INTRODUCTION
Statement of research problem and rationale for the study
Listening has often been undervalued in English language teaching, primarily due to the focus on other skills like speaking, which has traditionally been deemed more important This oversight stems from the development of various teaching approaches and textbooks that prioritize skills other than listening, leading to a lack of attention and resources dedicated to this crucial aspect of language acquisition.
Listening, often overlooked in research, is the most utilized language skill in daily life, accounting for over 40% of our communication, as noted by Burely (1995) Krashen (1994) emphasizes that listening is a complex activity essential for language acquisition While historically neglected in both research and teaching methodologies, listening skills are gaining recognition, with numerous practical and theoretical texts published recently Consequently, educators are increasingly acknowledging their responsibility to actively support learners in enhancing their listening abilities.
To enhance learners' listening skills, it is crucial to consider the teaching methods and materials utilized by educators The primary goal of listening lessons should be to foster learners' independence in understanding foreign languages in real-world situations.
Listening skills are crucial for language acquisition, encompassing not just the comprehension of sounds and accents but also the context and language used in communication (Castro, 2009) Effective listening provides learners with essential input to grasp various language aspects Additionally, utilizing videos in language learning enhances performance skills, including body language and facial expressions (Higuchi, 1998) By incorporating authentic videos in English classes, students gain exposure to listening and paralinguistic factors, fostering a deeper understanding of the language in real contexts and promoting natural English usage.
When considering the use of authentic materials in language learning, it is crucial to assess the learners' proficiency levels Guariento & Morley (2001) argue that only intermediate and advanced students should engage with such materials, as beginners may become discontented and discouraged due to their limited vocabulary and understanding of complex structures Additionally, the cultural elements embedded in authentic materials can pose significant challenges for lower-level learners, who often lack the necessary proficiency to navigate these cultural nuances effectively.
Research indicates that motivation is crucial for enhancing learners' listening skills Oura (2001) highlights that incorporating authentic materials in ESL or EFL classrooms significantly boosts students' motivation to learn Additionally, the use of images in authentic videos can further engage students, increasing their interest in listening activities.
At AMA English Center, many students enroll in IELTS courses to enhance their opportunities for studying abroad, as IELTS is crucial for adapting to foreign environments Developing strong listening skills not only aids in achieving high scores on IELTS listening tests but also prepares students for real-life situations However, students often find traditional audio resources in textbooks unengaging, leading to a lack of motivation in practicing their listening skills To address this, both researchers and teachers need to explore innovative methods, such as incorporating authentic videos, to improve listening performance While some English teaching in Vietnam utilizes videos, their application is often limited to pronunciation or warm-up activities Therefore, the researcher aims to investigate the impact of authentic videos on IELTS students' listening performance at an English center in Hanoi, assessing whether this new approach yields positive or negative outcomes.
This research aims to evaluate the effectiveness of authentic videos in improving students' listening performance in the IELTS foundation listening course at AMA English Center Additionally, it seeks to explore students' attitudes towards the incorporation of authentic videos in their listening lessons To achieve these objectives, the study is designed to address specific research questions.
(1) To what extent is the use of authentic videos significant in improving students’ listening performance in the IELTS foundation listening course?
(2) What are students’ attitudes towards using authentic videos in the IELTS foundation listening course?
Significance of the study
This research aims to inspire teachers to incorporate authentic materials into their lessons, while also motivating students to engage in extensive listening outside the classroom to enhance their listening skills Additionally, it serves as a valuable resource for researchers interested in this topic, providing updated and reliable information.
Scope of the study
This study investigates students' attitudes towards the use of authentic videos in the IELTS foundation listening course, while excluding those enrolled in TOEIC or Communication English programs.
LITERATURE REVIEW
Introduction
This chapter presents a comprehensive literature review on listening performance, outlining the theoretical background, conceptual framework, and theoretical framework relevant to the study, as well as the principles of IELTS listening pedagogy Additionally, it provides a critical synthesis and summary of related research that highlights the effectiveness of using authentic videos to enhance students' listening skills and improve their performance in IELTS listening tasks.
