Enhancing English Academic Writing: The Effects of Movie Trailers on Structure Comprehension, Motivation, and Critical Thinking*
Article information
Abstract
This study explores the use of audiovisual media, specifically movie trailers, in English language teaching and their potential benefits in improving structure comprehension, critical thinking and learner motivation. This research focuses on Japanese English education students. It presents a case study using movie trailers and videos of fairy tales to help students understand the structure and usefulness of academic writing, develop critical thinking attitudes, and increase their motivation toward learning English. The study involved 105 Japanese-speaking university students, who worked on assignments using six movie trailers and two fairy tales as teaching materials. The experimental procedures included ten sessions on reading and listening assignments, and five on integrating movie trailers, where students learned the relevance of movie trailers to academic writing and created original trailers for assigned short stories. Data were collected through questionnaires and completed assignments. The results show that integrating movie trailers into English language teaching significantly enhances students’ comprehension of academic writing structures, increases their motivation to learn English, and develops their critical thinking skills. The use of familiar audiovisual materials, like movie trailers, proved effective in making the learning process more engaging and practical, ultimately contributing to better academic performance in English language writing and presentation skills.
I. INTRODUCTION
The development of English teaching materials and practices (excluding those for English academic writing) using audiovisual media began attracting researchers’ attention in the late 1990s (Kadoyama, 2016). Previous studies have shown that using audiovisual media in the classroom can motivate English language learners, make English language teaching more practical, and promote independent learning outside the classroom. Thus, many tertiary education instructors have incorporated audiovisual media, particularly films, into their English classes (e.g., Im, 2024; Sánchez-Auñón et al., 2023). Murugan and Razali (2013) and Nushur and Astutie (2021) reported that incorporating various types of audiovisual media into a curriculum effectively improved students’ critical thinking (CT).
While numerous movie scripts and TED talk transcripts are readily available, they are rarely utilized in academic writing textbooks. Considering that students find it difficult to retain knowledge and motivate themselves when acquiring English academic writing skills (Bilal et al., 2013), our study hypothesized that introducing audiovisual media with associated pedagogical benefits in writing classes would improve students’ knowledge retention and motivation. Students’ knowledge retention in English education involves the ability to remember and apply various linguistic aspects, including vocabulary, grammar, language expressions, pronunciation, comprehension, writing skills, and cultural knowledge (Bi et al., 2023). Among various types of audiovisual media, movie trailers are particularly effective due to their concise nature and clear three-part structure (Dornaleteche, 2012; Redfern, 2020).
Therefore, this paper presents a case study of the use of movie trailers in the classroom as an example of the introduction of audiovisual media in the teaching of English academic writing skills and analyzes their effect on students’ retention of writing skills and the improvement of their learning motivation and CT attitudes.
This practical study examines the efficacy of using movie trailers as educational materials to enhance English academic writing skills of English as a Foreign Language (EFL) learners. The primary focus of this study is to elucidate how movie trailers contribute to students’ CT abilities, learning motivation, and structure comprehension.
II. LITERATURE REVIEW
1. Audiovisual Media in English Language Teaching
Many studies have been conducted on incorporating audiovisual media into university English education. This process’ aim varies from improving listening skills (e.g., Daugherty, 2010; Fujita, 2019; Metruk, 2019; Nakamura & Spring, 2020) to improving speaking (e.g., Halawa et al., 2022; Kimball, 2018) and communication skills (e.g., Iida, 2021; Kadoyama, 2010; Ochi & Suzuki, 2013). Suzuki (1998) investigated teaching writing skills using audiovisual media in tertiary institutions to enhance students’ learning motivation and facilitate fluency-oriented learning. Further, Saragi et al. (2020) reported that students’ writing skills were enhanced by using guided questioning to analyze film media. Luckel-Semoto (2017) reported on a classroom practice for teaching the concept of plagiarism using pedagogical media.
Audiovisual media, including films and videos, serve as powerful tools for English language learners. For example, they can help students generate ideas and think more critically when writing; further, audiovisual feedback can improve academic language skills by minimizing cognitive load through multiple modes of information presentation (Baratta & Jones, 2008).
However, the selection of appropriate audiovisual materials is crucial. Instructors must ensure that the content is relevant and suitable for the learners’ proficiency levels. Moreover, it is important to consider the educational goals when choosing these media. For example, selecting films or videos that match the learning objectives can facilitate better comprehension and retention of the material. Additionally, instructors should be mindful of the potential challenges students may face, such as the use of colloquial language and idiomatic expressions in films; this is because it can differ significantly from the formal language required in academic writing (Baratta & Jones, 2008).
