SUBTITLED AUTHENTIC VIDEOS AND INCIDENTAL VOCABULARY LEARNING a STUDY AMONG EFL HIGH SCHOOL STUDENTS IN THANH HOA

1 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI THANH HUYEN SUBTITLED AUTHENTIC VIDEOS AND INCIDENTAL VOCABULARY LEARNING: A STUDY AMONG EFL HIGH SCHOOL STUDENTS IN THANH HOA Field: Theory and Methodology of English Language Teaching Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Dr Tran Thi Ngoc Yen Nghệ An, 2017 i STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is my own work The data and findings discussed in the thesis are true and have not been published elsewhere Author Nguyen Thi Thanh Huyen ii ABSTRACT This study was set out to determine if the use of subtitled English videos enhances EFL high school students’ incidental vocabulary learning The students participating in the experiment aged around 16 years old and were divided into three groups, one being the control group and the other two the experimental groups During the treatment time, each experimental group was asked to watch short video clips, either with English subtitles or dual subtitles A vocabulary level test was used as the pre- and post-treatment test to determine whether watching these videos played a role in the participants’ vocabulary learning The data revealed that the three groups did better in the post-test, but there was a significant difference between the experimental groups and the control group It was also found that the two experimental groups did similarly well The data collected from the questionnaire showed that the use of subtitled authentic videos motivated EFL students’ vocabulary learning In addition, participants have positive attitudes toward learning from subtitled videos, both inside and outside schools’ boundaries The study suggested that subtitled videos can be used as an effective learning tool in the second language classroom iii ACKNOWLEDGEMENTS I would like to express my deep gratitude to my supervisor, Dr TRAN THI NGOC YEN, who I believe is the most wonderful supervisor, for her valuable time, suggestions, guidance, warm encouragement, and continuous support throughout this study Without her help, my study would not have been completed I also wish to thank the students who participated in my study Without their help, this study could not have been successful Finally, I would like to delicate this work to my colleagues and family, who have been always supporting me with love and sympathy iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS .iii TABLE OF CONTENTS iv vi vi LIST OF TABLES vii LIST OF FINGERS .viii CHAPTER INTRODUCTION .1 1.1 Rationale .1 1.2 Aim of study 1.3 Research questions 1.4 Scope of study 1.5 Thesis design CHAPTER LITERATURE REVIEW 2.1 Vocabulary .3 2.1.1 Definition 2.1.2 Word aspects 2.1.3 The role of vocabulary .5 2.1.4 Assessing EFL learners’ vocabulary level 2.2 Vocabulary learning and teaching 2.2.1 Methods and techniques to teach vocabulary 2.2.2 Principles for teaching vocabulary 2.2.3 Factors affecting vocabulary acquisition .10 2.2.3.1 The influence of NL 10 2.2.3.2 FL anxiety 13 2.2.3.3 Motivation and FL vocabulary learning 15 2.3 Literature on using subtitled videos for language learning 18 2.3.1 Defining ‘authentic video’ .18 2.3.2 Defining subtitles 18 2.3.2.1 Inter-lingual subtitles 19 2.3.2.2 Intra-lingual subtitles: 19 2.3.2.3 Reversed subtitles 20 2.3.2.4 Dual subtitles 20 2.4 Related theories of language learning 21 2.4.1 The Comprehensible Input Hypothesis 21 2.4.2 The Affective Filter Hypothesis .22 2.4.3 Incidental Learning 22 2.5 Vocabulary learning through subtitled videos .23 2.5.1 Intra-lingual subtitle videos 24 2.5.2 Dual subtitle videos 25 2.5.3 The effects of subtitled videos on second language learning 25 CHAPTER METHODOLOGY 28 3.1 Introduction 28 3.2 Participants 30 v 3.3 Materials 31 3.3.1 The video clip and selection criteria 31 Regarding to the selection criteria, twenty-four-minute clip of the film described above was extracted However, certain criteria were considered in selecting the research clip The selection criteria were developed based on the proposed assessment criteria of previous researchers (Borras, 1993: King, 2002) for the selection of audio-visual material, either films or video clips The selection criteria were as follows: 31 3.3.2 The Vocabulary Level Test .32 3.3.3 Multiple-choice opinion survey .34 3.4 Data collection procedure .35 3.5 Coding schemes 36 3.5.1 The Vocabulary Level