IELTS listening
2.2.1 The IELTS listening test: an overview
The IELTS listening test comprises 40 questions divided into four sections, with each section lasting approximately 30 minutes The difficulty level escalates from part one, which is the easiest, to part four, the most challenging Each section features distinct topics and utilizes various question types, such as multiple choice, labeling maps or diagrams, filling in forms, completing tables, flow-charts, and providing short answers.
Section 1 features a dialogue between two individuals primarily focused on scheduling appointments or making various bookings, such as hotel reservations or car rentals The exercise typically involves gap-fill questions, requiring listeners to accurately fill in forms or complete sentences based on the information provided.
In section 2, the candidates will listen to someone talking by themselves about a non-academic subject (e.g TV or radio presenter)
Section 3 switches to an academic context and it will always be more than one person discussing something (e.g an academic paper or assignment)
Section 4 is normally an academic lecture and the candidates will listen to one person (normally the lecturer or professor) talking for an extended period of time
Listening is considered to be “the means to immediate oral production” from the opinion of Anderson and Lynch (1988) Rubin (1995) pointed out that listening is
Listening is an active process where listeners select and interpret auditory and visual information to understand speakers' messages According to Buck (2001), this process requires both linguistic knowledge, which includes phonology, lexis, syntax, semantics, discourse structure, pragmatics, and sociolinguistics, and non-linguistic knowledge, which encompasses background information about the world Brown (1990) highlights three key aspects in interpreting utterances: prior background knowledge (top-down processing) helps listeners make predictions, while phonological and distinctive features (bottom-up processing) allow them to confirm or reject those predictions and gather unexpected details In everyday conversations, individuals often utilize these aspects simultaneously, making new predictions and inferences as they listen Additionally, Willis (1981) identifies micro-skills, or enabling skills, essential for effective listening performance.
1 Making a prediction of what speakers are going to say
2 Making a guess of unfamiliar vocabulary without getting too worried
3 Utilizing background knowledge to understand the topic
4 Finding out relevant points; rejecting irrelevant information
5 Maintaining relevant points (note-taking, summarizing)
6 Identifying discourse marker, e.g., well; oh, another thing is; now, finally; etc
7 Being able to grasp a variety of intonation patterns and uses of stress, etc., which provide clues to meaning and social setting
8 Understanding inferred information, e.g., speakers' attitude or intentions
IELTS listening performance is crucial for candidates as it assesses their ability to grasp the main ideas of conversations, monologues, and lectures Additionally, candidates must comprehend specific details such as time, places, numbers, and letters, as well as more complex concepts presented in the recordings.
Below is the table of IELTS listening performance checklist ranging from 1-9 to evaluate the candidates‟ performance in the IELTS listening test:
Table 1: IELTS listening performance checklist
IELTS listening performance checklist Range 1-9
1 I can easily understand a variety of English dialects, particularly British and Australian accents
2 I find conversation between two people on a general or social theme easy to listen to and comprehend
3 I find monologues easy to listen to and comprehend
4 I can understand an academic conversation when there are four speakers
5 I can interpret an academic talk or lecture
6 I can recall information several minutes after I have heard it
7 I can listen, read and write simultaneously
8 I know how to answer a variety of different types of questions
9 I can concentrate all of the time, so that I listen to the recording rather than just hearing it
10 I use the questions to help me predict and understand the recording
11 I can actively concentrate for five minutes or more
12 I am familiar with numbers and their spellings
( From: https://magoosh.com/ielts/how-hard-is-the-ielts/)
Authentic videos in improving students‟ listening performance
The term "authentic" originates from the late Latin word "authenticus" and the Greek "authentikos," meaning "principal" or "genuine." Authentic materials encompass various print, video, and audio resources that students encounter in everyday life, such as job applications, menus, and radio programs Although these materials are not specifically created for classroom use, they serve as valuable learning tools due to their genuine nature According to Peacock (1997), the purpose of authentic materials is to fulfill social roles within the language community Harmer (2001) defines authentic texts as those designed for native speakers, not language learners, while Jordan (1997) notes that these texts are not intended for language teaching Widdowson (1990) highlights the significance of exposing learners to real language usage within its community, reinforcing the importance of authentic materials in language education.
According to Sanderson (1999), authentic materials retain their original form and are utilized for ESL students without modifications For instance, a newspaper article intended for a native English-speaking audience can serve as effective teaching material for ESL learners.