Despite these challenges, audiovisual media offer unique advantages in language education. Providing rich, contextualized language input and visual representation, they can make abstract concepts more concrete. This multimodal approach helps reduce cognitive load and can make learning more engaging and effective (Baratta & Jones, 2008). Furthermore, audiovisual media can bridge the gap between classroom learning and real-world application, making the learning experience more relevant and practical.
2. Using Film and Movie Trailers in Teaching Writing
Although many studies reported that incorporating film media contributed to improving students’ writing skills, only few reported examples of the introduction of film media into writing classroom compared to their introduction into the teaching of other skills. One reason for this is that academic writing is inherently complex, involving the mastery of grammar, vocabulary, conception, rhetoric, and other elements, which may make it more difficult to apply audiovisual media directly to academic writing compared to skills such as listening (Baratta & Jones, 2008). In addition, the films and videos’ narrative and dialogue are typically designed for entertainment, with colloquial language, idiomatic expressions, and informal speech patterns. These elements sharply contrast with the formal, structured, and precise nature of the language required in academic writing. However, audiovisual media can still support writing instruction if used thoughtfully. For example, Baratta and Jones (2008) suggest that visual media can help students generate ideas and think more critically when writing; they also report that audiovisual feedback can improve academic language skills by minimizing cognitive load through multiple modes of information presentation.
In terms of type of media, one reason movie trailers are more suitable than entire films is their concise nature. Typically lasting two to three minutes, movie trailers allow students to quickly grasp the content without extensive background knowledge (Dornaleteche, 2012). This brevity helps maintain student engagement and facilitates repeated viewing and analysis, which is essential for understanding writing structures and techniques. Additionally, movie trailers often follow a clear three-part structure—introduction, body, and conclusion—which mirrors the conventional academic writing format. This structural similarity makes them highly effective for teaching essay organization, as it allows students to intuitively grasp the three-part structure of an academic essay through the familiar, engaging medium of movie trailers (Redfern, 2020).
Two fundamental aspects of knowledge to be acquired during a writing class is writing structure (i.e., Introduction, Body, Conclusion) and the “five elements of good writing”: purpose, audience, clarity, unity, and coherence (Folse et al., 2015). This knowledge is crucial for students to acquire because an understanding of writing structure and associated elements can be applied to any type of text. Therefore, this skill is useful for writing reports and preparing presentations in other languages. We used several movie trailers to teach writing structure and its five associated elements, following Saidah and Islam’s (2017) finding that they are suitable for teaching English. Moreover, movie trailers are often clearly organized in three minutes or less (Dornaleteche, 2012) and even students who have yet to know the whole story narrated in the movie can grasp the content of the material in a short time; this factor is unlikely to reduce their motivation. Saidah and Islam (2017) and Bewick (2019) used movie trailers in English language teaching, but neither was specific to the teaching of writing.
According to Redfern (2020), the structure of film trailers often follows a three-part format. It includes establishing the narrative, emotionally engaging the audience, and conveying marketing information. This tripartite framework resembles the conventional structure of academic writing, typically consisting of an introduction, body, and conclusion. Having recognized this parallel, using structured film trailers to teach English academic writing can be remarkably effective. The trailers’ narrative structure can serve as an engaging introduction, like the introduction in academic papers, which provides context and outlines the main argument. The emotional engagement part is like the body of an academic paper, where in-depth analysis or persuasive arguments are presented. Finally, the marketing aspect of trailers can be likened to the conclusion in academic writing, which aims to reinforce the main points and leave a lasting impression. Therefore, using film trailers with this three-part structure in the English language classroom can help learners understand and apply the essential components of academic writing in an innovative and engaging way. Trailers grab the audience’s attention, pique their interest, and gradually unfold the narrative, culminating in a climax. Similarly, an essay draws the reader in, develops a coherent argument, and leads to a conclusive statement. This parallel illustrates how both media effectively engage their respective audiences, holding their interest while conveying their main point.
3. Motivation and Critical Thinking
Numerous researchers have reported that audiovisual media represent effective motivators for English language learners and should be actively used when teaching English skills. For example, Bewick (2019), Hikmah (2019), and Saidah and Islam (2017) have all highlighted the motivational benefits of incorporating audiovisual media into language teaching. Hikmah (2019) found that using audiovisual media can significantly boost students’ motivation to learn English. Similarly, Sánchez-Auñón et al. (2023) emphasized the importance of selecting media that align with students’ interests, even if the content is initially unfamiliar to them, as this can enhance engagement and improve learning outcomes.
