INTRODUCTION
Statement of the problem and rationale of the study
Recently, technology has been recommended to be used in education with a view of providing learners with more learning opportunities Videos are among the technologies that are believed to have significant influences on second or foreign language learning This type of technology is said to allow teacher to create virtually the target language environment into classroom so that live or prerecorded news, music, sports from all over the world can be viewed by students in real time
The advantages of using video in the language classroom have been recognized by many researchers in applied linguistics The main advantage of using video as a technology for language teaching is considered to be its ability to present and immerse learners into complete communicative situations (Lonergan, 1984)
Another important advantage is the ability of video to cover non-verbal aspects of communication and its cross-cultural comparison potential (Stempleski & Tomalin,
1990) In addition, using video in the classroom allows differentiation of teaching and learning according to students‟ abilities, learning styles and personalities
Despite those benefits to language learners, the issue of how videos help to reduce the students‟ listening anxiety is not yet adequately explored As a teacher I believe that anxiety inhibits students‟ participation in the learning processes, which affects negatively the students‟ acquisition of the target language Listening comprehension in foreign language learning causes a lot of anxiety among learners because of a variety of reasons Therefore, efforts should be made to reduce the student anxiety as the first step towards a more learner- centered approach to foreign language teaching
One of the reasons that causes students‟ listening anxiety is that while listening to the recorded messages, students cannot see the speaker‟ face This makes it impossible for them to use the non-linguistic cues such as facial expressions and other gestures to comprehend the speaker‟s message By using the video to visualize the speakers and the communication settings, I believe that the teacher can help students to feel less anxious in doing the listening tasks This is the rationale for this present study.
Research Aims and Research Questions
This action research is aimed to explore the impact of the teacher‟s use of videos on students‟ listening anxiety To be specific, it is intended to gain understanding of the extent to which the use of videos helps to reduce students‟ listening anxiety So, the study is to find answers to the following research questions:
Question 1: To what extent does the use of video in teaching listening change the attitude of second year English non-majors toward learning listening skill?
Question 2: To what extent do the students’ changed attitudes to learning help to reduce their anxiety in doing listening comprehension tasks?
Significance of the study
Although listening skill has always been given a significant in language teaching, the questions of how to teach and learn listening skill effectively often pose great problems to both teachers and students This study primarily explores how the use of videos instruction reduces students‟ anxiety at THMC It also serves as a valuable resource for teachers to gain a deep insight into the practice of video instruction at the college More importantly, an inventory of videos especially videos about medicine are very useful for nursing students Because medical words are difficult and practical environments are not available Videos can help them to understand the lesson, help them to be confident when performing listening tasks
Placing second-year students majoring in nursing at the centre of analysis, the study intends to help the population to succeed in improving listening comprehension On an other hand, the study can be beneficial to teachers of English at other colleges, who may undergo the same context of teaching and learning this skill.
Scope of the study
As an action research study, the study reported here is limited itself to the exploration of the extent to which the use of videos in teaching listening comprehension helps to reduce their listening anxiety, thereby changing their attitudes towards listening comprehension I believe that once the students feel more self-confident in listening comprehension and they have a positive attitude towards listening comprehension they will learn English better After all, nobody can learn a foreign language well without the ability to understand the spoken language The results of this study will be used to deepen my understanding of how to use technology to reduce the my own students‟ learning anxiety I do not intend to investigate other aspects of technology or the impact of video-based listening instruction on students‟ listening comprehension performance although this could be the focus of the second cycle of this action research project.
Design of the study
This study is divided into five chapters:
Chapter 1, INTRODUCTION, presents the research problem and rationale of the study, the aims, scope, significance, methods as well as the design of the study
Chapter 2, LITERATURE REVIEW, deals with the theories involving anxiety in listening comprehension and the need of using video in listening comprehension
Chapter 3, METHODOLOGY, presents the methodology applied in the study including participants, instrumentation, research process
Chapter 4, RESEARCH FINDINGS AND DISCUSSION, presents the results of the research and data analysis, from which major findings are revealed and discussed
Chapter 5, CONCLUSIONS, reviews the major findings and give conclusions, revises objectives and indicates some limitations of the study And discussion and suggestions for further study are put forward.
LITERATURE REVIEW
Overview of anxiety and listening anxiety
Anxiety is quite possibly the affective factor that most pervasively obstructs the learning process It is associated with negative feelings such as uneasiness, frustration, self-doubt, apprehension and tension Heron (1989:33) makes reference to what he terms existential anxiety, which arises out of a group situation and has three interconnected components that are relevant to the language classroom: “Acceptance anxiety Will I be accepted, liked, wanted?
Orientation anxiety Will I understand what is going on? Performance anxiety Will
I be able to do what I have come to learn?”
