Using english cartoons to enhance listening comprehension of children at cefalt m a

VIETNAM NATIONAL UNIVERSITY - HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE USING ENGLISH CARTOONS TO ENHANCE LISTENING COMPREHENSION OF CHILDREN AT CEFALT A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By TRAN NGOC BICH NGAN Supervised by NGUYEN DINH THU, Ph.D HO CHI MINH CITY, JULY 2019 VIETNAM NATIONAL UNIVERSITY - HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE USING ENGLISH CARTOONS TO ENHANCE LISTENING COMPREHENSION OF CHILDREN AT CEFALT A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By TRAN NGOC BICH NGAN Supervised by NGUYEN DINH THU, Ph.D HO CHI MINH CITY, JULY 2019 i STATEMENT OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: USING ENGLISH CARTOONS TO ENHANCE LISTENING COMPREHENSION OF CHILDREN AT CEFALT in terms of the statement of the requirements for the Thesis in Master’s program issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institutions Ho Chi Minh City, July 2019 TRẦN NGỌC BÍCH NGÂN ii RETENTION AND USE OF THE THESIS I hereby state that I, Tran Ngoc Bich Ngan, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the University relating to the retention and use of Master’s theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of the thesis Ho Chi Minh City, July 2019 TRẦN NGỌC BÍCH NGÂN iii ACKNOWLEDGEMENTS I would like to firstly express my greatest gratitude to my supervisor Prof Nguyen Dinh Thu for his supportive, generous and professional comments for my work and his extreme patience to my slow process I am really grateful when he could give me plenty of useful and invaluable advice and knowledge along my research journey He has encouraged me whenever I got into trouble and was stuck with my current thesis Sometimes I rushed around for work and he pulled me back, and reminded me a lot to complete my thesis I really appreciate what my supervisor has done for me Without his guidance and care, I could not complete my thesis My thanks also go to my children, all of my students at CEFALT, who had done the experiment with me and gave me their cooperation and kindness I can never forget their smiles and willingness when being asked for help from me I also want to say thank you to all of my close friends who are even living in the opposite side of the world but were always generous to me and gave me enthusiasm whenever I needed as well as who were always with me, giving me their time, listening to me and encouraging me when I got stressed during my entire period of studies Finally, I am deeply indebted to my parents who always tolerated me, continuously supported me, gave me many delicious foods and have done all of the household chores for me during the time I was busy with the current study Thanks for their love and support in all my life iv TABLE OF CONTENTS TITLE PAGE i STATEMENT OF ORIGINALITY ii RETENTION AND USE OF THE THESIS iii ACKNOWLEDGEMENTS iv TABLE OF CONTENTS .v LIST OF ABBREVIATIONS ix LIST OF TABLES x LIST OF FIGURES .xi ABSTRACT xii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Context of the study 1.3 Research aims 1.4 Research questions 1.5 Significance of the study 1.6 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 10 2.1 Teaching listening comprehension 10 2.1.1 Defining listening comprehension 10 2.1.2 Types of listening 12 2.1.3 Listening processes 13 2.2 Children as language learners 14 v 2.2.1 EFL learning environment .14 2.2.2 Personal characteristics of children learners 15 2.2.3 The trait of children’s learning 16 2.2.4 The trait of children’s language learning 17 2.2.5 Orientation of language teaching for children 18 2.3 Teaching listening comprehension to children learners 19 2.3.1 The value of the teaching of listening to children 20 2.3.2 The principles of the teaching of listening to children 20 2.3.3 Listening activities applied for children 22 2.3.4 Applicable listening process of children 23 2.3.5 Stages of teaching listening to children 24 2.4 English cartoons and children learners 26 2.5 Teaching listening to children with the use of cartoons 28 2.5.1 Teaching approaches 29 2.5.2 Criteria of choosing appropriate cartoons to be used 31 2.6 Empirical research on the use of English cartoons in teaching