Selecting appropriate audiovisual materials is crucial for maintaining student motivation, therefore, the instructor should carefully choose works and types of media that are relevant and engaging for students. For instance, in many English classes, students are often asked to introduce part of a movie. However, if they have not seen the entire film, comprehension becomes challenging and explaining the movie content can become a cumbersome task that may discourage students from learning. Therefore, it is essential to select materials that are not only interesting but also facilitate comprehension, thereby keeping students motivated.
Movie trailers offer a great advantage in this regard due to their concise nature. Typically lasting two to three minutes, trailers allow students to quickly grasp the content without needing extensive background knowledge (Dornaleteche, 2012). This brevity helps maintain student engagement and facilitates repeated viewing and analysis, which are essential for understanding writing structures and techniques. Moreover, trailers often follow a clear threepart structure—introduction, body, and conclusion—which can be very effective for teaching essay organization and maintaining students’ motivation through familiar and engaging content (Redfern, 2020). By integrating these strategies, educators can effectively harness the motivational power of audiovisual media to enhance students' learning experiences and outcomes in English language education.
Finally, CT encompasses the cognitive processes of thoroughly examining, evaluating, and revising one’s perspective on a given topic, issue, or problem (Paul & Elder, 2019) and also involves a self-regulatory judgment that entails interpretation, analysis, evaluation, and inference (Poštić et al., 2023). In today’s information-rich society, CT has been recognized as a 21st-century skill, essential for academic success and workplace innovation (Griffin et al., 2012). This ability is crucial for students navigating the vast information available in the digital age, enabling them to discern credible sources, construct well-founded arguments, and solve complex problems. In a global society, critical thinking in English has become increasingly important, and a growing body of research on CT in the second language (L2) field has been witnessed. Recent studies in the Japanese context have shown the effectiveness of developing CT through L2 learning. For example, Imai and Mineshima (2017) developed a list of CT skills that included 20 items, such as comparative analysis, inference skills, and logical consistency. In their studies, these skills were explicitly taught to students and integrated into activities in a year-long curriculum in a high school setting. The findings demonstrate the effectiveness of using the CT list to develop learners’ critical thinking skills.
In Akatsuka’s (2019) study on high school students, higher-order thinking skills questions, such as comparative analysis, fact versus assumption, and hypothetical scenarios, were explicitly taught and used in a variety of tasks (involving listening, reading, speaking, and writing skills) during lessons over the course of six months. This study showed significant improvements in both CT attitudes developed by Hirayama and Kusumi (2004) and speaking skills. A study by Kurohara and Ishihara (2022) examined the effectiveness of using inferential and evaluative questions in English reading classes for high school students to promote their CT skills. Despite a structured approach and regular integration of CT, no statistically significant improvement was reported in the students’ CT attitudes (Hirayama & Kusumi, 2004) or reading strategies, although there was a slight increase in their awareness of logical thinking in the CT attitudes.
These previous studies have shown that CT and language skills can both be developed by integrating them into EFL classes for adolescent students over a medium to long-term period. In addition, to develop CT, comparative analysis, inference, and examining logical consistency have commonly been integrated into various activities, such as reading, listening, writing, speaking practice, and discussions. However, to our knowledge, no studies have been conducted to investigate whether CT skills can be improved by using audiovisual information as the main learning material, specifically movie trailers. Therefore, in an era of increasing attention to audiovisual media, we believe it is worthwhile to examine the effectiveness of using audiovisual media in improving CT skills.
4. Purpose of This Study and Research Questions
This study focused on third-level Japanese learners of English. It aimed to use movie trailers to help students understand the general structure and usefulness of their academic writing more visually and intuitively. It also aimed to motivate students to learn English using materials they found interesting. Moreover, this study determined whether assignments using movie trailers increased students’ awareness of CT attitudes and knowledge retention. Therefore, this study addressed four research questions (RQs).
RQ1: Does using movie trailers as a teaching tool help students understand the structure of their academic writing?
RQ2: Will students understand how the structure and techniques (five elements of good writing) learned from analyzing movie trailers can be effectively applied to academic writing and other fields?
RQ3: Can familiar movie trailers motivate students to learn English?