For acquisition to take place, the learner has to be able to absorb the appropriate parts of the input There can be “a mental block that prevents acquirers from fully utilizing the comprehensible input they receive for language acquisition” (Krashen,
1985, p.3) This block, called “ the affective filter”, might be because “ the acquirer is unmotivated, lacking in self-confidence, or anxious” (Krashen, 1985, p.3) The Affective Filter Hypothesis ascribes variation between learners to their psychological states If the filter is “ up”, comprehensible input cannot get through; if it is “ down”, they can make effective use of it In particular the reason why younger learners are better at L2 acquisition over the long term is that “ the affective filter gains dramatically in strength at around puberty” (Krashen, 1985, p.13) Older learners are cut off from proper access to comprehensible input by the increased strength of the filter In Krashen‟s words, “ comprehensible input and the strength of the filter are the true causes of second language acquisition”
(Krashen, 1982, p.33), one positively, one negatively
There are few, if any, disciplines in the curriculum which lay themselves open to anxiety production more than foreign or second language learning There is a great deal of vulnerability involved in trying to express oneself before others in a shaky linguistic vehicle It is possible in some cases that the methodology used can contribute to furthering anxiety With the grammar-translation method one might assume a reduction of the possibility of anxiety, since the learners have relatively little of themselves invested in the activities required However, with the advent of methods which focus on communication, and especially communication involving more personal aspects of one‟s being, such as feelings, if care is not taken to provide emotionally safe atmosphere, the chance for the development of anxiety provoking situations can increase greatly This is particularly true if at the same time the stakes involved are very high, such as academic settings, where the evaluation of the learner can conceivably have far-reaching consequences When anxiety is present in the classroom, there is a down- spiraling effect Anxiety makes us nervous and afraid and thus contributes to poor performance; this in turn creates more anxiety and even worse performance The feelings of fear and nervousness are intimately connected to the cognitive side of anxiety, which is worry Worry wastes energy that should be used for memory and processing on a type of thinking which in no way facilitates the task at hand (Eysenck 1979) Although it is a major obstacle to language learning, anxiety can be reduced
Learners may suffer from anxiety in relation to a number of aspects of the teaching- 1earning process; for example, about the language itself, about speaking in front of other learners, about the language class, about the behavior of their peers, about their standing in the competition with fellow learners, about taking tests, about the speakers of the language they are learning, etc The more anxious they are, the less well they believe they can perform Classroom anxiety became extreme for the student with the lowest proficiency Each class presented new challenges and the anxiety seemed to be debilitating It is helpful for teachers to understand the pressures felt by learners in the classrooms Foss and Reitzel suggested that knowledge and skills can best be dealt with through role play, drama, and oral interpretation Through performing the works of others, thoroughly rehearsed in terms of both verbal and non-verbal language, the students experience less communication anxiety than if they themselves must generate their own target language utterances
Listening as the most frequently used skill plays an important role in foreign language learning (Vogely, 1998) since through this channel learner is able to comprehend the information The importance of listening comprehension for achieving success in language learning has been emphasized by both instructors and students (Ferris & Tagg, 1996; Ferris, 1998) However, as Scarcella and Oxford
(1992) and Vogely (1999) stated anxiety can be highly provoked in listening comprehension context MacIntyre (1995) explained the reason for such an anxiety is that learners often worry about misunderstanding what they listen to and the fear of being embarrassed by interpreting the message wrongly (Chastain, 1979)
Research in foreign or second language learning has begun to show that anxiety directly undermines motivation and creates a negative affective response to the foreign language being studied (Gardner et al 1987) Therefore, addressing foreign language listening comprehension anxiety is fast becoming a priority in the classroom
Gonen (2009) mentioned that the authenticity of the listening text, incomprehensibility of the listening material and other external environmental factors such as noise and inaudibility can create anxiety among L2 learners
However Dunkel (1991) believes that those students who do not have the confidence might experience anxiety more In a study done by Vogely (1998), students reported the cause of their anxiety on being more concentrated on the nature of speed, level of difficulty, ambiguity, lack of visual support and lack of repetition Kim (2000) in her study analyzed foreign language anxiety scale and concluded that lack of confidence and being worried over listening are the main reasons of anxiety in L2 learners Moderate negative correlation between listening anxiety and listening proficiency was another finding of her study In another study conducted by Chang (2008) English learners‟ listening anxiety was higher than their speaking anxiety and this anxiety was more significant in testing situation rather than class environment
According to Scarcella and Oxford (1992), listening anxiety occurs when students feel they are faced with a task that is too difficult or unfamiliar to them This anxiety is exacerbated if the listeners are under the false impression that they must understand every word they hear Many learners believe that in order to be “good at a language they need perfect pronunciation, massive amounts of vocabulary, extensive grammar knowledge, overseas experience, and a natural aptitude for language before they even open their mouths (Horwitz1986) As a result, the anxiety that arises during the listening process often springs form what Joiner
(1986) calls a negative “listening self-concept,” that is, a low level of self- confidence in the area of listening
Gardner and MacIntyre (1995) show that the most negative element that influences the language performance is anxiety LC anxiety can undermine speech production because, in order to interact verbally, the listener must first understand what is being said Therefore, LC anxiety should not be ignored, but actively addressed
To date, there are numerous explanations on causes of listening anxiety identified by different researchers
Vogely(1998) documented the sources of foreign language listening comprehension (LC) anxiety using a student self- reported questionnaire She found four main sources of LC anxiety: 1) some characteristics of LC input, including nature of the speech, level difficulty, lack of visual support, and lack of repetition; 2) process- related aspects, including inappropriate strategies, lack of processing time, can‟t study LC, and can‟t check answers; 3) instructional factors, including lack of practice, “ the test thing” and uncomfortable environment; and 4) personal and interpersonal attributes, including fear of failure/ nervousness and instructors‟ personality
Kim ( 2000) recruited 235 Korean university EFL learners in order to examine the relationship between general foreign language and foreign language anxiety She found that a majority of Korean college EFL learners experienced foreign language listening anxiety, that listening anxiety include two factors: Tension and Worry over English listening and Lack of Self- confidence in listening Responses to open- ended questions and in interviews in the same study revealed that learners were nervous about the following: (a) the listening text ( speed, pronunciation, intonation, acoustic conditions, length of a listening text, level of vocabulary”, p.143), (b) the interlocutors ( gender or number of speakers, previous knowledge, learning style of the learner), and (c) the process of listening (“ the effectiveness or choice of listening strategies”, p.143)
2.1.4 Effects of foreign language anxiety (FLA) on listening comprehension
FLA is the “fear” or “apprehension” occurring when a student is required to perform in the second or foreign language Anxiety refers to an emotional state which can have both positive and negative influences, and which fosters and facilitates or disturbs and impedes learning (MacIntyre, 1995) Anxiety can harm learners‟ performance in many ways such as not participating in the activities or not using the language in public In contrast, it can be helpful in some ways such as keeping student alert and trying to make the necessary preparation beforehand for the learning activities
MacIntyre (1999) lists five major effects of anxiety on second/foreign language learning and performance First, academically, language anxiety is one of the best predictors of language proficiency since high levels of language anxiety are associated with low levels of academic achievement in second/foreign language learning The second effect is the social effect Learners with high anxiety level are not interested to take part in interpersonal communication with others Third, cognitively, anxiety can occur at any stage of language acquisition Anxiety can become an affective filter that prevents certain information from entering a learner‟s cognitive processing system Fourth, anxiety arousal can influence the quality of communication output as the retrieval of information may be interrupted when learners get anxious Finally, personally, language learning experience could, under some circumstances, become a traumatic experience This kind of unpleasant experience may dramatically disturb one‟s self-esteem or self-confidence as a learner (Crookall and Oxford, 1991)