Authentic materials, as defined by Nunan (1999), encompass spoken or written language generated in real-life communication, which are not specifically designed for language teaching purposes He advocates for classrooms to serve as environments rich in authentic language data drawn from real-world contexts This approach provides learners with opportunities to engage in listening and reading activities using diverse materials, including TV and radio broadcasts, recorded conversations, meetings, and announcements Additionally, students gain access to genuine reading resources such as magazine articles, hotel brochures, airport notices, bank instructions, advertisements, and other written messages encountered in everyday situations.
Nunan and Miller (1995) define authentic materials as resources that are not specifically designed or modified for language learners, but rather reflect real-world issues and current events Authentic texts convey genuine messages created by actual speakers or writers for real audiences, emphasizing their relevance and practicality in language learning.
Over the past two decades, the use of authentic materials in classrooms has gained significant support According to Gilmore (2004), incorporating authentic materials enhances the repetition of specific syntactic structures, vocabulary, and collocations Similarly, Guariento and Morley (2001) argue that this approach is essential for creating a real-world context in the classroom Authentic materials are often preferred over textbook-based resources as they provide a genuine representation of the foreign language and promote cultural understanding The development and definition of authentic materials remain important considerations in this educational approach.
Gebhard (1996) divided authentic materials into 4 types including:
1 Authentic Listening Viewing Materials, for example: TV ads, quiz shows, cartoons, new clips, comedy shows, movies, soap operas, professionally audio-taped short stories and novels, radio commercials, songs, documentaries, and sales pitches
2 Authentic Visual Materials, for instance: slides, photographs, paintings, children‟s artwork, stick-figure drawings, wordless street signs, silhouettes, pictures from magazines, ink blots, postcard pictures, wordless picture books, stamps, and X-rays
3 Authentic Printed Materials composing of newspaper articles, movie advertisements, astrology columns, sports reports, obituary columns, advice columns, lyrics to songs, restaurant menus, street signs, cereal boxes, candy wrappers, tourist information brochures, university catalogues, telephone books, maps, TV guides, comic books, greeting cards, grocery coupons, pins with messages, and bus schedules
4 Realia (Real world objects) refers to coins and currency, folded paper, wall clocks, phones, Halloween masks, dolls, and puppets They are often used to illustrate points visually or for role-play situations
Authentic texts have long been viewed as challenging for students, particularly for elementary learners who may feel frustrated when faced with such materials (Ciccone, 1995) However, Cook (1996) emphasizes that the perceived difficulty largely depends on the tasks designed to accompany the texts The comprehension of authentic materials is enhanced not only by their literal meanings but also by features of spoken language, such as pausing, rephrasing, and redundancy, which provide additional context for understanding (Schmidt-Rinehart, 1994; Wing, 1986; Bacon, 1989) While the redundancy in authentic texts aids comprehension, certain spoken language characteristics, like reduced forms, can complicate understanding (Wing, 1986) Furthermore, the rapid delivery of authentic texts may pose challenges for some learners (Joiner et al., 1989).
Authentic materials encompass two key aspects: authentic speech and cultural richness As noted by Bacon (1992) and Gilman & Moody (1984), authentic texts inherently possess greater cultural depth and engagement, making them more interesting for learners Shrum and Glisan also emphasize the importance of these elements in enhancing language acquisition.
Authentic materials, as noted by 1999, reflect the nuances of daily life and social values within a culture, being tailored for native speakers Scarcella and Oxford (1992) highlight that such authentic language can greatly engage students, especially when it aligns with their interests When fully utilized, Rivers (1987) and Rogers & Medley (1988) emphasize that authentic texts offer students valuable cultural insights and empower them to use the new language effectively in real-life contexts Herron & Seay (1991) further argue that these texts enhance student learning and interest by showcasing culture in a natural manner Moreover, Stagich (1998) asserts that grasping the true meaning of language is best achieved by understanding its cultural context, which involves recognizing various cultural situations and perspectives.
Authentic texts offer a unique blend of advantages and challenges in the comprehension process While elements like redundancy can enhance understanding, features such as reduced forms may hinder it Nonetheless, these materials serve as valuable resources for showcasing real language use and integrating cultural insights.
