MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY --------------- NGUYEN DINH NHU HA ATTITUDES TOWARDS THE USE OF ENGLISH CAPTIONED VIDEOS AND LISTENING STRATEGIES OF NON-ENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY AND TRADE COLLEGE Major: English Language Course code: 8220201 HO CHI MINH CITY, SEPTEMBER 2020 I MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY --------------- ATTITUDES TOWARDS THE USE OF ENGLISH CAPTIONED VIDEOS AND LISTENING STRATEGIES OF NON-ENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY AND TRADE COLLEGE Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 8220201 By NGUYEN DINH NHU HA Supervised by TRAN QUOC THAO, Ph. HO CHI MINH CITY, SEPTEMBER 2020 The thesis entitled ATTITUDES TOWARDS THE USE OF ENGLISH CAPTIONED VIDEOS AND LISTENING STRATEGIES OF NON-ENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY AND TRADE COLLEGE was successfully defended and approved on ………. at Ho Chi Minh City University of Technology (HUTECH). Academic supervisor: Dr.
TRAN QUOC THAO Examination Committee 1. Nguyễn Thị Kiều Thu, Ph. Phạm Huy Cường, Ph. Lê Văn Tuyên, Ph.
Lâm Thành Nam, Ph. Dương Mỹ Thẩm, Ph. Secretary Member On behalf of the Examination Committee Chair (full name, title, signature) HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, September 2020 MASTER’S THESIS REPORT Student name: Nguyen Dinh Nhu Ha Sex: Male Date of birth: 06/12/1988 Place of birth: Dong Nai Province Major: English Language Student code: 18419400039 I- Thesis title: Attitudes towards the Use of English Captioned Videos and Listening Strategies of Non-English Majors at Ho Chi Minh City Industry and Trade College II-Objectives and contents: This study aims at exploring out non-English majors’ attitudes towards the use of English captioned videos and their listening strategies in English class at HITC. The specific objectives of this study are as follows: To find out the non-English majors’ attitudes towards the use of English captioned videos in English class at HITC; To find out non-English majors’ listening strategies in watching English captioned videos in English class; To examine the differences in non-English majors’ attitudes towards the use of English captioned videos and their listening strategies in terms of different majors.
This study was conducted at Ho Chi Minh City Industry and Trade College. The study focused on the investigation of attitude towards the use of English captioned videos and listening strategies of non – English majors. The participants were students who came from five departments at HITC: Mechanics, Information Technology, Accounting, Electronics, and Business Administration. In order to gain the results, the quantitative and qualitative methods were applied.
In addition, two instruments used for data-collection were questionnaire and semi-structured interview. III- Starting date: (as stated in the Decision issued by the University) IV- Completing date:. V- Academic supervisor: (full name, title) TRAN QUOC THAO, Ph. ACADEMIC SUPERVISOR FACULTY DEAN (full name, signature) (full name, signature) CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: ATTITUDES TOWARDS THE USE OF ENGLISH CAPTIONED VIDEOS AND LISTENING STRATEGIES OF NON-ENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY AND TRADE COLLEGE In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology.
Ho Chi Minh City, September 2020 NGUYEN DINH NHU HA I RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN DINH NHU HA, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library. In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses. Ho Chi Minh City, September 2020 Signature ……………………………. NGUYEN DINH NHU HA II ACKNOWLEDGEMENTS I would like to express my deepest appreciation to those who provided me the possibility to complete this thesis.
I would first like to show my greatest gratitude to my supervisor, Dr. Tran Quoc Thao, for the continuous support of my thesis, for his patience, sympathy, motivation, and immense knowledge. I could not have imagined having a better mentor for my study. Without his encouragement and guidance, this thesis would not have been completed.
Beside my supervisor, I would like to thank all of my teachers at Ho Chi Minh City University of Technology for their interesting and informative lectures throughout my Master course in English Language in 2018. Thirdly, I am grateful for the assistance and support of Dr. Nguyen Thi Kieu Thu, the Dean of English Language Faculty as well as some members of the staff in the postgraduate institute of this university, who have helped me greatly to complete this M. I am also profoundly grateful to my colleagues and students at the Faculty of Foreign Languages at Ho Chi Minh City Industry and Trade College.
Their huge support and participation played a major role in the completion of my study. Last but not least, I must express my very heartfelt gratitude to my parents for providing me with unconditional love, unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis. This accomplishment would not have been possible without them. III ABSTRACT Investigations into English captioned videos have been the subject of many researches in the field of language teaching and learning.
Most of these studies have proved the effectiveness of English captioned videos in enhancing students’ listening skills. Focusing on the same subject but with a new perspective, this research aimed at discovering students’ attitudes towards the use of English captioned videos and their listening strategies in five general English classes at Ho Chi Minh City Industry and Trade College (HITC). A total of one hundred and fifty college freshmen participating in answering the questionnaire and twenty-five students in responding the semi-structured interview questions. The data gained from the questionnaire were analyzed by SPSS in terms of descriptive statistics and ANOVA test.