RQ4: Can students develop CT through tasks involving movie trailers?
III. METHODS
1. Participants
A total of 105 Japanese university students at the College of Science and Engineering participated in this study. Students were required to take eight English courses to graduate. These courses were structured according to students’ proficiency levels, as determined by the Common European Framework of Reference for Languages (CEFR). The CEFR is an internationally recognized framework that provides a standardized method for describing language proficiency, serving as a foundation for the development of language syllabi, curriculum guidelines, assessments, and educational materials across Europe and beyond. It delineates six levels of language proficiency, ranging from A1 (Breakthrough) to C2 (Mastery; Council of Europe, 2001).
In this study, one class (21 students) was at the intermediate-low proficiency level (CEFR A2), two classes (69 students) were at the intermediate-high proficiency level (CEFR B1), and one class (15 students) encompassed students at both the intermediate-low and intermediate-high levels (CEFR A2 or B1). At the A2 level, learners are capable of understanding sentences and common expressions related to areas of immediate relevance, while at the B1 level, they can comprehend the main points of clear, standard input on familiar topics regularly encountered in work, school, and leisure contexts (Council of Europe, 2001).
2. Procedure
The section details the structure and context of the Media Skills course, including the integration of movie trailers to enhance students’ academic skills.
1) Course Overview and Context
This practice was conducted in a course called Media Skills that is required for second-year students in the fall semester of the 2021 academic year. This course aimed to develop students’ English listening, reading, and speaking skills and CT through discussions based on similar or contrasting views within one theme in each unit. The course consisted of 15 weekly class sessions, with ten sessions dedicated to reading and listening assignments from the text, a common requirement for all classes in this course. The remaining five sessions focused on integrating movie trailers into the learning activities. Due to the pandemic, students participated in classes online or watched recorded classes on demand, completed assignments, and submitted them within 72 hours weekly.
We highlight the effects and practical implications of using movie trailers within the local context of English education in English 7: Academic English course at a Japanese university. Consequently, we acknowledge that our findings are confined to this local context and generalizing these results constitutes a limitation.
Due to the pandemic, students had to adapt to online learning environments. They either participated in live online classes or watched recorded sessions, which provided necessary instructions and demonstrations. Students worked on assignments independently and submitted their work within a specified timeframe.
2) Teaching Process
Throughout a series of five sessions focused on the use of movie trailers, the instructor introduced students to the concept of trailers and emphasized their relevance to the course objectives. These sessions provided a foundation for understanding the structure of academic writing, specifically the Introduction, Body, and Conclusion, while also highlighting the five essential elements of effective writing: Purpose, Audience, Clarity, Unity, and Coherence.
During Sessions 1-3, students were taught presentation strategies, particularly how to identify and apply these five elements within the context of movie trailers. They engaged in assignments where they segmented trailers into three parts, applied the five elements at the sentence level, and compared different versions of trailers, including both Japanese and English versions, as well as multiple English versions. Comprehension exercises were also incorporated, requiring students to watch and analyze the movie trailers before proceeding with related assignments. In Sessions 4-5, the focus shifted towards reviewing the presentation strategy structure and the five elements of good writing. Students then applied their learning in creative assignments by developing original trailers for the assigned short fairy story.
3. Materials
The materials used in this study comprised six movie trailers (videos of two fairy tales), five assignments, and two questionnaires.
1) Movie Trailers
The six movie trailers used and the reasons for choosing them are as follows:
Workshop 1: Official trailer of Spirited Away (Miyazaki, 2001) in English and Japanese
Workshop 2: Official trailer of Princess Mononoke (Miyazaki, 1997) in English and Japanese
Workshop 3: Two official trailers of the English version of Frozen (Buck & Lee, 2013)
Requirements for the inclusion of film trailers were as follows: (1) the film should be familiar to one student, (2) it should contain the target structure of academic writing (Introduction, Body, and Conclusion) and the five elements for effective writing (Purpose, Audience, Clarity, Unity, and Coherence) to be taught in each session, and (3) the length of the trailer should be appropriate for use within the class timeframe (2-3 minutes).
2) Videos of Fairy Tales
Workshops 4 and 5: Inch Boy (Bom Bom Academy, 2014) and Little Red Riding Hood (Gigglebox, 2019)
The two fairy tales included were Inch Boy and Little Red Riding Hood. They were used in the fourth and fifth workshops as teaching materials for assignments where students had to create their trailers. These two films were chosen because (1) most students were familiar with the content of the films, (2) the video lengths were suitable for use within the class time frame (9.5 and 5.5 minutes), and (3) the vocabulary levels were appropriate for this group of learners.
