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sa ng ki en NGHE AN DEPARTMENT OF EDUCATION AND TRAINING DO LUONG UPPER SECONDARY SCHOOL ki nh ng hi em w TEACHING EXPERIENCE n lo ad TOPIC: th USING VIDEO TO TEACH LEAD-IN STAGE FOR SOME LESSONS IN TIENG ANH 10 AT DO LUONG UPPER SECONDARY SCHOOL yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht Researcher: HOÀNG THỊ LAM Subject: English Group: Literature - Foreign language Phone number: 0987469038 m co l gm School year: 2022-2023 sa ng ki en TABLE OF CONTENT ki nh PAGE PART I: INTRODUCTION ng CONTENT hi em The rationale of the study w n The objectives of the research lo ad The scope of the study th yj The methods of the study uy The significance of the study ip la PART II: CONTENT lu va Lead-in an I THEORETICAL BACKGROUND n fu ll 1.1 Definition of lead-in m oi 1.2 The objectives of lead-in z z vb jm k Definition of video ht Video at 1.4 The strategies of lead-in nh 1.3 The principles of lead-in 2.4 Procedures of using video in the classroom 2.5 Challenges of using video in the classroom II SITUATION ANALYSIS 10 Teaching and learning conditions at Do Luong USS 10 The students’ background knowledge at Do Luong USS 10 The reality of teaching methods for lead-in stage at Do Luong USS 11 m co 2.3 Goals of using video in the classroom l gm 2.2 Advantages of using video in the classroom sa ng ki en The textbook and learning material resources 11 ki nh III SURVEYS AND FINDINGS 11 13 hi 11 em ng Surveys Findings 14 w IV SOLUTIONS AND IMPLEMENTATION n 14 lo Solutions ad yj 1.2 Preparing videos 14 th 1.1 Choosing the topic 14 uy 14 ip 1.3 Lesson planning la 15 an lu Survey on the urgency and feasibility of the suggested solutions 2.1 Participants 15 va 15 n 2.2 The urgency and feasibility of the suggested solutions 15 oi m at 2.3 Participants of the survey 16 nh 2.2.2 The feasibility of the suggested solutions ll fu 2.2.1 The urgency of the suggested solutions 16 z 17 jm ht 17 k 2.4.2 The feasibility of the suggested solutions 17 vb 2.4.1 The urgency of the suggested solutions z 2.4 The urgency and feasibility of the suggested solutions Results 41 Comments 43 m 41 co V RESULTS AND COMMENTS l 19 gm Inplementation PART III: CONCLUSION AND SUGGESTIONS 43 Conclusion 43 Suggestions 44 REFERENCES 46 sa ng ki en PART I: INTRODUCTION ki nh The rationale of the study ng hi Innovating teaching methods is a basic requirement for Vietnamese teachers today It has become the most important challenge of general education reform as well as reform at the high school level One of the basic orientations of education innovation is to promote the initiative and creativity of learners The selection of strategies and teaching methods is an important point to the teacher to make a better lesson em w n lo ad th Obviously, the rapid growth of technology has brought many innovations in education and especially in language teaching In recent years, teachers have made great efforts in carrying out new teaching methods and have achieved progress in promoting students' positive attitude towards learning In order to offer and create successful classes language teachers, especially English language teachers are using different audio-visual tools to facilitate the teaching process Besides textbooks and other interesting and engaging activities, videos such as: movies, songs, powerpoint presentations are widely used in English as a foreign language (EFL) classrooms This ensures students centeredness, autonomy, interaction and connectivity to a certain theme yj uy ip la an lu n va ll fu oi m Video materials nowadays are not only part of everyday life activities, but they are shown as an effective method in teaching English as a foreign language for all learners both inside and outside the classroom Videos as a medium to strengthen activities in the delivery of more efficient teaching The widespread use of English learning videos reveals that technology has been integrated into English language realm The use of videos can facilitate the students in more interesting learning activities because they can get different learning experiences when it can be implemented by teachers effectively Videos can give essential extra benefits for students’ learning experiences; enrich the students’ experience about language in use, improve their cross-cultural understanding, develop their creativity, and increase their motivation in learning at nh z z vb k jm ht m co Considering the great benefits of utilizing videos and the importance of l gm To attract students’ attention and cultivate their desire for learning at the beginning of teaching, it is essential for teachers to carry out a suitable and effective lead-in activity Lead-in is the first and most basic teaching step in English classrooms, and is important for efficient teaching With an appropriate lead-in, students will be motivated and become