Video is a vital tool in education, particularly in language teaching, as it offers learners an engaging and motivational way to acquire knowledge Authentic video, as defined by Sherman (2003), includes various media such as films, documentaries, advertisements, and game shows that can be accessed through cinema, television, or DVD Utilizing authentic video resources can enhance English learning experiences for both teachers and students Idavoy (n.d) identifies examples of authentic video, including TV commercials, public service announcements, short films, documentaries, YouTube clips, and music videos While some argue that scripted programs like soap operas lack authenticity due to their subtitles, Idavoy (n.d) contends that if these scripts are crafted by native speakers for a native audience, they can still be considered authentic in this context.
2.3.4 Advantages and disadvantages of using authentic videos in the classroom
According to Thanajaro (2000), incorporating authentic videos in ESL and EFL classrooms significantly enhances learners' motivation to acquire the language Guariento & Morley (2001) support this by stating that authentic videos create a sense of real language learning, connecting students with the target language as used by native speakers Authentic videos showcase genuine conversations, including natural pacing and speech fillers like "uh" and "umm," which can pique students' interest in learning English (Oura, 2010) In contrast, Porter & Roberts (1981) argue that non-authentic materials lack these speech elements, as they are typically scripted for teaching purposes Furthermore, using authentic videos allows students to practice real-life situations in a meaningful context (Omaggio H, 1993; Rogers & Medley, 1998) Overall, the use of authentic videos in language learning presents numerous advantages.
METHODOLOGY
Introduction
This chapter focuses on analyzing the study's methodology, detailing the research's overall purpose and specific questions It will provide a comprehensive overview of the research design, including participant selection, research approach, data collection methods, and analytical framework, as well as the procedures for data analysis.
Research questions
(1) To what extent is the use of authentic videos significant in improving students’ listening performance in the IELTS foundation listening course?
(2) What are students’ attitudes towards using authentic videos in the IELTS foundation listening course?
Research approach
This research aims to analyze the limitations of the IELTS foundation listening course at AMA English Centre and to implement changes by designing a course that incorporates diverse authentic videos The goal is to enhance student motivation and interest in practicing listening skills To achieve this, action research was chosen as the methodological approach, as it focuses on improving and transforming practices within a specific context.
Initially, I considered using experimental research; however, it has notable disadvantages, particularly in establishing causal relationships and testing hypotheses (Kaplan and Duchon, 1988) Oates (2006) notes that while quantitative methods in experimental studies aim to generate generalizations and theoretical results, they are typically conducted in controlled environments like laboratories This approach is not advisable for social phenomena or cultural contexts, where variables are challenging to control Consequently, employing this method can complicate the identification of causal effects and hinder the replication of situations, as human participants often exhibit variable behavior.
According to Norton (2009), the action research process consists of five steps, summarized by the acronym ITDEM The first step is to identify a problem, followed by brainstorming potential solutions in the second step The third step focuses on implementing the chosen solution, while the fourth step involves evaluating the research findings Finally, the fifth step aims to modify future practices based on the insights gained.
This research aimed to develop an alternative syllabus for the IELTS foundation listening course by creating an authentic listening environment The study involved designing and evaluating a specific course titled “The IELTS Foundation Listening Course Using Authentic Videos as Teaching and Learning Materials.”
The research conducted at an English center aims to address identified weaknesses in the learning environment by implementing a five-step action research model proposed by Norton (2009) The primary objective is to design, develop, evaluate, and enhance the IELTS foundation listening course through a new syllabus that incorporates authentic videos The process begins with identifying issues through observation, followed by designing the new syllabus The third step involves conducting the revised course, while the fourth step evaluates its effectiveness from the students' perspectives Finally, the last step focuses on making necessary modifications to improve the course further.
The validity and reliability of the action research
Reliability and validity are crucial concepts in assessing the quality of statistics and research methods Wisker (2000) emphasizes that reliability reflects how effectively researchers conduct their studies, with findings being replicable by others, though not necessarily identical However, achieving high reliability in action research can be challenging due to the dynamic nature of variables involved Validity, as defined by Messick (1989), pertains to the extent to which empirical evidence and theoretical rationale support the interpretations made from test scores, with internal validity ensuring consistent conclusions among researchers and external validity allowing generalization across different contexts Altricher et al (1993) note that reliability in action research is often limited due to the unique characteristics of each project, prompting a greater emphasis on validity McNiff (1994) argues that validity in action research transcends methodology, focusing instead on personal and interpersonal dynamics, a sentiment echoed by Clark (2000), who advocates for an analysis of decision-making processes to enhance judgment validity Waterman (1998) introduces the concept of reflexive validity, highlighting the importance of articulating researchers' influences to enable readers to assess the appropriateness of these impacts on the study.
