Sử dụng video có phụ đề để cải thiện kỹ năng nói tiếng anh cho học sinh ở một trường cấp 3 ở hà nội một nghiên cứu hành động

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ******************** TRẦN THỊ NHƯ QUỲNH USING VIDEOS WITH CAPTIONS TO IMPROVE ENGLISH SPEAKING SKILLS AMONG STUDENTS OF A HIGH SCHOOL IN HANOI: AN ACTION RESEARCH PROJECT Sử dụng video có phụ đề để cải thiện kỹ nói Tiếng Anh cho học sinh trường cấp Hà Nội: nghiên cứu hành động M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hà Nội, 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ******************** TRẦN THỊ NHƯ QUỲNH USING VIDEOS WITH CAPTIONS TO IMPROVE ENGLISH SPEAKING SKILLS AMONG STUDENTS OF A HIGH SCHOOL IN HANOI: AN ACTION RESEARCH PROJECT Sử dụng video có phụ đề để cải thiện kỹ nói Tiếng Anh cho học sinh trường cấp Hà Nội: nghiên cứu hành động M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Huỳnh Anh Tuấn, PhD Hà Nội, 2021 DECLARATION I hereby certify that the thesis entitled “USING VIDEOS WITH CAPTIONS TO IMPROVE ENGLISH SPEAKING SKILLS AMONG STUDENTS OF A HIGH SCHOOL IN HANOI: AN ACTION RESEARCH PROJECT” is the result of my own research for the Degree of Master at the University of Languages and International Studies, Vietnam National University, and this thesis has not been submitted for any other degrees Hanoi, June 2021 Tran Thi Nhu Quynh i ACKNOWLEDGEMENTS I would like to acknowledge and extend my great thanks to many people who have made the completion of this study possible: First and foremost, I would like to express my deepest thanks to my supervisor, Dr Huynh Anh Tuan who has given me suggestions on how to shape the study and always been most willing and ready to give me valuable advice, helpful comments as well as correction of my research paper This paper would not have been possible without his constant support and encouragement His patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having him as my thesis supervisor Then, I would also like to express my gratefulness to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and International Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge Another special thank goes to my colleagues and students at my school They would be very enthusiastic about taking part in my questionnaire and interviews, which provided me with the facts and figures to complete my research Finally, I would like to express my heartfelt thanks to the members of my family who gave me the best personal conditions to complete my research Thank you dears for being every time and everywhere with me Hanoi, 2021 ii ABSTRACT English speaking, together with technology, plays an indispensable part in English as a Second or Foreign language (ESL or EFL) learning and teaching Technological advancement has opened multiple ways for learners and teachers to apply in their learning and teaching The aims of this study are to investigate the extent to which the implementation of videos with captions improves the eleventh-grade students’ speaking skills and to explore the students’ opinions of using videos with captions in teaching speaking skills, adopting action research approach Additionally, and more importantly, this study identifies the problems faced by teachers when using videos with captions in English speaking lessons with the aim of improving the learning and teaching condition for teachers, students and educational institutions The participants include three English teachers and 40 students of eleventh grade at a high school in Hanoi The data analysis is both qualitative and quantitative The qualitative data analysis is based on the teacher’s journals and the quantitative data analysis is based on the students’ speaking scores of pre-test, post-test and a questionnaire for students After lessons, the post-test and the questionnaire were administered The analysis of the data collected revealed that the students made progress in speaking skills by using videos with captions in teaching and learning English