This study seeks to answer the age old question of what kind of input is best for ESL learners, but it approaches the question with a new perspective. There are many options when it comes to a choice of curriculum, both in terms of the method that is used and the materials that are available. Feature film is one important resource that has received increased attention in recent years. Curriculum specialists and teachers are incorporating various film clips into instruction to enhance a grammar point, to teach culture, or as a way to motivate learners. Yet adequate research does not yet exist that demonstrates how film can be used effectively. One possible solution to this problem that was explored in this study was the use of feature films in a self-study environment. Can using annotations of feature films, in this case definitions and pictures, improve a student's listening comprehension when students interact with them independent of a teacher? So few studies look at how annotations are used in this way. Overall, this study found that intermediate English for second language learners participating in this study did show significant gains in their test scores as compared with the control group, which did not view the film. In the present study, however, in comparing the three groups, the scores for students using annotations and not using annotations were not significantly different, perhaps the result of a small sample size. Nevertheless, this study does provide many insights into the current research and can provide important guidance for future research in this area of interest. Listening comprehension is a vital subject for research, and film is an excellent tool to enhance that research.



College and Department

Humanities; Center for Language Studies



Date Submitted


Document Type





Interactive Video, Annotations, EFR, Listening Comprehension, English as a Second Language, Feature Film, SLA