for children 32 2.7 Summary 39 CHAPTER 3: METHODOLOGY .41 3.1 Research design 41 3.2 Site of the research 43 3.3 Participants .44 3.4 Research materials and instruments 45 3.4.1 Cartoons 46 vi 3.4.2 Tests .46 3.4.3 Interview 48 3.4.4 Observation 50 3.5 Data collection procedure 51 3.6 Data analysis procedure 52 3.7 Summary of the chapter 54 CHAPTER 4: RESULTS AND DISCUSSION 55 4.1 Data analysis 55 4.1.1 Children’s improvement on listening comprehension 55 4.1.1.1 Analysis of pretest scores 55 4.1.1.2 Analysis of post-test scores 57 4.1.1.3 Analysis of interview and observation 61 4.1.2 Children’s attitude towards the use of English cartoons in the classroom 64 4.1.2.1 Children’s perception and preference for use of cartoon in the classroom in general 65 4.1.2.2 Children’s perception and preference for use of cartoon in the classroom in terms of speed and vocabulary .68 4.1.2.3 Children’s perception and preference for the activities following the use of English cartoons 70 4.1.2.4 Children’s expectations and suggestions for further use of English cartoons 73 4.2 Discussion of the results 76 4.3 Summary 78 vii CHAPTER 5: CONCLUSION .80 5.1 Summary of findings 80 5.2 Conclusion 82 5.3 Implications 84 5.4 Limitations of the study 86 5.5 Recommendations for further studies 87 REFERENCES .88 APPENDICES .97 APPENDIX 1: TEACHING NOTES OF A LESSON 97 APPENDIX 2A: EXAMPLE OF PRETEST AND POST-TEST 106 APPENDIX 2B: MARKING KEY AND TAPESCRIPTS FOR PRETEST AND POST-TEST 108 APPENDIX 3A: INTERVIEW QUESTIONS: ENGLISH VERSION 109 APPENDIX 3B: INTERVIEW QUESTIONS: VIETNAMESE VERSION 110 APPENDIX 4: OBSERVATION NOTE-TAKING FORM 111 APPENDIX 5: EXAMPLE OF INTERVIEW TRANSCIRPT 112 APPENDIX 6: PRETEST AND POST-TEST SCORES .114 APPENDIX 7: EXAMPLE OF OBSERVATION 115 viii LIST OF ABBREVIATIONS CEFALT: Center for Foreign Affairs and Languages Training in HCMC CEFR: Common European Framework of Reference ELT: English Language Teaching EFL: English as a Foreign Language ESL: English as a Second Language IELTS: International English Language Testing System KET: Key English Test SPSS: Statistical Package for the Social Sciences TOEIC: Test of English for International Communication TPR: Total Physical Response VAK: Visual Auditory Kinesthetic YLE: Young Learners English ZPD: Zone of Proximal Development ix 12) What is his final plan? a the Metal-Unearth-inator b The All-Purpose inator! 13) What happened when Dr.D wanted to turn the All-Purpose Inator on? a The key fell off his balcony b The key was stolen 14) After cannot get the key from the hole, what did Dr.D decide to do? a He decided to build the Metal-Unearth-Inator to track down and dig up the key b He decided to go to the hole and get the key 15) Did Dr.D get the key by using the Metal-Unearth-Inator? a Yes b No 16) What helped Perry can get out of the trap and fight with Dr.D? a the hammer b the chisel that Dr.D throw away 17) Where did Phineas and his friends go to in order lift off the balloon? a They walked onto a hill b They climbed into the mountain 18) What colour is the marker dye? a Orange b Red 19) Who say “Guarantee happiness for Mom Let’s follow and see what happen.” after they lift off the balloons? a Phineas b Ferb 20) Who was dropped down when they went down the hill? a Baljeet b Buford 21) Why did the mother return mad at home? a She lost her money b She had the whole awful thing with her hair Her hair looks bad 22) Does mom’s hair look nice again? a Yes Because, the Supercomputer makes the mouse fall off and pour the dyer, Phineas’ hair looks so cute b No 104 23) At the end, who fixed mom’s bad hair? a Candace b Phineas, Ferb and their friends 24) Was Candace happy? a Yes, because mom saw what the boys have done b No, she wasn’t She hates the computer 25) Where is the key of Dr Doofenschmirtz? a Perry stole it b A mouse took it into its hole 26) Where does the computer go at the end? a It flied to Dr.D’s building b It went to the moon 27) What happened at the end? Everything exploded 105 APPENDIX 2a Pre-tests and post-tests to be used: An example of Cambridge English: Flyers – YLE Flyers Tests 106 APPENDIX 2a Pre-tests and post-tests to be used: An example of Cambridge English: Flyers – YLE Flyers Tests 107 APPENDIX 2b Pre-tests and post-tests