speaking skills The data collected from the students’ survey questionnaire show that students have various and positive opinions about using videos with captions in speaking lessons and teaching journals reflected a number of problems faced by the teacher when using videos with captions On this basis, useful implications for teachers’ preparation, classroom practices and future research are proposed Keywords: videos with captions, action research, speaking skills iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS viii LIST OF FIGURES, TABLES AND CHARTS ix CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Research aims and objectives 1.3 Research questions 1.4 Research methods 1.5 Significance of the study 1.5.1 Theoretical significance 1.5.2 Practical significance 1.6 Scope of the study 1.7 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical background 2.1.1 Speaking skills 2.1.1.1 Definition of speaking skills 2.1.1.2 Aspects of speaking skills 2.1.1.3 The speaking test 2.1.2 Videos with captions 2.1.2.1 Definition of videos 2.1.2.2 Definition of videos with captions 2.1.2.3 Types of videos 10 2.1.2.4 Dimensions of videos with captions 11 2.1.3 Videos with captions in language teaching and learning 12 2.1.4 Videos with captions in teaching speaking 13 2.1.5 Advantages and disadvantages of using videos with captions in teaching speaking 16 iv 2.1.5.1 Advantages 16 2.1.5.2 Disadvantages 17 2.1.6 Techniques of using videos with captions in speaking classroom 19 2.2 Related literature review 20 CHAPTER 3: METHODOLOGY 24 3.1 Research questions 24 3.2 Research approach 24 3.3 Research setting 26 3.3.1 Research site 26 3.3.2 English textbook 26 3.3.3 Facilities 27 3.4 Participants 24 3.4.1 Teachers 27 3.4.2 Students 27 3.5 Research design 28 3.6 Research procedure 28 3.7 Data collection instruments 29 3.7 Pre-test and post test 29 3.7.2 Questionnaire 30 3.7.3 Journals 32 3.8 Data collection procedure 32 3.9 Data analysis 33 3.9.1 Quantitative analysis 34 3.9.2 Qualitative analysis 35 CHAPTER 4: RESULTS AND DISCUSSION 43 4.1 The improvement of students’ speaking skills by using the videos with captions in teaching and learning speaking 43 4.1.1 Scores of pre-test and post-test 43 4.1.2 4.1.2 Pre-test and post-test analysis 45 4.2 The students’ opinions of the use of videos with captions for improving speaking skills 45 4.2.1 Students’ opinions of the relevance of vocabulary used in videos v with captions 47 4.2.2 Students’ opinions of the relevance of speaking speed in videos with captions 48 4.2.3 Students’ opinions of the relevance of the length of videos with captions 48 4.2.4 The students’ feelings about the elements in videos with captions 48 4.2.5 Aspects of students’ speaking skills have been improved 48 4.2.6 Purposes of using videos with captions and their effectiveness from the students’ viewpoints 49 4.2.7 Two things that students not like about learning to speak English with the videos with captions 50 4.3 Problems faced by teachers when using videos with captions in English speaking lessons 50 4.3.1 Time management 52 4.3.2 Dealing with students’ overuse of native language 52 4.3.3 Dealing with students’ low participation 52 4.3.4 Dealing with students’ negative psychology 53 4.3.5 Class management 54 4.4 Discussions 55 4.4.1 The improvement of students’ speaking skills by using the videos with captions in teaching and learning speaking 55 4.4.2 The students’ opinions of the use of videos with captions for improving speaking skills 56 4.4.3 Problems faced by teachers when using videos with captions in English speaking lessons 57 CHAPTER 5: CONCLUSION 59 5.1 Recapitulation 59 5.2 Implications 60 5.3 Limitations and suggestions for further study 61 REFERENCES 63 vi LIST OF ABBREVIATIONS ESL: English as a Second Language Ss : Students T : Teacher L2: Second language EFL: English as a Foreign Language CLT: Communicative Language Teaching % : percent vii LIST OF FIGURES, TABLES AND CHARTS Figure 1: Cyclical AR model based on Kemmis