Using short films in the Singapore English language classroom: a qualitative study of primary school teachers' perceptions and teaching practices

Abstract

With rapid technological changes enabling greater access to and dissemination of videos online, short films have also shown an increase in volume, quality, accessibility, and popularity in recent years (Dallacqua, Kersten, & Rhoades, 2015). However, despite the fact that short films are widely available and educational research has explored and highlighted their pedagogical applications and potentials, the practice of using short films in teaching English is relatively uncommon in Singapore and the idea of it remains foreign to teachers. In examining the English Language Curriculum and Pedagogy in Singapore and the current pedagogical practices of four primary school English Language teachers –– together with their perceptions on the use of short films in teaching writing –– in the English language classroom, this research explores the approaches of teaching writing in primary schools and surfaces the key concerns and reservations that teachers have with regard to using short films in teaching English. By so doing, future research can be conducted to look into possible strategies and resolutions to further advance the potentials of incorporating short films into the language classroom and enhance the development of multiliteracies. All in all, this study hopes to bring to light the pressing need and importance of multiliteracy skills in this multimodal world.