Test .36 3.5.2 Opinion survey .36 CHAPTER FINDINGS AND DISCUSSION .37 4.1 Results 37 4.1.1 General English test results 37 4.1.2 The VLT results 39 4.1.2.1 Experimental groups’ results .39 4.1.2.2 Control groups’ results 43 45 4.1.3 The improvement compared between control group and the two experimental groups in VLT scores 46 4.2 Attitudes about Learning from Subtitles .47 4.2.1 Part one: Discover the respondents' English language video viewing habits 47 4.2.2 Part Two: Subtitles preference .47 4.2.3 Part three: Subtitled video and autonomous learning 48 4.3 Discussion .49 4.3.1 The effect of using subtitled video clips on vocabulary acquisition 49 4.3.1.1 Vocabulary Level Test( VLT) results 49 4.3.1.2 The role of the audio-visual materials 54 4.3.1.3 Possible factors related to the input 56 4.3.2 Participants’ attitudes towards learning from subtitled videos: .57 4.3.2.1 The questionnaire survey results 57 4.3.2.1.1 General attitudes towards learning from subtitled videos 57 4.3.2.1.2 Subtitle Preference 61 4.3.2.2 Subtitled video and autonomous learning 62 CHAPTER CONCLUSION 59 5.1 Summary of the study 59 5.2 Limitations of the study 62 5.3 Suggestions for the study 63 5.4 Implications for future research 64 REFERENCES 64 APPENDIX A .68 APPENDIX B: 72 APPENDIX C .75 APPENDIX D .77 Questionnaire survey( English version) 77 vi APPENDIX E 77 vii LIST OF TABLES Table 1: Scores on the general English test for all participants: The control group and The experimental groups .48 Table The average total scores and standard deviations of general English test in the experimental group and the control group .49 Table 4.3 Pre- and post-scores on the Vocabulary Level Test for the English subtitle group 51 Table 4.4 Pre- and post-scores on the Vocabulary Level Test for the Dual subtitle group 53 Table 4.5 Pre- and post-scores on the Vocabulary Level Test for the Control groups 55 viii LIST OF FINGERS Figure Intra-lingual subtitles 32 Figure Dual subtitles 33 Figure Score rate on the general test for the English subtitle group Figure Score rate on the general test for the Dual subtitle group 50 Figure Score rate on the general test for the Control group 50 Figure Score rate on the pre treatment test for the English subtitle group 52 Figure Score rate on the pre treatment test for the Dual subtitle group .52 Figure Score rate on the post treatment test for the English subtitle group .54 Figure Score rate on the post treatment test for the Dual subtitle group .54 Figure 10 Score rate on the pre treatment test for the control group 56 Figure 11 Score rate on the post treatment test for the control group .56 Figure 12 VLT Gain by All the Three Groups 57 Figure 13 The respondent’s English Language Video Viewing Habit .58 Figure 14 Preferring Vocabulary Learning from Subtitled Video 59 Figure 15 The Effectiveness of Subtitles 59 CHAPTER 1.1 Rationale INTRODUCTION As an English teacher, I am fortunate to have access to multimedia technology for both in my teaching and searching I have made a great effort to keep abreast with these developments by using technology to create and exploit learning opportunities for my students I would like to encourage students’ interest in subtitled authentic videos and make them feel confident when using such videos as learning tools It’s the teacher’s duty to put students in a position where they are capable of increasing their knowledge of vocabulary independently of the teacher by looking at the subtitled words in meaningful and stimulating circumstances I decided to carry out the current study to determine whether subtitled authentic videos could be effective vocabulary learning tools for Thanh Hoa EFL high school students 1.2 Aim of study This study aimed to demonstrate that watching the English subtitled videos will improve EFL high school students’ knowledge of English vocabulary and to determine whether the participants felt that the subtitles accompanying the treatment video motivate them 1.3 Research questions This research aims to answer the following questions: - How does the use of English subtitled videos affect EFL high school students’ vocabulary learning? - Will the use of English subtitled videos help to motivate EFL high school students to learn English? 