Watching English movies and proficiency development: Advanced learners’ perceptions and strategies

Watching movies can help language learners improve their proficiency. However, important in this regard are what kinds of movies learners perceive as beneficial and how they benefit from watching movies. This study intended to discover advanced English learners’ perceptions and strategies regarding watching movies. To this aim, the researchers selected 34 advanced English learners in Iran. The participants completed a questionnaire and then the researchers interviewed them to find out their perceptions and strategies with regard to watching English movies. The findings suggested that the most favourite genres were comedy, documentary and animated movies, in the order given. Furthermore, the most common strategies used by the learners were writing down new vocabularies, reviewing them and using them in everyday situations. Moreover, advanced learners preferred to watch movies with English or no subtitles. The findings can aid English learners and teachers to become familiar with effective strategies regarding watching English movies. Keywords: Advanced learners, English movies, learning strategies, learning perceptions, subtitles.

Shaping “The Belt and Road Initiative” International Higher Education

This study aims to exploring the “The Belt and Road” international higher education. This research uses a qualitative method to explore the learning perceptions of 22 international students from South-Asian countries studying in Chinese learning programs at three Chinese higher education institutions. The findings argue that the international students from South-Asian countries’ various attitudes towards the learning and teaching approaches as well as their communications with international classmates, Chinese students and teachers all shaped their learning perceptions of learning Chinese. Moreover, the findings reveal those international students’ cognitive (e.g., thoughts, beliefs, and ideas), affective (e.g., feelings and emotions) and conative (e.g., tendency or disposition) learning perceptions as parts of their psychological mechanisms interacted with institutional or cross-cultural contexts. This study also highlights the importance of making sense of these complexities to understand international students’ learning perceptions. The implications of stimulating their learning perceptions are also discussed.