and McTaggart (1988) 25 Table 1: Speaking Test Format 30 Table 2: How to calculate grade 30 Table 3: Contents of questionnaire 31 Table 4: The procedure of study 33 Table 5: Data analysis 34 Table 6: Coding qualitative data 36 Table 7: Turning codes into themes 39 Table 8: The results of pre-test and post-test are analyzed by SPSS 10.0 42 Chart 1: Overall mean score of students’ pre-test and post-test 44 Table 9: The percentage of students’ scores 44 Chart 2: Scores of students’ pre-test and post-test 45 Chart 3: Students’ evaluation of vocabulary 46 Chart 4: Students’ evaluation of speaking speed 47 Chart 5: Students’ evaluation of the length of videos 47 Table 10: Students’ answer about their favorite elements in the videos 48 Chart 6: The aspects of speaking skills have been improved in the students 48 Table 11: Effectiveness of using videos with captions 49 viii APPENDIX The scores of Pre-test SS Pronunciation Vocabulary Grammar Fluency Comprehension Total 1.75 1.75 1.75 1.75 1.75 1.5 1.5 1.5 1.5 7.75 1.5 1.5 1.5 6.5 0.75 1.25 1.5 5.5 1 1 1 0.75 0.75 4.5 1.5 1.5 1.5 1.5 1.5 7.5 1.5 1.5 1.25 1.25 6.5 1.75 1.75 1.75 1.75 10 1.25 1.75 1.25 1.25 6.5 11 1.5 1.75 1.75 1.75 8.75 12 1.75 2 2 9.75 13 0.75 0.75 0.75 0.75 14 1.5 1.75 1.75 1.75 1.75 8.5 15 1 1 16 1.25 1.5 1.5 1.5 1.25 17 1.5 1.5 1.5 1.5 18 1.75 1.5 1.5 1.5 1.5 7.75 19 1.25 1.5 1.5 1.5 1.5 7.25 20 1.5 1.75 1.75 1.75 1.75 8.5 21 0.75 1.25 1.75 1.5 1.25 6.5 22 0.75 0.75 1.5 1.5 23 0.75 0.75 0.5 0.75 0.75 3.5 24 1.5 1.5 1.75 1.75 1.5 25 1.5 1.5 1.5 6.5 26 1 1 1.5 5.5 27 0.75 0.75 1 4.5 28 1 1 VII 29 1 1 5.25 30 1.75 1.75 1.75 1.25 1.75 8.5 31 0.5 1.5 1.5 5.5 32 0.75 1.25 1.25 0.75 1.75 5.75 33 1.5 1.25 1.25 34 1.5 1.25 1.5 1.5 1.5 7.25 35 1.75 2 1.75 9.5 36 0.75 1.25 1 1.25 5.25 37 0.5 1.25 1.25 1.5 1.25 5.75 38 0,75 0,75 0.75 0,75 39 0.75 0.75 1.25 4.75 40 1.75 1.5 1.5 1.5 1.5 7.75 VIII APPENDIX The scores of Post-test SS Pronunciation Vocabulary Grammar Fluency Comprehension Total 1,75 1,75 1,75 1,75 1,75 1,5 1,75 1,5 1,75 8,25 1,5 1,5 1,5 6,5 1,25 1,25 1,5 1 1,25 1,25 1,25 5,75 1 0.75 4.75 1.5 1.5 1.75 1.5 1.75 8 1.5 1.75 1.5 1.25 1.75 1.75 1.75 1.75 10 1.25 1.5 1.75 1.5 1.5 7.5 11 1.75 1.75 1.75 1.75 12 1.75 2 2 9.75 13 0.75 0.75 1 0.75 4.25 14 1.5 1.75 1.75 1.75 1.75 8.5 15 1 1 16 1.75 1.5 1.75 1.5 1.75 8.25 17 1.5 1.5 1.25 1.25 1.5 18 1.75 1.5 1.5 1.5 1.5 7.75 19 1.5 1.5 1.5 1.5 1.5 7.5 20 1.75 1.75 1.75 1.75 1.75 8.75 21 1.5 1.25 1.75 1.5 1.5 7.5 22 1.25 1.25 1.25 1.25 1.5 6.5 23 0.75 0.75 0.75 4.25 24 1.5 1.5 1.75 1.75 1.75 8.25 25 1.5 1.5 1.5 1.5 26 1.25 1.25 1.25 1.25 1.75 6.75 27 1 1 1.25 5.25 28 1 1.25 1.25 1.5 IX 29 1.25 1.5 1.25 1.25 1.5 6.75 30 1.75 1.75 1.75 1.75 1.75 8.75 31 1,25 1,5 1,75 1,5 1,5 7,5 32 1,25 1,5 1,75 6,5 33 1,5 1,5 1,25 1,25 1,25 6,75 34 1,5 1,5 1,5 1,5 1,5 7,5 35 1,75 2 1,75 9,5 36 1.25 1.5 1.25 1.5 6.5 37 0.5 1.25 1.5 1.5 1.25 38 1 1.25 1.25 1.25 5.75 39 0.75 0.75 1.25 1.25 40 1.75 1.5 1.75 1.5 1.5 X APPENDIX PRE- TEST Topic Family Part Part Part Answer a number What is your best Benefits of a family: of questions about choice: an extend - For children family family with many - For parents kids, a small family - Your opinion in which you are the only child and a nuclear family with children TV Answer a few Among watching a Benefits of questions about TV sports program, a watching TV: program short program and a -Expand movie, which is knowledge your best choice? - Entertainment - Your opinion Shopping Presents Answer some Online shopping, Benefits of online questions about TV shopping and shopping shopping catalog shopping -save time Which would be - variety of items your best choice? - Your own ideas Answer some Which gift you The difficulties of questions about are going to choosing presents presents bring to your -takes lots of time friend’s birthday Hard to choose a party; some fruits, suitable one a bunch of - Your own ideas flowers or cakes? XI APPENDIX POST-TEST Topic Hobbies Part Answer a number Part Part What is your best choice: Reason for