Nghiên cứu về nhận thức của sinh viên năm 2 chuyên ngành tiếng anh và giảng viên trường đại học ngoại ngữ huế về việc sử dụng video nguyên bản nhằm cải thiện kĩ năng nói cho sinh viên

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES FACULTY OF ENGLISH - HOANG THI HANH NGUYEN AN INVESTIGATION INTO THE PERCEPTION OF HUFL’ ENGLISH-MAJORED SOPHOMORES AND LECTURERS OF USING AUTHENTIC VIDEOS TO IMPROVE SPEAKING SKILL FOR STUDENTS GRADUATION THESIS SUPERVISOR: TON NU NHU NGOC, M.A Hue, Academic year: 2016 – 2020 STATEMENT OF AUTHORSHIP This study is claimed to be my own work All the findings in this study are guaranteed to be original Hoàng Thị Hạnh Nguyên i ABSTRACT This study aims to explore the perception of English-majored sophomores and lecturers of the English Faculty at Hue University of Foreign Languages (HUFL) of using authentic videos (AVs) to improve speaking ability for students It investigates the reality of the application of AVs inside and outside English speaking classroom of HUFL The research also focuses on the participants’ perspectives on the benefits and challenges of this application in the process of teaching and learning speaking skill To satisfy the objectives of the study, the researcher employed both quantitative and qualitative approaches to collect and analyze the data The research was conducted with the participation of 80 voluntary English-majored sophomores and 10 lecturers of the English Faculty All of the students were required to respond to an online questionnaire while the lecturers took part in both online survey and interview to gain more insight into their perception However, only four lecturers were willing to participate in the individual interviews with the researcher The results of the study indicate that the application of AVs is relatively popular with both lecturers and students since they used them quite frequently and in different ways It also shows that using AVs is beneficial for students’ speaking ability due to its positive impacts on many aspects of English speaking skill such as vocabulary, grammar, pronunciation, intonation, accent, naturalness, context learning, culture and on several affective factors of a typical speaking classroom like motivation, interest and classroom atmosphere Especially, authentic videos are believed to be useful for students’ speaking self-study at home On the other hand, there are some challenges encountered by students when they used this type of material such as native speakers’ different pronunciation and their speaking speed, difficult expressions and slangs The lecturers also reported that the shortage of class time and the students’ proficiency level could cause problems for them when they included AVs in teaching speaking skill All of these findings could be useful references for both lecturers and EFL students to exploit effectively AVs for their teaching and learning English speaking skill ii ACKNOWLEDGMENTS First and foremost, I would like to express my deepest gratitude to my supervisor – Ms Ton Nu Nhu Ngoc for her considerate assistance and helpful suggestions She always considered my work carefully and gave me thoughtful advice With her guidance, this thesis paper was successfully accomplished Next, my sincere thanks also goes to all of the lecturers of English Faculty and English-majored sophomores of Hue University of Foreign Languages who agreed to participate in my study despite their busy schedules, especially to four lecturers who volunteered to join face-to-face interviews with me Their responses are so valuable and greatly help me shape the findings of this research I would also like to extend my thanks to my best friends – Nguyen Trung Duc, Nguyen Phu Lam, Tran Vu Khanh Ngan and Dang Minh Phuong for helping me with my data processing, and especially to Mr Nguyen Vu Khanh who gave me a lot of helpful advice on my research orientation In addition, I am deeply grateful to all of my family who always gave me great encouragement throughout the process of conducting this study Lastly, my special thanks goes to Faculty of English at HUFL for giving me opportunity to carry out this graduation thesis, which is the most important part of my academic life at university Hopefully, the findings of this study can serve as a useful source for further studies in the language and education field, helping to improve the quality of teaching and learning languages at HUFL in the future iii TABLE OF CONTENT STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGMENTS iii TABLE OF CONTENT iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES x CHAPTEP 1: INTRODUCTION 1.1 BACKGROUND 1.2 RATIONALE OF THE RESEARCH .3 1.3 THE AIMS AND PURPOSES OF THE RESEARCH 1.4 THE SIGNIFICANCE OF THE RESEARCH CHAPTER 2: LITERATURE REVIEW 2.1 The speaking skill .6 2.1.1 Definition 2.1.2 Types of speaking .7 2.1.3 Purposes of speaking 2.1.4 Teaching speaking skill 2.1.5 Classroom speaking activities 10 2.1.6 Communicative competence 12 2.2 Authentic materials 15 2.2.1 Definitions 16 2.2.2 Types of authentic materials 17 2.2.3 Teaching and learning Speaking