VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Trần Thị Thanh Trâm USING VIDEO CLIPS TO ENHANCE FIRST YEAR NON-ENGLISH MAJOR STUDENTS’ PARTICIPATION IN PRELISTENING STAGE MA THESIS IN ENGLISH LANGUAGE HO CHI MINH CITY, 2020 VIETNAM ACADEMY OF OCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Trần Thị Thanh Trâm USING VIDEO CLIPS TO ENHANCE FIRST YEAR NON-ENGLISH MAJOR STUDENTS’ PARTICIPATION IN PRELISTENING STAGE Field: English Language Code: 8220201 Supervisor: Assoc Prof Dr Phạm Hữu Đức HO CHI MINH CITY, 2020 DECLARATION BY AUTHOR I declare that this “Using Video Clips To Enhance First Year Non-English Major Students’ Participation In Pre-Listening Stage” is created by my own findings and I am the sole author of this thesis To the best of my knowledge, with the exception of the indication of reference, this is carried out without using any other author’s work and is submitted after a carefully checking progress in order to fulfill the requirements of the M.A degree Author’s signature Trần Thị Thanh Trâm Approved by SUPERVISOR Assoc Prof Dr Phạm Hữu Đức Date: ……………………………… i ACKNOWLEDGEMENTS I would like to express my gratitude to all those who have encouraged and supported me to complete this thesis First of all, I am deeply grateful to my supervisor, Assoc Prof Dr Phạm Hữu Đức for his boundlessly enthusiastic support I really learnt a lot from his serious and thorough attitude towards working and his great mind I would like to thank all lecturers at Foreign Languages Department, Graduate Academy Of Social Sciences for their valuable teaching and tremendous assistance that have enlightened my study path They also provided me with necessary references for the study I also send my special thanks to all faculty and staffs of Dong Nai Technology University In addition, I also would like to give my special thanks to the students at Dong Nai Technology University who have provided the indispensable with me I am grateful to my family whose support has been especially important to the success of my educational endeavors; especially my husband, who also encourages and shares the hardship with me Finally, warm appreciation is reserved for my classmates at the Master Course at Foreign Languages Department, Graduate Academy Of Social Sciences for their friendliness, generous assistance which contributed significantly to the completion of the study These people deserve all the credit I highly appreciate all their support and contribution ii ABSTRACT This study is created and completed on the purpose of researching the way of using Video clips in the pre-listening stage as an effective teaching method, especially in the scope of teaching English at universities The aim of this is to enhance the English-listening of first year non - English major students of the university Furthermore, applying video clips is becoming more and more popular in teaching and guiding English listening skill to the students, therefore, this focuses on analyzing the necessity as well as the way of using this helpful method in universities, particularly Dong Nai Technology University According to the results of data analysis of the survey questionnaire and interview which was conducted by 60 first year non - English major students and English teachers at Dong Nai Technology University I found that using video clips in the pre-listening motivates students to learn easily listening better Besides, the background information is also activated in all stages of listening process The benefits, positive effects, as well as challenges of applying this teaching method are analyzed in this Furthermore, some suggestions for overcoming these difficulties are also mentioned iii LIST OF ABBREVIATIONS L1: first language L2: second language EFL: English as a foreign language ELT: English language teaching CALL: Computer Assisted Language Learning DNTU: Dong Nai Technology University iv TABLE OF CONTENTS DECLARATION BY AUTHOR i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv TABLE OF CONTENTS v LIST OF TABLES AND CHARTS viii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the Study 1.3 Research Questions 1.4 Scope of the Study 1.5 Significance of the Study 1.6 Research Methods 1.7 Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Listening skills 2.1.1 Definition of listening skill 2.1.2 Importance of listening skill 2.1.3 Listening Types 2.1.4 Sub- skills in listening 2.1.5 Principles for teaching listening 2.1.5.1 Open prediction .9 2.1.5.2 Listen & draw 2.1.5.3 Recall the story 2.1.5.4 Further practice 2.1.5.5 Pre-questions 10 2.1.5.6 Comprehension questions 10 2.1.5.7 Grids 10 2.1.5.8 Role-play .10 2.1.6 Listening stages 10 2.1.6.1 Pre-Listening 10 2.1.6.2 While-listening 11 v 2.1.6.3 Post- listening 12 2.2 Detail pre-listening task 15 2.2.1 Definition of