MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOL LAW UNIVERSITY DO THAI SON 443010 THE EFFECTS OF USING VIDEO-BASED SOCIAL MEDIA PLATFORMS ON GRADUATION PAPER Hanoi, 2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY DO THAI SON 443010 THE EFFECTS OF USING VIDEO-BASED ¡ SOCIAL MEDIA PLATFORMS ON IMPROVING SPEAKING SKILLS OF FIRST- YEAR ENGLISH MAJORS AT HANOI LAW UNIVERSITY SUPERVISOR Tran Thi Thuong, MA. Hanoi, 2023 DECLARATION I hereby state that I: Do Thai Son — student code 443010, being a candidate for the degree of Bachelor of Arts accept the requirements of the University relating to the retention and use of the Bachelor’s Graduation Paper deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan, or reproduction of the paper. 2 April 2023 Supervisor’s signature Researcher’s signature Tran Thi Thuong Do Thai Son ACKNOWLEDGEMENTS First of all, I would like to acknowledge the great assistance of my supervisor, Mrs.
Tran Thi Thuong. I am very grateful to her for all the kind assistance she has provided me with. She has always given helpful comments, and support for my thesis whenever I needed it. I would never have completed this thesis without her kind help.
Additionally, I am grateful to the first-year English majors at Hanoi Law University who served as research subjects and generously gave their time and enthusiastic participation in my data collection. I acknowledge their invaluable contribution to my research. Above all, I owe my greatest debt and most heartfelt thanks to my beloved parents, younger brother, and my dearest friends for their emotional support, patience, and active encouragement. Without all of this, my thesis would have not been possible.
ABSTRACTS This study aims to investigate the effects of using video-based social media platforms on improving speaking skills and the attitude of first-year English major students at Hanoi Law University towards that method. instruments for data collection. The study's results show the level of awareness of first-year English major students towards the utilization of video-based platforms and show both the positive and negative effects of this method on enhancing English speaking skills. The collected data demonstrate that the majority of learners are aware of this type of social networking and practicing speaking ability.
Furthermore, the collected data also indicates several effectiveness in speaking skills from students’ perception when using these platforms. Nevertheless, the results also show several negative effects as well. TABLE OF CONTENT Title page i Declarations ii Abstracts iii Table of contents iv List offigures and tables vill PART A: INTRODUCTION. 5-55 S55 S90 0 895056 1 1 Rationale GE Che SOY tua akiueeuiiiiioiotibitLitoitta1tg1664615E1681821005P585853601A1561nả366831 1 2„ Objectives of Khe Study scsmsusesssosscevsnsvennscccessseenencorssevssvsuvssseszessnsonassenensewensssese 3 3.
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Components of speaking SKilIS. Theoretical background of video-based social media. The positive effects of video-based media platforms on improving SPOCK SHUS vsicisscvcscccussveweevensessenerosresswerassenssswsessemasissersemennesesecereemnavsawwacvs 15 1. The negative effects of video-based media platforms on improving SPeakimg SÌKÏÌÏS.060000 0008096 18 1,3, Reviewing related WOPKS seseseseseekeniaeiniaiaaeirianainDOOESEEAESE4SSG.VSIAESESSSSE 20 SUMMARY OF CHAPTER.
1 ssccnomcaennsoncassmennacenmunmerenonen Ml CHAPTER 2: METHODOLOGY. G5 S05 8650565624 Jel, RE§EIFCH QESÏDTlaserpesdesiioiedEEOEDLSDILTGLGSLEESLGSE-LDEGISEELEGESIL40017001324085 24 2„2„ ROSCAPCH QUCSEON sesessennnsepoaatiaviaintiatttasekiVatt0M0610005501966008664895091100600050100886/6 24 2.0 0004 0000040000000 008800 25 ri, Dieta COMG CHG siueeeebdreekuoeiiioteiigtEkLii-948551158E1105682535k23/G5:%4683338SE:433E-E5/08585685 25 24.1, (YUESHOTITTHÏTCSseaeieoaaogrioriidtiogtistittdotttissgGoistVA50866600565695560666608666006056 25 2 Abts, INERT VIR onc cmcnecccenmennennsnnc ooo inarcesnermesooemencomnmmomenenenenenes 26 2. Procedures Of data COMeCtiOn. QUESTIONNAIPEG SE VỀ cong 060 01460146816652186044166666516866681660585861ã681506510/64 27 dụSuiến.
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Research question 2: “What are the effects of video-based social media platforms on improving speaking skills as perceived by students?”.2x1, (TUIES[GTTTTHÏTE Bi. cess ccesas canes seavsscasancanse sense ssnzescensnsezssssaxasceaseseaseseasaeceaseeene 33 vi KÝAN¡ (Ja/ 2. 39 SUMMARY OF CHAPTER ccoaieeeiaeeannieenadaeedaanaaoaaaaye 44 Part C. Summary of the main findings .845 sản RED GÍNHEHTDTHITETDTTTS «0055 scrensnsenansanssasnsendenssinad lã8k6-2xga863daãi-461h2s3880Sánagtdsisôsdshokásass388 46 3.0/gE 47 BE PER HuÌNÀ.
Ki SnnaervssapotrikipteivaritintbilliogEXEIDIEEVAIGDXENIKGSGIGDMIRCYNRKIIERIPDESVSGEEVS0/0000mÍ 49 APPENDIX A.o--- Ăc co Ă S2 °se58 APPENDIX B. INTERVIEW TRANSCRIP TS.-- <5 ««<63 vii LISTS OF TABLES AND FIGURES Figure 1. Video-based platforms that are mostly used by students Figure 2. The purposes of each platform used by students Figure 3.
