Sử dụng video Tiếng Anh trong dạy nghe ở một trường cấp 2 tại Thái Nguyên

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

VO THI HONG HOA

THE APPLICATION OF ENGLISH VIDEOS IN TEACHING

LISTENING AT A LOWER-SECONDARY SCHOOL

IN THAI NGUYEN CITY.

Sử dụng video Tiếng Anh trong dạy nghe ở một trường cấp 2

tại Thái Nguyên.

M.A THESIS

Field: English Linguistics

Code: 8220201

THAI NGUYEN – 2020

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

VO THI HONG HOA

THE APPLICATION OF ENGLISH VIDEOS IN TEACHING

LISTENING AT A LOWER-SECONDARY SCHOOL

IN THAI NGUYEN CITY.

Sử dụng video Tiếng Anh trong dạy nghe ở một trường cấp 2

tại Thái Nguyên.

M.A THESIS

APPLICATION ORIENTATION

Field: English Linguistics

Code: 8220201

Supervisor: Dr. Nguyen Trong Du

THAI NGUYEN – 2020

i

ABSTRACT

This study aims to investigate the application of using authentic English

language videos in teaching listening comprehension in Hoang Van Thu Lower

Secondary School, Thai Nguyen City. A model of quasi-experimental research was

conducted to measure the differences between students’ listening competence with

and without watching videos in class. Moreover, this study aimed to identify students’

attitudes towards using authentic videos in teaching listening comprehension. There

were 66 participants divided into 2 classes namely Class A and Class B. There were

total 132 pre-test and post-test results included 66 pre-tests and 66 post-tests and 33

questionnaires collected. By using SPSS 22.0 for Windows to test the hypotheses, the

results showed that there was significant difference between pre-test and post-test

results of the experimental group. Students who joined the class applied video

materials showed improvement in listening competence compare to those followed

traditional teaching method. It indirectly confirmed the novelty and importance of

videos in the method of teaching listening. Students also showed positive attitudes

towards applying video materials in teaching and learning listening comprehension.

Some suggestions and implications were also proposed for future reference of

educational studies.

Key words: application of using videos, listening comprehension, lower secondary

school, student attitudes, quasi-experimental research.

ii

DECLARATION

I hereby declare that this thesis and the work presented in it are my own and have

been generated by me as the result of my own original research. I confirm that:

This work was done wholly while I am in candidature for a Master degree at The

School of Foreign Language -Thai Nguyen University.

This thesis has never been submitted partially or wholly for a degree or any other

qualification at this University or any other institution.

Where I have quoted from the work of others, the source is always given. With the

exception of such quotations, this thesis is entirely my own work.

I am fully aware that should this declaration be found to be false, disciplinary action

could be taken and penalties imposed in accordance with University policy and rules.

Thai Nguyen, August 24th 2020

Supervisor Trainee

Dr. Nguyen Trong Du Vo Thi Hong Hoa

iii

ACKNOWLEDGEMENTS

During the course of this thesis, I received tremendous help from the school,

teachers, family and friends. I would like to send my sincere thanks to those who

support me.

First and foremost, I would like to express my sincere gratitude to my

supervisor, Dr. Nguyen Trong Du for giving me huge motivation, providing me

meaningful lessons, and instructing me enthusiastically. His enthusiastic supervision

and valuable advice help me complete this research in the best way possible. I will

never forget the very useful knowledge that this teacher brought me.

Furthermore, there are no words to show my appreciation to linguists whose

books and pieces of research. Without this support, I would not have been able to

enrich my knowledge and conduct this research smoothly.

I, finally, would never forget the kindness of my friends, supporters and my

family who have given me strength all time to encourage me complete this thesis.

