THE EFFECTS OF ENGLISH FILMS ON THAI EFL LEARNERS' PRAGMATICS COMPETENCE

摘要

This research study delves into the effect of films on the pragmatic competence of Thai students learning English as a Foreign Language (EFL). The focus is specifically on refusal speech acts, which previous research has not explored extensively. Despite the widespread use of films in language instruction across various educational settings, there is a significant gap in research concerning their influence on refusal speech acts. This gap is particularly noticeable in the context of Thai EFL learners, a group that has not been the focus of many studies in this area. The objectives of this research were 1) to investigate the impact of films on the pragmatic competence of Thai EFL students, specifically in the context of refusal speech acts, and 2) to explore the effectiveness of using films as a teaching tool in enhancing students' engagement and language skills. This research employs an action research design, allowing for a more practical and participatory approach. The study participants are five students from Grade 5 at a school in Northeast Thailand. The choice of a smaller group allows for a more detailed and in-depth analysis of each student's progress and response to the teaching method. Several research instruments are used in this study to gather data, including semi-structured interviews. Observation forms for student and teacher behaviours are also used. These forms help record and evaluate the interactions, engagement levels, and general behaviours during the learning process, offering insights into the effectiveness of the teaching method and the student's progress. Post-teaching interviews are also conducted, allowing the research to capture students' reflections and thoughts after completing the teaching process. The preliminary findings of this study suggest that films can serve as rich, authentic resources for pronunciation and pragmatic instruction. The students exhibited enthusiasm and showed improved skills through film-based learning. These observations indicate that film can be a motivating and effective educational tool, facilitating an active learning environment and contributing to better student engagement. Hence, the results revealed that films are valuable, authentic resources for teaching pronunciation and pragmatic skills. The students demonstrated increased enthusiasm and improved abilities through film-based learning, suggesting that films can be a motivating and effective tool for creating an active learning environment and enhancing student engagement.