SKKN USING STUDENT CREATED VIDEO TO IMPROVE STUDENTS’ INTEREST IN SPEAKING ENGLISH AT HIGH SCHOOL

NGHE AN TRAINING AND EDUCATION DEPARTMENT ANH SON HIGH SCHOOL 🙦🙤 TEACHING EXPERIENCE “USING STUDENT-CREATED VIDEO TO IMPROVE STUDENTS’ INTEREST IN SPEAKING ENGLISH AT HIGH SCHOOL” Subject: English Writer: Dau Thi Hieu School year: 2021- 20222 School: Anh Son high school Telephone number: 01695535767 Email: hieudt.as2@nghean.edu.vn Anh Son, April 2022 TABLE OF CONTENT CONTENT PAGE PART I: INTRODUCTION 1 Rationale Aims of the research Scope of the study Significance of the study PART II: MAIN CONTENT CHAPTER 1: THEORETICAL AND PRACTICAL BACKGROUND I THEORETICAL BACKGROUND Students’ interest in learning 1.1 Definition of interest 1.2 The importance of interest 1.3 Indicators of students’ interest The use of video in English Language Teaching and Learning Student-created video and student active learning Benefit of using video in the classroom II PRACTICAL BACKGROUND The actual problem 1.1 Disadvantages of learning speaking English at high school 1.2 Advantages of technology in learning The reality of using student-created video in teaching speaking at high school CHAPTER 2: PLANNING AND ORGANIZING TEACHING ACTIVITIES I CHOOSING THE TOPIC Aim Knowledge 10 Skill 10 Attitude 10 II PROCEDURE 10 Preparation 10 1.1 For teacher 10 1.2 For students 11 Duty assignment 11 2.1 Group shape 11 2.2 Member duty 12 Tasking procedure 12 3.1 Pre-task 12 3.2 During-task 13 3.3 Post-task 13 Example of applied lesson 13 Evaluation 28 III ACHIEVED RESULT 30 Students develop competences 30 Student’s interest in speaking English is getting higher and higher 30 The study’s applicability 31 PART III: CONCLUSIONS 31 PART IV: REFERENCES 32 PART V: APPENDICES 33 PART I: INTRODUCTION Rationale Nowadays, learning a foreign language, especially English, is becoming more and more essential in cross-cultural environments However, learning a foreign language is never a smooth process Speaking skill is one of the four major language skills that most language learners desire to master to communicate effectively in different contexts In general, Vietnamese students face many challenges in learning speaking English as a second language Especially for students in remote areas like Anh Son, despite studying English for years, speaking is the most challenging skill to master Students mainly focus on vocabulary and grammar points for proposing to pass exams They have few opportunities to practice speaking English inside or outside the classroom and in social context Therefore, creating real situations for students to practice speaking is becoming an efficient method to promote the spirit of learning English among them The advances and innovations in educational technology have brought about significant changes to the way people interact and learn such as ease of access to the Internet, media technology and hand-held devices Many linguists emphasized a systematic and comprehensive overview of the current use of technology to support English teaching and learning One of the emerging strategies in English teaching is the use of videos to support and engage student learning as well as increase their participation in the lesson In this digital era, the use of video-based materials in English language teaching has attracted more attention from English language teaching practitioners worldwide Both teachers and students can now have wide access to technological tools for use in learning activities such as Android-based smartphones, tablets, iPads, and digital cameras It is widely accepted that student interest is a key element within the learning process The extant educational literature has proven the positive effect of using new technologies as a support tool for enhancing learning efficacy These technologies capture students’ attention and increase their interest because students are familiarized with them, and they can easily use these tools For these reasons, I conduct this research “Using student-created video to improve students’ interest in speaking English at high school” Aims of the study ❖ To investigate student-created video as an active learning approach to inform instructional practices of student-created video and develop high school students’ digital competences in learning foreign languages ❖ Adapt speaking tasks in the textbook into practical situations where every student can take part in speaking duties by making speaking videos themselves ❖ Research, draw the advantages of a project using videos created by students to upgrade their interest in learning speaking English Scope of study Firstly, the study was designed to find the best way to improve student’s performance and increase student’s interest in learning speaking English through using student-created videos Secondly, in the academic year 2021-2022, the researcher was in charge of teaching English for grade 11 students whose speaking ability was not good and their interest in speaking lessons was not high Therefore, student-created video is a new method applied to speaking lessons and brought outstanding effectiveness