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ABSTRACT Audio-visual aids, including animated films, have been considered a great tool in language teaching, yet past research in Vietnam has not paid attention to the use of animated films in English language teaching This research was carried out with the aim to see whether using animated films for EFL learners at high school has any impacts on their listening comprehension development In the experiment, two groups, one control and one treatment, were set up Before and after the six week experiment, both groups were asked to the pre-test/post-test and to answer a pre-treatment and post-treatment motivation questionnaire During the treatment, the treatment group received four animated films based lessons while the control group did not The results showed that the treatment group achieve higher level of listening comprehension and gained greater motivation to study English ACKNOWLEDGEMENTS I would like to express my deep gratitude to my supervisor, Tran Thi Ngoc Yen, who I believe is the most wonderful supervisor, for her valuable direction, keen insight, precious orientation, warm encouragement, and continuous support throughout this project Her enthusiasm and positive attitudes were sparkling in such a way that it helped to make my research a serious yet fun task to fulfill I also wish to thank my Principal, Vu Tien Ca, who approved of my research, my colleagues who would come along during the project right from the first days I began it Without that, it would have been harder for me to finish the project I would also like to thank the board, teachers, and students at Tinh Gia2 High School for their cooperation and help Finally, I would like to delicate this work to my parents and family, who have been always supporting me with love and sympathy TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii LIST OF TABLES vi LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study .4 1.3 Research questions 1.4 Scope of the study 1.5 Thesis organization CHAPTER LITERATURE REVIEW 2.1 Listening process .6 2.1.1 Definition .6 2.1.2 The nature of listening 2.1.3 Listening in foreign language .7 2.2 Listening comprehension 2.3 Assessing listening ability .11 2.3.1 Indicators of listening ability 11 2.3.2 Methods to assess listening ability .11 2.4 Teaching the listening skill 13 2.4.1 Factors affecting EFL learners’ listening ability 13 2.4.2 Difficulties EFL learners have when learning listening .14 2.4.3 Principles for teaching EFL listening 14 2.4.4 Techniques for teaching EFL listening .16 2.5 Animated films in English language teaching .16 2.5.1 Kinds of audio-visual aids 16 2.5.2 The importance of audio-visual aids in language teaching 17 2.5.3 Principles for selecting animated films for EFL learners 18 2.5.4 The benefits of animated films for EFL learners 19 CHAPTER METHODOLOGY 22 3.1 Research questions 22 3.2 Study setting 22 3.3 Participants 22 3.4 Materials and instruments .23 3.4.1 Materials .23 3.4.2 Instruments 25 3.5 Procedure .25 3.6 Pilot testing 26 CHAPTER FINDINGS AND DISCUSSION 29 4.1 Results 29 4.1.1 General English test results 29 4.1.2 Pre-test and post-test results .31 4.1.2.1 Results of pre-test 31 4.1.2.2 Results of post-test 33 4.1.3 Comprehension increases in the comprehension listening course .35 Conclusion 41 CHAPTER CONCLUSIONS .42 5.1 Summary of the main findings 42 5.2 Pedagogical implications .43 5.3 Limitations 45 5.4 Suggestions for further research 46 REFERENCES 47 APPENDIX 52 APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F LIST OF TABLES Table 1: The focuses of pilot testing Table 2.1: Minimum and maximum of general test Table 2.2: Means and standard deviations of the general test of the two groups Table 3: Statistical mark rate to two groups on the general test Table 4.1: Statistical mark rate of pre-tests to two groups Table 4.2: Statistical mark rate of post-tests to two groups Table 5.1: Statistical results of pre-and post-tests to group Table 5.2: Statistical results of pre-and post-tests to group Table 5.3: Within-group comparison results for the experimental and control groups Table Experimental group’s reaction to the multiple-choice questions of survey LIST OF FIGURES Figure Frame grab of TiengAnh123 Figure 2: Pie charts for general test parallel of group Figure 3: Pie charts for general test parallel of group Figure 4: Pie chart for pre-tests of group Figure 5: Pie chart for pre-tests of group Figure 6: Pie chart for post-tests of group Figure 7: Pie chart for post-tests of group Figure 8: The bar chart for the improvement after the treatment for the experimental group CHAPTER INTRODUCTION 1.1 Rationale It goes without saying that English has developed into a world language It is considered international because of its significance in cultural aspects in not only former British colonies but also in other countries due to integration Besides, English is regarded as global thanks to the dominance of the language