to be used: An example of Cambridge English: Flyers – YLE Flyers Tests – Marking Key and Tapescript 108 APPENDIX 3a INTERVIEW QUESTIONS: ENGLISH VERSION Can you tell me your name? How old are you? Do you watch English cartoons? At home or somewhere else? What you think about the lessons with the use of English cartoons? (Clarifying this question by giving some sub questions related to the themes and contents of cartoons, following up activities: you like working in group or in individual?) What you think about the speed of cartoon, the vocabulary used the subtitle and the listening comprehension questions? (Clarifying this question by giving some hints to students, i.e related to problems of cartoon’s speed, new vocabulary, new structures or content; and listening comprehension; English or Vietnamese subtitle) What you think about your listening comprehension after having learnt with English cartoons? (in terms of vocabulary aspect and listening comprehension.) Do you want to continue to watch cartoons in the classroom? What the teacher to make for more effective lessons with the use of English cartoons? (ask whether students want to watch cartoon in the following courses, and ask for any suggestion for other cartoons can be used, other following-up activities, teacher’s guidance and support) 109 APPENDIX 3b INTERVIEW QUESTIONS: VIETNAMESE VERSION Con năm tuổi? Con có xem phim hoạt hình tiếng Anh khơng? Nếu có thường xem nhà hay đâu khác? Con cảm thấy học nghe phim hoạt hình tiếng Anh lớp? Con cảm thấy nội dung phim sao? Chủ đề phim hay khơng? Con thích làm việc theo nhóm hay tập sau xem phim xong? Con nghĩ tốc độ nói phim? Con có thấy nhanh khơng? Con hiểu từ vựng dùng phim không? Con cảm thấy câu hỏi nghe hiểu tập sau coi xong có khó khơng? Con thích xem phim có phụ đề tiếng Việt hay tiếng Anh? Con có nhận xét khả nghe sau khóa (sau học phim hoạt hình tiếng Anh)? Ví dụ có học từ vựng khơng? Con có muốn học với phim hoạt hình tiếng Anh khơng? Con có đề nghị cho tiết học sau học với phim hoạt hình tiếng Anh tiếp khơng? Ví dụ phụ đề chẳng hạn Con cho tên phim hoạt hình thích xem khơng? Về chủ đề phim, có đề nghị khơng? Con nghĩ nên xem nhiều phim hay phim ngun khóa học? Cịn hoạt động sau xem phim xong sao? Con thích làm theo nhóm hay cá nhân? 110 APPENDIX OBSERVATION FORM Class situation: Techniques used: STAGE ACTIVITIES ATTITUDE, ISSUE AND NOTE BEHAVIOR PROBLEMS AND INVOLVEMENT OF STUDENTS Pre-watching While-watching Post-watching Recommendation from students 111 APPENDIX EXAMPLE OF INTERVIEW TRANSCIRPT ATTITUDE ANSWER BACKGROUND INFORMATION - AGE - WATCH THE CARTOON BEFORE OR NOT? - - AT HOME, WATCH ENGLISH CARTOON OR NOT? In foreigner teacher’s class, watch cartoon? And feelings? GENERAL: - LIKE WATCHING CARTOONS FOR LISTENING LESSON? - LIKE LEARNING WITH CARTOON OR WITH AUDIO IN TEXT BOOK? CARTOONS: - GENERAL: LIKE OR NOT LIKE THE CARTOON WATCHED - CONTENT: SUITABLE, INTERESTING? - VOCABULARY: FAMILIAR? - DIFFICULTIES: WORDS, SO FAST - 112 Yes Talk about this…We have watched a lot But they were suitable for younger 100 percent is yes In my opinion, after watching cartoons, doing exercises was more fun Actually every time doing exercise in the course book, I felt sleepy and “tired” like “a burden” - Yes It was quite interesting - Yes It was suitable to my age - Most of them I have known before, so 50-50 Sometimes it was fast a little bit Whenever I couldn’t understand, I would ask my sister to say that sentence again and then, I got it myself Moreover, Phineas and Ferbs has simple structures I like English as well as Vietnamese subtitle because when I didn’t get the meaning of words, I would look at the Vietnamese subtitle I need Vietnamese subtitle so that I can - - SUBTITLE: ENGLISH OR VIETNAMESE OR BOTH? Grade Yes Many times I have watched almost all the episodes Some about Noel I have already watched I have watched with both Vietnamese and English subtitle I watched what there was With English subtitle, I could understand approximate 60 percent Yes translate the words and learn more at home ACTIVITY: - PRE-: SUPPORT WATCHING? - POST: + GROUP OR INDIVIDUAL? + SPEAKING OR LISTENING COMPREHENSION? - + L.C QUESTIONS EASY OR NOT? AFTER LESSON: - WATCH AT HOME AGAIN/ CONTINUOUSLY? WHY? - VOCABULARY LEARNING? - USEFUL FOR LISTENING IMPROVEMENT? EXPECTATION AND SUGGESTIONS: - CONTINUE LEARNING WITH CARTOONS? - IF YES, WHICH CARTOON SUGGESTED? - OTHER CRITERIA FOR NEXT CARTOONS? - Yes - Yes, I have learnt some But it was just a few It helped me expand my grammar and have more chances to speak - It is hard to say because I like watching all kinds of cartoons All kinds Whatever - - OTHER SUGGESTIONS? 