than other methods This study was action research conducted from September 2021 to April 2022 and 42 participants coming class 11D at Anh Son high school took part in this research Significance of the study The findings of this study would be significant to the teachers, the students as well as the researchers First, for English teachers, this research may provide more insights on how to improve the students’ performance and raise their interest in English speaking Second, the study would serve as input for the students at Anh Son high school to be aware of their speaking performance Third, for other researchers who conduct the same research, the result of the research would be expected to be a reference and contribute more information to solve the same problem In addition, the use of student-created video would enable students to improve their English-speaking performance and to communicate in English orally confidently Moreover, the students would enjoy the speaking lessons more and feel comfortable to express themselves Finally, this study might provide recommendations for English teachers at Anh Son high school to prepare more effective English-speaking lessons so that learners’ speaking performance would be improved not only in classrooms but also in social situations PART II: MAIN CONTENT CHAPTER 1: THEORETICAL AND PRACTICAL BACKGROUND I THEORETICAL BACKGROUND Students’ interest in learning 1.1 Definition of interest According to Mangal (2007) interest is the central force that drives the whole machinery of the teaching learning process It means, with an interest, students will focus more and easily understand the material that is given by the teacher Big interest will influence students’ activity, because the students’ interest will be doing something that interests them, in this case it is an interest in learning In addition, interest helps in overcoming unusual or early arrival or frequent repetition of plateaus in learning They also give enough strength to an individual to resist fatigue and avoid failure 1.2 The importance of interest Learning can be considered as a process of getting knowledge Student's interest is important in learning and interests also play an important role in developing a student's thinking ability Interests powerfully influence student’s academic and professional choices That is of course the teacher’s responsibility to establish the relations between a student's interest and new knowledge When students are interested in what they are learning, hopefully they will pay closer attention, they will also process the information more efficiently, and employ more effective learning strategies, such as engaging in critical thinking, making connections between old and new knowledge, and attending to deep structure instead of surface features Further, when the students are interested in a task, they will work harder and persist longer, bringing more of their self-regulatory skills into play 1.3 Indicators of students’ interest According to Slameto (2003) indicators of students’ interest are: a Attention ❖ Asking the teacher about the material ❖ Looking for other sources about the material or the lesson ❖ Concentration while learning ❖ Focus While the teacher explains the material b The willingness ❖ Try to the task as difficult as possible ❖ Still learning although the teacher did not go to class ❖ Enthusiastic to follow the lesson ❖ Diligently Read the English book c Needs ❖ Needs is a condition in the person of a student who drives him to certain activities to achieve a goal For examples: ❖ Learn English to succeed in a career ❖ The Awareness to make their own notes while learning d Feelings happy or joyful feelings ❖ Enjoy doing the task or exercise given by the teacher at school ❖ Always enthusiastic to follow the lessons ❖ Take notes from the material e Teaching materials and teacher’s good attitudes ❖ Teachers’ attention makes the students motivated in learning English ❖ Students feel that learning English is fun ❖ Have a high enthusiasm for the lesson and the teacher ❖ Teachers' explanations make the students understand the lesson f Participation ❖ Ask if you not understand the material ❖ Always the task given by the teacher ❖ Answer the question from the teacher The use of video in English language teaching and learning The importance of the use of video in the language learning setting has been widely argued as a potential locus to bring a significant contribution to the improvement of students’ pragma linguistic competence (Kelly, 1985) She also emphasized the use of video as a modeling device, input for viewing and stimulus for discussion Today, however, with the advancement and development of technology in the last few decades, the use of video has been transformed into many kinds of learning strategies In the practice of English Language Teaching, video can promote learning engagement and participation (Hughes & Robertson, 2010) The authors specifically looked at the teachers’ perception of digital media use and multiple literacies; however, it is also necessary to have a close look at the matter from the