The results showed that students expressed positive attitudes towards the use of English captioned videos. Besides, the frequency of using listening strategies was relatively high. It is noticeable that the participants used listening strategies at the different level. The cognitive strategy was used more frequently than the meta-cognitive and socio- affective strategies.
The results further indicated that there was no difference in attitudes towards the use of English captioned videos and listening strategies in terms of majors. The data from semi-structured interview were coded and analyzed to make the findings clearer. Basing upon the findings, some implications were made to contribute to new viewpoints of using English captioned videos for teaching and learning listening skills as well as teaching listening strategies. Keywords: English captioned videos, attitudes, listening strategies, non-English majors IV TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY.
i RETENTION AND USE OF THE THESIS. viii LIST OF TABLES. ix LIST OF FIGURES .x LIST OF ABBREVIATIONS AND SYMBOLS. xi CHAPTER 1 INTRODUCTION.
Background to the study. Statement of the problem. Aims and objectives of the study. Scope of the study.
Significance of the study. Definitions of the key terms. Organization of the thesis.7 CHAPTER 2 LITERATURE REVIEW. Definitions of listening.
The importance of listening skills. Listening strategies and types of listening strategies. Teaching listening strategies. Videos with captions and English listening skills.
Definitions of captions. The relationship between English captioned videos and listening skills. Definitions of attitudes. The components of attitudes.
Attitudes towards listening comprehension. Sample and sampling procedure. Data collection procedures. Data analysis procedures.
Reliability and Validity .44 CHAPTER 4 RESULTS AND DISCUSSION. Students’ attitudes towards the use of English captioned videos. Listening strategies in watching English captioned videos. Students’ attitudes towards the use of English captioned videos.
Listening strategies in watching English captioned videos. Summary of the main findings of the thesis. Implications for the administrations of HITC. Implications for the English teachers of HITC.
Implications for students in general English classes of HITC. Recommendations for the further research. 100 VII LIST OF TABLES Table 2. Depiction of three attitude components.
Participants’ general information. Methods of data analysis in relation to the research questions and instruments. Students’ attitudes towards the use of English captioned videos. Students’ cognitive attitudes towards the use of English captioned videos.
Students’ affective attitudes towards the use of English captioned videos. Students’ behavioral attitudes towards the use of English captioned videos. Listening strategies in English captioned videos. The frequency of using meta-cognitive listening strategy in English captioned videos.
The frequency of using cognitive listening strategy in English captioned videos. The frequency of using socio-affective listening strategy in English captioned videos .58 IX LIST OF FIGURES Figure 2.1: Conceptual framework of the relationship between students’ attitudes towards English captioned videos and the use of listening strategies to watch these films .28 X LIST OF ABBREVIATIONS AND SYMBOLS HITC: Ho Chi Minh City Industry and Trade College IT: Information Technology M: Mechanics A: Accounting E: Electronics BA: Business Administration XI CHAPTER 1 INTRODUCTION 1. Background to the study Listening is considered one of the most important skills for foreign language learners. It results from the fact that listening has an important role in everyday communication.
According to Morley (1991), “Listening is the most common communicative activity in daily life: we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write” (p. Moreover, it will be against the naturalistic approach of acquiring a language and cause “cognitive overload” if learners are forced to produce the forms that they have not acquired yet (Vandergrift, 1999). In other words, learners should receive input before switching to any other stage of language learning. Listening, then, provides them with input.
However, according to Walker (2010), listening is seen as one of the most difficult skills and yet the most important to have. That is why English teachers must seek for some ways to facilitate their learners’ listening process. In reality, the English language is a compulsory subject in most universities in Vietnam. It is one of the components designed in each major.
Of four skills in the English language, the role of listening skills is considered as a vital skill in communication. It is obvious that with the development of economic integration, learners need to communicate in English efficiently. Therefore, designing listening lessons and installing listening devices for this subject is paid much attention to. Specifically, the changes in teaching listening skills has been improved and changed in most of educational institutions.
In compared to curriculums in the past, listening skills are currently been teaching in most levels from primary schools to universities. 1 Despite its importance in learning English, the teaching of listening skills has been given little attention (Prentis and Parrott, 2014). In most of general English classes, students are familiar with learning grammar, reading and vocabulary. Listening skills are somehow neglected by teachers (Hamouda, 2013).
Moreover, the lack of facilities in classrooms is an obvious obstacle for teachers conducting listening activities. It is no doubt that there are many problems for teaching and learning listening skills. Traditionally, listening activities were believed to consist of only some typical tasks such as listening to a recording and doing some following tasks, listening to teachers and repeating, listening to songs, or dictation. These kinds of activities somehow cause boredom in a language classroom.
Nowadays, with the support of technology, teachers are enabled and encouraged to apply innovative multimedia tools to their teaching, especially in teaching listening skills.