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  4.4 The Design of the Movie Class ...........58-70
        4.4.1 The Selection of Movies ...........58
        4.4.2 The Activities in the Movie Class........... 58-70
Chapter 5 Data Analysis and Discussion ...........70-106
    5.1 The Analysis of Questionnaire No1 ...........70-82
    5.2 The Analysis of the Pre-test and Post-test ...........82-85
    5.3 The Analysis of the Questionnaire No2........... 85-99
5.4 The Analysis of the Interview........... 99-106

Conclusion

To sum up, this study has theoretically and statistically supported that movie classes canserve as a stimulus to motivate students, and can help them learn English more effectively,and can offer linguistic and cultural knowledge for the students and teachers. The movie classis proved to be an efficient way to improve the students’ motivation and gain betterachievements in secondary vocational schools. But many factors are not taken into account.For further research, researchers should pay attention to the limitations of this study.
First, due to limited time and energy, the extent of the study is limited to one Secondaryvocational school in Handan City and the samples are from two classes of the same grade andonly one class efficiently take part in the experiment. The other class is still dominated by thetraditional teaching way. Thus, the findings may not be assured as expected and the result ofthe research is far from being conclusive and further research is required.
Second, due to the large numbers of the class, it is hard for everyone to have enoughopportunities to practice in the movie class and achieve the better effect of teaching. So thebetter way of the teaching movies is that average number of each class is about 20-30.
Third, it is very hard for the researcher to collect all the suitable movies which are collected according to the content of the texts on the book or related to what the learners haveleamt for the movie teaching, although with the help of the Mr, Lei and his company-BeijingFundamental Educational Science and Technology Center for Generations. The difficultylevel of the language, the subjects of the movies and many factors should be taken intoconsideration, such as the language level and interests of their students, the aims, the timelimited, the availability of videos and the facilities. The selection of the movies is veryimportant for a successful movie class.
Fourth, the experiment lasted the whole semester, about 18 weeks. So the control to thesubjects may be not enough in such a long time. The experiment subjects may be influencedby many disturbing variables from themselves, their families and the society. These may havesome effect on their motivation of the EFL learning. So the result of the experiment may beinfluenced by these.
Finally, about the instruments, questions in the questionnaire No2, the interview and theactivities used in the movie class are not so comprehensive and scientific due to the limitedpersonal teaching experiences. Despite activities used in the movie class and offered in thethesis, there is no unique or preferred model of lesson design. The researchers can exploremore teaching models and learning activities that best suit specific classes. Data collectinginstrumen本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。