Strengths and weaknesses of action research
According to the literature review, multiple features and potential drawbacks of action research have been highlighted The following section is to examine those limitations
Action research possesses unique characteristics that enhance its effectiveness, as highlighted by Coghlan (2004), who notes its ability to address the self-perpetuating limitations of traditional research, such as practical relevance Furthermore, Dick (2002) emphasizes that in the context of postgraduate educational research, action research can expand professionals' understanding in both practice and theory, ultimately transforming contextual challenges.
Action research faces criticism for its perceived lack of scientific rigor compared to quantitative research, raising concerns about the reliability and validity of its findings Rapoport (1970) highlighted the risk of action researchers being influenced by their surroundings or entangled in organizational politics Additionally, the dual role of the action researcher as both practitioner and planner can complicate the research process Ethical challenges, particularly regarding informed consent, also arise in dynamic educational environments where research boundaries may be unclear.
Research design
The study involved 30 students from two classes enrolled in the IELTS Foundation listening course at AMA English Center The majority of participants were high school, college, or university students from Hanoi, with a small number of learners also working in office environments.
The researcher, who has been teaching English at AMA English Center for two years, observed that students faced significant challenges and lacked motivation in practicing IELTS listening skills To address this issue, the researcher implemented authentic videos as a more engaging alternative to traditional audio clips found in practice books This innovative approach aimed to enhance the effectiveness and enjoyment of the listening process Both the researcher and another instructor at AMA English Center utilized these authentic videos in their IELTS foundation listening courses, striving to improve student engagement and comprehension.
In a study conducted on April 1, 2017, a group of 32 students enrolled in an IELTS foundation listening course was evaluated to determine the effectiveness of using authentic videos The research aimed to measure two key aspects: the impact of authentic videos on enhancing IELTS learners' listening performance and the students' attitudes toward incorporating these videos into the course.
The study evaluated the enhancement of IELTS listening skills by comparing pre-test and post-test results Furthermore, students' perceptions of the course were gathered through classroom observations and survey questionnaires, highlighting their progress in IELTS foundation listening performance.
3.6.3.1 Pre-test and post-test
The pre-test and post-test are essential tools for measuring improvements in IELTS listening performance over time This study employed these tests to assess students' listening skills before and after the introduction of authentic videos in the IELTS foundation listening course By comparing the results, the researcher aimed to determine the impact of the video application on participants' achievements in IELTS listening The tests selected for this study were sourced from the online book "IELTS Recent Actual Tests with Answers Vol 5," and students completed the listening assessments on paper.
3.6.3.2 The Survey on students’ attitudes toward using authentic videos in the IELTS foundation listening course
The survey aims to explore participants' attitudes toward the use of authentic videos, with a questionnaire administered at the end of the course Questionnaires are widely utilized in educational research, particularly in English Language Teaching (ELT), as they effectively gather insights into individuals' opinions.
In 2007, the researcher utilized questionnaires to effectively gather targeted information by creating a structured list of questions This method allowed for straightforward participation, as students and teachers could easily indicate their level of agreement with various statements The survey comprised 16 items categorized into three groups: learners' general attitudes toward the course, their opinions on the advantages of using authentic videos, and their views on the disadvantages of using authentic videos in the IELTS foundation course.