66 Dornyei, Z (2007).Research Methods in Applied Linguistics Oxford Oxford University Press d’Ydewalle, G., & De Bruycker, W (2007) Eye movements of children and adults while reading television subtitles European Psychologist, 12, 196– 205 d’Ydewalle, G., & Van de Poel, M (1999) Incidental foreign-language acquisition by children watching subtitled television programs Journal of Psycholinguistic Research, 28 (3), 227-244 Retrieved from:http://link.springer.com/content/pdf/10.1023/A%3A1023202130625 Guillory, H G (1998) The effects of keyword captions to authentic French video on learner comprehension Calico Journal, 15(1-3), 89–108 Guo,S., (2011) Impact of an Out-of-class Activity on Students’ English Awareness, Vocabulary, and Autonomy Language Education in Asia, 2(2), 246256 Gilmore, A (2007) Authentic materials and authenticity in foreign language learning Language Teaching, 40, 97-118 Harji, M B., Woods, P C., & Alavi, Z K (2010) The effect of viewing subtitled videos on vocabulary learning Journal of College Teaching & Learning (9), 37-42 Huckin, T., & Coady, J (1999) Incidental vocabulary acquisition in a second language Studies in Second Language Acquisition, 21 (2), 181-193 Karimian, Z., &M Talebinejad (2013) Students‟ Use of Translation as a Learning Strategy in EFL Classroom Journal of Language Teaching and Research, 4, (3), 605-610 King, J (2002) “Using DVD feature films in the EFL classroom”, in Computer Assisted Language Learning, 15, 5: 509-523 67 Koolstra, C M & J W J Beentjes (1999) Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home Educational Technology Research & Development 47.1, 51– 60 Krashen,S.(1982)Principles and Practice in Second Language Acquisition Oxford: Pergamon Markham, P L (1993) Captioned television videotapes: Effects of visual support on second language comprehension Journal of Educational Technology Systems, 21(3), 183-191 Marshall, J.M (2002) Learning with technology: Evidence that technology can, and does, support learning White paper prepared for Cable in the Classroom Manochehri, N., & Sharif, K (2010) A model-based investigation of learner attitudes towards recently introduced classroom technology Journal of Information Technology Education Research, 9, 31-52 Available from http://www.jite.org/documents/Vol9/JITEv9p031-052Manochehri744 pdf Melodie, G.(2013)Intentional vocabulary learning from watching DVDs with subtitles: A case study of an average learner of French International Journal of Research Studies in Language Learning (1), 21- 32 Paul Nation (the 1980s) The Vocabulary Levels Test (VLT) published in Nation, 1990 Raine,P.,(2012) Incidental learning of vocabulary through subtitled authentic videos MA dissertation, University of Birmingham Secules, T., Herron, C., & Tomasello, M (1 992) The effect of video context on foreign language learning The Modem Language Journal 76 (4), 480 - 490 68 Shan, W.P (2010) The effectiveness of learning vocabulary through English news subtitles: A case study with Hong Kong ESL learners, MA dissertation University of Hong Kong Sherman, J (2003) Using authentic video in the language classroom Cambridge, UK: Cambridge UP Sobini Films, (2013) An American Girl Chrissa Stands Strong [video, online].Accessed at March 2014.Available at : < https://www.youtube.com/watch?v=WawuF25XYHY > Tschirner, E (2001) Language acquisition in the classroom: The role of digital video Computer Assisted Language Learning, 14,305–319 Validation of this test: Laufer, B & Nation, P (1999), A vocabulary size test of controlled productive ability Language Testing 16(1), 33-51 Walma van der Molen, J (2001) Assessing text-picture correspondence in television news: The development of a new coding scheme Journal of Broadcasting and Electronic Media, 45(3), 483– 498 Waring, R., (2002), Scales of Vocabulary Knowledge in Second Language Vocabulary Assessment, Kiyo, Notre Dame Seishin University: Studies in Foreign Languages and Literature 26 (1): 40-54 Wilson, C C (2002) Practical aspects of using video in the foreign language classroom The TESL Journal, (11) Retrieved (2008) from: http://iteslj.org/articles/Canning-video html Wesche, M and T Paribakht (1996.) Assessing vocabulary knowledge: depth vs breadth Canadian Modern Language Review, 53 (1): 13-40 Zanon, N T., 2006 Using subtitles to enhance foreign language learning Porta Linguarum, 6, 41-52 Zarei, A A., & Rashvand, Z (2011) The effect of interlingual and intralingual, verbatim and nonverbatim subtitles on L2 vocabulary 69 comprehension and production Journal of Language Teaching and Research, (3), 618-625 Source: https://www.youtube.com/?gl=VN 68 APPENDIX A The General Test (45’) KET Reading part 1: Nối thông báo với câu phù hợp nội dung (1 điểm) KET Reading part 2: Đọc câu dọn dẹp nhà cửa Chọn từ cho chỗ trống.