Chapter 1. Definitions and Background of Screen Media in Foreign Language Education
Adrian Leis and Matthew Wilson
Adrian Leis and Matthew Wilson
Abstract
Chapter 1 examines the role of screen media in foreign language education, situating its use within both historical and contemporary contexts. From the early adoption of language laboratories in the mid-twentieth century to the widespread integration of smartphones and tablets, technology has consistently shaped how learners engage with language. We define screen media broadly to include video, film, television, and digital platforms, and highlight the advantages these tools bring to the classroom. In particular, we focus on three areas where screen media has demonstrated strong pedagogical potential: providing authentic materials, introducing foreign cultures, and supporting incidental vocabulary learning. Drawing on empirical studies, the chapter shows how authentic audiovisual input can enhance motivation and engagement, while also fostering intercultural competence and vocabulary development. The discussion is framed through four theoretical perspectives: multimodal learning theory, sociocultural theory, cognitive load theory, and media literacy. Each theory offers insights into why screen-based resources are effective for language acquisition. To contextualize these themes, we provide an overview of the contributions included in this volume, which range from empirical studies on caption use and flipped classrooms to practical applications such as student-produced subtitles and video-based drama. This chapter positions screen media as a catalyst for linguistic, cultural, and cognitive development, and underscores its value as both a research focus and a practical resource for educators and learners.
About the Contributors
Adrian Leis is a professor at Tohoku Gakuin University in Japan with more than 25 years of experience teaching English. He earned his PhD from Tohoku University, and his research focuses on language learning motivation, computer-assisted language learning, and language pedagogy. He is the author of Insights into Flipped Classrooms and co-editor of Mindsets in Language Education and Innovations in Flipping the Language Classroom. Adrian is also the co-author of the Dictogloss in Action textbook series and serves as editor of the JACET Journal.
Matthew Wilson has more than 26 years’ experience teaching in Canada, South Korea, and Japan. He is currently a professor and the head of the English program at Miyagi University. Matthew has published 17 books and textbooks on strategies for improving English proficiency and learning common English expressions in movies. He has also presented widely on the use of screen media in language education at various conferences and events around Japan.
Citation
Leis, A., & Wilson, M. (2025). Definitions and background of screen media in foreign language education. In A. Leis & M. Wilson (Eds.), Screen media in foreign language education (pp. 1-18). Candlin & Mynard. https://doi.org/10.47908/37/1
Chapter 1 examines the role of screen media in foreign language education, situating its use within both historical and contemporary contexts. From the early adoption of language laboratories in the mid-twentieth century to the widespread integration of smartphones and tablets, technology has consistently shaped how learners engage with language. We define screen media broadly to include video, film, television, and digital platforms, and highlight the advantages these tools bring to the classroom. In particular, we focus on three areas where screen media has demonstrated strong pedagogical potential: providing authentic materials, introducing foreign cultures, and supporting incidental vocabulary learning. Drawing on empirical studies, the chapter shows how authentic audiovisual input can enhance motivation and engagement, while also fostering intercultural competence and vocabulary development. The discussion is framed through four theoretical perspectives: multimodal learning theory, sociocultural theory, cognitive load theory, and media literacy. Each theory offers insights into why screen-based resources are effective for language acquisition. To contextualize these themes, we provide an overview of the contributions included in this volume, which range from empirical studies on caption use and flipped classrooms to practical applications such as student-produced subtitles and video-based drama. This chapter positions screen media as a catalyst for linguistic, cultural, and cognitive development, and underscores its value as both a research focus and a practical resource for educators and learners.
About the Contributors
Adrian Leis is a professor at Tohoku Gakuin University in Japan with more than 25 years of experience teaching English. He earned his PhD from Tohoku University, and his research focuses on language learning motivation, computer-assisted language learning, and language pedagogy. He is the author of Insights into Flipped Classrooms and co-editor of Mindsets in Language Education and Innovations in Flipping the Language Classroom. Adrian is also the co-author of the Dictogloss in Action textbook series and serves as editor of the JACET Journal.
Matthew Wilson has more than 26 years’ experience teaching in Canada, South Korea, and Japan. He is currently a professor and the head of the English program at Miyagi University. Matthew has published 17 books and textbooks on strategies for improving English proficiency and learning common English expressions in movies. He has also presented widely on the use of screen media in language education at various conferences and events around Japan.
Citation
Leis, A., & Wilson, M. (2025). Definitions and background of screen media in foreign language education. In A. Leis & M. Wilson (Eds.), Screen media in foreign language education (pp. 1-18). Candlin & Mynard. https://doi.org/10.47908/37/1
Information About the Book
Title: Screen Media in Foreign Language Education
Editors: Adrian Leis and Matthew Wilson
Read more...
Title: Screen Media in Foreign Language Education
Editors: Adrian Leis and Matthew Wilson
Read more...