2.2 Definition and the need of using videos in learning English in general and in learning listening skill in particular
Previous studies
In the context of Vietnam, especially in ULIS, there have been few studies on the use of video and on the effect of video-assisted instruction on students‟ listening competence Nguyen, M.T (2005) conducted a study titled “Design a Listening and
Speaking Syllabus Using Video for English Language Non-major at Pre- Intermediate Level.” In his study, he focused mainly on building up an appropriate syllabus with audio-visual aids to improve students‟ listening and speaking skills
He also embraced fundamental techniques and video activities in language classroom However, the syllabus he designed limited its scope to non-major students at pre-intermediate level with the purpose of improving listening and speaking skills The study was conducted on students of the above level in May School, at 36 Ly Thai To, Hanoi, where most teaching materials were aided with audio-video The method used in this study is qualitative including comments, remarks, comparisons and suggestions based on factual research, observation, experiences and discussion Although the findings and syllabus were valuable and practical in the context of language teaching and learning in Vietnam, there are still several limitations in this study Firstly, the subjects of the study were students from a school- a foreign languages center, who were totally different from university or college students in terms of classroom setting, English proficiency, linguistic competence as well as materials and teaching method applied by teachers
Secondly, the reliability of data collected was not sufficient as he did not present his questionnaires in the thesis, which might fail to depict the need analysis
Another thesis conducted by Bach, T., H., Y., (2009) studied on the effectiveness of video-assisted instruction on teaching listening for non-English majors at Phuong
Dong university This is quasi-experimental research in which the participants wee divided into two groups: the control (A) and the treatment (B) Both of the classes were second-year non-major students The results from pre-test showed that the listening competence in class A was better than class B However, after one semester applying video-assisted instruction to class B, the students‟ listening competence was better than those in class B who were not taught with video materials The only limitation of this study is its instrumentation The only instruments are pre-test and post-test whose validity and reliability are not high enough It is better if included other instruments such as journals or observation checklist
To sum up, I felt an urge to conduct an investigation on the use of video- assisted instruction on students at The THMC in listening class However, I only investigated on aspect of listening anxiety and exploited the impact of video on reducing students‟ listening anxiety
This chapter not only provides an overview of background to the study, including key concepts and theories relating to the research topic but also discusses previous studies of this field to reveal the research gap which needs filling These issues will be referred back in the next chapter.
METHODOLOGY
Action Research
In the literature, action research had been defined in many ways Corey (1953) defines action research as “a way in which teachers try to study their own problems scientifically, in an effort to evaluate, guide and correct their procedures” Looking at the effectiveness of action research, Tsui (1993) states that: “ Action research is a very effective way of helping teachers to reflect on their teaching and to come up with their own alternatives to improve their practice”
Grebhard and Oprandy (1999) define action research at two levels, the inside classroom level and the outside classroom level: “ At one level, action research is about teachers identifying and posing problems, as well as addressing issues and concerns related to the problem It is about working toward understanding and possibly resolving these problems by setting goals and creating and initiating a plan of action, as well as reflecting on the degree to which the plan work At another level, it can be about addressing educational practices that go beyond each teacher‟s classroom” (p.12 )
In the “ Longman Dictionary of Language Teaching and Applied linguistics”
Rechards and Platt give the following definition of action research:
“ Research which has the primary goal of finding ways of solving problems, bring about social change or practical action, in comparison with research which seeks to discover scientific principles or develop general laws and theories”
To sum up, action research is a kind of scientific study which is often carried out by a teacher or an educator in order to solve a practical problem in a classroom As it named, it focuses mainly on the actions both students and teachers So, it can solve the problems which are related to all actions and activities in a classroom The problems which are solved by action research are often practical and useful for teachers
3.1.2 Rationale for the use of an action research
As defined by Milss (2003:4), an action research is “ any systematic inquiry conducted by teacher researchers to gather information about the ways that their particular school operates, how they teach, and how well their students learn The information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment and on educational practices in generals, and improving student outcomes” Kemmis and Mc Taggart
(1988) identify three characteristics of an action research, which are: “carried out by practitioners”, “collaborative” and “aimed at changing things” A typical action research needs to go from one step to another Eileen Ferrance (2000, p.22) suggested an action research cycle as follows:
According to her cycle, the first step of an action research is to identify the problem
Then, data must be collected through means of interview, questionnaires, diary, etc
Next, the data is analyzed to find out problems The fourth step is to design a plan of action that will allow me to make a change and to study that change After the intervention has been carried out, it is the research‟s task to evaluate its effects in order to justify whether the intervention worked or not One of the most significant features of an action research is it is very situational, which means it appears to provide specific solutions to specific problems in each context While other types of researches focus on experimenting or testing a pre-assumed theory or concept, action research aims at “improving the situation” Therefore, it is very beneficial to the teaching and learning process
Action research in schools, colleges or universities solves everyday practical problems experienced by teachers, rather than the “theoretical problems” defined by non-teaching researcher It should be carried out the teachers themselves or by someone they commission to carry out for them
If the teacher was trained to conduct action research, he could solve his problems on his own or in collaboration with other teachers Tsui (1993) gave three reasons why a teacher needed action research:
To solve own problems in a scientific process and improve own practice
To adapt theory (findings of conventional research) to practice (own problems) Share the results of action research with other teachers
Moreover, action research was also for teachers‟ professional developments He would become a better teacher because he knew how to find out and solve his problems in teaching scientifically on his own This also showed his dynamic, activeness and imagination in his teaching
As stated in Chapter 1, the purpose of this study is to explore the extent to which the application of a video-based approach to teaching listening comprehension helps to reduce my own students‟ listening anxiety The research was conducted by me as a classroom teacher with my own students, and in my own classrooms The results of the study would be helpful to my own teaching and professional development
Hence, an action research approach is appropriate to the purpose and the nature of the study
The context of teaching and learning listening skill at THMC
Most students at THMC are non-English majors; therefore they are expected to be fluent in English communication They have 2 year course for studying English
The first year they are taught to get general background of English proficiency In the second year, students concentrate on English for special purpose relating nursing mainly
The learning materials for English non-major students in the first year are “New Head Way” A large number of students come from different parts and provinces of the country where English belittled, and they have opportunities to get a full access to the learning of four skills Consequently, this learning stage mainly focuses on the development of four skills in order to help students get a general background of English proficiency Four skills are focused in teaching English in our curriculum
In listening lesson, students listen to a text or conversation from radio After that they have to finish some tasks in the text book This method, from my point of view, do not bring good results, in contrast, it always make students stressful or anxious
The ESP materials are designed by the teachers of English from Foreign Language Department Most lessons in the textbook mainly focus on nursing And four skills are also focus and at the end of the course, the English proficiency levels of the students are expected to be advanced
ESP materials are not various for students In addition to the time constraint for listening, students do not have much chance for further practice Consequently, students at THMC face variety of problems with listening skill, one of which is their anxiety when they perform listening tasks.