student learning perspective Some previous relevant studies in the area of video-based teaching strategies reported that its uptake could help improve learning effectiveness and students’ satisfaction For instance, these studies encompassed the use of video in a blended learning setting (Shih, 2010), video chats in an online conversation (Sindoni, 2011), video-based materials (Lin, 2011) and online video streaming YouTube (Tarantino, 2011) However, these studies mainly point out the advantages and effectiveness of using videos as emerging technologies for language learning Meanwhile, it is important to investigate the students’ voices when a teacher exposes them to the video creation process Obviously, there is an empirical gap concerning the student’s Teaching English with Technology involvement who are considered passive learners Using video as another blended learning tool, the students need a space to express their personal feelings (emotions), ideas and stories as a lived experience as well as a way of enacting social practices This study also aims to provide a clear picture of the importance of involving the students as active agents in which they can cultivate knowledge and make meaning from their experience Beyond the classroom context, lived experience supports contextual and social learning to make meaning of what they are doing Student-created video and student active learning Student-Created Video (SCV) as evidence-based learning is relatively a novel practice in English language teaching and learning (Naqvi, 2015) SCV could support the student learning and encourage learners to construct new knowledge as they were exposed to the video-making activity, meanwhile, it could also improve student motivation and active learning engagement (Naqvi, 2015) The author claimed that SCV had a huge potential for language learning and suggested the language teaching practitioners incorporate SCV projects into their course, however, there is one interesting issue about the scientific evidence for SCV to what extent it improves student active learning The same claim reported by Engin (2014) is that SCV could promote second language learning, but the study did not examine how SCV brought a meaningful process to the students’ knowledge, cognition and learning experience Benefit of using video in the classroom There are many benefits to using video in education as shown in several decades of research According to Michael Aubry there are main benefits of using videos in the classroom ❖ Facilitating thinking and problem solving Shepard and Cooper (1982) and Mayer and Gallini (1990) made the connection between visual clues, the memory process, and the recall of new knowledge Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic is indeed engaging and insightful but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself These include research skills, collaborative working, problem-solving, technology, and organizational skills (Biggens, N.D.) ❖ Assisting with mastery learning In some cases, video can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students (Galbraith, 2004) Voice-over is a fantastic multimedia approach to teaching E-Learning can be dramatically enhanced by using voiced content in the teaching process Voquent is a voice-over agency that offers the highest quality professionals for any project, speaking in any language or accent ❖ Inspiring and engaging students More recently, Willmott et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into studentcentered learning activities through: ● increased student motivation ● enhanced learning experience ● higher marks ● development potential for deeper learning of the subject ● development of learner autonomy ● enhanced team working and communication skills ● a source of evidence relating to skills for interviews ● learning resources for future cohorts to use ● opportunities for staff development (CPD) ❖ Authentic learning opportunities The work of Kearney and colleagues show the benefits of using video to produce authentic learning opportunities for students (Kearney and Campbell 2010; Kearney and Schuck, 2006), and how videos encourage academic rigor from an advocacy, research-based perspective ❖ Networked learning Asensio and Young (2002) assert that the seamless integration of digital video with other tools offers an opportunity to experiment with video as a focus for networked learning They developed the Three I’s framework (image, interactivity, and integration) to assist teachers with the pedagogic design and development of video streaming II PRACTICAL BACKGROUND The actual problem 1.1 Disadvantages of learning speaking English at high school According to a survey of the speaking ability of high school students in Ho Chi Minh city, 86.8% of the students consider themselves to have neither the ability nor the confidence to communicate with foreigners in English Among the surveyed students, 37.4% had ever taken extra English lessons at foreign language centers, at teacher's houses, mainly from middle school (36.8%) and high school 36.8%), even 6.1% started getting acquainted with