Table 2: Survey questions about students’ attitudes towards the use of authentic videos in the IELTS foundation listening course
1 I would recommend this course to others
This course made me feel more confident when dealing with IELTS listening exercises
This course did not meet my learning needs
I have more motivation to practice listening at home
I am more familiar with conversational intonations from listening to authentic videos
I know more colloquial language by listening to authentic videos
I hear more natural grammartical structures when listening to authentic videos
I am able to grasp more collocations in the conversations
I find it easier to understand the content of the recordings with the help of visual information and body language in the videos
I am more excited to listen to authentic videos compared to listening to normal
I can access authentic practicing materials much easier
I feel listening to authentic videos is an effective way to comprehend different accents
I feel it is difficult to understand some slangs and vocabulary in the authentic videos
I am confused by some cultural jokes and information that
I do not have knowledge about
I feel the speed of authentic videos is too fast for me to understand
I am distracted by the images and content of the authentic videos
In this study, observations were conducted to assess students' listening performance in the classroom at AMA The researcher frequently noted classroom interactions and student engagement, systematically recording insights during each observation Following each session, these handwritten notes were reviewed and transcribed for further analysis.
Data collection procedure
3.7.1 Phase one: pre-intervention (the observing, planning and designing of the learning environment for the IELTS foundation listening course)
AMA English Center specializes in teaching English to children and offering IELTS courses, aiming to help students achieve high IELTS scores and improve their communication skills with foreigners Many students enroll in these courses to pursue studies in countries such as the USA, UK, Canada, and Singapore Listening skills are crucial in IELTS preparation, as they significantly impact students' ability to understand and respond to spoken English The learning process typically spans six to 16 months, divided into IELTS foundation and intensive courses, where students must complete foundation courses and pass all skill assessments before advancing However, many students struggle with improving their listening performance, often feeling bored and discouraged by the repetitive nature of practice materials At AMA, teachers focus on providing effective strategies and engaging content, yet students express a desire for a more dynamic learning experience, as the current syllabus does not meet their expectations for enhancing listening skills.
As a teacher, I recognized the need to innovate by proposing a redesigned syllabus for the IELTS foundation listening course This new curriculum would incorporate effective strategies, various listening question types, and fresh materials I opted for authentic videos as practice resources, believing that they would significantly enhance students' listening skills both in the classroom and at home.
The literature review highlights the potential of using authentic videos in English classrooms to enhance students' extensive listening practice, which combines both intensive and extensive listening techniques This approach can effectively address challenges faced by IELTS learners in their foundation listening course By incorporating authentic videos, students are motivated to practice listening both at home and in class, as these resources are easily accessible online The advantages of using authentic videos not only foster independent learning outside the classroom but also support students in maximizing their learning potential, particularly in improving their IELTS listening performance.
The IELTS foundation listening course syllabus with the use of authentic videos
The researcher developed a syllabus titled "The IELTS Foundation Listening with the Use of Authentic Videos" to create an alternative instructional environment for the IELTS foundation listening course This course combines in-class lessons with extensive at-home listening to provide an authentic listening experience The selection of authentic videos was based on various factors, including alignment with the course objectives, students' needs and interests, their proficiency levels, and the informative content of the videos While many videos are available online, not all are suitable for the course; thus, the researcher focused on videos covering common IELTS topics, such as formal interviews and lectures in social and natural sciences, while also incorporating entertaining content like movie clips and humorous interviews Each lesson involves warm-up activities that introduce new vocabulary and contextual elements from the videos, followed by teaching strategies for tackling different types of IELTS listening questions, culminating in listening exercises derived from the selected authentic videos.
First week ( 20th – 27th April 2017)
In the initial stage of the IELTS listening course, administrators, instructors, and students were introduced to the research process during the researcher’s first classroom observation, establishing key connections with both the class and the instructor The researcher shared details about a new IELTS foundation listening syllabus, which generated excitement among the students During the first week, students completed a pre-test that included a full IELTS listening test and engaged with the first type of exercise, "Form completion," using two videos While some students found the material challenging, they enjoyed the real interviews presented, including a job interview and a university scholarship interview Observations indicated that when teachers prompted students to predict the content of the videos, many made accurate predictions Additionally, students were required to submit homework involving note-taking on the videos via email to their teachers.
Second, third and fourth weeks ( 28th April – 18th May, 2017)
In the first week of the IELTS foundation listening course, participants were required to submit their homework via email by the scheduled deadline The researcher reviewed their assignments and provided feedback, which would be discussed in the next lesson Students explored various listening strategies for IELTS tests, including short answer questions, multiple choice questions, and note completion, using authentic videos They particularly enjoyed watching the Ellen DeGeneres show featuring a humorous child named Noah, which elicited much laughter By the third week, they viewed clips from popular movies "Me Before You" and "Love, Rosie," noting an increase in their understanding of slang and colloquial language The researcher observed significant improvements in the students' concentration, as they began to actively engage with the video content They learned to effectively answer different types of questions, use predictive questioning, and integrate listening, reading, and writing skills.