pre-listening task 15 2.2.2 Pre-Listening types 15 2.2.3 The role of pre-listening task 17 2.3 Visual techniques 21 2.3.1 Use of technology in language teaching 22 2.3.2 Use of Visual aids in the direct Method 23 2.3.3 Using video as audio-visual aids 24 2.4 Use of video clips in teaching listening 25 2.5 Planning for teaching listening 27 2.6 Previous research 28 2.7 Chapter summary 29 CHAPTER 3: METHODOLOGY .30 3.1 Overview of the survey 30 3.2 Research Design 30 3.3 Research questions 31 3.4 Participants 31 3.5 Instruments of Collecting Data 32 3.5.1 Data collection instruments 32 3.5.2 Interviews 33 3.5.3 Class room observations 34 3.6 Data collection procedures 34 3.7 An introduction to the current Textbook Learning to Listen 35 3.8 Chapter summary 36 CHAPTER 4: FINDINGS AND DISCUSSIONS 37 4.1 Results and analysis from questionnaires 37 4.1.1 Questionnaires for students 37 4.1.2 Questionnaires for teachers 48 4.2 Results and analysis from classroom observation .50 4.3 Results and analysis from interviews 53 4.4 Factors making students unwilling to listening English in class 56 4.5 Difficulties teachers have encountered in teaching listening 57 4.6 Video clips used by teachers 57 vi 4.7 Chapter summary 57 CHAPTER 5: CONCLUSION 58 5.1 Recapitulation 58 5.2 Conclusion Remarks 59 5.3 Implications 60 5.4 Limitations 61 5.5 Suggestions for Further Studies 62 REFERENCES 63 Appendix-1 .I Appendix-2 IV Appendix-3 VI Appendix-4 VIII Appendix-5 XII vii LIST OF TABLES AND CHARTS List of tables Table 4.1: Summary of the results of questions to Table 4.2: Students’ attitudes towards learning English listening skill Table 4.3: The objective factors affecting to learning listening skill Table 4.4: Students’ developing listening skill Table 4.5: Feeling when students listen to the tape after doing pre-listening activities Table 4.6: Students’ activities enjoy listening lesson Table 4.7: Students’ problems often face in listening Table 4.8: Students’ doing activities before listening Table 4.9: Using video clips technique in the pre-listening activities in listening process Table 4.10: Frequency task in pre-listening Table 4.11: Using visual aids can develop students’ listening skill Table 4.12: Thinking of video clips help developing listening skill Table 4.13: Result of class observations (Note: A: Agree; NA: not agree) List of charts Chart 4.1: Students’ developing listening skill Chart 4.2: Students’ thinking about the lessons using video clips in prelistening Chart 4.3: Important of video clips in the pre-listening activities in listening process viii Hedge, T (2000) Teaching and Learning in the language Classroom Oxford: OPU Hobbs, R (2006) Non‐optimal uses of video in the classroom Learning, media and technology, 31(1), 35-50 Jones, G (2005) Oxford advanced learner's dictionary-[Book Review] English Australia Journal, 22(2), 61 Kim, H S (2015) Using Authentic Videos to Improve EFL Students' Listening Comprehension International Journal of Contents, 11(4) Lumsden, L S (1994) Student Motivation To Learn ERIC Digest, Number 92 McDonough, J., & Shaw, C (2012) Materials and Methods in ELT John Wiley & Sons McDonough, P M (1997) Choosing colleges: How social class and schools structure opportunity Suny Press Mueller, G A (1980) Visual contextual cues and listening comprehension: An experiment The Modern Language Journal, 64(3), 335-340 Norris, J M., Long, M., & Doughty, C (2009) Handbook of language teaching Nunan, D (1982) Using Small Groups In The Foreign‐Language Classroom World Englishes, 1(4), 187-190 Rees, G (2003) Pre-Listening Activities Renandya, W A (2012) Teacher roles in EIL The European journal of applied Linguistics and TEFL, 1(2), 65-80.Rosova (2007) Secules, T., Herron, C., & Tomasello, M (1992) The effect of video context on foreign language learning The Modern Language Journal, 76(4), 480-490 Shrosbree, M (2008) Digital video in the language classroom The JALT Call Journal, 4(1), 75-84 Silviyanti, T M (2014) Looking into EFL students’ perceptions in listening by using English movie videos on YouTube Studies in English language and Education, 1(1), 42-58 64 Snelson, C., & Perkins, R A (2009) From silent film to YouTube™: tracing the historical roots of motion picture technologies in education Journal of Visual Literacy, 28(1), 1-27 Stoller, E F., & Forster, L E LE, & Portugal, S.