EFFECTS OF MOVIES AND GENDER ON LEARNING ENGLISH IDIOMATIC AND EVERYDAY EXPRESSIONS AMONG IRANIAN EFL LEARNERS

Abstract

For years, finding ways and materials to make the learning experience for EFL learners more inspiring and fruitful has been one of the most important tasks of English teaching. The main aim of this study was to examine the effects of movies and gender on learning English idiomatic and everyday expressions among Iranian EFL learners. The sample of this study was composed of English major students of Islamic Azad University, Isfahan (Khorasgan) Branch. Their first language was Persian and their age ranged between 25 to 45. The participants were 30 male and female students who were chosen based on their scores on a placement test which was taken to make sure that they were in the same level of English language proficiency. A true experimental design was used in which pretest-treatmentposttest was utilized. Data collection tools were: Oxford Quick placement test, a pretest, a posttest, and the teaching material. There was a pretest on vocabulary which was followed by the treatment, the participants watched movies and vocabularies were explained by the teacher through asking the students guess the meaning or get help from the texts they had. The posttest was administered after the treatment. Paired-samples t-test and independent-samples t-test were run on the data. Results showed that movies had significant effects on learning English idiomatic and everyday expressions among Iranian EFL learners and it improved learning. Moreover, gender had no significant effects on learning English idiomatic and everyday expression among Iranian EFL learners.