more concentrated and interested in English classes Lead-in can cultivate students’ motive for learning and create a fine learning and teaching environment, which influences the quality and efficiency of teaching sa ng ki en ki lead-in in the EFL classrooms nowadays, I conduct the study “ Using videos to teach lead-in stage for some lessons in Tieng Anh 10 at Do Luong upper secondary school” to provide ways for using videos effectively and meaningfully As a result, the students not only get interested when the teaching and learning activities are run by using videos, but they can also get valuable and long lasting information through the videos presented by the teachers nh ng hi em w n The objectives of the study lo ad The purpose of this study is to investigate the benefits that the language teachers and learners get in using audio-visual aids in teaching and learning the English language, as well as to show that by using the appropriate video material the teachers can improve and ensure student-centeredness, have their students interested and engaged in activities, be more active, motivated and confident in their communicative language competence th yj uy ip la an lu The scope of the study n va Firstly, the study was designed to find the best way to lead in the lessons and increase student’s interest in learning English through using videos Secondly, in the academic year 2021-2022, the researcher was in charge of teaching English for grade 10 students who studied the pilot textbook and got some benefits from using videos in teaching English Therefore, the study has been continued researching and applying for grade 10 students that use the textbook Tieng Anh 10 (Global Success), by Pearson, Vietnam Education Publish House Limited Company And the students in four classes: 10A1, 10A2, 10B2 and 10B3 at Do Luong upper secondary school (USS) took part in the study from September 2022 ll fu oi m at nh z z vb k jm ht The methods of the study m The findings of this study would be significant to the teachers, the students as co The significance of the study l gm The main method applied to this study is experimental Firstly, the data from some related literature about the implementation of videos and lead-in stage of a lesson in English language classrooms were collected and presented Then, the application of using videos to teach the lead-in stage of some lessons were carried out based on my experiences from adapting and applying some videos on Youtube or the videos made by myself Data from the survey among students also helps to find out necessary figures and solutions to the problems Finally, some conclusions were drawn from the surveys for teachers to attest more meaningful ways in deploying videos in the classrooms The components were expected to represent great roles of videos in leading to a lesson and some ways that can be applied by the EFL teachers in teaching by deploying videos sa ng ki en ki well as the researchers First of all, for English teachers, this research may provide a useful and effective way to lead in the lesson by using videos instead of boring traditional methods Second, the study would serve as input for students so that they will get general knowledge about the lesson and raise their interest in learning English Third, for other researchers, the result of the study would be expected to be a reference and contribute more information to solve the same issues Besides, this study might provide recommendations for English teachers at Do Luong USS to prepare more effective lead-in stages for lessons so that learners’ English would be improved not only in classrooms but also in social situations nh ng hi em w n lo ad th PART II: CONTENT yj uy I THEORETICAL BACKGROUND la an lu 1.1 Definition of lead-in ip Lead-in n va Lead-in is the first stage of classroom teaching, which is about minutes at the beginning of a new lesson or before presenting new knowledge “It is a technique used by teachers at the beginning of a presentation to prepare students to learn and establish a communicative link between the learners and the information about to be presented (Arendas, 1998: 240).” As is known to all, words like “front”, “beginning” and “first time” can attract a person most It is because of “the first effect”, and the function of “the first impression” This kind of phenomenon is called “primacy effect” in psychology (Yan, 1999) As the proverb says: “A good beginning is half done.” Similarly, a good lead-in is a key factor for successful teaching It can initiate students’ thinking and arouse their desire for knowledge, serving as a magnet to draw students into the lesson and help students get a clear idea of what they are going to learn It also contributes to the formation of a good classroom atmosphere, helping students establish a positive mental state or attitude of readiness ll fu oi m at nh