Embedding popular culture in EFL: enhancing Armenian students’ learning, motivation, and participation

Abstract

The aim of this study was to explore the alteration of participation, engagement and motivation in Armenian university students when exposing them to learning through popular culture (movies/TV shows, songs, memes and comics) in a formal context. This was a case study based on action research. The participants were a group of 12 Armenian university students who studied or had studied English as a part of their curriculum at the moment of the research chosen by using purposive sampling. The study was based on a qualitative approach since it collected data through open-ended surveys, questionnaires and observations. Pre-survey was conducted to understand the participants’ notion of popular culture and their preference of its types and specifically what items of popular culture they would pick to learn English through. Open-ended surveys and interviews were conducted to collect detailed data about the experience where participants expressed their attitude towards the change in their participation, engagement and motivation in the learning process. Open ended post-survey was conducted to collect data for understanding how their participation, engagement and motivation changed compared to the beginning of the experiment.