113 In my opinion, yes It was all about learning vocabulary I like both I don’t know Uhm In my opinion, I don’t like speaking activities after watching It was tired Ah Quite difficult but if you concentrate on watching, you can it Whatever as long as it is not under or over my age and suitable to my age I like all so I can watch only one series of a cartoon for the whole course or many different cartoons It depends on the teacher and other classmates With both English and Vietnamese subtitles I need Vietnamese subtitle so that I can translate the words and learn more at home APPENDIX Pretest and Post-test scores of students from the control and experimental group No Name EG-pre EG-post No Name CG-pre CG-post E1 4.40 6.40 C1 6.80 7.20 E2 8.80 9.60 C2 7.60 8.20 E3 7.20 8.80 C3 4.00 4.80 E4 6.40 8.00 C4 6.00 7.20 E5 7.60 8.40 C5 7.20 8.00 E6 6.00 8.40 C6 5.60 6.00 E7 6.00 8.00 C7 5.20 6.00 E8 8.40 9.60 C8 7.60 8.60 E9 4.00 6.00 C9 7.60 8.20 10 E10 5.60 7.60 10 C10 6.80 7.60 11 E11 7.60 9.20 11 C11 6.00 6.40 12 E12 8.40 9.20 12 C12 8.40 9.20 13 E13 7.20 8.40 13 C13 8.00 9.20 14 E14 6.80 8.20 14 C14 4.00 5.20 15 E15 6.00 7.60 15 C15 7.20 7.60 114 APPENDIX EXAMPLE OF OBSERVATION Class situation: - 15 students - Week of the experiment and week of the course - 90-minute period Techniques used: - The cartoon Phineas and Ferbs: episode “Ask the foolish question” STAGE ACTIVITIES ATTITUDE, ISSUE AND NOTE BEHAVIOR PROBLEMS AND INVOLVEMENT OF STUDENTS Pre-watching - Introduce the Obediently listen Nothing cartoon to Ss Quite excited - Some did never when informed watch the that they are going cartoon and to watch a cartoon looked slightly Some students bewildered started to assert that they have already watched the cartoon at home - Ask students if - Some they had ever immediately invented raised their something in 115 voice that they real life, or they loved to but not knew any young really have person who had invented any invented something interesting (class - Most of students discussion) said they’ve - Present new already known vocabulary by these words They PPT slides responded quickly to the new words - Received and had a look at the - Deliver the worksheet Some worksheet of the of them match characters in the without watching cartoon -> ask Ss to match the name with the picture Watching - While are students - Some get excited watching, to answer the Some students said they did not make a pause on question eagerly to understand the because there given questions show that they to the knew a lot about was no Super Computer the cartoon Vietnamese and ask students subtitle They got where they knew worried and had the answer trouble with the 116 - Ss watch and - Ss who knew match the names before kept their character “Jeremy” with the pictures answer secret to at the same time others They looked excited and said that it was easy for them Some led their friends some characters [chatter together] -T gave some clues for slower students to complete by pausing scene  caught the at the clues and with the tried to match characters they themselves could not find out who they were Post-watching - T asked Ss to -Ss asked if they circle the could choose as characteristics of what they thought the characters they have seen - Ss were ready - T asked Ss to and happy to be work in group allow to work in and complete the group They Listening discussed in a Comprehension lively way - one students just said he did 117 Questions - Ss actually and not understand together highly enjoy the the cartoon but competition They later he joined in - There was a did their best to competition: catch the turn the group with his close friend catch the turn to answer the questions Recommendation - include Vietnamese subtitle for them to comprehend and understand the plot and content more easily from students - watch more next week 118