1 more

Open Access

https://doi.org/10.30762/jeels.v7i1.1431

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Abstract

The current study investigates Kurdish studentsâ€™ attitudes towards the use of films in teaching literary works at universities in the Kurdistan Region of Iraq. The study also highlights whether using films in teaching literary works is beneficial or not and what challenges are faced by them. The data were collected by using questionnaires and interviews from 60 students aged between 18-24 years old from both private and public universities. Out of 60 students, 15 were randomly chosen to be interviewed. Results show that some students consider teaching literary works using films is beneficial, as it encourages students to study and read more literary works and it also makes them actively interact with the content which helps them remember the events more effectively. However, the study also reveals that some Kurdish students consider teaching literary works using films is a waste of time, and this discourages interaction between students and their teacher. In addition, â€˜boredomâ€™ and â€˜language difficultyâ€™ are the other two major challenges faced by Kurdish students.

Highlights

The use of film in teaching literature has become a common instrument in the classroom, perhaps primarily because it helps to understand the materials of the course
Kurdish Students Perceived Usefulness on Films in Literature Classes. As it is shown below, figure (1) shows students’ opinions about whether or not using film in teaching literary works is beneficial or ineffective. As it is apparent in the figure, out of 60 participants, 50 (90%) of them stated that using films in teaching literary works is beneficial
‘‘it is a must that teachers use films when they teach any literary work because it provides students with another teaching style to make use of’’

Summary

Introduction

The use of film in teaching literature has become a common instrument in the classroom, perhaps primarily because it helps to understand the materials of the course. Each film uses a variety of ways of conveying the similar story of a literary text that can invigorate the process of education by bringing literature into real life (Bo, 2008). Kurdish students’ attitudes towards the use of films in teaching literary works in EFL classroom. Using films often provides a clear understanding of difficult concepts, or non-clear themes of the texts may have the capacity to visually communicate knowledge. Films can be commonly used to enhance the teaching of literary texts because they have the capability to enhance the learning level and have a significant impact on the minds of learners by involving them in literature courses (Ismaili, 2012). Stoica (2013) pointed out that films can strengthen students’ encouragement to grasp the knowledge in a much easier way

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