MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES ------------ DOAN THI AN HIEN USING VIDEOS TAKEN FROM YOUTUBE AS A LEARNING TOOL TO DEVELOP LISTENING COMPREHENSION: A CASE STUDY FOR EFL UNIVERSITY STUDENTS IN VIETNAM MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2015 i MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES ------------ DOAN THI AN HIEN USING VIDEOS TAKEN FROM YOUTUBE AS A LEARNING TOOL TO DEVELOP LISTENING COMPREHENSION: A CASE STUDY FOR EFL UNIVERSITY STUDENTS IN VIETNAM MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.11 SUPERVISOR: BAO KHAM, PH. D HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -------- ĐOÀN THỊ AN HIÊN SỬ DỤNG VIDEO TRÊN YOUTUBE NHƯ MỘT CÔNG CỤ HỌC TẬP ĐỂ PHÁT TRIỂN KĨ NĂNG NGHE HIỂU: TRƯỜNG HỢP CỦA SINH VIÊN ĐẠI HỌC HỌC TIẾNG ANH TẠI VIỆT NAM LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.11 NGƯỜI HƯỚNG DẪN KHOA HỌC : TS BẢO KHÂM HUẾ, 2015 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself. Date: 02 / 07 / 2015 Signature Đoàn Thị An Hiên iii ABSTRACT YouTube is reported to be the largest video-sharing website which offers the user a chance to upload, share and view videos easily.
The main purpose of the study is to investigate the potentials and pitfalls of using YouTube videos as a learning tool to improve listening comprehension for EFL university students in Vietnam. The methodological framework of the study is based on a pretest-posttest experimental design with a control group, quantitative methods consisting of independent samples t-tests, likert scale and qualitative research techniques including interviews, analysis of survey responses. A total of 100 sophomore students in English major in Ho Chi Minh University of Pedagogy and Qui Nhon University involved the study. In each university, 50 students were divided into two groups (N= 25 in experimental, and N=25 in control) participated the pretests and posttests.
Additionally, 2 EFL lecturers and 3 students involved in the interview process. The results indicated that there was an unnoticeable difference between the mean scores of the experimental and control groups in the pretest; however, there was a significant difference between the mean scores of the experimental and control groups in the post test in favor of the experimental group. Ultimately, both quantitative and qualitative findings advocate that YouTube videos with authentic contents in English can promote not only listening competence but also learners‟ motivations and autonomy. Keywords: authentic, technology, listening, videos, YouTube.
iv ACKNOWLEDGEMENT The completion of this undertaking could not have been possible without the participation and assistance of so many people whose names may not all be enumerated. Their contributions are deeply appreciated and gratefully acknowledged. Foremost, I would like to express my sincere gratitute to my supervisor Dr. Bao Kham whose immense knowledge, stimulating motivation and valuable ideas helped me to complete this work.
I must also acknowledge Ms. Thanh Diep and Mr. Hong Phat, along with the enthusiastic and helpful students in Department of English in both HCM University of Pedagogy and Qui Nhon University for their endless support, cooperation and understanding spirit during the experiment session. A special thanks goes out to Ms.
Amanda Hilliard for her continuous encouragement and constructive suggestions from the very beginning stage of the study. Last but not least, I am so grateful to my family and close friends who in one way or another shared their unceasing support, either morally, financially and physically in my hard times during this work. Doan Thi An Hien v TABLE OF CONTENTS Content Pages SUB COVER PAGE STATEMENT OF ORIGINALITY ABSTRACT ACKOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS CONTENTS OF THESIS CHAPTER 1: INTRODUCTION 1.3 The aim of the study .6 Structure of the research. 4 CHAPTER 2: LITERATURE REVIEW 2.2 The process of listening comprehension .3 Micro-skills of listening comprehension.2 YouTube and videos from YouTube.1YouTube and its characteristics.2Videos on YouTube.3Captioned YouTube videos.4 EFL students‟ attitudes toward using YouTube videos.1 Audio-visual effects upon listening comprehension .2 The multimedia evolution toward YouTube videos in practising listening comprehension.
20 CHAPTER 3: RESEARCH METHODOLOGY 3.3 Data collection instruments .1 Student Survey Questionnaire.3 Pre/ Post tests.1 Criteria for selection.2 Types of videos.6 Data collection procedures .8 Research summary and limitations. 27 CHAPTER 4: DATA ANALYSIS AND RESEARCH FINDINGS 4.1 Data description and interpretations .1 Results of the pre-test and post-test. Experimental groups in HCMUP and QNU on the pretest.2 Experimental and control groups on the pretest.3 Experimental and control groups on post-test.2 Results of the learning survey questionnaire .1 How EFL university students use YouTube videos in practice listening.2 The results of students‟ attitudes toward using YouTube to practice listening comprehension.3 Summary of the open-ended questions in the survey questionnaire.4 Summary of interviews .2 Pitfalls and suggested solutions.3 Independent practice of listening comprehension. 46 CHAPTER 5: CONCLUSION AND IMPLICATIONS 5.1 Conclusion for the research questions .1 Implications for teachers.2 Implications for students.3 Implications for future research.