English from kindergarten It is noteworthy that the majority (69.2%) of students said that they like learning English because they want to have more languages to communicate with foreigners, to access the Internet, to find a job later but they are very afraid of this subject because he lost the basics at a young age (25.3%) and considered it a difficult subject to learn (55.5%) Most speaking lessons are taught in the classroom Students often follow the stages of speaking duties that have academic characteristics They only follow the samples, repeat them, and practice the same models Practicing speaking in the classroom does not involve all students Only some good students are confident to speak out in front of class Majority learners not participate in the lessons The majority of asked students at my school (about 90 %) said that they were not appealing to learn in the speaking lessons, and they are not confident to speak English with their friends or their English teachers Beside the reasons coming from outside, one of the main reasons leading to this problem is the learner’s low interest Because most speaking lessons are taught in traditional ways Students not have many chances to practice speaking English with their peers or their teachers in the classroom and nearly have no opportunities to communicate with a native speaker in society This makes speaking lessons more and more boring and tasteless Learner’s motivation to speak sections is getting worse and worse and their speaking ability cannot develop despite increasing learning time 1.2 Advantages of technology in learning Nowadays, all students at high schools have modern technology devices and access to the internet is becoming more and more convenient Students now apply technology in studying effectively This advance makes learning foreign language, especially speaking, easier and more interesting Students express their motivation in creating videos There has been a lot of research evidence reported in the literature regarding the role of SCV in promoting learning effectiveness and advantages, students’ satisfaction, learning engagement, students’ learning motivation, and students’ new knowledge construction However, it is not obvious how a student's interest is upgraded after making videos themselves Therefore, it is necessary to have a closer look at the students’ lived experience on how they build links between student-created video and active learning Thanks to student-created videos, they find speaking lessons not boring, tasteless, and difficult like before Most students express high interest in the new method and most of them think that this method is suitable for applying to speaking lessons at high school The reality of using student-created video in teaching speaking at high school At high school, especially ones in remote areas like Nghe An, using videos created by students themselves is a new way in learning and teaching speaking English However, this method is not applied widely at high schools For students, it is not only an interesting method but also a challenging one Although most students have modern technology devices, they not regularly use them for making videos to study At first, they met lots of difficulties in creating a video However, they are getting used to working in groups to make meaningful and beautiful videos which are useful for their study For teachers, using videos made by learners help them adopt speaking tasks easier and encourage all students to take part in classroom activities Both students and teachers are appealed by this new way to study and eager to use it for learning and teaching foreign languages These are some images of video producing process 19 UNIT 9: THE POST OFFICE Lesson 6: Speaking (Video Reflection) A OBJECTIVES: By the end of the lesson, students will be able to: Cognition: - recognize the useful ways other groups making videos - specify feedback and evaluation for student’s performance Skills: - collaborate in groups - argue and explain to other feedback to their videos Attribute: - reflect of making videos of the topic “The post office” Competence: - analyze and assess advantages and drawbacks of videos - give marks accurately and equally B LANGUAGE FOCUS Key terms/ Vocabulary: spacious, equipped, well-trained staff, courteous, surface mail, air mail, Express Mail Service, parcel, delivery, convenient, technology Key grammatical structure(s): simple present tense, useful expressions to express opinions, familiar structures give feedback C INSTRUCTIONAL RESOURCES Handouts, projector, textbook, videos D TEACHING PROCEDURE Time/Stages Warm up minutes Teacher’s activities - Asks students to play the game: “hidden object” - Introduces the rules of the game: Student’s activities - Play the game - Try to guess the names of objects 20 “The teacher has some pictures of - Expected answer: several objects hidden in a box Smartphone Some students will go to the class Camera base, choose a picture and explain EMS for other students to guess what the Parcel object is Only English is used and the name of the object is avoided to say Who