Participants
The target population of this study is the English non-major students at intermediate at THMC but only 50 second-year students were chosen to take part in this study due to the fact that I taught this class very often, therefore it was convenient to carry out the plan The writer chose the participants because of the following reasons:
Firstly, The writer who is teaching during the first term and she recognizes that her students always worried about listening skill The writer can identify that problem through her observation during the first term she taught, through her survey questionnaire Secondly, second-year students were chosen because they had spent more than one year learning listening skill with traditional method by using audio- only material This point made it feasible for me to make some comparisons between two methods: the one with audio-only material and the one with the aid of video material Therefore, she could partly evaluate the effectiveness video material to her students‟ listening competence
Moreover, the third year students are busy with their subjects major in nursing
That is why it is very feasible to choose the second year students.
Classroom setting
In the class, in order to view the live streaming video coming from the teacher, a computer will be configured with a video projector This projector will allow the video stream to be presented on a large screen for the whole class to view The video steam must be viewed from one place due to the audio The computer connected to the projector will have 2 speakers that are fixed at two corners in the class The students sat in the class with 2 students in one table, no cabins and no headphones The teacher will guide students do the listening tasks and she will control all stages on her or his computer It means that the teacher has to prepare the video and save it in her or his computer Although cabins with headphones are not available because of poor facilities, this still keeps the interactions between the students and teacher to have good communication All students will listen as audio but with the use of video- assisted instruction.
Instruments
Four students were interviewed for approximately 10 or 15 minutes The interviews were made Vietnamese due to the preferences of all respondents The choice of language did not affect the reliability of the data; in contrast, it helps to avoid any misunderstanding between interviewees and interviewer The aims of using these interviews were to help I get the ideas, perception and evaluation from the students toward listening with video – assisted instruction The comments and opinions of the students are really helpful for me to self evaluate later and anticipate the problem and implement some modifications in teaching listening as well In addition, when reporting the data, this type of information can add credibility to the reports and vitality to the findings
Two questionnaires were designed and administered: one prior to the use of the videos in teaching listening comprehension and the other after the intervention
The purpose of the questionnaires was to collect information about the students‟ attitudes towards listening comprehension as well as their listening anxiety All the questions in the questionnaire were developed with reference to the data gained through the interviews as described in the previous section and the literature on listening anxiety
The pre-intervention questionnaire consists of three questions The first and the second questions ask about the students‟ attitude to listening skill and the third question is to seek the causes of listening anxiety
After the intervention, i.e., the application of the video-based approach to teaching listening comprehension, post-questionnaire which composed of twelve questions was administered to the students The purpose of this questionnaire was to obtain information about the students‟ attitudes and opinions about how much the use of videos in listening comprehension lessons helped to reduce their listening anxiety and to identify the changes in their attitudes towards listening comprehension
3.5.3 Diaries Elliot (1991) refers to the diaries as a valuable research tool as they can include
"observations, feelings, reactions, interpretations, reflections, hunches,explanations" of the students and the teachers, in other words as they include insights
(McDonough, 1994) In this study, the students were invited to write their own diaries about their reflections on the listening lesson they were taught The purpose of asking the students to write their own diaries is to gain more in-depth information about their perceived benefits of the video-based approach to teaching listening comprehension At the end of the research period, data analysis started with the analysis of the diaries This analysis, which was concerned with the diaries written by the students, consisted of three steps The first step was to read the diaries and to identify the most common feedback provided made by the learners The second step was to read all the diaries again and underline the parts reflecting the teacher‟s and students‟ statements about the effect of using video to reduce listening anxiety The third step was to analyze all the diaries according to comments in terms of the effect of using video to reduce listening anxiety.
Research procedure
The chronological steps of the study are summarized in five steps as follows:
Step 1: Initiation (Identify the problem)
During the first term of the school year, I recognized that my students felt tension in the listening classes They did not want to participate into listening activities and I seemed to be very worried to present the listening performance To understand more about this current situation, I had informal chats with the students in the free time or break time to gain understandings of their problems in listening Some students told me that they were very worried when learning listening They were afraid that they couldn‟t hear and understand anything Some others said that listening skill was the most difficult for them
Step 2: Preliminary Investigation (Collect data through a variety of means)
To confirm the problems, I gave the pre-questionnaire to fifty students in my class
It helps me to gain the students‟ attitude toward listening, how they are worried and the reasons of their anxiety
Step 3: Intervention (Devise strategies and innovation to be implemented)
Being aware of the benefits of video, I decided to choose some videos that appropriate to the content of the lessons and my students‟ level in order to apply in my listening lectures Moreover, I also used some listening activities and videos techniques to teach them with the hope that I will bring them a comfortable and effective atmosphere in listening class The criterion for selection was the activities and exercises that were appropriate to the students‟ proficiency And the videos were clear and practical Then I taught listening with videos in eight weeks
Each lesson lasted 45 minutes And the plan of action was as the table of subtitle 3.7
Step 4: Evaluation (Collect data and analyze it to work out the findings)
In order to identify the students‟ attitude after the training period, I already gave the post-questionnaire I also carried out an informal interview in order to investigate the changes more thoroughly Four students were selected to answer some questions All the interviews were conducted in Vietnamese so that participants could fully articulate their views without being constrained by the use of the second language The interviews were recorded, then transcribed and analyzed by the author
More importantly, I collected students‟ diaries to find out what they thought, how they reflected to the listening lessons with videos Collect all the data from the means of questionnaire, interview and diaries I analyze the data for findings and I gave the yield conclusion and suggestions for the further study based on the findings
After finishing the study, I shared the results with my colleagues to reconfirm the effectiveness of the study and justified some necessary information.
