Reflection article Film Circles: Scaffolding Speaking for EFL Students

LEO #1
Reaction and Response Essay
Film Circles: Scaffolding Speaking for EFL Students

Name: Chi Tran Huyen
Cohort 38
Student Code: 2602349
The publication titled "Film Circles: Scaffolding Speaking for EFL Students," authored
by five pre-service teachers which are Crissa Stephens, Rocio Ascencio, Ana Luisa Burgos,
Tatiana Diaz, Jimena Montenegro, and Christian Valenzuela, was published in 2012 by English
Teaching Forum. I see that traditional instruction has been the foundation of language education,
characterized by memorization and a grammar-centric approach, especially in the context of the
Vietnamese education system. This article is a good quote for speaking activities as a group
project to facilitate book discussions among students by providing essential scaffolding support
and language input was transformed into a Film Circle to align with students' interests and daily
experiences. I believe using Film Circles is a practical pedagogical approach to capture students'
attention, stimulate their interest, and foster critical thinking skills. Nevertheless, successful
implementation in public schools and across different countries requires careful adaptation to
align with specific learning sessions and each educational context's curriculum or national
syllabus.
In my view, this action research aligns seamlessly with the context of not only Chilean
public schools but also other national public schools while quoting that "The traditional methods
in use do not always provide enough opportunities for students to speak in English, even though
the students have studied it since they were children." In ESL classrooms, students generally
express discomfort and frustration due to the limited opportunities to practice speaking despite
their keen interest in developing this crucial skill. The disconnect between their enthusiasm for
spoken English and the conventional teaching methods underscores the need for a more
communicative approach. The research presented in the article addresses this issue by advocating
for the adoption of interactive speaking activities, a particularly intriguing transformation in the
Chilean public school system. One of the significant challenges students that I also related to
Vietnamese students often need help with is a lack of critical thinking skills and difficulty in

brainstorming ideas during conversations. For example, Vietnamese students tend to avoid or


LEO #1
evade conversations with foreigners or struggle to apply their learned vocabulary in real-life
conversations.
In many cases, this hesitance or difficulty stems from a lack of exposure to authentic
conversational contexts. According to Vu, T. B. H. (2023) on Teaching English speaking skills:
An investigation into Vietnamese EFL teachers' beliefs and practices article, approximately 37%
of participants acknowledged facing challenges in teaching English speaking, citing their own
deficiencies in oral English proficiency and a lack of suitable pedagogical strategies as
contributing factors. Hence, I am confident that "Film Circles" will usher in a refreshing
approach to teaching ESL speaking within the Vietnamese educational system.
Having immersed myself in the insights of the article "Film Circles: Scaffolding
Speaking for EFL Students," I find the concept of scaffolding activities most important. These
activities offer a structured framework that assists in comprehension and ensures that students
can effectively grasp and apply the concepts being taught. As students watch the film and
subsequently engage in discussions, they are naturally drawn into conversational contexts that
mirror real-life scenarios. This activity not only allows them to apply their learned vocabulary
but also helps build their confidence in using English for communication. The authentic
dialogues and interactions within the film can serve as models for students, enabling them to
observe and practice natural conversational patterns and expressions.
As the authors say, well-chosen films provide a treasure trove of chances for students to
engage with English meaningfully, exploring compelling content and thought-provoking
subjects. The choice of the movie is pivotal, as it profoundly influences the way we approach and
utilize it in the teaching process. Opting for educational films ensures that the content aligns with
the learning objectives and curricular goals, making the integration of language learning more
effective and meaningful. Thus, I agree that the right film for "Film Circles" requires considering
three key criteria:


Appealing to students' interests and background knowledge



Using accessible language for varying English proficiency levels



Conveying an inspiring message for young people

These elements ensure that the chosen film enhances language learning while also connecting
with students on a personal and motivational level.


LEO #1
I see that the structure of a Film Circle activity typically follows the familiar pre, during,
and post-phases. However, it's essential to integrate listening skills effectively within the preactivity phase. This phase can be further enhanced with specific sections tailored to student's
unique challenges and needs in a public school setting. As I mentioned before, the Vietnamese
English Teaching curriculum lessons are totally different from those in Chile and other countries.
Vietnamese teachers do not have enough teaching sessions in a week or month to follow a
project and help students get along with the role and mission of the Film Circle activities.
Consequently, I suggest adopting a flipped learning approach so students have time at home to
practice and accustom themselves to the scaffolding activities.
In conclusion, the Film Circle stands out as an engaging and effective method for
promoting oral communication, especially in public school settings. It encourages brainstorming,
cultivates critical thinking during speaking activities, and facilitates the practical application of
acquired vocabulary within collaborative group work. The incorporation of scaffolding activities
empowers students to take charge of their learning. Nonetheless, it's essential to remember that
the successful implementation of Film Circles hinges on adaptability to the unique needs of each

public school and the specific requirements of diverse educational systems, especially in the
Vietnamese context.