Students’ frequency of using each platform for improving speaking skills Table 1. Positive effects of using video-based platforms on improving speaking skills Table 2. The negative effects of using video-based platforms on improving speaking skills viii PART A: INTRODUCTION 1. Rationale of the study English is considered a mandatory foreign language and is taught in almost every school in many Asian countries, including Vietnam, regardless of the academic level.
English is acknowledged as a firm ladder to better employment and advancement opportunities. As a language like any other, the prime purpose of learning English is to communicate and connect with people who speak different languages. In order to pursue it, communicative competence or speaking skills are required at an adequate level. Speaking skill is also considered a momentous aspect reflecting learners’ capability of English since speaking is “the most basic means of human communication” (Celce- Murcia, 2003, cited in Ounis, 2017).
Additionally, even after more than ten years of studying English, afterward, college students still struggle with speaking skills, and they are reluctant to use English during class (Bonala Kondal, V Durga Prasad, 2020). Moreover, freshmen who are following English majors have to cope with numerous specialized languages and jargon as well as many circumstances where they are obligated to speak English like oral tests and group presentations. In other words, speaking skills are absolutely beneficial for learners when it comes to their professions (Rao, 2019), especially for a particular field that requires a high level of logical arguments as well as communicative competence. Eventually, after four years of studying, they have to take an English standardized test which is similar to an IELTS test or provide a 7.0 Ielts band score overall'.
However, according to the statistics from the IELTS website (ielts.org), the average score on the speaking test in Vietnam in 2021 is 5.83 which is the lowest score compared to the other three skills listening, reading, and writing respectively 6. * Notificaion 143/2018/TB-DHLHN. Notification about foreign language learning and foreign language output standards for undergraduate students. As technology in general and the internet, in particular, are appearing in every path of our life, a new method of finding information as well as producing and sharing user-generated content among peers has emerged as the advent of social networking (Kaplan & Haenlein, 2010).
Video-based social media has become increasingly popular in recent years due to the rise of smartphones with high-quality cameras, faster internet speeds, and the growing popularity of short-form video content. In the era of technology, the appearance of more and more video-based social media like Youtube, Tiktok, and Vimeo has been foretold. These social video platforms have created not only an environment for users to communicate and contact each other but they have also generated a perfect condition to learn, share and exchange knowledge as well as experiences in every type of field in life. The utilization of video-based platforms for educational purposes has a possitively impact on the teaching and learning process (Rice et al.
Accordingly, English in general, and speaking skills in particular are no exceptions. The essence of communicative competence is practical skills which makes it even more difficult for the acquisition of learners if they just learn through theory in books. However, for a long time, teaching speaking skills has been approached imprecisely, learners leading as students to mistakenly view it as mere repetition of exercises and memorization of dialogues (Kayi, 2006). According to Krashen (1985), speaking skills as a second language should not be learned in the same way as learning grammar or vocabulary.
In the same line, Kayi says it is preferred to provide a rich environment where meaningful communication occurs rather than pure memorization for learners. Krashen also pointed out the term “comprehensible input” in his theory of second language acquisition, in which he suggested that the best and most efficient methods for learning speaking skills are through those that supply “comprehensible input” for learners. In short, this term refers to sources that learners use to improve their oral skills which contain messages or contents that learners want to hear or read and that they can understand most. 2 In today’s world, the opportunity for that such method lies right in every single video-based social media.
Instead of the traditional learning method, learners now are provided with a countless number of short videos which contain diverse knowledge and information by social video networks to initiate a new efficient way of acquiring knowledge. There are numerous techniques to improve student’s English proficiency, of which utilizing video-based social media platforms in this era is an efficient method. Many researchers have conducted studies on the effectiveness of utilizing video social networks, or similar platforms, to enhance general English language skills and specifically improve English speaking proficiency. Scholars such as Otchie and Pedaste (2020), Li (2017), Ismail and Shafie (2018), Al Arif (2019), and others have authored works on English learning by integrating this technique.
Particularly in English speaking skills progression, Namaziandost and Nasri (2019), Qarajeh and Abdolmanafi-Rokni (2015), and Sun et al. (2017) have found many certain effects of those on students’ speaking capability. However, the methods or techniques used may vary depending on the participants’ region and needs. Additionally, there are not many research works on English-speaking skills learning methods of students at Hanoi Law University.
Thus, the objective of the study is to investigate whether the method of enhancing English speaking proficiency by utilizing social video platforms has a positive impact on the speaking abilities of first-year English language pupils studying at Hanoi Law University. Therefore, all the afore-mentioned reasons encourage the researcher to conduct a research paper entitled “The Effects of Using Video-based social media Platforms on Improving Speaking Skills of First-year English Majors at Hanoi Law University”. Objectives of the study This research aims to investigate the effect of using Video-based social media Platforms on improving the Speaking skills of First-year English Majors at Hanoi Law University. Specifically, this research aimed to obtain two objectives.
The first puropse is to identify the attitude of first-year English major students at Hanoi Law University toward using video-based social media in speaking skills. The second one is to determine the effects of this utilization on the English-speaking skills of these students. To achieve these objectives, the study aims to address the following research questions: 1. What is the student’s attitude towards using video-based social media in speaking skills? 2.
What are the effects of video-based social media platforms on improving speaking skills as perceived by students? 3. Scope of the study In respect to the scope of this paper, the study focuses on examining how Video-based social media affect first-year English language students’ speaking skills at Hanoi Law University. There were 82 English language students participating in this study, of which 14 were male and 68 female. The research only involves the participation of K47 first-year English major students at Hanoi Law University.
Additionally, the research only investigates the effects of video-based platforms on English-speaking skills while the effects of those on other skills will not be contained in the scope of the current study.