Research program
10 WEEK PLAN OF ACTION FOR IMPLEMENTING VIDEOS IN LISTENING CLASS
IN THE CLASS OUT OF THE CLASS
- Unit 8: Parts of the body
- Video: parts of the body Diary
- Video: Stages of giving birth Diary
- Video: Types of skin lesion Diary
- Video: Instruments in operating theatre Diary
- Collect the students‟ diaries Interview
The results of the study were based on data collected through interviews, questionnaires, diaries The stage of data collection happened during the second
The process of data collection was carried out in five main steps:
Step 1: The pre- questionnaire was conducted among the students to generate and reconfirm the problems the researcher identified before The delivery of pre- questionnaire was carried out at the beginning of the second semester of school year and post- questionnaire right after the final lesson finished
Step 2: Listening lessons using videos were administered to fifty students
Step 3: I randomized four students for interview
Step 4: I collected all diaries from students Through reading information students wrote, I can understand what they think about the lesson day by day, what has changed and what problems students get
Step 5: I classified and analyzed the data, information collected from interviews, questionnaires, diaries
Data were analyzed both quantitatively and qualitatively Most of the data obtained through the questionnaires were analyzed quantitatively in terms of the percentage while the diaries and interviews were analyzed qualitatively
In summary, in this chapter, I presented briefly the definitions of action research and gave some reasons for my choice The context of teaching listening skill to second year students at THMC is revealed Later, the chapter presents the method applied in the study, namely participants, research procedure, research program, instruments, the procedure of data collection and data analysis.
Data analysis procedure
Data were analyzed both quantitatively and qualitatively Most of the data obtained through the questionnaires were analyzed quantitatively in terms of the percentage while the diaries and interviews were analyzed qualitatively
In summary, in this chapter, I presented briefly the definitions of action research and gave some reasons for my choice The context of teaching listening skill to second year students at THMC is revealed Later, the chapter presents the method applied in the study, namely participants, research procedure, research program, instruments, the procedure of data collection and data analysis.
RESEARCH FINDINGS AND DISCUSSION
Possible explanations for the students‟ listening anxiety
All these factors are believed to be influenced on the students‟ anxiety in the listening lessons
Table 3: The causes of the students’ anxiety in the listening lessons From the table, we can easily to recognize that unfamiliar topic, the speed of the speech and speaker‟s pronunciation are the main factors that affect the students the
B The speed of the speech
F The times that the listening text is read
4% most 90% of the students are afraid of listening skill because of the speed of speech And 80% of them state that unfamiliar topic and the speaker‟s pronunciation make the anxious Nearly two third of the students stated that vocabulary was their reasons of their anxiety And 46% of the students felt anxious because of the times that the text listening is read Only one third of the students considered quality of the recorder as one of the causes of their anxiety It is can be easily seen from the table is that the minority (4%) gave the other factors One person wrote “ the listener‟s personality ” and the other said practicing habit affects listener‟s anxiety From the above result, I can know the main reasons of the students‟ anxiety in the listening lessons and this is useful remarks that help me to explore the impact of video on reducing her students‟ anxiety.
Changes in students attitude toward listening skill after using video
The aims of the post- questionnaire were to explore students‟ attitude to their listening skill after using videos in particular, to what extent the video material helped to reduce their listening anxiety This point would partly prove the use of video material in teaching listening skill effective or not All the survey questions were handed out to students who had accessed to video material in class All below are what they revealed
1 Do you like learning listening class using videos ?
Total yes, a lot yes, a little no others
Table 4: Students’ attitude toward listening after using video
From the table above, we can see there is a considerable change in students‟ attitude toward listening skill When being asked whether they like learning in listening class using video, a large ratio of the students responded „yes‟ which a positive sign It is very surprised that the percentage of the students voted for listening using videos went up to 98% in which 78% of them liked a lot and 20% of them like a little It is noticeable that nobody gave the answer “no” and only one student gave the other idea One student wrote in the diary that “I like learning listening when I understand the content of the listening text, I don’t like when it is difficult”
2 Do you feel anxious when you learn listening skill through videos ?
Total yes, a lot yes, a little no others
Table 5: Students’ anxiety in listening lesson using video
From the above table, we can see there are considerable changes in percentage of the anxious feelings of the students When learning listening skill through audio, 78% of the students felt anxious a lot while this percentage dropped suddenly down to only 4% after learning through videos 16% of them felt anxious a little and 12% of them chose the same answer after being taught through videos The prominent percentage in the two tables is the result of “ no” Respective percentage of the students (80%) gave the answer “ no” anxiety when using videos to learn listening skill while no one chose “ no” in the first table Two students specified the other answer, both of them said “sometimes they still worried and at another time is not”
Both of them gave the reasons of pronunciation and vocabularies of the listening text
The research findings from students‟ diaries, as reasoned by some students, the use of video not only encouraged them to listen better but also made them more enjoyable and interested One of the students wrote that the videos made the lesson less stressful and she felt as if time had been flying faster:
“It is the first time I listened with video- assisted instruction I felt the time of the listening lesson seem to be faster I recognized that my classmates were interested in They look at the screen with the wide- opened eyes They whispered to each other that it is better if every listening lesson has videos.”
Another student wrote about the benefits of the video for her vocabulary learning:
“Today, although I felt a little bit tired, I am still eager to listen and watch the videos about parts of the body It was interesting and real topic I could remember
Impacts of video- based instruction on reducing students‟ anxiety in doing
The students seemed to be happier when they were able to do the exercises or when they were able to understand the information in the listening text:
“I was really happy today because I heard very clearly from the video “fractures”
That is why when my teacher called me go to the board to do gab-filling exercise
Although the pronunciation in this video is quite fast, I gave a lot of correct answer thanks to the lively visual pictures in the videos”
“I prefer video-based materials because I can recall parts of videos due to the visual interaction, where I am forced to think out the meaning The videos allow me to witness, not calculate[i.e guessing] the meaning.”
While watching the video, the students paid more attention to the listening text and this helped their comprehension and memorization of the information better For example, below are two extracts from their diaries:
“Because I find learning with video kept me more focused and actively involved.”
“Because the video clips stick in my mind, learning with video helped me retain information.”