in this information technology age It is a common knowledge that any modern citizen of this rapidly growing twenty-first century mastering the English language is determined to overpower those who not Still, there remain some opponents of this trend who decide to go against the flow to probably avoid the domination of the language and its culture Notwithstanding, any practical and serious thinking individual could easily tell how that conservative idea is hardly working at this point now that English has been deeply rooted and undoubtedly here-to-stay in our society In other words, one, needless to say, greatly depends on English to survive and thrive in this contemporary world The teaching and learning of English; therefore, has been immensely concentrated around the globe English language is even separated into four distinctive skills to be easily taught to non-native speakers of English As a child, we learn to listen before we speak, so it is fairly clear that input should come first before output As a result, Reading and Listening are supposed to be taught before Writing and Speaking Novel movements in teaching English language also share the same opinion on placing more attention to the communicative purpose of the language by focusing on Listening and Speaking Yet, reality has showed inconsiderable improvement in learners’ listening skills accompanied by a bitter truth of listening remaining a struggle for English learners Listening is considered the most frequently used skill in everyday life According to Burley-Allen (1995), more than forty percent of our daily communication time is spent on listening, thirty five percent on speaking, sixteen percent on reading, and only nine percent on writing (cited in Miller, 2003) In fact, listening can help students build vocabulary, develop language proficiency, and improve language usage, improve pronunciation and develop speaking skills (Bacon, 1998) Therefore, listening is a very essential element in successful communication Despite the acknowledged value of listening in language acquisition/learning and its complexity, the skill is still not receiving the attention it deserves in the ELT world as compared to literacy skills (Thanajaro, 2000) In Vietnam, many students have difficulty understanding spoken English when communicating with native speakers in spite of a long time studying at schools, which leads to communication breakdown Moreover, some students often panic when they hear the English language on television, radio, or in situations in which speech is fast and nothing is repeated This results from students’ lack of exposure to such real language listening Thus, there is an increase in the need of using authentic materials to teach listening According to Martinez (2002), authentic materials help learners improve English communicative proficiency Authentic materials refer to teaching resources that are not purposely produced for language teaching such as newspaper articles, movies advertisements, maps and comic books (Nunan, 1989) Therefore, the researcher decided to use movies in listening lessons According to Garcia (2011), using movies is the best way to learn English, improves the learners’ listening skills, and increases their vocabulary and English language expressions Besides, watching movies helps the learners to improve pronunciation As a teacher at a High School District, the researcher finds that the first-year high school students encounter a lot of listening problems They complained that they had had few chances to listen to English frequently in class at lower-secondary school and their listening skills had been scarcely developed, leading to the frustration and pressure about listening examination Exposed to real English through movies, the students are believed to learn English in a natural and effective way as they learned their mother tongue To some extent, it makes students more interested in listening PAPER II VOCABULARY & GRAMMAR (Time:35 ms) Part Multiple Choice Choose the best option to complete the following sentences 21 I've known him we was in college a until b for c since d during c than me d Both a and c 22 She knows more Italian a than I b than I 23 You will become ill you stop working so hard a until b if c when d unless 24 Brazil became the first team to win the five times a victory b trophy c final d champion 25 The parks are ideal places for people to from the noisy and busy life a get out b get away c get off d get through 26 New York is not the capital of the USA, it is the home of the United Nations a Because b In spite of c Otherwise d Although 27 I'm interested in that film because it was based on the story a which wrote by my favorite novelist b written by my favorite novelist c that written by my favorite novelist d it was written by my favorite novelist 28 The children, parents work late, are taken home by school bus a that b whom c whose d their 29 Some species of rare animals are in danger of a extinct b