(1993) Self-care responses to symptoms by older people A health diary study of illness behavior Medical Care, 31(1), 24-42 Tomalin, D S (1991) U.S Patent No 4,988,552 Washington, DC: U.S Patent and Trademark Office Underwood, M (1989) Teaching listening Addison-Wesley Longman Ltd 65 Appendix-1 Questionnaire for students’ review I have some questions about the teaching and learning English in school Please answer the questions according to your own thought and experience Thank you! I PERSONAL INFORMATION: Name: ………………………………………… Age: …… Gender: female male Marital: married single Major: ……………………………………………………………… Years of learning English at secondary and high school None years 7years II YOU’RE THOUGHT AND EXPERIENCE ABOUT ENGLISH LEARNING: Question 1: Do you agree with these? (Put a tick ( ) to the columns that is the most appropriate to you) Items Strongly Agree agree Disagree Strongly disagree I am more aware of the perceived importance of English listening skill I find that listening comprehension is difficult I find that listening comprehension is boring and not interesting I find it difficult to understand listening texts when the topic is unfamiliar Question 2: Which of the following elements affect your learning listening skill? (tick ( ) on the case you choose) Teaching method: good OK bad Noises around: too noisy formal noisy Equipment (CDs, CD players, TV, Speakers, projectors): I Poor quality Curriculum: suitable OK modern not suitable Number of learners in each class: too crowded OK too few Question 3: You want to develop your listening skill because: (tick ( ) on the cases you choose) A English is the most popular language nowadays B You want to listen to English to communicate (see foreign movie on; to listen and sing English song; chat on the internet; etc.) C To enhance my future prospects D You want to pass the exam Question 4: How you feel when you listen to the tape after doing prelistening activities? A Self-confident B Interested C Normal D Both (a) and (b) Question 5: What you think about the lessons using video clips in prelistening? A too difficult to listen B interesting and easy to understand C normal D too easy Question 6: Which activities you enjoy in listening lessons? (More than one answers are possible) Listening activities Your teacher often uses Role-play Interviews Games/ Shows Pair-work/Group-work and problem solving Picture description Video clips II You enjoy Question 7: Which problems you often face to when you listening tasks? (More than one answers are possible) A You not know what type of information you are listening tasks B You have limited vocabulary C You not know what you have to with your listening to D You cannot read the instruction carefully in given time E Linking sound Question 8: What you often before listening to an exercise or a test? (more than one answers are possible) A Read the instruction carefully B Underline key words C Predict the answer D Look at the questions for the answer Question 9: How often you want using video clipstechnique the prelistening activities are used in teaching listening process? A always B usually C sometimes D rarely E never III Appendix-2 Questionnaire for teachers’ interview I have some questions about the teaching and learning English in high-schools Please answer the questions according to your own thought and experience Thank you! I PERSONAL INFORMATION: Name: ………………………………… Institution …………………………… Gender: male female You have been teaching English for: ……… years Question 1: According to you, how important are the use video clips in prelistening stage in teaching listening? A Very important B Important C Less important D Not important at all Question 2: Which pre-listening tasks you often use? A True/False statement prediction B Open prediction C Ordering D Pre-questions Question 3: Do you think using video clips can develop students’ listening skill? A Yes, very much B Yes, but not much C Not really D Not at all Question 4: What you think of video clips in listening skill? A Help students enjoys learning English B Improve students’ listening skill IV C Motivate students’ interesting listening skill D Enhance students’ self-confidence in listening lesson Question What problems are you facing when adopting using video clips in teaching listening English? Question How you select video clips for your class? Question Do you face any challenges while using video clips? If yes, what are those? Question How you overcome those problems? V Appendix-3 Classroom observation sheet Categories Results (%) A Criteria (agree) NA (not agree) Preparation Well-prepared and well-organized in class Apparently and appropriately prepared objectives of the lesson Presentation Language of instructions is clear and concise and the students are able to carry them on The lesson is smooth, sequenced and logical Authentic materials are added Materials are presented at the students’ level of comprehension The teacher shows an interest in, enthusiasm for the subject taught Implementation/ methods The teacher move around the class and be ready to help more for the students There are balance and variety of activities during the lesson 10 Examples and illustrations are used effectively 11 Instructional aids or resource