ELT in Japan (ELT-J)

 Using Films for an Online Extensive Listening Library Introduction In ELT, listening and reading can be distinguished according to what types of tasks learners are asked to do. While any number of various goals could be singled out, a major contrast is often drawn between intensive vs. extensive tasks. Classroom activities are typically monopolized by intensive aspects. Although the distinction usually differentiates types of reading tasks, it can also be applied analogously to listening. For example, a class that is centered on taking the TOEFL or IELTS will emphasize intensive listening and reading questions like the ones on the tests.  The problem is that the domination of intensive tasks in the classroom leads to a dearth of  linguistic input, especially in EFL situations. Is there a way to increase the incidental exposure of students with English such that it leads to higher motivation,  a greater engagement with language learning activities, significantly more input, and more as