REVISTA

JUVENTUD Y CIENCIA SOLIDARIA:

En el camino de la investigación The impact of English media

consumption on High School students’

languaje proficiency

Ana Nicole Segarra Caguana

Mi name is Ana Nicole Segarra Caguana.

I was born in Cuenca on June 25, 2007, and I study at Unidad Educativa Agronómico Salesiano. My hobbies include reading, learning new things, painting, and spending time with my pets. I’m 17 years old, and one of my biggest inspirations today is the original-ity of people. This is why I try to understand the unique vibe that each person transmits.

Abstract

This project was conducted to analyze how media con- who do not use media to learn English. Finally, an sumption affects the language proficiency of students interview was held to explore how using media has at Agronómico Salesiano High School. To gather the improved their speaking skills.

sample, a survey was administered to all high school students from the baccalaureate level.

The analysis was based on exploratory research, and Based on their responses, a group of 16 students was the results showed that students who engage with va-selected, focusing on their use of different media to rious media (movies, books, TV series, music, video learn English. The focus group participated in three games, among others) tend to be more proficient in phases.

English.

First, they completed a survey to assess how they use media to learn English. Second, a proficiency test was

Keywords: media, consumption, strategies, benefits, conducted to evaluate their skills compared to students learning, proficiency.

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En el camino de la investigación 17

Explanation of the topic

New technologies play a crucial and integral role in teenagers’ lives [1]. As [2] noted, the use of different media is growing rapidly and constantly evolving.

Therefore, continuous research on how to leverage this new media in second language acquisition is essen-tial. For language learners, acquiring a new language can be challenging and requires significant time and dedication [3]. Consequently, second language educa-tors must use diverse methodologies and strategies, Figura 1. Media most used by students including new media. As stated by the aforementioned Source: Author

authors, media refers to movies, music, films, and other Graphic 1 illustrates that 100 % of students listen entertainment-related learning resources. Several stu- to music to improve their English, 93.8 % watch series dies have highlighted the benefits of using mass media and movies, 68.8 % play video games, and 12.5 % read in the teaching and learning process [1, 4–6]. However, books and listen to podcasts. Interestingly, none of the students often fail to fully exploit the potential of students reported watching the news for the purpose mass media to improve their proficiency in a second of learning English.

language because they are unaware of how to take After the survey, students took a B1-level exam advantage of the opportunities these resources offer. based on sample tests from Cambridge University Press This study focuses on analyzing how the consumption and the book Compact Preliminary for Schools: Second of English-language media affects the language profi- Edition. This was done to compare how students who ciency of high school students at Agronómico Salesiano use media to learn English perform in comparison to High School.

those who do not. The exam assessed all four language A qualitative research methodology was used to skills, with the following results: collect and analyze data for this study, based on an exploratory research approach. According to [7], exploratory research investigates topics that have not been thoroughly studied and is primarily qualitative, although it may also include quantitative elements.

To understand the benefits of media use among high school students, all students were initially interviewed. Based on the results, a sample of 16 students was selected. This group represented students who actively use media to learn a language.

To collect reliable data, proficiency tests and interviews were conducted, focusing on assessing students’

English levels and how they use media to support their learning. The goal was to analyze and evaluate how proficient students are when they incorporate media Figura 2. Writing Skill

Source: Author

into their learning process.

Initially, a 12-question survey was administered to In the writing section, students were asked to res-gather information about how students learn English, pond to an email taken from a B1-level exam. It was how they have improved their language skills through evident that students who use media in their learning media, and the types of media they use for learning.

process produced more comprehensive answers, using a

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Juventud y Ciencia Solidaria:

wider range of vocabulary, connectors, and displaying of media consumption for language learning, as stu-better coherence in their writing.

dents demonstrated improved vocabulary, fluency, and pronunciation.

Conclusiones

This project aimed to analyze the impact of English media consumption on high school students’ language proficiency, as media consumption can significantly enhance student engagement and motivation to learn English. The study revealed the benefits of using media as an effective tool for learning English. Students are more accustomed to using media than traditional learning materials, as media provides a dynamic way to explore and learn. Our research’s primary objective Figura 3. Reading Skill

was to offer students a better option for learning a Source: Author

foreign language. The results showed that listening to In the reading section, students were evaluated on music, watching movies and series, and playing video three tasks: analyzing images related to news, text games were the most preferred methods for learning messages, and flyers; matching websites with relevant English among teenage students. This presents an op-users; and completing reading comprehension ques- portunity that can be utilized in the classroom, using tions. Results indicated that students who use various just a cellphone or lab computers. Music could be in-media to learn English had superior reading compre- corporated into tasks, or as a game where students hension skills, as most of them answered the questions guess the song. Movies could be used similarly, with correctly.

students summarizing or answering questions about them, or copying phrases and words. As for video games, teachers can decide how best to integrate them into the classroom, but video games offer a vast array of useful phrases and words. The use of media is reco-mmended due to the ease of learning it provides, as demonstrated in this project, which shows how it can enhance students’ English proficiency.

Referencia

[1] B. Boldizsár, “Teenagers and new media: Impact Figura 4. Listening Skill

on foreign language proficiency and cultural sus-Source: Author

tainability,” European Journal of Sustainable De-For the listening section, students were given two velopment, vol. 10, no. 2, pp. 301–301, 2021.

audio recordings with 11 questions. While some stu- [2] M. K. Opsahl and H. Levin, “Trending: A New Way dents performed well, the results highlighted the need of Language Learning: Students’ Language Acqui-for further focus on improving listening skills in future sition Through TikTok,” phdthesis, University of investigations. For the speaking section, each student South-Eastern Norway, 2022.

participated in an interview. Aspects such as fluency, pronunciation, sentence formation, and response speed

[3] W. S. Albiladi, F. H. Abdeen, and F. Lincoln, were analyzed. The results underscored the importance

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En el camino de la investigación 19

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[7] T. George, “Exploratory Research \textbar Defi-

[5] H. F. Israel, “Language learning enhanced by mu-nition, Guide, & Examples,” Dec. 2021. [Online].

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