Thank you for everything!

iv

TABLE OF CONTENTS

COVER PAGE

ABSTRACT.............................................................................................................................. i

DECLARATION..................................................................................................................... ii

ACKNOWLEDGEMENTS................................................................................................... iii

TABLE OF CONTENTS....................................................................................................... iv

LIST OF TABLES ................................................................................................................. vi

LIST OF FIGURES .............................................................................................................. vii

CHAPTER 1: INTRODUCTION...........................................................................................1

1.1. Rationale of the study ...................................................................................................1

1.2. Scope of the study..........................................................................................................6

1.3. Significance of the study ...............................................................................................6

1.4. Aim of the study ............................................................................................................8

1.5. Organization of the study .............................................................................................8

CHAPTER 2 LITERATURE REVIEW..............................................................................11

2.1. Theoretical Background .............................................................................................11

2.1.1. Listening Comprehension ......................................................................................11

2.1.2. The use of videos in language learning..................................................................13

2.2. Review of related studies............................................................................................14

CHAPTER 3: RESEARCH METHODS .............................................................................19

3.1. Research Methods.......................................................................................................19

3.1.1. Experimental Research...........................................................................................19

3.1.2. Why Quasi-experimental Research? ......................................................................21

3.2. Participants..................................................................................................................22

3.3. Procedures ...................................................................................................................23

3.4. Selecting Video Clips...................................................................................................24

3.5. Data Collection ............................................................................................................25

CHAPTER 4: FINDINGS AND DISCUSSIONS................................................................28

v

4.1. Findings........................................................................................................................28

4.1.1 Descriptive Analysis ...............................................................................................28

4.1.2. Paired Sample t-test Analysis.................................................................................30

4.1.3. Description of Participants.....................................................................................31

4.1.4. Construct Validity and Reliability Analysis ..........................................................32

4.1.5. Questionnaire Analysis ..........................................................................................33

4.2. Discussions...................................................................................................................38

4.2.1. The differences between listening competence with and without using videos ....39

4.2.2. Differences in listening comprehension before and after learning to listen through

videos ...............................................................................................................................39

4.2.3. Students' attitude towards using videos to teach listening comprehension............40

CHAPTER V: CONCLUSIONS...........................................................................................45

5.1. Conclusions..................................................................................................................45

5.2. Suggestion for Further Research...............................................................................46

5.3. Limitations...................................................................................................................48

REFERENCES.......................................................................................................................49

APPENDICES ........................................................................................................................54

APPENDIX 1: QUESTIONNAIRE (ENGLISH VERSION).........................................54

APPENDIX 2: QUESTIONNAIRE (VIETNAMESE VERSION)................................57

APPENDIX 3: PRE-TEST AND POST-TEST................................................................60

APPENDIX 4: TEACHING PLANS................................................................................68

APPENDIX 5: TRANSCRIPTS......................................................................................100

vi

LIST OF TABLES

Table 1. Classroom Activities Procedure (Class A) ............................................................26

Table 2. Description of Listening Pre-test Results by Groups of Level ............................28

Table 3. Description of Listening Post-test Results by Groups of Level...........................29

Table 4. Description of Listening Post-test Results by Classes..........................................29

Table 5. Pre-test and Post-test Results Comparison by Classes ........................................31

Table 6. Paired Sample Test Results....................................................................................31

Table 7. Demographic Profile of Participants.....................................................................32

Table 8. Item - Total Statistics..............................................................................................33

Table 9. Students' Attitude Toward Using Videos in Teaching Listening Comprehension

..................................................................................................................................................36

Table 10. Differences between Learning With and Without Using Videos ......................38

vii

LIST OF FIGURES

Figure 1. Research Flow Chart.............................................................................................10

1

CHAPTER 1: INTRODUCTION

1.1. Rationale of the study

According to Scheuer (2007: 18) English now is a dominant language spoken

by more than a billion people in the world and it is a shared means of communication

among speakers of different backgrounds. A person with good communication skills

would find better chances not only in career but also in daily life. Likewise, since the

time of integration from 1986, the language is now popularly spoken as a foreign

language in Vietnam. Vietnamese students who graduate from university will have the

opportunity to find a job with better income if the ycan get English certificates such as

TOEIC, TOEFL, IELTS, etc. In addition, high school graduates who want to find

opportunities to study abroad must have good English skills. A candidate profile with

high English proficiency certificate will be able to easily achieve valued scholarships

compared to other applicants. Recently, the number of foreigners coming to Vietnam

for travelling and working is increasing by years, leading to a significant increase in

the need to use English. In any field, any organization, the requirement of English

fluently communication is also a priority when coming to an interview. In particular,

with the development of a globalized economy, Vietnam is rapidly integrating with

other countries. It means a person who can use English language well will prevail in

all aspects and easily develop himself. With the growing demand for learning English,

the teaching of English also becomes more necessary.