can guess object’s name correctly will get a small gift” Video evaluation 36 minutes Sump up minutes Activity 1: Watch video and giving reflection - Shows groups’ videos again - Asks students to look videos again and give feedback - Calls students to express their comment - Asks groups to assess other groups’ performance by completing evaluation forms delivered in advance - Collects evaluation forms from students and informs result to them - Ranks videos Activity 2: The final mark - Show all results from leaders of each group for individual, from - Watch videos - Discuss in group and give feedback for videos of other groups - Listen to teacher - Give ideas if there is any uncertainties or doubts - Look at the result - Give ideas 21 group for other groups and from teacher for groups and individual - Asks students to give ideas if necessary - Consolidates the project of making video Homework - Asks students to prepare for the - Make note minute next speaking lesson Some images of reflection in the speaking class 22 Here are some images cut from student’s videos Group 1: Role-play: introducing the post office to a stranger 23 Group 2: An interview with post office and customer Groups 3: Sending a gift from London to Vietnam 24 Groups 4: Buying clothes and get them from shipper 25 Group 5: Sending a package Group 6: An interview of the post office quality 26 Group 7: Sending a package 27 Group 8: Sending and receiving a package You can watch videos in the following link or see them in the VCD attached https://drive.google.com/drive/folders/1p_wRfjgSy0EwmS0S9_UuIB5FDG6Lc 7bV Evaluation All groups must send their videos to the teacher before the speaking lessons In addition, the leaders of each group also send their assessment about the participation of their own groups’ members In the speaking lessons, the teacher will show each group’s work in turn and ask for the evaluation from other groups and individuals by using the evaluation form prepared by the teacher The final mark for each student is the average mark of all evaluation from the teacher, the leader, and other groups Here are the evaluations for the theme “The post office” 28 29 III ACHIEVED RESULT By using videos created by students themselves The author came to the findings related to a video-making project conducted in a micro-reality context of English language learning at Anh Son high school It reveals some empirical evidence fostering the students’ experience when they were exposed to a video-making activity They worked with 4-5 students forming a team with different responsibilities for each person such as: one was an interviewer; one was an interviewee, and another was a cameraman The team worked together starting from the preparation to the production of the video During the project, the students were exposed to a series of activities that built their knowledge and understanding about the meaning-making practice in each process they had experienced Below are some outstanding results Students develop competences ❖ Autonomous study and creative Competence: Students actively participate in the stages of the learning process: receiving tasks, searching, selecting, and processing information, designing, and presenting the products etc That also requires and encourages responsibility and creativity of students ❖ Cooperative Competence: This is expressed in group work: planning of activities, assigning appropriate tasks for each member in the group, mutual help, collaboration with each other, with teachers to complete the project properly As a result, the participants raise their responsibility for the working process ❖ Digital Competence: To make videos, students explore technology strength, the Internet, use computers, camcorders, cameras, etc and produce lots of impressive videos It was the process of making videos that improved student's digital competence a lot ❖ Evaluation Competence: By carrying out the projects of making videos, students have built up a self-assessment skill that bases on the criteria of the evaluation forms designed by the teacher: The leader evaluates his / her group members, the groups evaluate the other group's performance exactly and objectively Student’s interest in speaking English is getting higher and higher Before applying this method to teach speaking English at some classes, the writer carried out a survey (using questionnaire) and found that nearly 90 percent of the students at our school feel bored with speaking lessons and they are not motivated to speak English However, using student-created video as a meaning-making process to teach speaking lessons has brought out a surprising result About 80 percent of students have changed their ideas They said that speaking lessons are not boring and tasteless like ones before Speaking English is not too difficult for them, and they are not shy when speaking in front of the class Moreover, they could 30 confidently communicate with others in English Up to now, my students have been loving speaking lessons more and more The study’s applicability This research could be likely to be applied widely at high schools