Abstract
This study investigated the effects of film-based instruction on Japanese EFL learners' motivation in 16 components such as ideal L2 self, ought-to L2 self, cultural interest, interest in the English language, integrativeness, instrumentality and so forth. The participants included 55 Japanese university students in two classes at a university of teacher education in Japan. A pre- and post-test quasi-experimental design was employed with 27 students in the experimental group and 28 in the control group. Prior to the intervention, both groups were given a pre-questionnaire on L2 motivation. Then, the experimental group received film-based instruction, while the control group received an English instruction without using films for one semester. After the intervention, both groups completed a post-questionnaire on L2 motivation. The collected data was analyzed with one-way analysis of covariance, and the results indicated that the experimental students significantly improved in eight L2 motivation components. In addition, the experimental group completed a post-questionnaire on the film-based instruction they received, and the results indicated that the experimental students had positive attitudes toward the instruction, and what elements of the film-based instruction contributed to improving students' L2 motivation. Based on the results, pedagogical implications for using films are discussed.
https://ror.org/00wejpz79 