z z vb k jm ht co l gm m 1.2 Objectives of lead-in The start of the lesson sets the tone and context for all that follows It’s a way to encourage students to actively engage with the topic and motivate them to participate in the class It is also an important opportunity to allow your ESL students to warm up and get back into “English mode It helps us to kindle their interest and motivation An effective lead-in also establishes the context we want the learners to focus on Therefore, the lead-in to a lesson is really important and necessary 1.3 Principles of lead-in sa ng ki en ki It is very important to follow some principles to design lead-in Some researchers (e.g Hu Shuzhen, 1996; Willis, 1996; Yan Chengli, 1999; Slavin, 2004) have promoted some principles of designing lead-in The author summaries them as follows: nh ng hi em Being interesting The starting point of teaching is to stimulate students’ learning interest Psychologically, interest is a kind of positive emotion that comes into being during the process of the ways of knowing Interest in learning can lead to positive social interaction with members of the groups (Gardner & Miller, 1998) An interesting lead-in can stimulate students’ learning motivation Learners’ interest and motivation always take up a central place in language learning w n lo ad th yj uy ip Being relevant la an lu Designing lead-in must be based on the settled teaching aim and syllabus The aim and syllabus are the most important components to be considered in the design The materials chosen for lead-in should be related to the aim and syllabus of the lesson Besides, the design of lead-in should deal with the assumption about the content and context for teaching and learning, and deal with how learners are expected to learn and how teachers are expected to teach with respect to a particular set of instructional materials n va ll fu oi m at nh Being student-centered z z Lead-in should be designed on the basis of students’ needs and conducted according to students’ cognitive and physical development There are different levels and characteristics in different students, which requires teachers to design lead-in with proper techniques to meet their different needs It helps to build up a bridge between teachers and students and arouse their learning motivations and form a harmonious learning environment as well vb k jm ht l gm m co Being brief It is not good to take up too much time when teachers are leading in a new lesson It is usually 3-5 minutes If teachers spend longer time on lead-in, it will probably cause the unclear teaching aim or key points Being authentic and close to students’ life Canale (1983) stressed that being fully exposed to authentic materials is one of key factors for language acquisition Thus, the authentic materials in lead-in can genuinely improve students’ interest Life is the center of education, and teaching cannot be isolated from life With authentic materials which students are familiar with, students can express themselves freely and build the sa ng ki en confidence to interact with teachers as well ki nh 1.4 Strategies of lead-in ng hi How can we have an efficient and meaningful lead-in? Is there a best method to so? There is no right answer so far, but there are some strategies that will help teachers make a good lead-in, although teachers not have to take these as things that never change em w n Situational lead-in lo ad Situational lead-in creates authentic or situated learning which takes place in the setting similar with the actual life Halliday (1964) held the view that when we acquire our primary language; we so by learning how to behave in situations, not by learning rules about what to say The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence”, which involves being able to use language appropriately to a given social context In situational lead-in, teachers set up a situation that students are likely to encounter in real life, which stimulates students’ desire to communicate in their familiar settings th yj uy ip la an lu n va ll fu Multi-media lead-in m oi With the development and popularity of computers and the internet in the information era, network technology plays an important role in education The multi-media education gathers different pictures, texts, images, voices, etc to display various information, which makes the lifeless knowledge interesting and abstract things concrete Compared with traditional teaching, multi-media leadin has at least two advantages First, multi-media can provide a great deal of real visualized stuff The students can be promoted from the visualized stuff to their own understanding Second, in multi-media lead-in, students can be activated by the harmonious, natural and relaxing environment and be led into the new lesson unintentionally and naturally, not feeling tired or boring When using multimedia