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.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.A THESIS APPLICATION ORIENTATION Field: English Linguistics Code: 8220201 Supervisor: Dr. Nguyen Trong Du THAI NGUYEN – 2020 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. i 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 ii 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! iii TABLE OF CONTENTS COVER PAGE ABSTRACT. iii TABLE OF CONTENTS.
iv LIST OF TABLES. vi LIST OF FIGURES. vii CHAPTER 1: INTRODUCTION. Rationale of the study.
Scope of the study. Significance of the study. Aim of the study. Organization of the study .8 CHAPTER 2 LITERATURE REVIEW.
The use of videos in language learning. Review of related studies .14 CHAPTER 3: RESEARCH METHODS. Why Quasi-experimental Research?. Selecting Video Clips.25 CHAPTER 4: FINDINGS AND DISCUSSIONS.
Paired Sample t-test Analysis. Description of Participants. Construct Validity and Reliability Analysis. The differences between listening competence with and without using videos.
Differences in listening comprehension before and after learning to listen through videos. Students' attitude towards using videos to teach listening comprehension. Suggestion for Further Research .57 APPENDIX 3: PRE-TEST AND POST-TEST.60 APPENDIX 4: TEACHING PLANS .100 v LIST OF TABLES Table 1. Classroom Activities Procedure (Class A).
Description of Listening Pre-test Results by Groups of Level. Description of Listening Post-test Results by Groups of Level. Description of Listening Post-test Results by Classes. Pre-test and Post-test Results Comparison by Classes.
Paired Sample Test Results. Demographic Profile of Participants. Item - Total Statistics. Students' Attitude Toward Using Videos in Teaching Listening Comprehension.
Differences between Learning With and Without Using Videos .38 vi LIST OF FIGURES Figure 1. Research Flow Chart .10 vii CHAPTER 1: INTRODUCTION 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 1 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 2 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.