As it can be seen from the information above, video has greatly contributed to increasing students‟ interest in learning listening skill which was considered to be boring and difficult by many students
4.4 The impact of video- based instruction on reducing students’ anxiety in doing listening comprehension tasks
4.4.1 Video as a useful tool to solve the causes of the students’ anxiety
In a study done by Vogely (1998), students reported the cause of their anxiety on being more concentrated on the nature of speed, level of difficulty, ambiguity, lack of visual support and lack of repetition When I used the questionnaire to find the causes of her students‟ anxiety The previous result showed some main reasons such as: the topic is not unfamiliar, the speed of the speech, the speaker‟s pronunciation, and vocabulary To exploit the impacts of the videos on reducing the students‟ anxiety, four students were interviewed with the question “why do you think video can help you to reduce anxiety in the listening lessons?” Here are their answers:
Student 1 : For me, I am worried when I can not watch facial expression or actions of a person who is speaking That is why when I listen through videos I feel more comfortable
Student 2: My vocabulary is limited I am worried if the listening lesson has too many new words to me When listening through video, I can guess the meaning of some words based on the images
Student 3: Oh, The speed and pronunciation of the speaker are the factors that affect me the most Therefore, I think videos can partly reduce my anxiety because it is difficult to listen to but it is easy to watch
Student 4 : Oh, familiar or unfamiliar topics are sometimes not important to me when I learn with videos because I listen and I can see, so I can guess what I am listening to
These answers can prove the fact that some factors causing students‟ anxiety can be solved
4.4.2 Changes in students’ perceived learning (understanding and retention) and performance
Perceived learning in video- assisted instruction and audio-only was analyzed in terms of understanding and retention According to the result of survey questionnaire, the majority of students stated that videos help them to remember and comprehend much better while the rest said only a little Specifically, the figure in the bar chart showed the changes in percentage of students‟ retention and comprehension after using video
Two major trends emerged from the percentage of students‟ comprehension and retention before and after using video
In term of comprehension, it is apparent from the information supplied that the degree of the students‟ comprehension changed dramatically before and after using videos Before having intervention of videos, the largest respondents (50%) said they understand the listening texts a little and over one fourth (28%) students said they do not understand Nobody gave the answer “ very much” Only one student can understand the listening texts much and one fifth students comprehend at “ moderate” level In contrast, the percentage of the students‟ comprehension increased remarkably after using videos 4% of the students can understand a little and no one is not able to comprehensible about the listening texts A half of the students (50%) said it is easier to get information based on the context Over a quarter students (26%) can understand very much The moderate degree of the students‟ comprehension before and after using videos is the same In short, the total of the students understand the listening texts with videos are much more than the ones learn listening without videos
0 10 20 30 40 50 60 very much much moderate a little not at all Degree of students'comprehension p e rc e n ta g e o f s tu d e n ts before using video after using video
Figure 1: Change in percentage of students’ comprehension after using video
In term of retention, the proportion of the students‟ retention using videos gave a positive sign Comparing the information in the bar chart, we can recognized the fact that videos can make the listening texts to be more memorable Before using video, just over two third (68%) of the students remember the listening texts a little and just under a quarter students (24%) remember moderately And the minority (from 2% to 4%) can be able to remember very much or much and even “ nothing”
On the contrary, the number of students can remember the listening texts rose considerably after videos being applied: fifteen times with “ very much” degree, ten times with “ much” degree Only 4% of the students remember a little and nobody
0 10 20 30 40 50 60 70 80 ve ry m uc h m uc h m od er at e a lit tle no t a t a ll Degree of students'retention percentage of students before using video after using video
Figure 2: Change in percentage of students’ retention after using video
From the data above- analyzed, we can conclude that most of the participants perceived that the video learning was more comprehensible and memorable than audio only in terms of remembering and understanding
4.4.3 Students’ preference in doing listening activities
Table 6: Students’ preference in doing listening activities
There are a lot of activities I used in the listening lessons The activities in the table are what I carried out very often and I recognized these activities are useful and suitable to my students‟ level Through the information in the table, we can see that the majority (80%) voted for the “word- recognizing” activity It can be easily to understand that this type of activity is quite easy because the words were given and some of them were taught in the pre- listening I gave this exercise first to motivate and encourage them to welcome the listening lesson The next exercises that the students like are multiple- choice and true- false forms 72% of the students enjoy multiple choice questions that the teacher designs This type of question is at intermediate level and the degree of the question is from easy to difficult And 68% of them like true- false Added to this, two third of the students like to do matching questions Only one student (2%) gave the answer “ no comment ”
The findings from the students' diaries revealed that tasks exploited from videos encouraged students‟ performance All the participants gave positive feedback on tasks used in class Although students were not directed to focus on tasks in diaries, they only preferred to write about what they feel after the lesson and what activities they like performing in the listening lessons and their satisfaction for having active language lessons As Lightbown and Spada (1993) mention, some learners feel the need to add physical action to their learning Most of the students like listening tasks and they indicated the activities they like joining in About two third of the students like the exercises that the teacher gave They express their feelings that they satisfy with the lessons And most of them like the word-recognizing, multiple- choice, true- false and matching activity This result is matched with what
Four students who were interviewed also gave positive answers One of them said that “I like the teacher’s activities in the listening lessons They are useful and help me to understand the content of the lesson more.” The three enjoy word recognizing form They supposed that it encourages them to take part in listening activities
Through the information analyzed, I can see the students‟ participation in my lessons and I can know the effectiveness of my activities on reducing students‟ anxiety as well
4.4.4 Students’ preference toward video techniques used by the teacher in listening lessons
C Silent – Viewing ( vision on/ sound off )
Table 7: Students’ preference toward video techniques used by the teacher in listening lessons
All these video techniques were used by the teacher in the listening lessons The table indicates the video techniques used by the teacher and percentage that the students‟ support It is evident that the large percentage (82%) like the pausing- predicting technique when using video It is quite reasonable because this way always encourage the students‟ imagination and curiosity Basing on the images, the situations and some actions, they are willing to guess what is going to happen next
CONCLUSIONS
Major findings and discussion of the research
Overall, the present study investigated thoroughly the use of videos to reduce students‟ anxiety in listening lessons at THMC Through the critical analysis of the instrumentation, significant results could be put forward as follows:
Firstly, there are apparent changes in students‟ attitude toward listening skill after using videos Generally, the majority (78%) like the listening lessons using videos very much while 58% of the students dislike this skill before videos were applied
Moreover, the students‟ anxiety scale reduced remarkably Respective percentage (80%) of the students feel more comfortable in listening lessons and only the minority were still worried because of their weakness Through the interviews and the students‟ diaries, the result becomes brighter with many positive signs Most of the students express their liking and willing with the listening lessons using videos
Added to this, they also supposed that videos always bring them a practical, comfortable and interesting atmosphere
Secondly, the extent to which the use of videos reduce students‟ anxiety in doing listening comprehension tasks was exploited through the interview, the students and the teacher‟s diaries These reliable instruments help me to understand more about what listening activities are useful, how the students participate in these listening tasks and whether the actions work or not As the findings, the majority vote for the teacher‟s listening activities and teacher‟s video techniques Most of the students are eager and excited to participate into her listening activities It means that the students‟ anxiety reduced a lot compared with the lessons before Therefore, I can conclude that her listening tasks can reduce students‟ anxiety in some extents of listening tasks I assigned
Prominently, students‟ evaluation toward learning listening skill through videos, their perceived learning and performance changed significantly Compared with audio- only class, all of them declared their favor for the use of video in listening lessons In relation to students‟ attitude, almost all of the respondents (90%) believed that it is very important and important to be used in the class Similarly, more than a half of the students assessed the video was exploited in class was very effectively Concerning the matter of understanding and retention, it an be concluded that most of the participants perceived that the video was more understandable and memorable than audio- only After using video, the proportion of students can comprehend and remember better the content of the lesson increased considerably More importantly,the percentage of comprehending and remembering a listening text is much higher than that in audio- only version.