lead-in, teachers should choose the information relating to the lesson for slices of powerpoint at nh z z vb k jm ht m co l gm Dialogue lead-in Using dialogues is a good method to lead in a new lesson Dialogues can be given between teacher and students or among students themselves on the topics like campus life, family, friends, hobbies, holidays, etc., as they are interesting topics for students In dialogue lead-in, teachers should provide chances for students to chat, and necessarily, exert subtle influence to help students to complete the dialogues By making dialogues, students can be directed into the new lesson naturally sa ng ki en Question lead-in ki nh Question lead-in is probably the most common way in leading-in teaching It is simple but effective to lead in a new lesson “Questions to students in the course of the lesson serve many purposes, one of which is to prompt students to take the next mental step” (Slavin, 2004:223) Thus, a good teacher should be an effective questioner In the lead-in stage, teachers should be skillful in selecting appropriate questions for the subject matter and the purpose of the lesson before presenting the new materials By question lead-in, students’ attention can be drawn to the lesson from the beginning ng hi em w n lo ad th Storytelling lead-in yj uy Funny and interesting stories can help students to develop a positive attitude to learning Storytelling lead-in is another important way to stimulate students’ interest in learning It can provide a meaningful and natural context for students to begin a new lesson When teachers are telling stories, the language should be simple; the pronunciation should be accurate and the speed should be appropriate In addition, the use of body language and facial expressions is very helpful for students to understand the stories In order to make the lead-in part more interesting, teachers can also encourage students to tell stories Telling stories can inspire their imagination, develop their own creativity and their speaking skill ip la an lu n va ll fu oi m at z z 2.1 Definition of video nh Video vb k jm ht According to Oxford Advanced Learner’s Dictionary, a video is a type of magnetic tape used for recording television pictures and sound In general, there are two types of videos namely analog and digital videos According to Hamdan Husein & Dessy Noor Ariani (2016), an analog video is a video that is stored in non-computer computers such as television, video tapes and movies While a digital video is a video produced by the computer industry Brame (2016) explains the most important for maximizing student attention to educational videos is to keep it short and the full engagement time for videos less than minutes long, so that the students tend to watch the whole video Also, the video has a variety of graphic, audio and visual elements that are compiled within a specific time period and the result can be watched repeatedly (Afizal & Ahmad Fauzi, 2015) m co There are many benefits to using videos in education as shown in several decades of research According to Michael Aubry there are main benefits of using videos in the classroom l gm 2.2 Advantages of using videos in the classroom sa ng ki en Facilitating thinking and problem solving ki nh Shepard and Cooper (1982) and Mayer and Gallini (1990) made the connection between visual clues, the memory process, and the recall of new knowledge Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic is indeed engaging and insightful but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself These include research skills, collaborative working, problem-solving, technology, and organizational skills (Biggens, N.D.) ng hi em w n lo ad th Assisting with mastery learning yj uy In some cases, videos can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students (Galbraith, 2004) ip la an lu n va Voice-over is a fantastic multimedia approach to teaching E-Learning can be dramatically enhanced by using voiced content in the teaching process Voice content is a voice-over agency that offers the highest quality professionals for any project, speaking in any language or accent ll fu oi m at nh Inspiring and engaging students z More recently, Willmott et al (2012) show that there is strong evidence that digital videos reporting can inspire and engage students when incorporated into student- centered learning activities through: z vb k jm l gm ● enhanced learning experience ht ● increased student motivation ● higher marks co m ● development potential for deeper learning of the subject ● development of learner autonomy ● enhanced team working and communication skills ● a source of evidence relating to skills for interviews ● learning resources for future cohorts to use ● opportunities for staff development Authentic learning opportunities sa ng ki en ki Step Carry out the game - T invites Sts to