extinctive c extinction d extinction 30 If I a more reliable car I to Spain rather than fly a would have/ would drive b had/ had driven c had/ would drive d had had/ would drive 31 Wednesday is day the doctor can see you a earlier h most early c the earliest d the most early 32 Polly felt intense fear with excitement a blended b contacted c joined 78 d mingled 33 The city of London was by the Romans in the year 43 AD a located b developed c founded d characterized 34 San Francisco is a and communications center and a center for trade with Asia a finance b finances c financial d financer 35 Tourists to Hawaii are by its endless sandy beaches and perfect weather a attracted b attached c admired d interested 36 The houses are absolutely for families with young children a attractive b identical c ideal d imaginary 37 In the 20th century Liverpool became famous as the .of the Beatle and for Liverpool and Everton football clubs a house b home c city d state 38 The collection has been sold to the British Museum where it will be .for the nation a conserved b existed c preserved d impressed 39 'Would you like to comment on Ann's qualifications'?' the people in the company, Ann is the most skilled.' a In all b From all c Of all d To all 40 John's grades are really bad.' `Yes, but Tim's are a worse b worst c badder d so worse 41 Hoi An is a famous tourist attraction with many .sites a royal b natural c cultural d attractive c exist d flourish 42 These plants in a damp climate a root b found 43 New York is by its hundreds of tall offices and aspartame a symbolized b characterized c impressed d famous 44 Washington State is famous its apples a with b to c on d for 45 The match has been from Wednesday night to Friday cause of the bad weather a cancelled b competed c postponed 79 d watched Part Give the correct form of verb 46 The teacher decided (accept) the paper 47 They appreciate (have) this information 48 His father doesn’t approve of his (go) to Europe 49 We found it very difficult (reach) a decision 50 Helen was happy (tell) the good news from his sister 51 We are eager (return) to school in the fall 52 She refused (receive) the gift 53 Mary regrets (be) the one to have to tell him 54 Carlos hopes (finish) his thesis this year 55 She is looking forward to (return) to her country - 80 PAPER III WRITING (30 ms) TASK Write the following sentence in similar meaning to the first sentence, beginning with the word given 56 "Have you been on holiday recently, Jane?" asked Tony Tony asked Jane if……………… 57 I was too tired to go to the party I was so 58 There's no point asking Lynda to help as she's really busy It's a .…… 59 I'm sure it was Ana I saw in town as I recognized her coat It must have 60 Although he is rich, he feels unhappy Despite……………………………………… 61 “ Why don’t you put better lock on the door, Barbara”? said John => John suggested 62 I haven’t eaten this kind of food before => This is the first 63 It isn’t necessary for you to finish by Saturday => You 64 “ How many survivors are there?”, asked the journalist => The journalist wanted to know 65 It was such rotten meat that it had to be thrown away => The meat was 81 TASK 2: Paragraph writing ( marked from 66 to 80) Write your paragraph (around 100-150 words) to express your opinion about this: “Good English is the key to success” PAPER IV LISTENING (25 ms) Part Instructions There are questions in this part, for each question there are pictures and a short recording Choose the correct picture Type in CAPITAL LETTERS A, B or C in the answer box Example: How many people were at the meeting? Your answer (A, B or C): C 81- 82- What music will they have at the party? Your answer (A, B or C): 83-84 - When will the man go on holiday? 82 Your answer (A, B or C): 85-86 - What will the weather be like tomorrow? Your answer (A, B or C): 87-88 - What color is Mary's coat? Your answer (A, B or C): 89-90 - What did the woman repair? 83 Your answer (A, B or C): https://www.youtube.com/watch?v=pW2hXZW_C94 Part Instructions You will hear a student telephoning a school Listen and complete the questions given The pass mark for this exam is 70% or over https://www.youtube.com/watch?v=pQLrLdhjG_4 NOTEBOOK Name of School: (91-92) Next course begins: Day: (93-94) Date: (95-96) Classes begin at: (97-98) Address: (99-100) …………………… THE END………………… 84 APPENDIX C: PRE-TEST LISTENING TIME: 25 MINUTES Part Instructions Listen to Jim and Julie talking at a party What the guests want to eat or drink? For each question, drag and drop, or type the correct answer, or the corresponding letter, in the answer box The pass mark for this exam is 70% or over https://www.youtube.com/watch?v=8cwl6yJhirs PEOPLE FOOD AND DRINK Kevin: A) coffee B) coke C) ice-cream D) milk E) orange juice F) sandwich G) tea H) water Barbara: Paul: Diana: Jim: Julie: 85 Part Instructions You will hear a girl talking about her brother, Toni Listen and complete the questions given The pass mark for this exam is 70% or over