The effectiveness of using English language film in vocabulary teaching for primary school students especially for those with dyslexia : Effektiviteten av att använda engelskspråkig film i ordförrådsundervisning för lågstadieelever med dyslexi  (Svenska)

Abstract: This study investigates the advantages and disadvantages of using English film as an educational tool to increase ESL (English as a Second Language) classroom vocabulary acquisition. In particular what are the effects on English Language Learners (ELL) with dyslexia or reading difficulties, when using films as a tool within English Education. According to Donaghy (2014), the use of films in education is an effective tool as most students watch films. Conversely every student is different and has their own difficulties, as Indrarathne (2019) states that 10% of the world is diagnosed with dyslexia. WhileSpecialpedagogiska Skolmyndigheten (Special education school authority) believes that dyslexia is hereditary and occurs in around 5-8 percent of the Swedish population. In this situation in every classroom you will find at least one with dyslexia or reading difficulties. Furthermore, the focus of the study lies as well on what are the effects on students with dyslexia when they can watch a film with subtitles? There are different opinions about this. A few studies show that there are advantages to using film, and some studies show there are some disadvantages. In this current study, I explore and provide an overview for both the negative and positive effects of using films in education and investigate the advantages and disadvantages for children with dyslexia.