write advantages and disadvantages of online learning on the board in minutes - T checks the answers - The team that has more correct answers is the winner nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu Step 4: Lead in the lesson oi m at nh - T leads in the lesson: Online learning is one of the most popular types of learning today It is becoming a useful new way to learn However, it has some certain disadvantages beside advantages In our lesson today we will find more about good points and bad points of online learning z z vb UNIT 9: PROTECTING THE ENVIRONMENT k jm ht * Sample application l gm Lesson 3: Reading co Time limited: minutes m Objectives: Knowledge: - Get general knowledge about the topic: environmental problems Core competences and language skills - Improve listening and teamwork skills - Be collaborative and supportive teamwork - Set a relaxing atmosphere for students and motivate them to join class activities actively 36 sa ng ki en Personal qualities: ki nh - Be active to take part in activities ng - Be responsible for protecting the environment hi em Type of work: Teamwork Preparation: Computer connected to the internet, TV, video w n Procedure: lo ad Step 1: Give the task th - T introduces the task to St: yj uy + T plays a video ip an n va - T plays the video lu Step 2: Play the video la + Sts watch the video and write down what are happening to the environment oi m - Sts watch the video and take notes ll fu Video link: https://www.youtube.com/watch?v=FMJhKQjO5uk at nh z z vb k jm ht m co l gm Step 2: Carry out the game - T divides the class into teams - T delivers a paper and a pen for each team and ask them to write down the envoronmental problems mentioned in the video - Sts stick their answer on the board - T checks and gives feedback 37 sa ng ki en - The team having more correct answer is the winner ki nh ng hi em w n lo ad th yj uy ip la an lu Step 4: Lead in the lesson n va - T leads in the lesson: Our life has been influenced seriously by global issues Among them, environmental problems are alarming because they are becoming worse and worse The lesson today will help us know more about environmental problems: causes and consequences ll fu oi m k jm l gm Knowledge: ht Objectives: vb Time limited: minutes z Lesson: Getting started z UNIT 10: ECOTOURISM at nh * Sample application 10 m co - Get general knowledge about the topic: Ecotourism Core competences and language skills - Improve listening and teamwork skills - Be collaborative and supportive teamwork - Set a relaxing atmosphere for students and motivate them to join class activities actively Personal qualities: - Be active to take part in activities 38 sa ng ki en - Be proud of national hesitates, responsible for protecting and popularizing them ki nh Type of work: Teamwork ng Preparation: Computer connected to the internet, TV, video hi em Procedure: Step 1: Give the task w n - T introduces the task to St: lo ad + T plays the video about a famous wonderful landscape in Viet Nam th + Sts watch the video and then play a game uy ip la - T plays the video yj Step 2: Play the video n va - Sts watch the video and take notes an lu Video link: https://www.youtube.com/watch?v=ABGZj11HsPU ll fu oi m at nh z z vb k jm ht m co l gm Step : Carry out the game - T divides class into teams - T shows questions about Phong Nha cave - Each team takes turns to choose the colour they like and answer the question hidden in that colour - The team with more correct answers will win the game 39 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la *Expected answer: an lu n va ll fu oi m at nh z z vb k jm ht co l gm Step 4: Lead in the lesson m -T asks Ss: + Have you ever been to Phong Nha Cave? + Do you want to pay a visit to Phong Nha? + As a visitor, what can you there? - T leads to the lesson: Phong Nha-Ke Bang is one of the most popular destinations for both domestic and international visitors It seems that more and more people have ecotourism in Phong Nha Our lesson today will help us know more about this place 40 sa ng ki en V RESULTS AND COMMENTS ki nh Results ng In order to know students’ attitude toward learning the lead-in stage with videos, the researcher conducted the second survey in the middle of the second term for 164 students from four classes: 10A1, 10A2, 10B2 and 10B3 (Appendix 3) hi em w n Some photos illustrating the survey process: lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm Photos of sending the survey to students 41 sa ng ki en ki nh ng hi em w n lo ad th yj uy Photo of participants ip la 100 lu 90 an 80 70 va 60 n fu 50 ll 40 oi m 30 20 nh 10 at z The lead-in stage Your class always The lead-in stage The lead-in stage The lead-in stage You want videos is an important starts in a hepls you get the motives you to improve your to be used more activity relaxing and topic of the join the lesson language