in the country because it brought to the teachers as well as the students many benefits For English teachers, this research may provide them with an interesting new way to teach speaking English effectively and increase student’s interest in speaking English This study might provide recommendations for English teachers at Anh Son high school and teachers from other schools to prepare more effective English-speaking lessons so that learners’ speaking performance would be improved not only in classrooms but also in real situations in society For students, making videos by themselves gives them more opportunities to speak and communicate in English orally confidently outside the classroom and make them more and more interested in learning English PART III: CONCLUSION Creating a video was not the main point of this research, but it was supposed to see what was happening during the process that made learning meaningful Working on a video project is one of the many meaning-making processes which can promote the students’ active learning and increase students’ interest in learning speaking lessons The positive aspects of student-created videos are deeper learning; more engaging learning; more active learning; experiential learning; more personal involvement – students must take ownership of their ability to acquire knowledge; and a more entertaining and engaging experience In addition, students have an opportunity to bond with fellow students outside of the classroom in a more meaningful and profound manner Projects can be selected that connect students closer to each other, the university, the community, and the world Informed by the process of student-created video strategy, learning can be activated if they are involved in the learning process rather than treating them as passive learners Therefore, they can directly experience the pace and the real context of learning in which the activity triggers their participation and engagement as active learners, decision makers, and problem solvers This teaching experience has achieved the goals and tasks set out and the writer does hope that this research would bring some benefits for the teachers and students at high school who find speaking lessons not interesting as expected I would like to express my gratitude to my dear students and colleagues giving assistance to me to complete this teaching experience Although I have made every effort, it is impossible to avoid some shortcomings Therefore, I look forward to getting your contribution to perfect my research as well as further study 31 PART IV: REFERENCES Baker, A (2016) Active learning with interactive videos: Creating studentguided learning materials Journal of Library & Information Services in Distance Learning, 10(3-4), 79-87 Granville, S (1997) Transforming literacy practice: Surviving collisions and making connections Teacher Development, 1(3), 465-479 Kelly, R (1985) Video and language learning: An approach to viewing comprehension RELC Journal, 16(1), 52-67 Mangal, S K (2007) Essentials of educational psychology PHI Learning Pvt Ltd Naqvi, S (2015, September) Student created digital video and language learning: Voices from Omani classrooms In Third 21st CAF Conference at Harvard, in Boston, USA (Vol 6, No 1) Sherer, P., & Shea, T (2011) Using online video to support student learning and engagement College Teaching, 59(2), 56-59 Shih, R C (2010) Blended learning using video-based blogs: Public speaking for English as a second language students Australasian Journal of Educational Technology, 26(6) Shrosbree, M (2008) Digital video in the language classroom The JALT Call Journal, 4(1), 75-84 Wagener, D (2006) Promoting independent learning skills using video on digital language laboratories Computer Assisted Language Learning, 19(4-5), 279-286 Wagener, D (2006) Promoting independent learning skills using video on digital language laboratories Computer Assisted Language Learning, 19(4-5), 279-286 32 PART V: APPENDIX Survey questionnaire YES NO Speaking lessons are challenging I am interested in speaking English Activities in classroom are attractive I communicate in English confidently during the lessons I no longer feel anxious to communicate with others in English I have many opportunities to speak in English I have many opportunities to coach my friends I have many opportunities to be involved in real life communication situations Link for student’s videos https://drive.google.com/drive/folders/1p_wRfjgSy0EwmS0S9_UuIB5FDG6Lc 7bV 33 ... student- created video to improve students’ interest in speaking English at high school? ?? Aims of the study ❖ To investigate student- created video as an active learning approach to inform instructional... most of them think that this method is suitable for applying to speaking lessons at high school The reality of using student- created video in teaching speaking at high school At high school, especially... Students’ interest in learning 1.1 Definition of interest 1.2 The importance of interest 1.3 Indicators of students’ interest The use of video in English Language Teaching and Learning Student- created