materials are used effectively 12 Drills are used and presented effectively VI 13 Teachers explores genuine situations in the class 14 Structures and vocabulary are taken out of students’ presentation and applied to the real contexts of students’ culture and personal experience Student’s presentation 15 Students listen and complete task well 16 25 Students are encouraged to listening frequency 17 The students are able to draw the attention with their presentation and give out comments Teacher/Student interaction 18 Teacher is a facilitator 19 The students are receivers 20 Teacher encourages and assures full student participation 21 The students are attentive and involved 22 Teacher organizes effectively individual, pair work, and group work to the project 23 Teacher controls and directs the class Teacher’s feedback 24 Teacher gives out a clearly typescript 25 Teacher’s feedback helps students improve their listening skills VII Appendix-4 Lesson Plans Unit 10: Free time Pre-listening page 48 in Learning To Listen Book Stage Prelistening Technique/ activity Aim/strategy - The teacher shows some videos (in appendix Activate 4), asks students to guess the topic and list as background much as activities on the videos knowledge -The teacher introduces some activities Predict VIII the the (painting pictures, collecting stamps, playing content of the guitar, reading, taking photographs, playing listening computer games) -Asks students to look at the picture and describe what they can see Unit 11: Let’s Eat Pre-listening page 52 in Learning To Listen Book IX Stage Prelistening Technique/ activity Aim/strategy -The teacher introduces the topic, focus attention on the pictures what they see The teacher may teach Activate the background the words about: food (egg, apple, chicken, banana, knowledge milk, carrots) and container: (cart) Predict - The teacher shows some videos (in appendix 4), content of the asks students to guess the name of food on the listening videos - Asks students to look at the picture and describe what they can see Unit 12: At Home Pre-listening page 56 in Learning To Listen Book X the Stage Pre-listening Technique/ activity Aim/strategy -The teacher introduces the Activate the topic, focus attention on the knowledge background Predict the pictures what they see Students content of the listening guess What are they in pictures? -Teacher reminds some words (stove, plant, lamp, sofa, refrigerator, picture, sink, chair, table, rug) Teacher introduces each picture - The teacher shows some videos (in appendix 4), asks students to guess the topic and list as much as activities on the videos -Asks students predict the answer Where are things? XI Appendix-5 Source of video clips Young people and their free time https://www.youtube.com/watch?v=akZrk7jF5Jo What you in your spare time? https://www.youtube.com/watch?v=5P0c2bNnjmY Talking about Hobbies and Free Time Activities https://www.youtube.com/watch?v=z595z_DmpmQ&t=54s Shopping at the Grocery Store - English Conversation https://www.youtube.com/watch?v=GlNbzAGZC2M FOOD Vocabulary | Food Names | Types of Food in English with Pictures https://www.youtube.com/watch?v=Q793ho7TtAA At the Restaurant Conversation https://www.youtube.com/watch?v=bgfdqVmVjfk House / Furniture / Daily routines https://www.youtube.com/watch?v=EKLD4Arn_bs In, On, Under - It is under the table | ESL Song & Story - Learning English for Kids https://www.youtube.com/watch?v=fhe7vQjQBxM Welcome to my house (English Dialogue) - Educational video for Kids https://www.youtube.com/watch?v=O07X1XLK4tM At Home | Easy English Conversation Practice | ESL https://www.youtube.com/watch?v=n1OD40Ah5hE Learn English - English Conversation - Let's eat barbecue https://www.youtube.com/watch?v=Pi8Zxy2EWQI Are you free tonight? Let's EAT together! https://www.youtube.com/watch?v=9z9YbZKYOqU How to Talk About Your Free Time and Hobbies in English - Spoken English Lesson https://www.youtube.com/watch?v=hoyhPZDp3dE&t=20s Talking about hobby (English Dialogue) - Educational video for Kids - Role-play conversation https://www.youtube.com/watch?v=tgVtVoxzwDI XII Approved by SUPERVISOR (Signature and full name) Date:…………………… XIII ... Students’ developing listening skill Chart 4.2: Students’ thinking about the lessons using video clips in prelistening Chart 4.3: Important of video clips in the pre- listening activities in listening. .. teaching and learning English listening at Dong Nai Technology University The research entitled ? ?Using Video Clips To Enhance First Year Non English Major Students’ Participation In Pre- Listening. .. attitude toward the use of video clips in pre- listening stage; To enhance the listening comprehension by using video clips In order to reach the aim, the study is expected to meet the following objectives: