Student Perceptions of the Film in an Undergraduate Advanced English Reading Course: A Case Study of the Movie The Matrix
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This paper examines whether students perceived the effectiveness of using the film The Matrix (Wachowski & Wachowski, 1999) to promote understanding of texts in a reading comprehension course designed according to principles of blended learning. Student perception is considered relevant to blended learning course design because it can provide feedback to the teacher about whether learners consider the course material helpful in meeting course objectives. It can also indicate levels of student engagement, which is one of the priorities of a blended learning approach. The research was conducted with student surveys given in a multiple choice format along with some written responses for greater specificity both before and after watching the film. The student responses indicated that using the film in a reading course was perceived by students as helpful for them in improving their understanding of the texts and concepts, communicative fluency in class, and critical thinking about the content. The survey results of pre-viewing with 36 participants and post-viewing with 39 participants are discussed. The validity of the survey instruments is also considered supported by specific examples of both the surveys and student responses as well as examples of course materials and student written answers to examination questions based on the film.
Abstract
This paper examines whether students perceived the effectiveness of using the film The Matrix (Wachowski & Wachowski, 1999) to promote understanding of texts in a reading comprehension course designed according to principles of blended learning. Student perception is considered relevant to blended learning course design because it can provide feedback to the teacher about whether learners consider the course material helpful in meeting course objectives. It can also indicate levels of student engagement, which is one of the priorities of a blended learning approach. The research was conducted with student surveys given in a multiple choice format along with some written responses for greater specificity both before and after watching the film. The student responses indicated that using the film in a reading course was perceived by students as helpful for them in improving their understanding of the texts and concepts, communicative fluency in class, and critical thinking about the content. The survey results of pre-viewing with 36 participants and post-viewing with 39 participants are discussed. The validity of the survey instruments is also considered supported by specific examples of both the surveys and student responses as well as examples of course materials and student written answers to examination questions based on the film.
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