Conclusion
From the main findings, I finally arrive at the following conclusions : Firstly, video can change the students‟ attitude toward listening skill The students state video can bring them the interest, motivation and lead them into a comfortable and practical environment
Secondly, video can solve some problems related to the students‟ anxiety effectively Thanks to some advantages of video such as clear, lively and practical visual images, the students can avoid their anxiety like speed of the speaker, pronunciation or unfamiliar topics Through the proportion of the students‟ participation into listening activities and some remarks about the video techniques used by the teacher, it can prove that students‟ anxiety was reduced remarkably and the students were willing with the lessons using videos
Thirdly, increasing retention and understanding the content of the lessons are also an important aspect of videos that attracts the students‟ attention and interest That is why students stated that video is very effective and important in the listening lessons
Through these information, we can easily understand the impacts of video on reducing students‟ anxiety and we can recognize the study work or not.
Objective revisited
Through this paper, I would like to reconfirm a strong statement that listening plays a very important role in the process of teaching and learning English It, therefore, needs to be taught and studied carefully With an action research on using video as to reduce students‟ anxiety in listening lessons, I do not want to find out new application of video in teaching English as it is no longer new I focused on investigating the effectiveness of video material in my real teaching situation and evaluate whether the use of videos change students toward listening skills and to what extent the use of videos reduce students‟ anxiety in doing listening comprehension tasks and impact of video toward students‟ listening learning From that I could reconfirm the results of previous studies which were also about the benefits of using video in teaching listening.
The limitations of the research
The following limitations are offered in regard to this study:
Firstly, this study involves administering the video listening materials for only 45 minutes per week As a result, the treatment may not be strong enough to have significant effect on the dependable variables
Secondly, the instruments exploited to conduct the research consisted of only questionnaire, interview, diaries but not the other teacher‟s observation checklist or post- tests for the students Therefore, it is not exactly clear whether their changed attitude helps them to study listening comprehension better This could lead to a shortcoming that the validity and reliability of the instrumentation is not high
Thirdly, this study has minor technical problems that may influence the results The preparation of lesson using video is very time-consuming Teachers have to spend a rather large amount of time on selecting and processing video materials The quality of streaming video and audio can be also a limitation for learners who are becoming more accustomed to the quality of high-definition television These technical problems may be a factor that results in the learners having a bad impression about video materials Therefore, these types of technical problems need to be anticipated and resolved
Finally, not all teachers of English are able to deal with video editing like cutting, recording, or making a video clip suitable for their listening lessons This kind of work requires teachers to master some kinds of computer software ICT competence seems to be hindrance to some teachers who want to have the application of technology in general and video in particular in their teaching.
Suggestion for further studies
As indicated in previous chapter, the findings of this study show positive effect on students‟ attitudes to listening comprehension, however, we can not confirm exactly whether their changed attitude helps them to study listening better This question will be addressed in the next cycle of this action research where a post-test research design will be used to measure the correlation between the video-assisted instruction and students‟ comprehension performance Basing on this measure, I wish to conduct further study which will exploit the effectiveness of video on improving students‟ listening comprehension
In addition, apart from listening, video material can be applied in speaking, reading or even writing skill Specially, when there is a combination into pairs like listening and speaking, the application of video can be rather feasible Consequently, English teaching and learning will be more effective, interesting and motivating for both teachers and students
In conclusion, this study was attempt to investigate the impacts of video on reducing students‟ anxiety in the listening lessons to some extent at THMC In spite of unavoidable short-comings, it is believed that the development of this research has obviously been successful and going in the right direction by combining of theoretical and practical study The findings of the study are surely of positive contribution to my own situation in teaching listening skill as a foreign language at THMC, helps the author to answer two research questions and confirm the value of listening lessons with videos However, there were still some problems that needed to be carefully solved to make the topic better in further research
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1 http://www.careflash.com/video/
2 http://www.youtube.com/watch?v5GPwAS4k
3 http://www.youtube.com/watch?v)V58eLo6n0
APPENDIX 1 Pre – questionnaire for second-year English non- major students
This questionnaire is designed for my research into: “ Using video to reduce students’ anxiety in listening lessons - An action research at Thanh Hoa Medical College.” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you for your cooperation!
1 Do you like learning listening through audio-only version ?
2 Do you feel anxious when learning listening skill with audio ?
3 In your opinion, what are some of factors contributing to students‟ listening anxiety?
( you can choose more than ONE option)
A The topic is not unfamiliar
B The speed of the speech
F The times that the listening text is read
Câu hỏi điều tra này điều tra này nhằm vào mục đích nghiên cứu: “Sử dụng băng hình làm giảm sự lo lắng của sinh viên trong giờ học nghe - Một nghiên cứu hành động tại trường Cao Đẳng Y Tế Thanh Hóa.” Sự giúp đỡ của bạn trong việc hoàn thành cuộc điều tra này được đánh giá rất cao Tất cả những thông tin bạn cung cấp chỉ phục vụ cho mục đích nghiên cứu Cảm ơn về sự cộng tác của bạn!