hobbies of questions about collecting stamps, fishing -Building hobbies confidence or listening to music? - Anti-pressure - Your opinion Public transport of Answer a number There are types of The importance of of questions about transportation: bus, car airline travel public of transport and motorbike What is - Promote world your best choice to go to trade Ho Chi Minh City - Convenient for foreign tourists - Your opinion Keeping fit Answer some Between doing aerobics, Advantages of questions about skiing and playing regular exercise sports football, which one -Good health might be the best way to - Be in shape keep - Your own ideas fit? Vacation Answer some Between going to Reason for questions about the beach, traveling holidays mountain -Relaxation climbing and - Discovery visiting - Your own ideas hometown , which one might be the best choice? Festivals Answer some Between celebrating Difference questions about festivals with your between festivals XII festivals friends and your family, in the past and which one might be your now: best choice? -The number of festivals -The ways festivals are celebrated - Your own ideas Environment Answer some Which is the most Actions to reduce questions about dangerous type of one type of environment pollution: air pollution, pollution: soil pollution, water -Raise awareness pollution, noise on the problems in pollution? the public and in education -Pass laws to protect the environment - Your own ideas XIII APPENDIX Video clip transcription Video 1: Daniel: How you usually get around? Lori: I mostly use public transport, so I’ll take the metro, or sometimes buses I have a car but I don’t use it much in the city What about you? Daniel: I don’t have a car, so I either cycle or walk most places Sometimes I take the metro or a taxi if I’m going further or if I’m out in the evening Lori: You cycle? Here? That’s brave! There’s so much traffic Daniel: It’s not that bad Once you know the best routes you can get anywhere in the city centre quite fast Often, it’s faster than driving because you can take small streets and you don’t get stuck in traffic jams Lori: I guess…I still wouldn’t it, though The metro works well for me I can always get where I need, and I know how long it’s going to take Daniel: Yeah, the metro is good, but I hate taking it during rush hour It’s so crowded Lori: Do you cycle to work every day, then? Daniel: Most days My office is actually very close, so I can walk in about 20 minutes I walk in once or twice a week and cycle on the other days Lori: That’s lucky It takes me at least 40 minutes to get to work Daniel: By metro? Lori: Yeah I have to change lines, which adds a lot of time XIV Video 2: Lori: So, what’s the best way to get to your place? Daniel: Are you driving, or taking the metro? Lori: I’ll come by metro, so I don’t have to worry about parking Daniel: You live on the green line, right? Lori: Yeah Daniel: So, you can take the green line to Victoria in the centre From there, you can either change to the blue line for two stops, or you can get a bus Lori: Which is better? Daniel: I’d take the bus It leaves you closer to my house Take bus number 27 and get off at October Square It’s easy to find; it’s the first stop after you cross the river Lori: Where does it leave from? Daniel: The bus stop is right outside the metro station You can’t miss it! Lori: How often the buses go? Daniel: They’re very regular I don’t know exactly, but I never wait more than 10 minutes, and normally much less OK I’ll that then Lori: What time the buses run until? I’m just thinking about getting back Daniel: The buses run until midnight, so you should be fine The green line stops at one, right? Lori: It’s a Friday, so it’ll run until two o’clock I don’t think it’ll be a problem Daniel: Great, so see you tomorrow! XV APPENDIX Brief description of Lesson plan for video Teacher’s activities Students’ activities Warm-up -Sts work in pairs or groups to answer -T asks Ss to work in pairs or groups to the question: answer the question: • “What public transport you have in your hometown?” • “What you use to get around?” Discussion -Sts listen take note and practice -T explains different words for kinds of pronouncing new words public transport: Most cities have buses Big cities might have a metro or subway Because many cities have their own name: ➢ In New York and Tokyo, it’s the subway ➢ In Moscow and Paris, it’s the metro ➢ In London it’s the Tube or the Underground ➢ In Berlin it’s the U-Bahn, and so on All these words have the same meaning If you aren’t sure which to use say ‘metro’ or ‘subway’ Pre-teaching vocabulary: • Subway • Tram • Metro • Bus • light rail • shared tax XVI -T introduces verbs used with public transport: ‘use’ or ‘take’: use the metro= take the metro use buses=take buses -T also introduces other verbs such as ‘drive’, ‘cycle’ and ‘walk’ to talk about getting around by car, bicycle or on foot - T asks sts to make sentences using these verbs with public transport -In many cities you refer to metro lines by their color: ‘I live on the green line.’ “Change to the blue line at Victoria.’ -Buses have numbers: ‘Take bus number 27 and get off at October Square.’ ‘You can catch the number bus from just outside the metro station.’ ‘Take the number three for five stops.’ * Watching Video -T plays the video clip twice for Ss to watch -T asks: “Do you remember the question you heard at the beginning of the dialogue?” -T asks Ss to recall the answers to these questions -Sts practice: suggested answers: -T asks Ss to practice using the new ‘I mostly use the subway.’ words to talk about their own situation ‘I drive most places.’ “Sometimes I use trams.’ XVII I don’t drive often.’ I used to cycle but I don’t have a bike anymore.’ ‘I walk if I’m going somewhere in my neighborhood.’ -Sts watch the video clip -St’s expected answer: “How you usually get around?” -Sts recall the answers in the dialogue: “I most use public transport” “I either cycle or walk most places” “Sometimes I take the metro or a tax” XVIII Brief description of Lesson plan for video Teacher’s activities Students’ activities -T plays the video clip twice for Ss to Ss watch the video clip watch - T asks Ss to repeat questions about -St’s expected answer: public transport in the dialogue ‘Where does it leave from?’ “How often the buses go?’ “What time the buses run until?’ -T asks Ss to use these questions for -St’s expected answer: other forms of transport ‘How often the trains go?’ ‘What time does the subway run until?’ -St’s expected answer: -T asks Ss to give answers to these questions ‘Where does it leave from?’ ‘It leaves from opposite the shopping ‘How often the trains go?’ centre.’ ‘What time does the subway run until?’ ‘There are trains every five minutes or so.’ “The metro stops at midnight.’ *Practice -Sts work in pairs or groups to practice T asks Ss to work in pairs or groups to speaking practice speaking Imagine that someone is coming to visit you Pick a place in your hometown, for example the airport, train station or bus station Give clear directions in English so that your friend can get to your home using public transport? XIX APPENDIX Teaching journals Week All 40 students were present The classroom atmosphere was sometimes boring I spent a long timecreating the videos because I had to record and edit them Sometimes I had difficulty in encouraging some very timid and shy students to take part in the activity Students did not want to talk or say anything Week It took me a lot of time to prepare the video for this lesson Some students were reluctant to join the lesson They preferred to become good listeners They had little intention to take part in the learning process I asked the students to practice their English with their partners, but…sometimes they lacked the vocabulary to say something in English, so that they used their mother tongue Um I think vocabulary also needs to be improved, then pronunciation They are less active because they lack these skills Week