51 REFERENCES APPENDICES viii LIST OF ABBREVIATIONS HCMUP: Ho Chi Minh University of Pedagogy QNU: Qui Nhon University EFL: English as a Foreign Language CHAPTER 1: INTRODUCTION .3 The aim of the study .6 Structure of the research .4 CHAPTER 2: LITERATURE REVIEW .2 The process of listening comprehension .3 Micro-skills of listening comprehension.2 YouTube and videos from YouTube .1 YouTube and its characteristics .2 Videos on YouTube .3 Captioned YouTube video .4 EFL students‟ attitudes toward using YouTube videos.1 Audio-visual effects upon listening comprehension .2 The multimedia evolution toward YouTube videos in practising listening comprehension .20 CHAPTER 3: RESEARCH METHODOLOGY .3 Data collection instruments .1 Student Survey Questionnaire .3 Pre/ Post tests (IELTS Listening Test – 40 items) Appendix III .1 Criteria for selection .2 Types of videos .6 Data collection procedures .8 Research summary and limitations .27 CHAPTER 4: DATA ANALYSIS AND RESEARCH FINDINGS.1 Data description and interpretations .1 Results of the pre-test and post-test. Experimental groups in HCMUP and QNU on the pretest .2 Experimental and control groups on the pretest .3 Experimental and control groups on post-test.2 Results of the learning survey questionnaire .1 How EFL university students use YouTube videos in practice listening .2 The results of students‟ attitudes toward using YouTube to practice listening comprehension .3 Summary of the open-ended questions in the survey questionnaire .4 Summary of interviews .2 Pitfalls and suggested solutions .3 Independent practice of listening comprehension .46 CHAPTER 5: CONCLUSION AND IMPLICATIONS .1 Conclusion for the research questions .1 Implications for teachers .2 Implications for students .3 Implications for future research .1 Background In the current trends of science and technological development, Beatty (2003) introduced a high potential of the increasingly crucial contribution of computers in language learning and indicated how computer-assisted language learning (CALL) is continually evolving with the advent of new technologies. With the hope of making learning process turn into second language acquisition, Paulsen (2001) notes that the effective use of online materials may provide spin-offs for learners much the same as if they were immersed in the language and culture when studying abroad. , online streaming video clips are one of such listening resources that can enhance EFL university students‟ listening comprehension in Vietnam; therefore, the research aims at using videos taken from YouTube as a learning tool to develop listening comprehension.2 Rationale Listening is the Cinderella skill in second language learning.
All too often it has been overlooked by its elder sister: speaking (Nunan, 1997). Therefore, it is often thought that listening is purely a receptive or passive skill. As a result, Nakamura (1984) reports that in many ESL classes, without teachers‟ proper guidance listening comprehension becomes difficult and sometimes even painful for students. To transform comprehensive listening into a journey of learning „real‟ English, it is important for learners to learn how to explore online material under EFL teachers‟ appropriate support.
Hopefully, the research can enable students to take advantages of YouTube videos in their listening classes, which not only brings motivation and authencity into EFL classes but encourages independent learning as well. Firstly, according to Brown (2000) motivation is one of the keys to success in foreign language classes. Videos as audio-visual aids, which integrate moving pictures and sounds, consequently, can contribute to higher levels of learner 1 motivation. To support this view, learning theorists have long held that images enhance comprehension, storage, and recall of information (Pavio, 1965).
Guy (2011) and Poellhubber (2011) agree that Youtube and Facebook, the two commonly used social media technologies among all student, may attract students‟ attention and foster their motivations in learning English as well. Similarly, Kelsen (2009) states that using YouTube as a motivational tool, and students can use this website as a medium in studying English outside of class. He conducted a study as a survey of using YouTube as a supplementary material with college EFL Students in Taiwan, and he found that YouTube video motivates students inside and outside English classes. The second reason is about the authenticity of these online materials.
A teacher‟s choice of videos means that the teacher designs authenticity in his or her class because in the resources, conversations, talks or films about people of diverse cultures are close-to-life. Based on what Breen (1985) studied, there are four types of authenticity: 1) the authenticity of the texts used as input date for learners; 2) the authenticity of the learners‟ own interpretations of such texts; 3) the authenticity of the tasks conductive to language learning; and 4) the authenticity of the actual social situation of the language classroom. In this specific case, YouTube does contain a huge amount of listening materials created by people all over the world to communicate their ideas, and allows interaction with others through its property of commenting. Thus, Youtube has the potential to connect learners with authentic English.
From what Alimemaj (2010) highlighted (p.10): “Currently, authenticity is generally used to describe material that genuinely exists in the real world outside of language classrooms and is used by real speakers of a language to communicate with a real audience for real purposes. Authentic materials can be used in class as a way to transition students from the classroom to the real world outside,” she illustrates that EFL students can listen to all kinds of spoken language (formal, informal, colloquial, slang), various accents and all genres (songs, debates, talks, poems, documentaries) and learn a lot of vocabulary in context, which without doubt, will help learners to memorize more easily. Also, Nejati (2010) describes 2 YouTube as an “unlimited resource for language acquisition/learning”. If teachers are interested in bringing real-life learning experiences, YouTube is potentially considered a helpful learning tool.
Paulsen (2001) suggests that the effective use of spin-offs for learners, much the same as if they were immersed in the language and culture while studying abroad. Thirdly, more importantly, this source of videos is available for students to use outside of the class environment any time and anywhere. Thus, this streaming media can help students explore the target culture in a variety of ways, at their own pace for their learning autonomy level as YouTube encourages them to watch videos and clips continuously (Alimemaj, 2010). To emphasize the crucial role of learners‟ involvement in the educational process, Rogers (as cited in Alimemaj, 2010) states that this is the only kind of learning which significantly affects behaviours in self-discovered and self-appropriate learning.
Watkins (2011) shares the belief of the positive aspects of YouTube clips in promoting learner‟s autonomy and student-centered learning by listing the following merits.