Fairy tales were chosen as material because they are well-known stories easily understood and reinterpreted by the students. This familiarity allows students to focus more on the structure and creative aspects of the task rather than struggling with comprehension of the content. Additionally, fairy tales typically have clear narrative structures, making them ideal for teaching academic writing and presentation basics. The simple and predictable plotlines, universal themes, well-defined characters, clear beginnings, middles, and endings, as well as the moral lessons and repetitive patterns, all contribute to the clarity and educational value of fairy tales in this context.
3) Assignments
The assignments were designed to (1) improve the students’ understanding of the structure of writing/presentations, (2) enhance their ability to use the five elements of good writing, (3) promote their above-mentioned abilities by having students create original trailers for the assigned short story, and (4) improve CT skills by having students compare two trailers for one movie and subsequently create original trailers. Previous studies (e.g., Akatsuka, 2019; Imai & Mineshima, 2017) have shown that integrating comparative analysis, inference, and examining logical consistency into language activities can promote learners’ CT skills. Therefore, in workshops 1, 2, and 3, these activities were applied in the main assignment, which involved the analysis of Japanese and English versions of trailers for one movie, focusing on structural differences and inferring the reasons behind them. In addition, the assignment included inferring the audience and the purpose of two different English versions of trailers for one movie, which required evaluating the content from different perspectives. In workshops 4 and 5, the assignment aimed to promote CT by requiring analysis, comparison, audience consideration, and logical thinking in the writing of an original script for an animated short story trailer.
A typical lesson flow for Workshops 1-3 and 4-5 is shown in Table 1.
A Typical Lesson Flow for Workshops
4. Data Collection and Analysis
1) Questionnaires and Survey Procedure
Data were collected using Google Forms, with each questionnaire distributed electronically and responses collected automatically through the platform. This method ensured a streamlined and efficient collection process, minimizing the potential for data entry errors. Questionnaires A and B were administered during Workshops 1 and 5 (pre- and post-five workshops, respectively).
(1) Questionnaire A: Learning Essay Structures Using Movie Trailers (Post-Workshops)
The development of Questionnaire A was guided by existing literature and theoretical frameworks that emphasize the importance of concise and targeted assessments. Previous studies, such as those by Kraepelien et al. (2021) and MacKenzie et al. (2011), have demonstrated that brief questionnaires can effectively capture essential concepts without overburdening respondents. The five items in Questionnaire A were carefully selected to cover the core aspects of understanding the structure of academic writing as outlined in these studies. The survey included questions regarding whether the participants understood the structure of academic writing and the five elements; whether they could use them in their assignments throughout the five workshops; the content that they found helpful, interesting, and engaging; whether they became more interested in learning English; and free response items. Data were collected using Google Forms, with each questionnaire distributed electronically and responses collected automatically through the platform. This method ensured a streamlined and efficient collection process, minimizing the potential for data entry errors. Questionnaires A and B were administered during Workshops 1 and 5 (pre- and post-five workshops), respectively.
(2) Questionnaire B: CT Attitudes (Pre- and Post-Workshops)
Based on the Critical Thinking Attitudes Scale developed by Hirayama and Kusumi (2004), we assessed students’ awareness of attitudes toward CT. This CT scale contains 18 items assessing four factors: 1. awareness toward logical thinking (five items), 2. inquiry mind (five items), 3. unbiased objectivity (five items), and 4. evidence-based thinking (three items). Using these 18 items, surveys were conducted pre- and post-workshops. The items were randomly distributed to the participants in Questionnaire B; however, the order of the items was the same for all participants. The participants were asked to choose either, Strongly agree, Somewhat agree, Neither agree nor disagree, Somewhat disagree, or Strongly disagree.
2) Data Analysis
Data from the questionnaires were analyzed to assess the effectiveness of movie trailers in improving students’ academic writing skills and CT attitudes. For Questionnaire A’s analysis, which focused on the learning of structures, descriptive statistics, including means and standard deviations, were calculated for each question item. Additionally, for Questionnaire B, which examined the improvement in CT attitudes, a repeated-measures t-test was conducted separately for each CT factor (1-4) to compare the within-subject responses before and after the workshops.
This approach provided a comprehensive understanding of the impact of the teaching methods on students’ writing and critical thinking abilities.