To improve English proficiency of Vietnamese, English has become a

compulsory subject at all levels of education from primary school to tertiary level. The

Ministry of Education also renovates textbooks with the aim of orienting the

renovation of testing and evaluation methods to encourage learners to be more active

and more effective (Hoang Van Van, 2011: 97). Elementary students have begun to

familiarize themselves with English through simple phrases and dialogues. Every year,

English is included in the list of subjects required for students taking the high school

graduation and university entrance examination. In terms of teaching, teachers try to

make every effort to find simple and effective ways to teach English. Moreover,

models of English club in schools and English centers are also set up more and more

2

to meet the needs of students who want to learn English as a foreign language.

However, over the years with many innovations in education, the outcome of teaching

and learning English in schools has not been satisfactory. Students still find it hard to

understand English conversation and communicate to foreigners. This consequence

may come from inappropriate curriculum and teaching methods or from the learners

themselves. However, the most important thing for teachers and students is to identify

the most primary skill in learning English.

For any language learner, the four skills Listening - Speaking - Reading -

Writing need to be equally developed. However, Listening is considered the first

important skill in the process of learning a foreign language. Renukadevi (2014: 59)

claimed that “eventhough the other skills such as reading, speaking and writing are

essential to develop language proficiency, listening contributes primarily for language

expertise. Listening awakens awareness of the language as it is a receptive skill that

first develops in a human being.” Nguyen Luong Ha Lien and Nguyen Thi Thanh Ha

(2018: 84) asserted that listening comprehension is a “complex skill that requires

learners to pay attention from the step of receiving sound to processing the message in

speech.” For Vietnamese students, learning English is a challenge. Enhancing

listening skills is a tough challenge. While in the past, listening was limited by the

lack of teaching tools such as speakers, radios, televisions, projectors, etc., nowadays,

the learning of listening is limited by the duration of class time and the traditional way

of teaching. Traditional teaching method, or Audio-Lingual Method, is a method that

teaches English based on pre-designed liguistic formats and structures. During the

learning process, teachers consider learning grammatical forms and language

structures as a starting point for students. Audio-Lingual Method focuses on learning

grammar forms and doing exercises, so those who learn languages by this method are

often able to use sentences with standard language, more academic style, Students

often have a score advantage when taking language exams. However, the ability of

students to reflect is quite slow, they often have to recall the structure before speaking

out into words, leading to students often afraid of mistakes and shyness when

communicating. According to the design of 9th grade English textbook, listening part

3

is integrated with writing part in the same period so students are only trained to listen

in a boring and perfunctory way. Specifically, at first, the teacher introduces the lesson

to the class then helps students get familiar with the new words. Usually, the teacher

lets the students listen to the tape about three times then do the tasks related to the

listening. The goal of both teachers and students is to complete the tasks written in the

textbook. Moreover, students almost lack the time to discuss or practice after listening.

This results in students being not interested in listening because they do not really

understand the content of the lesson. Besides, teachers focus on teaching grammar

more to help students pass graduation exams or competency assessments. Thus,

teaching and learning listening comprehension in Viet Nam gradually become one of

the most difficult tasks.

Some causes of ineffective listening comprehension have been raised for

decades. Among them, a reason raised by Renukadevi (2014: 60) made us impressed

by saying that leaners feel listening difficult because of “failure or laziness to build up

their vocabulary gradually and this greatly reflects in their listening and keeps them

low spirited in acquiring the language skills”. It can be seen that, in addition to having

difficulty in identifying vocabulary, grammar structure or message in speech, the

mood and spirit of learners has a great influence on the effectiveness of learning to

listen. Once learners' morale of learning decreases, they will feel depressed and

difficult in the process of receiving information. This in the long run has a significant

impact on the students' English learning performance.

Teaching English to Vietnamese people did not achieve as expected for many

years. Although the Ministry of Education attempts to enhance students’ English skills,

the majority of Vietnamese students are not competent in using English language

skills, especially in listening skill. It is because listening skill is always a challenge to

any student or teacher because of its difficulties in both teaching and studying. In

other words, it is the difficulties in conveying and acquiring. Recently, the teaching of

listening skills is getting more attention than that in the past. The Ministry of

Education organizes workshops at colleges in which partner universities are invited to

share and exchange teaching experiences and materials as well as advanced teaching