(3 điểm) A A A Martina decided to her house a spring clean give B have C get First Martina _ all her clothes away in the cupboard put B cleaned C took She _ all her old toys and games to a second hand shop brought B got C took 69 A A A She tidied _ her books and papers out B up C down She some fresh flowers on the shelf bought B got C put She put new on the bed curtains B carpets C blankets KET Reading part 3: Conversations Có câu hỏi phần Hoàn thành đoạn hội thoại Chọn câu trả lời nhất.(2,5 điểm) Are you looking forward to your holiday? A We’re going to China B Yes, I’m really excited about it C Not to worry Would you like a cup of tea? A I’d love one B Sorry, I’m not C Yes, I like tea Would you like some more dessert? A Enjoy your meal! B It’s delicious! C No thanks, I’m full A How often you go hiking? I go with three friends 70 B We stay for a weekend C Most weekends What time does it finish? A I’m not sure B On Thursday C It takes 15 minutes KET Reading part 4: Hãy đọc báo chị em gái Sau xác định tình “Right” hay “Wrong”? Nếu khơng có đủ thơng tin để trả lời “Right” hay “Wrong”, chọn “Doesn’t say”(3,5 điểm) Something very strange happened to Tamara She never knew she had a twin sister until she started university! Tamara was born in Mexico Her parents could not look after her so she went to live with a family in Manhattan, USA When Tamara was twenty years old, she started university in Long Island She enjoyed her university life But one day she was walking home from class, and a student smiled at her “Hello Adriana!” said the student “I’m not Adriana,” said Tamara This happened to Tamara again and again People Tamara didn’t know kept calling her Adriana It was very strange One day, when a woman called her Adriana, Tamara asked “Why you keep calling me Adriana?” The woman replied, “You look like my friend Adriana You have the same face and the same hair Is Adriana your sister?” Tamara said that she did not have a sister called Adriana But she was interested in this girl Adriana Finally she asked someone for Adriana’s email address When Tamara wrote to Adriana, she found out that they both had the same birthday, they looked the same and both of them were from Mexico.When 71 Tamara went to live with the family in Manhattan, Adriana moved to Long Island to live with a family there It had to be true! Adriana and Tamara were twin sisters! Tamara and her sister were both born in Mexico A Right C Doesn’t say B Wrong C Doesn’t say B Wrong C Doesn’t say Adriana is Tamara’s only sister A Right B Wrong Adriana always knew she had a twin sister A Right C Doesn’t say Adriana wrote to Tamara first A Right B Wrong People called Tamara “Adriana” many times A Right C Doesn’t say Tamara’s parents moved from Mexico to Manhattan A Right B Wrong B Wrong C Doesn’t say Adriana was a student at Long Island University A Right B Wrong C Doesn’t say 72 APPENDIX B: THE PRE-TREATMENT TEST/ POST-TREATMENT TEST 1A vocabulary levels test: Version Instructions: Mỗi câu hỏi có ba từ tiếng Việt bên phải sáu từ Tiếng Anh bên trái Với từ tiếng Việt, chọn từ tương đương Tiếng Anh sáu từ bên trái viết số thứ tự từ vào dịng kẻ trước từ Tiếng Việt Dưới ví dụ: l business clock phần ngơi nhà horse động vật có chân pencil vật dùng để viết shoe wall Em trả lời giống sau: l business clock phần nhà horse động vật có chân pencil vật dùng để viết shoe wall Có số từ khó kiểm tra Em khơng phải tìm nghĩa từ Trong ví dụ trên, từ “business, clock, shoe” Hãy cố gắng hoàn thành kiểm tra 73 Version The 2,000 word level pen birth shadow dust _ trò chơi operation _ chiến thắng row sinh _ khơng có treasure cream sport factory _ phần sữa victory nail _ nhiều tiền pupil _ người học sacrifice choice wealth crop _ nhiệt độ flesh _ thịt salary adopt _ tiền công thường _ trèo xuyên cho công việc examine _ kiểm tra secret pour temperature satisfy _ bao quanh surround cap education _ dạy học bake journey _ số để đo lường connect _ kết nối parent inquire khơng mục đích _ tới nơi xa scale limit trick recognize _ hạn chế wander attack charm _ vàng bạc burst lack _ chất lượng dễ chịu concern _ nổ tung 74 deliver _ làm tốt fold _ mang tới cho urge original private _ royal _ riêng tư slow _ thêm vào sorry total brave electric _ thường xuyên firm _ đói hungry _ không sợ hãi local usual 75 APPENDIX C Lesson Plan Name of the film: Extra