IV. RESULTS
1. Questionnaire A: Learning Essay Structures Through Movie Trailers (Post-Workshops)
The results for Questions 1-5 in Questionnaire A are shown in Figures 1-5. A total of 70 out of 105 students responded to the survey conducted after the workshops. The courses were conducted online, which may have contributed to the lower response rate. Additionally, only the responses from students who completed all assignments were included in the analysis.
Q1. Using the Writing Structure in Assignments
Note. n = 70
Q2. Utilizing the Key Elements of Effective Writing in Assignments
Note. n = 70
Q3. Beneficial Elements Identified Through the Workshop
Note. n = 70
Q4. Interesting Learning Contents Recognized Through the Workshop
Note. n = 70
As Figure 1 illustrates, 8% of students responded “Very well,” and 65% responded “Well” to understand how an essay or speech should be organized (Body, Introduction, and Conclusion). This indicates that over 70% of students effectively comprehended and applied the structure through movie trailers.
In Figure 2, which pertains to the understanding and application of the five elements of good writing (Purpose, Audience, Clarity, Unity, and Coherence), 9% responded “Very well” and 45% of students responded “Well.” This suggests that approximately half of the learners effectively grasped and utilized these writing techniques to present their ideas.
Figure 3 (with multiple responses allowed) indicates that 31% of students responded that learning essay structures was beneficial, 33% for learning five ways to present content effectively, and 36% for learning differences between the Japanese and English versions of the movies. The results suggest that all three key activities presented through the workshops were equally meaningful to the learners. Below are some examples of the student responses:
・I have not had much presentation experience in English, so it was good that I could learn how to present ideas effectively to the audience through workshops.
・I was impressed that I learned how to effectively present my ideas to others.
・It was helpful to learn how to organize my ideas and present them efficiently in presentations.
(Translated by the researchers)
As illustrated in Figure 4 (with multiple response allowed), 39% of students replied that comparing and analyzing Japanese and English movie trailers for one movie was the most interesting, followed by 28% for learning effective presentation techniques and 24% for comparing and analyzing two different trailers (English versions) for one movie. In contrast, only 9% of respondents found writing a script interesting.
These results suggest that students found it more attractive to compare two versions of a movie spoken in their native and a foreign language than to write a trailer script based on knowledge gained from the workshops.
Examples of free responses in the survey:
・It was interesting to observe the differences in cultures and thought processes in the trailers.
・I found it impressive that the English trailer presented a more objective and detailed explanation than the Japanese one.
・It is interesting to see how trailers for the same movie are presented differently depending on the country and audience viewpoints.
(Translated by the researchers)
As shown in Figure 5, the students responded to two out of four items with a positive attitude toward learning English through the workshops: “Very well” (10%) and “Well” (58%). This demonstrates that movie trailers were effective in motivating students.
Q5. Increasing Motivation Toward Learning English
Note. n = 70
Free response comments indicated that familiar movie trailers positively impacted learning and motivation. Examples include:
・I found it interesting to learn about various familiar movies and stories in English.
・Having watched the movies I knew were used, I found the workshop very impressive.
・I found the workshops enjoyable because I was able to learn English expressions of Little Red Riding Hood that I was already familiar with in Japanese.
(Translated by the researchers)
2. Questionnaire B: Critical Thinking Attitudes (Pre- and Post-Workshops)
Participants’ responses to 18 questions regarding CT attitudes in the pre- and post-survey responses were converted to a 1-5 scale: strongly agree = 5, somewhat agree = 4, neither agree nor disagree = 3, somewhat disagree = 2, or strongly disagree = 1; the data were used for analyses.
To statistically examine the improvement in students’ awareness of CT attitudes from pre-workshops to postworkshops, a repeated-measures t-test was conducted for each of the four CT factors. Table 2 presents the descriptive statistics and results of the statistical analyses. Of the four factors, only Factor 1 showed significant improvement (t[267] = -2.545, p = .011, r = .15), suggesting that students’ awareness of thinking logical thinking and applying logical reasoning improved as a result of the workshops. Factor 1 had the lowest mean scores for both pre-workshops (M = 3.126, SD = 0.979) and post-workshops (M = 3.294, SD = 0.955), but it showed the most significant increase (MD = 0.168) from pre-workshops to post-workshops.