1 Bạn có thích học kỹ năng nghe không ?
2 Bạn có cảm thấy lo lắng khi học nghe không?
3 Theo bạn, những yếu tố nào trong những yếu tố sau gây ra sự lo lắng cho sinh viên trong giờ học nghe ? ( Bạn có thể chọn HƠN MỘT đáp án)
A Chủ đề không quen thuộc
B Tốc độ của người nói
C Sự phát âm của người nói
E Chất lượng của băng đĩa
F Số lần bạn được nghe
APPENDIX 2 Post – questionnaire for second- year English non- major students
This questionnaire is designed for my research into: “ Using video to reduce students’ anxiety in listening lessons - An action research at Thanh Hoa Medical College.” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you for your cooperation!
1 Do you like learning listening class using video?
2 Do you feel anxious when you learn listening with videos?
3 What listening activities do you like participating?
( you can choose more than ONE option)
4 What video techniques used by the teacher do you like ? ( you can choose more than ONE option)
C Silent viewing ( vision on/ sound off)
5 Is it easier to comprehend and remember from video than from cassette record?
6 How much do you remember a listening text in audio-only instruction ?
7 How much do you think remember a listening text in video – assisted class?
8 How much do you think understand a listening text in audio-only instruction ?
9 How much do you think understand a listening text in video – assisted class?
10 Do you think it is easier for you to interpret the information based on the context ( place, setting, )
11 What is your opinion about the way video is exploited in your class?
12 What do you think about the importance of using video in listening class?
Câu hỏi điều tra này điều tra này nhằm vào mục đích nghiên cứu: “Sử dụng băng hình làm giảm sự lo lắng của sinh viên trong giờ học nghe - Một nghiên cứu hành động tại trường Cao Đẳng Y Tế Thanh Hóa.” Sự giúp đỡ của bạn trong việc hoàn thành cuộc điều tra này được đánh giá rất cao Tất cả những thông tin bạn cung cấp chỉ phục vụ cho mục đích nghiên cứu Cảm ơn về sự cộng tác của bạn!
1 Bạn có thích học kỹ năng nghe qua băng hình không?
2 Bạn có cảm thấy lo lắng khi học nghe có sử dụng băng hình không?
3 Bạn thích tham gia những hoạt động nào trong giờ học nghe ? ( Bạn có thể chọn hơn MỘT đáp án )
C Chọn câu trả lời đúng hay sai
4 Bạn thích những kỹ thuật sử dụng băng hình nào của giáo viên ? ( Bạn có thể chọn hơn MỘT đáp án )
A Dừng lại và miêu tả
C Chỉ xem ( tắt âm thanh)
E Quan sát và ghi lại
5 Bạn có thấy học nghe qua băng hình dễ hiểu và dễ nhớ hơn nghe qua cassette không?
6 Mức độ hiểu của bạn như thế nào khi nghe một bài nghe qua casette?
7 Mức độ hiểu của bạn như thế nào khi nghe một bài nghe có sử dụng băng hình?
8 Mức độ nhớ thông tin của bạn như thế nào sau khi bạn nghe qua cassette ?
9 Mức độ nhớ thông tin của bạn như thế nào sau khi bạn nghe có sử dụng băng hình?
10 Những hình ảnh (địa điểm, sự việc, hành động ) trong băng hình có làm bạn dễ hiểu hơn không ?
11 Bạn đánh giá hiệu quả sử dụng băng hình trong giờ học nghe như thế nào?
12 Bạn đánh giá tầm quan trọng của việc sử dụng băng hình trong giờ học nghe như thế nào?
1 Do you feel anxious in the listening lessons ?
2 Do you like learning listening in video-assisted instruction rather than in audio-only version ?
3 Does your anxiety reduce when you learn listening skill through videos ?
4 Why do you feel less anxious when you learning listening through video ?
5 What activities in the listening lesson do you like participating ?
6 Does the teacher‟s video techniques satisfy you? what techniques do you like the most?
1 Bạn có lo lắng khi học nghe không ?
2 Bạn thích học nghe qua băng hình hay băng cát-xét hơn ?
3 Khi học nghe qua băng hình bạn có thấy giảm đi sự lo lắng không ?
4 Tại sao khi nghe qua băng hình làm bạn giảm bớt đi sự lo lắng?
5 Bạn thích tham gia những hoạt động nào trong giờ học nghe?
6 Kỹ thuật sử dụng băng hình của giáo viên có làm bạn hài lòng không ? Bạn thích những kỹ thuật nào ?
1 Do you feel anxious in the listening lessons ?
I don’t know why I am always afraid of listening lessons I feel the time of listening lesson lasts too long Especially when I meet some new words I always try to guess what they mean and forget all other things
2 Do you like learning listening in video-assisted instruction rather than in audio- only version ?
Of course, listening with video materials is more interesting
3 Does your anxiety reduce when you learn listening skill through videos ?
I think, I sometimes feel anxious when listening with videos Of course, if the topic of the listening text is too difficult, I am still worried However, it is not as much as when
I listening through audio- only version
4 Why do you feel less anxious when you learning listening through video ?
For me, I am worried because I can not watch facial expression or actions of a person who is speaking That is why when I listen through videos I feel more comfortable
5 What activities in the listening lesson do you like participating ?
I like doing the word- recognizing exercises The teacher organizes this activity very effectively Many students in my class want to take part in
6 Do the teacher’s video techniques satisfy you? what techniques do you like the most?
Yes, I like a lot I like watching, pausing and then describe what happens in the video
Thank you very much for your cooperation !
1 Do you feel anxious in the listening lessons ?
In fact, I am always worried when learning listening I am tension because I am afraid that I can not hear the important information If I can’t catch that information I can not do the listening tasks
2 Do you like learning listening in video-assisted instruction rather than in audio- only version ?
Oh, I think listening with visual symbols is more exciting
3 Does your anxiety reduce when you learn listening skill through videos ?
Oh, very much When I listen with video, I am eager to look what happens in the video
4 Why do you feel less anxious when you learning listening through video ?
My vocabulary is limited I am worried if the listening lesson has too many new words to me When listening through video, I can guess the meaning of some words based on the images
5 What activities in the listening lesson do you like participating ?
In my opinion, I supposed that the tasks that I was assigned were useful The activity I like the most is listen and identify the setting It stimulate my creativeness I like listening and matching exercises
6 Do the teacher’s video techniques satisfy you? what techniques do you like the most?
Wonderful! I like pausing and guessing It stimulates my imagination
Thank you very much for your cooperation !
1 Do you often feel anxious in the listening lessons ?