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This article explores the efficacy of incorporating film in the English literature classroom, and the types of film that are most effective in motivating students to engage in voluntary reading. The students read literary works (novels) in Korean translation followed by a lecture using the English text before viewing a film adaptation. Based on a survey by students after viewing the film, the study was able to identify which element proved most influential in increasing student motivation to read the original English novel and which types of film proved most effective. Results revealed that students tend to favor inspired adaptations of classic novels. In addition, among the elements that were measured to predict the students’ motivation to actually read the original novel - entertainment, quality, relevance - the relevance of the film to the novel was found to be the most important factor in predicting the students’ motivation level. These outcomes stress the need for a continuous update of novel-film pairing and identify an optimal match for maximum educational effect. Also, the relevance of the film to the novel should have a greater weight when selecting a film. Implications and limitations of the study are also discussed. |
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