Comparison of Four Factors: Pre- and Post-Workshops
For Factor 2, no significant difference was reported between the pre-workshop responses (t[269] = -0.756, p = .445, r =.08), suggesting that participants’ attitudes toward being open to learning from others remained unchanged after the workshops. It should be noted that Factor 2 had the highest scores for both pre-workshops (M = 4.037) and postworkshops (M = 3.992) and the smallest increase (MD = -0.044). Factor 3 also showed no significant difference between pre-workshops (M = 3.559, SD = 0.957) and post-workshops (M = 3.633, SD = 0.914) (t[269] = -1.218, p =.224, r =.08). This finding indicated that the educational intervention did not affect the participants’ unbiased objectivity. Similarly, no significant difference was reported in Factor 4 between pre-workshops (M = 3.697, SD = 0.864) and post-workshops (M = 3.771, SD = 0.806) (t[161] = -0.967, p=.335, r =.08), suggesting that the workshops did not improve participants’ attitudes toward evidence-based thinking.
V. DISCUSSION
This study investigated whether movie trailers familiar to students could help Japanese university students learning EFL understand how to present their ideas, increase their motivation to study English and develop their CT skills. This section discusses the findings of this study regarding the four RQs.
RQ1 asked: “Does using movie trailers as a teaching tool help students understand the structure of their academic writing?” Overall, the activities using movie trailers assisted foreign language learners in learning essay structures and elements associated with essay writing. Regarding the essay structure, more than 70% of students responded that they understood it and could use it in their assignments (see Figure 1). In addition, one-third of the students found it beneficial to learn about the differences between the English version (which has a clear structure: Introduction, Body, and Conclusion) and the Japanese version (which has a more ambiguous structure) of the movie trailer (see Figure 3). The assignments employed in the workshops, which took advantage of the clarity of the movie trailers (Dornaleteche, 2012), contributed to the students’ understanding of essay structure and their ability to present ideas logically.
Regarding the writing techniques (“five elements of good writing”), 55% of learners felt that they were able to use them in their writing (see Figure 2). Compared to students’ comprehension and utilization of “writing structures,” the percentage of their knowledge and implementation of “writing techniques” is comparatively lower. They learned about “structures” in the previous semesters, while they learned about “techniques” for the first time in university. Therefore, a difference may have occurred in these percentages. If students can understand and retain this structure, it indicates improved retention of academic writing concepts.
While previous studies have focused on examining the effectiveness of improving learners’ speaking and listening skills using movies and movie trailers (e.g., Bewick, 2019; Saidah & Islam, 2017), this study demonstrated that movie trailers can be utilized for students’ learning of essay structures and techniques associated with writing.
Secondly, RQ2 asked, “Will students understand how the structure and techniques (five elements of good writing) learned from analyzing movie trailers can be effectively applied to academic writing and other fields?” Considering that one-third of the students chose “learning effective presentation techniques” when asked to choose one out of four items in response to the question, “Which of the learning contents did you find interesting?” (see Figure 4), it is reasonable to assume that the students learned that the structure of the movie trailer can be utilized in writing and other situations (such as presentations). In addition, the students’ free response to the question, “What impressed you about the workshops?” suggested that using materials that differed from academic writing, such as analyzing movie trailers and writing scripts, helped the students learn how to present their opinions, including writing and oral presentations effectively.
These results highlight that students could see the practical applications of the skills they learned, indicating that using movie trailers can bridge academic writing skills with real-world applications. RQ2 addresses whether students learn that the structure and techniques studied through movie trailers can be applied in various contexts. The findings imply not only that students understood the learned structure and techniques but they could also recall and apply them effectively in different situations, further indicating enhanced understanding and application.
As for RQ3, which asked “Can familiar movie trailers motivate students to learn English?”, the findings indicated that approximately 70% of the students were able to increase their motivation to learn English through the workshops (see Figure5). In addition, it was apparent through their free descriptions that familiar movie trailers positively impacted students’ English learning.
These results are consistent with previous studies showing that audiovisual media can be used in classrooms to motivate English language learners (e.g., Amino, 2007; Im, 2024; Riccobono, 2017). This study specifically demonstrates that movie trailers that are familiar to learners can enhance their motivation to learn English.
Interestingly, as shown in Figure 4, 39% of students indicated they were interested in comparing and analyzing a Japanese movie trailer with its English counterpart. The free responses also indicated that students could increase their motivation toward learning English by comparing Japanese trailers to English trailers since they realized the differences in thinking and expressing ideas in different languages and cultures and learning how to present their ideas and write expressions.