https://www.youtube.com/watch?v=4aWvPhmZkQI Toni's had an accident He's hurt his: (1) Name of hospital: (2) Room: (3) Floor: (4) Visiting hours: (5) Please take: (6) every day 86 APPENDIX D: POST-TEST LISTENING TIME: 25 MINUTES Part Instructions Listen to Carlos asking for information about a library Choose the best answer (A, B or C) for each space, drag and drop it, or type the answer, or the corresponding letter, in the answer box The pass mark for this exam is 70% or over https://www.youtube.com/watch?v=1A0vgTrv20Y - The library is closed until Your answer: A) Tuesday B) Wednesday C) Thursday - What must Carlos take to the library? Your answer: A) a student card B) a teacher's letter C) a passport - How much will it cost Carlos to join? Your answer: A) 1000 pesetas B) 1500 pesetas C) 3000 pesetas 87 - Carlos will get Your answer: A) library tickets B) library tickets C) library tickets - On Saturdays, the library opens at Your answer: A) 10.30 a.m B) 11.00 a.m C) 2.30 a.m - The library is in Your answer: A) Murdoch Street B) Murdosh Street C) Murdock Street Part Instructions You will hear some information about a farm Listen and complete the questions given 88 https://www.youtube.com/watch?v=jzZo7I8u3qg PARK FARM To see: (1) Food in: (2) opens at: (3) Family ticket costs: (4) Don't bring: (5) Not far from: (6) Cat Tea Room pounds - 89 APPENDIX E QUESTIONNAIRE (Experimental group’s reaction to the multiple-choice questions of survey) Participant’s name:…………………………….……… Tick (V) in the column you think it’s right, and (X) in the column you think it’s wrong I prefer only the listening materials Strongl Agree provided in the textbook (Tơi thích học y Agree nghe với kiến thức sgk) I’d like to use both animated films and Strongl Agree textbook recordings as a combination (Tôi y Agree Disagre Strongly e Disagre Disagre e Strongly e Disagre thích kết hợp nghe phim hoạt hình nghe theo kiến thức sgk) I not want to watch animated films in Strongl e Agree the classroom (Tôi khơng muốn xem phim y Agree hoạt hình nghe lớp) I often not listen to English if I not Strongl Agree have to (Tôi không thường xuyên nghe y Agree tiếng Anh không bắt buộc phải nghe) Animated films help me improve my Strongl Agree English (Phim hoạt hình giúp tơi nâng cao y Agree vốn tiếng Anh mình) The English in animated films is easier to Strongl understand than it in the Agree textbook y Agree Disagre Strongly e Disagre Disagre e Strongly e Disagre Disagre e Strongly e Disagre Disagre e Strongly e Disagre recordings (Tiếng Anh phim e hoạt hình dễ hiểu so với tiếng Anh tapescript sgk) Animated films are more interesting than Strongl Agree the recordings in the textbook (Phim hoạt y Agree hình có nội dung thú vị so với sgk) Animated films encourage me to Strongl understand other listening materials outside y Agree the classroom (Phim hoạt hình giúp tơi hiểu 90 Agree Disagre Strongly e Disagre Disagre e Strongly e Disagre e thêm kiến thức nghe lớp học) Both animated films and the listening Strongl Agree lessons enable me to listen to other y Agree Disagre Strongly e Disagre materials outside the classroom (cả phim e hoạt hình sgk giúp tơi hiểu kiến thức ngồi xã hội) 10 Animated films help improve my Strongl Agree English listening skills more than the y Agree Disagre Strongly e Disagre recordings in the course book ( Phim hoạt e hình giúp cải thiện kĩ nghe tất nội dung sgk) 11 Animated films are difficult for me to Strongl Agree understand (Phim hoạt hình khó cho tơi y Agree hiểu) 12 Animated films motivate me to more Strongl listening outside the classroom (Phim hoạt y Agree hình thúc đẩy việc nghe tiếng Anh tơi ngồi lớp học) 91 Agree Disagre Strongly e Disagre Disagre e Strongly e Disagre e APPENDIX F INTERVIEW (FOR INTERVIEWING PARTICIPANTS’ RESPONSES TO THE TREATMENT) STUDENT’S NAME:………………………………………… Question1: Hầu hết học sinh tham gia thử nghiệm cho việc thực nghiệm hữu ích cho giao tiếp Question 2: Tất học sinh thích xem phim hoạt hình lớp cảm thấy thoải mái với việc kết hợp hai giữ sgk kiến thức bổ trợ hàng tuần với phần luyện tập sau xem phim Question 3: Hầu hết học sinh tham gia thử nghiệm cho sử dụng phim hoạt hình bổ trợ cho kĩ nghe tiếng Anh có tác dụng thúc đẩy kĩ nghe hiểu Question 4: Gần nửa học sinh tham gia thực nghiệm áp dụng từ vựng, cấu trúc, ngữ điệu, phát âm sau thử nghiệm xem phim hoạt hình lớp học 92 ... speaker and responding (collaborative orientation) and, creating meaning through involvement, imagination and empathy (transformative orientation) 2.1.2 The nature of listening Listening is assuming... grade 10-class at the same age and of elementary and intermediate level of English, and four animated films to carry out an action research study on the topic of using animated films as a teaching... that supplementary materials can be considered as equally important as textbooks Supplementary materials are defined as any materials used addition to textbook (Spratt, Paleness, and Williams,
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