STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The impacts of video-based listening activities on students’ listening comprehension at Tan Binh Continuing Education Center” is my own work. Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No other person’s work has been used without due acknowledgement in the main text of the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institutions.
Ho Chi Minh City, 2016 Le Thi Ngoc Thuy i Tai Lieu Chat Luong ACKNOWLEDGEMENTS To do the thesis successfully, I have to rely on the following people’s help, cooperation, collaboration, instructions, and comments. Firstly, I am very grateful to the teaching staff and students in Tan Binh Continuing Education Center. I would like to thank Mr. Tien, the principal, for allowing me to teach the listening course using designed videos and his encouragement.
Nhai, the vice- principal, for her encouragement. I am very grateful to Mr. Dien for arranging the audiovisual room for me and Ms. Ha for her supporting to arrange and checking my papers.
I would like to thank Ms. Kim Nen, Ms. Hien, and Mr. Hoang - my colleagues, for their supporting during the listening course.
My study would not completely have been successful if there had not been the participation from the students in Class 11C2 and Class 11C5 whom I thank very much. I also thank the teachers who were mainly responsible for managing these classes for encouraging the students to participate actively and sincerely in the training. Secondly, I thank my fellow classmates in TESOL 7 for their contributions of suggestions, thoughts, and views. Most specially, I would like to express my gratitude to Dr.
Nguyen Thuy Nga for her careful supervision, deep commitment, and detailed instructions. Besides, I am grateful to the professors and other doctorates for their comments and evaluations. ii ABSTRACT Using video-based activities to train English foreign language students has been widely applicable around the world (Williams & Lutes, 2012); however, no study has been conducted in Tan Binh Continuing Education Center. Hence, the purpose of the current study was to investigate whether the video-based activities were effective in enhancing students’ listening comprehension and their attitudes towards this teaching technique.
The study involved totally 86 eleventh-graders whose English proficiency was elementary and they are now being taught listening by relatively conventional method at TB CEC such as listening to the tape only one time and then memorizing transcripts to be able to do listening exercises which will definitely appear on A Certificate Examination. Class 11C2 was selected as the control group, and the experimental group came from Class 11C5. The control group was taught listening by the existing method in the school, and the experimental group was exposed to video-based activities. The pretest, posttest, and questionnaire were employed to collect data.
The results of the study highlighted the positive effects of video-based activities in improving students’ listening comprehension as well as positive attitudes from the participants of the experimental group. These lead to conclusions that adopting video-based listening activities indeed helped the students enhance their listening skills, activate students’ prior knowledge, and motivate students a lot in learning listening. The study also mentioned several difficulties in applying video-based activities, creating videos as well as recommendations for better video treatment. Finally, it addressed some implications and called for further research to investigate video-based activities in a wider context.
Key words: impacts, videos-based listening activities, listening comprehension iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. iii TABLE OF CONTENTS. iv LIST OF FIGURES. viii LIST OF TABLES.
ix ABBREVIATIONS AND SYMBOLS. Background of the study. Problem of the study. Statement of the purpose.
Significance of the study. Scope of the study. Overview of the thesis chapters. Problems of learners’ in listening comprehension.
Solutions to the listening problems. Methods of training. Aprroach of listening. Task-Based Language Teaching.
Definition of task-based language teaching. Features of Task-based language teaching method. Criteria for listening tasks. Videos in language classroom.
Concepts of videos. Classification of videos. Benefits and drawbacks of using videos in language classroom. Benefits of using video in language classroom.
Drawbacks of using videos in language classroom. Video Evaluation and Selection. Techniques and activities of using videos in language classroom. Techniques of using videos in language classroom.
Video-based activities in language classroom. Implementing videos in teaching listening. Definition of schema. Classification of schema.
Impacts of schemata on language learning. Correlation between video-based listening activities, schemata, and listening skill. Summary of the chapter. Participants of the study.
Teaching plan for listening periods of CG. Lesson plans for CG. Teaching listening in experimental group (Class 11C5) .1 Video-based listening course. Implementation of designed videos.
Measures of the study. Tests of both CG and EG. Design of the tests. Administering the listening pretest and posttest.
Designing the questionnaire. Content of the questionnaire. Administering the questionnaire. The statistical tests.
Descriptive data analysis. Qualitative data analysis. Summary of the chapter .58 DATA ANALYSIS, FINDINGS AND DISCUSSION. Performance of both CG and EG on pretest and posttest.
EG’s and CG’s performance on the pretest. Control group’s performance on the pretest and posttest. Experimental group’s performance on the pretest and posttest. Experimental group’s and control group’s performance on the posttest.
Students’ attitudes towards video-based activities in class. Theme 1: video-based treatment’s benefits. Theme 2: Course design. Theme 3: Instruction effects.
Evaluation of overall course. Discussion of findings. Summary of the main findings. Effect of using video-based activities by the CLT Approach on the students’ listening skill.
Students’ attitudes towards video-based listening treatment. Students’ satisfaction with the overall course. Summary of the chapter .73 CONCLUSION AND RECOMMENDATIONS. Overview of the study.
