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i VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tƣ liệu nghe-nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M.A Minor Thesis Field : English teaching methodology Code : 60 14 10 Hanoi - 2010 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ii VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tƣ liệu nghe-nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M.A Minor Thesis Field : English teaching methodology Code : 60 14 10 Supervisor: Nguyen Thi Thom Thom, M.A Hanoi - 2010 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com i VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tƣ liệu nghe-nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M.A Minor Thesis Field : English teaching methodology Code : 60 14 10 Hanoi - 2010 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ii VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tƣ liệu nghe-nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M.A Minor Thesis Field : English teaching methodology Code : 60 14 10 Supervisor: Nguyen Thi Thom Thom, M.A Hanoi - 2010 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com v TABLE OF CONTENTS DECLARATION i AKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES AND CHARTS iv TABLE OF CONTENTS v PART A INTRODUCTION Rationale of the study Aims of the study P.1 P.2 Scope of the study P.2 Method of the study Design of the study P.3 P.4 PART B DEVELOPMENT CHAPTER I LITERATURE REVIEW 1.1 Speaking and speaking skills P.5 1.1.1 Speaking P.5 1.1.2 Speaking skills P.5 1.2 Materials P.6 1.3 Audio-visual Materials P.7 1.3.1 Definitions P.7 1.3.2 Classification P.7 1.4 The effect of audio-visual materials on learning English and P.8 learning speaking skills 1.5 Review of previous studies P.12 CHAPTER II THE STUDY 2.1 Participants P.14 2.2 Instruments P.15 2.2.1 Questionnaire P.15 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vi 2.2.2 Pre-test and post-test design P.15 2.2.3 Observation P.15 2.3 The procedure of collecting the data P.16 2.3.1 Pre-test and Post-test P.16 2.3.2 Questionnaire P.16 2.4 The procedure of analyzing the data P.17 CHAPTER III RESULTS AND DISCUSSION 3.1 Results P.18 3.2 Further discussion P.26 3.2.1 Students’ awareness of the effects of audio-visual materials through P.26 questionnaire 3.2.2 Students’ performance in pre-test and post-test P.27 3.3 Recommendation P.30 PART C CONCLUSION Review of the study P.32 Application of the study in English language teaching P.32 Limitations of the study P.33 Recommendation for further study P.34 REFERENCE P.35 APPENDIX I APPENDIX - Survey questionnaire I APPENDIX - The scores of pre-test II APPENDIX - The scores of post-test IV APPENDIX - Topics for pre-test and post-test VI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iv LIST OF TABLES AND CHARTS Table 1: Audio-visual materials are helpful for the students’ speaking-practice p.18 Table 2: Audio-visual materials help improve the students’ pronunciation p.19 Table 3: Audio-visual materials help the students recall and use vocabulary better p.19 Table 4: Audio-visual materials help the students reduce grammatical mistakes p.20 Table 5: Audio-visual materials help the students’ speaking become more fluent p.21 Table 6: The students feel enjoyable with a speaking lesson illustrated by sound and p.21 images Table 7: Audio-visual materials distract the students from practicing speaking skills p.22 Table 8: The quality of sound and image is good p.23 Table 9: The results of pre-test and post-test are analyzed by SPSS 10.0 p.24 Table 10: The collective figures from the questionnaire p.26 Chart 1: The final scores of pre-test and post-test p.26 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A INTRODUCTION Rationale of the study English has become a world language It is the world‟s most widely spoken language and the common means of communication between the people of different nations There is no doubt that the process of teaching and learning language has recently experienced great changes by the continuous efforts of teaching forces and the support of new teaching methodology Nowadays, only “talk and chalk” is not enough for teaching and learning process Skilled crafts-man usually chooses his tools with care in order to accomplish certain tasks A teacher of English like a skilled crafts-man needs a teaching medium: especially when the process of teaching and learning English happens between non-native teachers and non-native learners Both will widely get benefits from the application of good materials Such materials will make the teacher teaches less and the learner learns more They will also enable students to listen, speak, read and write the foreign language well The role of materials in English-teaching process is indispensable, especially the implementation of audio-visual materials As a teacher of English at a lower secondary school, I realize that audio-visual materials are useful for teaching speaking-skill, an important productive skill in oral mode A learner cannot master language if there is a lack of creating communication in that language as Nunan (1991) wrote, "success is measured in terms of the ability to carry out a conversation in the (target) language” In other words, learning the language is as learning how to speak the language – the fundament to human communication Because of the importance of speaking skills, teaching speaking must reach the aim to make students dominate the process of learning speaking with personal activeness and creativeness However, the real speaking periods at my school show the students‟ hesitance to communicate in English for their shyness or the shortcoming in pronunciation, vocabulary, grammar, etc The speaking periods cannot stir the students‟ learning inspiration Both teacher and students feel tired of such boring periods Consequently, my students‟ speaking results are not good Facing such a worrying situation, I use audio-visual materials in teaching speaking to expect a change Fortunately, the speaking periods become more enjoyable with students‟ active and self-confident participation In my point of view, Audio-visual materials are lively illustrations and a diverse source of information supporting the students‟ speaking-practice Therefore, in this LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com writing I would like to conduct a research on the effect of using audio-visual materials to improve lower secondary students‟ speaking skills There are two benefits expected from this study Theoretically, it gives out useful references for further research on using audiovisual materials to develop lower secondary students‟ speaking skills Practically, the result of this research will suggest new directions for exploiting the effects of audio-visual materials to improve the quality of teaching English, especially the quality of teaching speaking The effect of using audio-visual materials on improving lower secondary students‟ speaking skills is investigated in this writing Although this is only the personal writer‟s study for limited time on certain participants, not all students of all lower secondary school, the findings and results still assure the objectivity of research process or at least, they are also beneficial to the writer‟s applying audio-visual materials in teaching speaking skills for lower secondary students Aims of the study The aims of this study are as follows: + Review the implementation of audio-visual materials to improve lower secondary students‟ speaking skills + investigate the effective ways to exploit audio-visual materials to improve lower secondary students‟ speaking skills To obtain the above aims, three research questions are addressed: - What are the benefits of using audio-visual materials to improve lower secondary students‟ speaking skills? - What are the limitations of using audio-visual materials to improve lower secondary students‟ speaking skills? - Is it effective to use audio-visual materials to improve lower secondary students‟ speaking skills? Scope of the Study Materials are very important with the existence in the form of textbooks, video and audio tapes, computer software, and visual aids, etc As the Allwright's point of view, textbooks are too inflexible to be used direct or Swales (1980) contends that any given course-book will be incapable of catering for the diversity of needs which exists in most language classrooms while the effect of audio-visual materials are confirmed by many researchers LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com In the words of Edgar Dale (1946) “Because audio-visual materials supply concrete basis for conceptual thinking, they give rise to meaningful concepts enriched by meaningful association, hence they offer the best antidote for the disease of verbalism.” From my real experience in teaching, audio-visual materials can reduce some difficulties in teaching speaking, which cannot be done by other types of materials like textbook Therefore, in this writing I would like to explore the effect of audio-visual materials, more specifically the effect of audio-visual materials in the range of improving speaking skills, not listening, writing, or reading skill The actual teaching proves that these basic skills go hand-in-hand with mutual impacts in the language-learning process and audio-visual materials put their effects on teaching and learning all these skills However, due to the limitation of time and the foremost need of improving speaking skills for students at my school, this thesis only focuses on the use of audio-visual materials to improve lower secondary students‟ speaking skills Method of the Study To address and explore the research questions, qualitative and quantitative method (Witte, R S & Witte, J.S (2009) for one questionnaire and a pre-post test are exploited The questionnaire consisted of eight items related to the research problems stated above It is worth mentioning that the questionnaires contained close-ended questions serving targets to find out the benefits and limitations of audio-visual materials in improving lower secondary students‟ speaking skills The pre-post testing including a pre-test and a post test is carried out at the beginning of pilot teaching process with audio-visual materials and at the end of the process after months A comparison between the result of pre-test and post-test is useful for teacher to control students‟ progress during teaching process Questionnaire and pre-post test are conducted to investigate the effect of using audio-visual materials to improve lower secondary students‟ speaking skills However, due to the limitation of time, I cannot conduct the study with all lower secondary students I just choose a class with 40 students of grade as one sample The students of this class are my selection because they have some-year experiences in learning English to compile a necessary amount of vocabulary and basic communicative factors The pre-test and posttest are conducted in the same way with the same oral topics The tested students are divided into groups of five to take different topics for oral test The different results of LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 28 100% 80% to 4.99 to 6.49 6.5 to 7.99 to 10 60% 40,0% 40% 32,5% 30,0% 32,5% 22,5% 20% 20,0% 15,0% 7,5% 0% PRE-TEST POST-TEST However, in terms of criteria, the change between the result of pre-test and that of post-test needs complex explanation We look at table again: Pronun Vocab Grammar Fluency Compre- Total hension pre- post pre- post pre- post pre- post pre- post- pre- post- test -test test -test test -test test -test test test test test mean 1.34 1.49 1.41 1.19 1.33 1.29 1.38 1.38 1.48 6.45 7.09 D2 6.07 3.31 3.82 6.72 5.40 5.11 4.13 4.13 3.42 116.65 80.94 0.39 0.28 0.31 0.41 0.37 0.36 0.33 0.33 0.3 1.73 1.44 Sd (standard deviation) 1.3 5.1 0.3 Variance of 0.006 0.005 0.007 0.006 0.005 0.13 0.077 0.07 0.084 0.077 0.07 0.36 difference Square root of variance of LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 29 difference t-value 1.95 1.04 1.7 1.29 1.43 1.78 p p0.1 p0.1 p
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