FILM CLUB DISCUSSIONS: TASK-BASED FILM ANALYSIS TO ENCOURAGE REFLECTIVE AND FLUENT SPEAKING

This article explores the implementation of a task-based language teaching (TBLT) approach through “Film Club Discussions,” a classroom strategy designed to enhance reflective and fluent speaking among English as a Foreign Language (EFL) learners. By engaging students in collaborative analysis and discussion of films, the activity fosters critical thinking, emotional engagement, and spontaneous language use. The paper presents the structure of the film-based tasks, which include pre-viewing predictions, guided viewing, thematic analysis, and group-led discussions. Emphasis is placed on how these tasks promote turn-taking, elaboration of ideas, and negotiation of meaning—key components of communicative competence. Drawing on classroom observations and learner feedback, the article argues that film discussions serve as a meaningful context for authentic interaction, helping students express complex thoughts and opinions in English. The findings support the effectiveness of integrating film-based tasks into the EFL curriculum to create engaging, reflective, and fluency-oriented speaking opportunities.

Key words

Task-Based Language Teaching, Film Discussions, Reflective Speaking, Oral Fluency, Communicative Competence, EFL Learners, Classroom Interaction, Film Analysis, Speaking Skills, Authentic Communication