At the end of lessons, students were assigned to do the homework of dictation about literature, economics and psychology
Fifth and sixth weeks ( 19th June- 1st June, 2017)
In the fifth and sixth weeks of the course, participants submitted their dictation assignments to the researcher via email, adhering to the scheduled deadlines During this period, students also engaged with videos that introduced them to the fifth type of dictation.
Students engaged with videos highlighting the top 10 most dangerous and underappreciated places in the world, despite initial confusion caused by the abundance of new vocabulary and information While some found the video pace too fast, the majority successfully identified key points, dismissed irrelevant details, and inferred meanings of unfamiliar words through visual cues.
Seventh and eighth weeks ( 2nd June – 16 June, 2017)
Students explored strategies for two question types: "Flow-chart completion" and "Picking from a list." They viewed four videos on the biographies of Bill Gates, Barack Obama, and Michelle Obama, which facilitated their understanding due to prior knowledge of these figures For the "Picking from a list" question type, they watched videos on topics such as "How language shapes the way we think," "How to gain control of your free time," and "How does the heart actually pump blood?"
The article highlights the intricate journey of oxygen through the body, emphasizing the engaging content of four educational videos that captivated students As a result, students demonstrated notable improvements in their listening skills, effectively retaining key points through note-taking and summarization They utilized their background knowledge to enhance comprehension and showed a marked ability to infer meanings of unfamiliar words and assess speakers' attitudes based on visual cues and tone Additionally, students became adept at recognizing various intonation patterns, stress usage, linguistic structures, and discourse markers, all of which contribute to understanding meaning and social context.
Ninth and final weeks (17th June -30 June, 2017)
In the ninth week, students focused on strategies for the "Table Completion" question type, utilizing lectures on "The History of Tattoos" and "Why Do We Dream." The tenth week marked the final exam and the conclusion of the project, during which participants completed an attitude survey to assess their perceptions of using authentic videos in the IELTS foundation listening course Subsequently, the researcher prepared to report the entire project process to the thesis supervisor.
3.7.3 Phase three: post intervention ( evaluation of using authentic videos for IELTS foundation listening course program)
As in the words of Baker and O‟Neil (1994), evaluations can be depicted as being
This article discusses the evaluation of programs, institutions, and individuals, focusing on two main types: formative evaluation, which aims to enhance performance, and summative evaluation, which assesses overall effectiveness.
The researcher developed a self-evaluation questionnaire for students in the IELTS foundation listening course, inspired by Cristina's (2012) CALL evaluation framework This framework assessed the effectiveness of authentic materials, specifically the Lomas TV program, through open-ended and multiple-choice questions focusing on language learning potential, learner fit, meaning focus, authenticity, positive impact, and practicality Utilizing criteria from the CALL evaluation, the researcher created a Likert scale questionnaire to gauge students' attitudes towards the use of authentic videos in the course The questionnaire addressed three key areas: students' overall feelings about the course, their views on the benefits of using authentic videos, and their perceptions of the drawbacks associated with this approach.
Data analysis procedures
In this section, the analysis methodology of the data collected is presented, along with the choice of the appropriate statistical processes and statistical test types for the present study
A diverse range of statistical techniques was employed to analyze student scores from pre-tests and post-tests, with data collection and computation carried out using SPSS (Statistical Package for the Social Sciences).
1 Paired samples T-test to compare between the performances of the study samples in the pre and post IELTS listening proficiency test
2 Effect size measure formula (Eta-squared value) " η2" to identify the effect size of IELTS foundation listening course with the use of authentic videos on students' listening performance
In summary, the researcher employed an action research approach with a randomly selected sample to design and implement a new syllabus for the IELTS foundation listening course, utilizing authentic videos Data collection and analysis involved various statistical and qualitative techniques, with raw data gathered from survey instruments presented as percentage ratios To assess students' attitudes, participants' opinions were ranked using a Likert-type survey, which contributed to the explanation of the results.