Links to video sometimes went dead after a while affecting the teaching process With a textbook I just say what page to flip to but with videos, I need more time to get everything ready for the class The students did not practice speaking English with their partners, and class environment is crowded and noisy During observation, the class was crowded and noisy when the teacher gave the students exercises Week The videos aren’t fun/engaging, so the students sometimes paid little attention The influence of native language, the influence of the native language in learning a foreign language is also the most common problem in teaching speaking While observing, the researcher saw a student thinking so hard for a word that he wanted to say in English and sometimes the students looked confused of words that had been heard I divided the topics for them so each pair or group can talk about different things, but there were students who kept silent, and when I asked them why they were so, they said they were confused and did not know what to say because they did not really know about the topic Moreover, while I asked my students to discuss a subject related to the lesson or to practice speaking in pairs or in groups, I found some pairs and groups discussing something unrelated to the topic XX Week Many students had pronunciation problems When I walked around the class during activity time, I often heard students mispronounce English words I not tell them directly how to say them correctly, but I would write the words on the board and after the activity time is over, I review all of the words and ask the class to practice pronouncing the words together There were always dominant students in the English class which makes it difficult for more reserved students to express themselves freely Reserved students look for the teacher’s attention and sit in the back and watch the lesson unfolding instead of participating Most of the times, the reserved students just sit in the back, listen and watch the lesson, but they not respond to the lesson Week They had difficulty speaking in English and because they not want to lose face in front of their peers, they think that they had better use their native language so that others can understand them I ask something to the students in English so they answer in English, but sometimes they answer in Vietnamese because they not know how to say them in English Week When a student speaks, it requires other students to have all eyes to him/her and exposure to the audience could often give students fright They were also worried about making mistakes In the previous lesson, when I asked the students to practice their English, some students said to me, ‘I cannot, I will make mistakes’ Actually, they are clever, when they have written exams, their scores are high, but they have difficulties in speaking in class They are still shy…afraid However, this week, the students seemed to speak better They make fewer mistakes than before Week The classroom atmosphere was relaxing and encouraging I noticed that many of the students made progress in speaking In previous lessons, some students were nervous and anxious when the teacher called them At the end of the course, some others volunteered to take part in the activity Then most of the students enjoyed the activity They were very attentive and active when taking part in the activity XXI ... USING VIDEOS WITH CAPTIONS TO IMPROVE ENGLISH SPEAKING SKILLS AMONG STUDENTS OF A HIGH SCHOOL IN HANOI: AN ACTION RESEARCH PROJECT Sử dụng video có phụ đề để cải thiện kỹ nói Tiếng Anh cho học sinh. .. Pre-test and post test 29 3. 7.2 Questionnaire 30 3. 7 .3 Journals 32 3. 8 Data collection procedure 32 3. 9 Data analysis 33 3. 9.1 Quantitative analysis 34 3. 9.2 Qualitative analysis 35 CHAPTER 4: RESULTS... Tiếng Anh cho học sinh trường cấp Hà Nội: nghiên cứu hành động M.A MINOR THESIS Field: English Teaching Methodology Code: 8140 231 .01 Supervisor: Huỳnh Anh Tuấn, PhD Hà Nội, 2021 DECLARATION I