Aligning Teaching and Learning of Foreign Languages through an Integrated Learning Environment of Feature Film Clips

Abstract

In this paper, we report on a database of feature film clips for foreign language learning and describe constructive alignment of teaching with the learning of English as a foreign language (EFL). The constructive alignment is threefold: (1) Film clips provide intrinsic motivation and learning contents for reflective-active knowledge construction of language and culture; (2) Output tasks through collaborative learning t o involve EFL learners’ active engagement; and (3) Task directions to serve as the structure of observable learning outcomes for performance-based assessment and a formative goal of enhancing students’ learning of language and culture. A total of 60 Englis h majors in the required writing course of Freshman Composition in a university in Taiwan carried out four assignments, each of which involved the writing of a synopsis of the clip content, a description of observed cultural differences, and a list of new vocabulary and expressions. The preliminary results from students’ writing samples and post-test of vocabulary knowledge suggest that students can benefit from the constructive alignment of the feature film clips. In conclusion, the proposed approach of performance-based learning and assessment constitutes a role change for instructors and learners. The constructive alignment of the study demonstrates a n EFL case that potentially transforms teaching and learning via the integrated learning environment of feature film clips.