and in the English interesting lesson easily teamwork skills lessons atmosphere z vb Agree Disagree Strongly disagree k jm ht Strongly agree 42 m Obviously from the result, most of the students (97%) agree that starting a lesson with an activity using video is interesting and attractive With the use of different audio and video aids, the lessons become more interesting to students Over 90% of the students agree that activities using video at the beginning of the lesson make it livelier, more interesting This technique, therefore, makes 165 students (accounting for 92,2 %) easier to get the topic of the lesson co Generally, the research results show that students at Do Luong high school have positive attitudes toward the use of video to teach lead-in stage in English lessons The average percentage of the students who choose the option "Strongly agree" and "Agree" is more than 85% Their answers are reconstructed and analyzed as follow: l gm Chart of the students’ attitude toward lead-in stage after using videos sa ng ki en ki The responses received from the statements and reveal that activities using videos not only motivate most of the students to take part in the lesson, but also help them to improve their language and teamwork skills Only students (2.4%) are not completely interested in English nh ng hi em However, the number of students who disagree or strongly disagree is still many (11.5%, 9.7% respectively) Perhaps, these activities have not satisfied all students’ needs and desires In fact, several students not feel confident enough to use English in the class w n lo ad Nearly 80% of the students are stimulated to use English when participating in the activities During the application of leading in the lesson with a video, the researcher finds that most of the students are eager to join the activities not for the purpose of fulfilling teacher's requirements but to enjoy the excitement of warmup activities Clearly, this result proves that there has been an attitudinal change toward learning English among students As a result, 152 students (accounting for 92,1%) want video to be used more often in other activities of the lesson, which proves that this is really a worthwhile method Thus, the objective of the study seems to be met th yj uy ip la an lu n va ll fu Comments oi m In short, the findings of this study show that using video in the lead-in stage could be quite a good technique in teaching and learning English What can be seen from findings for three surveys can show this? The teachers and students’ attitudes towards video in leading in the lesson, which is implemented, are in general positive Most teachers and students found it necessary and important to apply lead-in stage in English teaching and learning Language skills could be improved and developed through activities using video, partly and they felt interested in applying video to lead in the lesson However, they had difficulties in carrying out this because of the short time and lack of teaching facilities In my opinion, the biggest problem is the students’ background knowledge and their activeness A lot of students are lazy and unqualified for the task Therefore, teachers’ duty is to choose suitable video and design activities which motivate all students to join in the lesson at nh z z vb k jm ht 43 m Lead-in, as the first teaching step of a lesson, is one of the most basic and important steps in an English classroom and contributes to having a smooth and successful class It is obviously a short period but can not be underestimated If lead-in is well designed, it can quickly attract students’ attention, stir up their learning interest, help them to clarify the purpose of the lesson and make them take an active part in class activities co Conclusion l gm PART III CONCLUSION AND SUGGESTIONS sa ng ki en ki Recently, using video for teaching has become a popular technique exercised by many educators in the classrooms and recommended by methodologists Many sources, including the ones quoted in this study, list the advantages of the use of video in language classrooms Using a video as a stage to lead in the lesson is considered one of the most effective ways of teaching English This study focuses on using videos as supplementary material to start the lesson in English classes It is hypothesized that video material can be used as authentic material input and as a motivational tool In general, most students find the experience of using video material to be interesting, relaxing, relevant, beneficial, motivating and easy to understand and get the general topic of the lesson In addition, video makes the lectures go more smoothly and naturally Video can help in promoting the language learners’ listening comprehension also The structure of language is in the form of ungrammatical features that are not similar to the written language, which