These results suggest (1) using Japanese trailers that students are familiar with and (2) providing students with the opportunity to compare the Japanese version and its English counterpart as effective methods to increase student motivation when using movie trailers as a means of learning a foreign language.
Finally, RQ4 asked, “Can students develop CT through tasks involving movie trailers?” Statistical analysis revealed significant improvements in factor 1 (logical thinking), indicating an improvement in the students’ ability to think logically and apply logical reasoning. On the other hand, no significant changes were noted for factors 2 (inquiring mind), 3 (unbiased objectivity), and 4 (evidence-based thinking). This lack of significant improvement may be attributed to the nature of the tasks, which focused more on logical structuring and presentation than on indepth inquiry or evidence-based reasoning. Future studies could include more tasks specifically designed to improve these aspects of CT. In addition, explicitly teaching a range of CT skills and having learners apply these skills throughout the courses, as well as providing students with regular opportunities for reflection, would be beneficial to students’ overall improvement in CT skills (Akatsuka, 2019; Imai & Mineshima, 2017). Furthermore, since the current study consisted of a short-term intensive workshop, it is assumed that more learning time would be needed to improve students’ comprehensive CT skills, such as half a year (Akatsuka, 2019) or one year (Imai & Mineshima, 2017).
Regarding the improvement in the types of CT skills, both Kurohara and Ishihara’s (2022) studies and the current study used the same scale and found that the average score for factor 1, “awareness of logical thinking,” was the lowest in both the pre-test and post-test and exhibited the highest improvements compared to the other factors. This result may be due to room for improvement in this factor; however, this conclusion is premature because these results were obtained from a specific portion of the population only—Japanese adolescents. Further investigation into the underlying reasons and potential educational interventions to address this finding would be worthwhile. Taken together, the present study suggests that movie trailers can partially contribute to fostering CT skills, which is highly important for students living in the 21st century (Griffin et al., 2012), by having students compare two trailers for one movie to analyze presentation structures, evaluate different versions of content, provide reasons for their evaluations, and synthesize their knowledge and skills into the production of an original trailer script.
In conclusion, using movie trailers proved beneficial in teaching essay structures, enhancing presentation techniques, motivating students, and developing logical thinking skills. These results suggest that integrating familiar audiovisual content into English language teaching can be an effective pedagogical strategy. However, a broader range of tasks and activities might be necessary to fully develop all aspects of critical thinking.
VI. CONCLUSION
This study demonstrates that movie trailers can be beneficial for fostering students’ academic writing/presentation strategies and CT, which is different from the general classroom approach of developing speaking and listening skills while improving students’ motivation to learn English. The new evidence presented in this study on the usage of movie trailers makes a practical contribution to the growing number of studies on instruction using audiovisual media in academic English language learning within a tertiary setting.
Several issues should be addressed in future studies. First, regarding the methodology, this study did not examine the improvements in learners’ writing skills through pre- and post-workshops. Although the learners responded that they could use the workshop skills in their assignments, it would be worthwhile to investigate whether the knowledge acquired under tasks using audiovisual media can be transferred to written production. In addition, movie trailers cannot be asserted as a universal solution for English learning challenges. In fact, this study reports findings obtained through a specific audiovisual medium—movie trailers. A comparative analysis with other media or materials would be valuable to assess the effectiveness of using movie trailers.
Second, as for learner-related factors, although this study should have considered students’ English proficiency, examining this factor could be worthwhile, as it may influence various aspects of CT development (e.g., Akatsuka, 2019; Bağ & Gürsoy, 2021). Moreover, it is pertinent to recognize that although this approach might benefit visual learners, its applicability might extend only sometimes across all student demographics or educational environments.
Thirdly, in terms of the materials, potential biases and errors associated with movie trailers must be considered. For instance, if the content of the trailers depends on specific cultural contexts, understanding may be limited.
To address these limitations, future research should aim to investigate which specific factors, such as materials, tasks, and learners’ individual differences, contribute to learners’ understanding and use of academic writing and presentation strategies, motivation, and critical thinking, using robust methodologies. By considering these factors, future research in English language teaching can provide additional suggestions for classroom activities tailored to meet learners’ diverse needs.
In summary, while this study highlights the potential benefits of using movie trailers in enhancing academic writing skills, motivation, and critical thinking, it also points out the need for more comprehensive research to fully understand and optimize the use of audiovisual media in language education. Future studies should address the limitations identified and explore the broader applicability of these findings across different educational contexts and student populations.