Implications and recommendations. Limitations of the study. Suggestions for further research.84 APPENDIX A: PRE-TEST. 84 APPENDIX B: TAPESCRIPTS OF PRE-TEST.
85 APPENDIX C: POST-TEST. 86 APPENDIX D: TAPESCRIPTS OF POST-TEST. 87 APPENDIX E: LISTENING SCORES OF PRE- AND POST-TEST OF BOTH GROUPS. 88 The listening scores of CG (Class 11C2) and EG (Class 11C5) on the pretest and posttest.
91 vi Part 1: Video-based treatment’s benefits. 91 Part 2: Course Design. 92 Part 3: Instruction Effects. 93 Part 4: Overall Course.
94 APPENDIX G: DATA ANALYSIS OF POST QUESTIONNAIRE. 99 APPENDIX H: LESSON PLAN FOR THE EXPERIMENTAL GROUP. 102 APPENDIX I: LESSON PLAN FOR THE CONTROL GROUP. 107 APPENDIX K: UNIT 52: THE EIGHT O’CLOCK NEWS.
111 nd APPENDIX L: CONTENT OF LISTENING PERIODS IN 2 SEMESTER. 112 APPENDIX M: DESIGN OF THE VIDEO-BASED LISTENING COURSE. 113 vii LIST OF FIGURES Figure 1. Students’ rating of the overall course………………………………….70 viii LIST OF TABLES Table 2.
Task-based lesson plan model. Task-Feedback Cycle. Guidelines for Interactivity that Promote Learning from Video-based Models Classified by Type. Pre-test and Post-test Design.
Teaching plan for listening periods of CG. A model of a lesson plan for CG. Differences between listening course of CG and EG. Design of the video-based listening course for EG.
A sample of lesson plan for video-based listening activities according to. The design of the questionnaire. Mean scores of listening pretests for EG and CG. T-test value of listening pretest for experimental and control groups.
Mean scores of listening pre-post-tests for control group. Correlation and t-test value of listening pre-post-tests for control group………. Mean scores of listening pre-post-tests for EG………………………………………. Correlation and t-test value of listening pre-post-tests for EG………….
Mean scores of listening posttests for EG and CG…………………………………. T-test value of listening posttests for experimental and control groups. Students’ attitudes towards video-based treatment’s benefits. Students’ attitudes towards course design.
Students’ attitudes towards the instruction effects. 68 ix ABBREVIATIONS AND SYMBOLS TBLT Task-based Language Teaching CLT Communicative Language Teaching TB CEC Tan Binh Continuing Education Center EV Educational Video CG Control group EG Experimental group EFL English as a Foreign Language ex for example HCMC Ho Chi Minh City L1 First language L2 Foreign language N Total number No. Pages Q(s) Question(s) r Correlation S(s) Student(s) SD Standard deviation SE Standard error SEM Standard error of the mean x xi CHAPTER 1 INTRODUCTION This chapter will provide the background for the present study which is followed by the introduction of the problem of the study. Besides, the purpose of the study will be stated and the research questions will be proposed.
Subsequently, the significance of the study will also be mentioned and the scope which the study has will be referred to. Finally, the overview of the chapters in the study will be glanced at. Background of the study Since 1960, a variety of English language teaching methodology and approaches have developed (Richards & Rodgers, 2001). Each method or approach has had a great contribution to the development of English language teaching and learning.
Maley (2009, 2010) considered moving images in the form of videos as an important part of the input that plenty of videos are available in the Internet made access relatively easy, and accessing to such resources could also be obtained outside the classroom. King (2002) found that using videos had 12 positive results towards language teaching and learning. Similarly, Berk (2009) who placed the great importance of videos in English language teaching and learning determined 20 positive outcomes of using videos. In general, the outcomes that Berk (2009) and King (2002) mentioned above consist of motivating students, improving language areas and language skills.
Referring to the listening skill in particular, Stempleski and Tomalin (2001) assumed that the teachers helped their students to improve their listening by encouraging them to observe what went on and heard what was said while they watched the videos. The importance of videos in English language teaching and learning was acknowledged in the solution to the problems of spoken language (Sherman, 2003). To encourage the use of videos in English language teaching and learning, Meskill (2006) described the characteristics of videos made themselves a valuable input for teaching and learning listening. Similarly, letting students watch videos, see and hear language in use to practice their listening skill was the main procedure in the video-based lesson sequences that Harmer (2007) designed.
In short, videos have been useful tools for teaching and learning listening. According to Berk (2009), the use of videos in teaching listening has become popular in the world and it has resulted in the enormous success in the listening courses. 1 According to discussion among teachers in 2015 working at TB CEC, students of the school have a little motivation towards learning English as well as learning listening while the book set which is Streamline English consisting of the textbook, the workbook and two CDs; no videos have employed in English language teaching and learning at Tan Binh CEC. Therefore, the author decided to use video-based activities with a belief that videos can help students in listening comprehension and keep them interested in with lively images.
Problem of the study In general, the Vietnamese high school students’ level of listening is low (Le Van Canh, 2008) , and is extremely low with students at CEC where English is an optional subject - the results of this subject does not affect to the assessment process of students, so they are not eager for practicing listening.