Without having efficient command of idiom comprehension and use, the natural flow of speaking and listening processes in a language are impaired. Given the salience of teaching idioms effectively and the challenges language teachers normally grapple with in doing so, finding functional techniques to teach idioms have been the central focus of many studies after the emergence of post-method era. The present study aims to explore the attitude of 40 Iranian EFL learners and teachers towards the use of movie clips as a new method of English idioms instruction. As a mixed-method study, interviews and questionnaires were both used to gauge the attitude of 30 EFL learners and 10 EFL teachers. The results revealed that both groups have a strong positive attitude towards the use of movie clips as a new method of English idioms instruction. The findings of this study bear implications for both language teaching practitioners and syllabus designers.

This study aimed at exploring the effects of Telegram messenger and movie clips on idiom learning of Iranian EFL learners. To this end, 59 students were assigned to two experimental and one control group. In the control group, the idioms were taught conventionally using definitions and examples, but in the movie clips group the same idioms were taught by playing them on TV, and in the Telegram group, they were taught by sending pictures consisting of their definition and example. Finally, the participants in the Telegram and the movie clips groups completed a 10-item questionnaire to find out their attitudes toward learning idioms. The results revealed that both the Telegram and movie clips groups significantly outperformed the control group in the posttest. Thus, they can be used as effective educational tools for learning idioms and can help teachers to use and apply them in English courses to improve idiom learning. Moreover, the results of the questionnaires showed that the participants had positive attitudes towards using Telegram messenger and movie clips in learning idioms.

Because idioms are ubiquitous in the authentic language to which learners are exposed, learners of a second or foreign language need to possess a good command of idioms and proficiency in idiom use to be able to comprehend and produce language effectively. A considerable body of research has sought ways to optimize learning and teaching of idioms. The present study aimed at investigating the effect of using movie clips containing idioms, as one method of teaching, on the quality of 60 intermediate EFL pupils’ idiom learning. Oxford Placement Test (OPT) was implemented to ensure homogeneity of learners in proficiency. All the groups were given two standard idiom multiple-choice tests, one as the pre-test and the other one as the post-test. In the experimental group, idioms were taught by displaying movie clips containing the idioms, while the control group followed the traditional class activities using synonyms and antonyms. The results of both Scheffe Dependent variable Post-test and paired sample t-test revealed that the participants in the movie clips group had better performance in post-test than in pre-test. This study has theoretical as well as pedagogical implications in the fields of second/ foreign language teaching and learning which are discussed.

This study aimed at examining the effect of movies on learning English idiomatic and everyday expressions among Iranian EFL learners. The sample population of this study was English major students of Islamic Azad University, Isfahan (Khorasgan) Branch. Their first language was Persian and their age ranged between 25 and 45. The participants were 30 male and female students who were chosen based on their scores in a placement test to ensure that they were in the same level of English language proficiency. An experimental design was used in which pre-test-post-test was utilised. After the data were analysed statistically through a paired-samples t-test, the results showed that movies had significant effects on learning English idiomatic and everyday expressions among Iranian EFL learners and improves their English learning. Thus, language teachers and syllabus designers can include movies as an effective and interesting tool in teaching vocabulary in general and idiomatic and everyday expressions

Due to the significant role of idioms in second language learning and the difficulties EFL learners experience in learning them, finding ways to improve the learning process of idioms is of high importance. The present study investigated the effect of audio-visual vs. written contexts on idiom learning of Iranian Intermediate EFL learners. It was also an attempt to identify which context would lead to the language learners’ enhanced idiom comprehension. Particularly, the study explored the effect of audio-visual context on learners’ idiom learning, the effect of written-context on learners’ idiom learning, and finally the difference between idiom improvements of learners who were exposed to audio-visual compared to their counterparts in the written group. The participants were English language learners (L2) at Language Academy in Isfahan, Iran. They were all female, Persian native speakers. Their age range was between 19 and 26. Initially, a total of 80 EFL students were selected to...