English: Hector goes shopping (Source: https://www.youtube.com/watch ) Language level: Elementary (A1) Time: 54 minutes Activity: Watching subtitled videos or video without subtitles Topic: Go ahead, make up new words Language: Target words in videos related to the 2nd 1000 most commonly used English words Materials: Short videos PROCEDURE Activity 1: The Pre-treatment test(10’) - T assigns participants into one of the three group - T gives a brief explanation of the experiment - T tells them how to answer the pre-treatment test and clarifies the meaning of each statement (The pre-treatment test is distributed among the participants, whether they are in the control group or in the experimental groups) Activity 2: Watching a video(24’) - For the two experimental groups, a video clip is going to be played twice to each group separately, with subtitles as follows: Group A: a video clip with intralingual subtitles ( English) Group B: a video clip with dual subtitles (Vietnamese and English) 76 - Participants in these two experimental groups are asked to focus on the video content and especially subtitles in order to acquire the target vocabulary - The control group is exposed to the same clip twice but without subtitles (EXTRA ENGLISH: Hector goes shopping on youtube.com) Activity 3: The Post-treatment test(10’) - After watching the 24-minute video clip, participants in all the three groups rerate their knowledge of the target vocabulary, for which they again granted ten minutes - T interpret the post-test score to classify the participants’ answers into categories as the following: No improvement: participants’ responses not change and remain the same in the pre- and post-treatment test Improvement to recognition level: participants’ responses improve from zero knowledge of the target word in the pre-treatment test to recognizing the target word in the post-treatment test Activity 4: The questionnaire survey(10’) - The experimental groups’ participants are asked to complete the opinion survey and are allowed to take it home and return it next day if they wish 77 APPENDIX D Questionnaire survey( English version) Name: Group : Dear participant, After watching the video, kindly please complete the following survey about your opinion of and attitudes towards watching subtitled video for language learning It should be take to 10 minutes of your time Part 1: 1, How often you watch English language videos to improve your knowledge of English language vocabulary? Never Hardly ever Sometimes Often Part 2: Don’t know 1, When you watch English language videos to improve your knowledge of English language vocabulary, which (types) of subtitles you prefer? English subtitles Dual subtitles No subtitles Don’t know Part 3: 1, I was able to improve my knowledge of English language vocabulary from watching the video Strongly Disagree Don’t know Agree Strongly agree disagree 2, Watching authentic subtitled videos encourage me to learn English language vocabulary Strongly Disagree Don’t know Agree Strongly agree disagree APPENDIX E Questionnaire survey( Vietnamese version) 78 Tên: Nhóm: Xin chào, Sau xem video, làm ơn hoàn thành khảo sát sau quan điểm thái độ em việc xem video có phụ đề phục vụ cho việc nâng cao kiến thức từ vựng Thời gian hoàn thành đến 10 phút Part 1: 1, Bạn có thường xem video có phụ đề để nâng cao kiến thức từ vựng tiếng Anh không? Chưa Hiếm Đôi Thường xuyên Không biết Part 2: 1, Khi bạn xem video có phụ đề để cải thiện kiến thức từ vựng tiếng Anh, bạn thích loại phụ đề hơn? Phụ đề tiếng Anh Phụ đề Anh Việt Part 3: Không phụ đề Không biết 1, Tơi cải thiện kiến thức từ vựng tiếng Anh từ việc xem video có phụ đề Hồn tồn Khơng đồng ý Khơng biết Đồng ý Hồn tồn đồng ý phản đối 2, Xem video có phụ đề khuyến khích tơi học từ vựng tiếng Anh Hồn tồn Khơng Khơng biết Đồng ý Hồn tồn đồng ý phản đối đồng ý ... of vocabulary The area of vocabulary learning is giving significant attention within second language teaching discourses Vocabulary plays a fundamental role in language learning, as is dedicated... vocabulary learning involvement, (4) mastery of vocabulary learning tactics; (5) vocabulary knowledge, and (6) post-appraisal of vocabulary learning tactics Without elaborating on how these factors are... relationship between language aptitude and FL learning anxiety was investigated by Robinson (2001) and the main finding of the study was that a lower language aptitude resulted in higher FL learning