can enhance learners’ comprehension as well as entertain them The connection between the classroom and the real world encourages students to understand the relationship between learning and practicing Video is widely accepted as more powerful and more comprehensible than other media for second and foreign language students As a result, it may be suggested that both teachers and students can be involved in creative ways to incorporate different video materials in a variety of classroom activities to enhance learning outcomes and provide a positive and effective classroom environment nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m nh at In fact, it cannot be said that using video is always better and easier to cope with for everyone However, we have a lot of success after using video to start a lesson The results of this research suggest that videos are used not only for warming up, but more importantly, for the useful practice and beginning of language lessons, thus leading toward the goal of improving learners' communicative ability z z vb k jm ht m 44 co Although the use of video in many EFL classrooms is not something new anymore, more positive responses are still addressed by the students However, the teachers are challenged to be able to deploy the video effectively due to numerous types of video that can be found and presented in the classrooms In this case, the teachers as facilitators have to be able to prepare appropriate videos based on the students’ need and design some ways to make it effective, especially in encouraging the students to be active viewers So, the teachers have to be able to run some effective ways to involve the students during the teaching and learning activities by using video Actually, there are many ways that can be implemented by the teachers, they are; fast forward, partial viewing, active viewing, repetition and role play, follow up activity, silent viewing, picture less listening, prediction, reproduction activity, freeze l gm Suggestions sa ng ki en ki framing, picture or speech, sound on and vision off, dubbing activity In this paper some of the ways were classified into three phases to provide more meaningful ways for the teachers in deploying the video nh ng hi Video must be an integral teaching aid to start a lesson, providing the possibility of guessing while at the same time immensely enjoyable for both students and teachers Our research has produced some evidence, which shows that using video to lead in a lesson is more useful and successful than other techniques em w n lo ad Having such evidence in hands, we wish to recommend the wide use of video in many other parts of teaching and learning English process as a successful way of acquiring language competence th yj uy ip In conclusion, from my deep heart, I would like to express my gratitude to my dear students and colleagues giving assistance to me to complete this teaching experience It is hoped that this research will benefit English teachers la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 45 sa ng ki en REFERENCES ki nh Gower, R & S Walters.1983 Teaching Handbook London: Heinmann ng hi Berk, R A 2009 Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom International Journal of Technology in Teaching and Learning, 5(1), 1–21 em w Bell, L., & Bull, G.2010 Digital video and teaching Contemporary Issues in Technology and Teacher Education, 10(1), 1-6 n lo ad Cruse, E 2006 Using Educational Video in the Classroom: Theory, Research and Practice th yj uy Brame, C J 2016 Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content CBE-Life Sciences Education 15(6): 1-6 ip la an lu Pearson, Tieng Anh 10 Global Success, Viet Nam Education Publish House Limited Company Mohammed, Rania 2013 The effectiveness of using subtitled video to teach grammar ( Dissertaiton) Ann Arbor:Proquest LLC n va ll fu oi m Webside: youtube.com at nh z z vb k jm ht m co l gm 46 sa ng ki en APPENDICES ki Appendix 1: The survey on the students’ attitude toward lead-in stage before using video nh ng hi Link: em https://docs.google.com/forms/d/1_L5rjePRyePKrTn5dy8p2Mep1K8N_coL4l4Kix7sQQ/edit w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht co l gm m Result of the survey 47 sa ng ki en Appendix 2: The survey on the urgency and feasibility of suggested solutions ki nh Link: ng hi em https://docs.google.com/forms/d/1FavcPgpaZTClFx97Tc6fBeA5cbRRIWKwj3SrgMPlK8/edit w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 48 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 49 sa ng ki en Appendix 3: The survey on the students’ attitude toward lead-in stage after using video ki nh ng Link: hi https://docs.google.com/forms/d/1EvLVC1aisbgbvpdmaKsUwKWnV9Jmh_IhbwI9 myzgYhs/edit em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht co l gm m Result of the survey 50
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