with videos 18 2.2.4 Advantages of using authentic videos in teaching and learning English Speaking .20 iv 2.2.5 Disadvantages of using authentic videos in teaching and learning English Speaking .21 2.3 Components in speaking classroom affected by the use of authentic videos 22 2.3.1 Aspects of speaking skill affected by using authentic videos 22 2.3.2 Affective factors in EFL classroom affected by using authentic videos 25 2.4 Previous studies on the use of authentic videos to improve the speaking skill 27 CHAPTER 3: METHODOLOGY 31 3.1 Introduction .31 3.2 Subjects 31 3.3 Data collection procedure .31 3.3.1 Questionnaire 32 3.3.2 Interview 32 3.4 Data analysis 33 3.4.1 Questionnaire 33 3.4.2 Lecturer interview 33 CHAPTER 4: FINDINGS AND DISCUSSION 35 4.1 Introduction .35 4.2 Demographic Information of Respondents .35 4.2.1 Demographics of HUFL’ sophomores .35 4.2.2 Demographics of HUFL’ lecturers 36 4.3 Students’ experience from the application of authentic videos inside and outside English speaking classroom 37 4.3.1 Students’ interest in AVs application .37 4.3.2 Frequency of AVs application inside and outside speaking classroom 38 4.3.3 Sorts of AVs being used in teaching and learning English speaking skill 39 4.3.4 Methods of applying AVs in teaching and learning speaking skill 40 4.3.5 Students’ general perception of AVs application .42 4.4 Students’ perception on the benefits and challenges of the use of authentic videos in teaching and learning English speaking skill 43 4.4.1 Benefits .43 v 4.4.1.1 Vocabulary 43 4.4.1.2 Features of Pronunciation 45 4.4.1.3 Fluency 47 4.4.1.4 Grammar 48 4.4.1.5 Naturalness and Context 49 4.4.1.6 Culture 50 4.4.1.7 Affective factors in speaking classroom .51 4.4.1.8 Students’ self-study .54 4.4.2 Challenges 54 4.5 Lecturers' experience from the application of AVs in teaching speaking skill 57 4.6 Lecturers’ general perception of the application of AVs in teaching English speaking skill 60 4.7 Lecturers’ perception of the benefits and challenges of using AVs in improving English speaking skill .62 4.7.1 Lecturers’ perception of the benefits 62 4.7.2 Lecturers’ perception of the challenges 64 CHAPTER 5: CONCLUSION 66 5.1 Introduction .66 5.2 Conclusions .66 5.3 Pedagogical implications 69 5.4 Limitations of the study and recommendation for future research 69 5.4.1 Limitations of the study 69 5.4.2 Recommentation for further research .70 REFERENCES 71 APPENDICES 79 APPENDIX 79 APPENDIX 86 APPENDIX 93 vi LIST OF ABBREVIATIONS EFL : English as a Foreign Language AVs : Authentic Videos HUFL : Hue University of Foreign Languages vii LIST OF TABLES Table 4.1 Demographics of participants 35 Table 4.2 Speaking proficiency of participants 36 Table 4.17 Demographics of lecturers 36 Table 4.18 Lecturers’ experience with speaking skill .37 Table 4.3 Participants’ interest in the use of authentic videos in 38 Table 4.4 Frequency of authentic videos being used in teaching .38 and learning English speaking skill 38 Table 4.5 Methods that lecturers use to apply authentic videos in teaching English speaking skill .40 Table 4.6 Methods of applying authentic videos in students’ self- studying English speaking skill .41 Table 4.7 Students’ general perception of the application of authentic videos in teaching and learning English speaking skill 42 Table 4.8 Students’ perception of the benefits of AVs on their vocabulary .43 Table 4.9 Students’ perception of the benefits of AVs on features of pronunciation .45 Table 4.10 Students’ perception of impacts of AVs on their fluency 47 Table 4.11 Students’ perception of the impact of AVs on their grammar 48 Table 4.12 Students’ perception of the impact of AVs on the naturalness and context learning 49 Table 4.13 Students’ perception of the impact of AVs on their cultural background 50 Table 4.14 Students’ perception of the impact of AVs on affective factors in speaking classroom 51 Table 4.15 Students’ perception of the impact of AVs on their self-studying 54 Table 4.16 Students’ perception of the challenges of using AVs .55 in learning speaking skill 55 Table 4.19 Lecturers’ interest in the use of authentic videos in teaching English speaking skill .57 viii Table 4.20 The frequency of authentic videos being used in your teaching English speaking skill .57 Table 4.21 Methods that lecturers use to apply authentic videos in teaching English speaking skill .58 Table 4.22 Lecturers’ general perception of the application of AVs in teaching English speaking skill 60 ix APPENDICES APPENDIX QUESTIONNAIRE FOR STUDENTS The perception of HUFL' English-majored sophomores of using Authentic videos to improve their English speaking skill Hi! My name is Hoàng Thị Hạnh Nguyên, a senior student of Hue University of Foreign Languages I am currently doing my Graduation thesis entitled "An investigation into the perception of HUFL' English majored sophomores and lecturers of using authentic videos to improve speaking skill for students" This questionnaire is designed to investigate your perception of the use of authentic videos in enhancing your speaking skill Your response to this survey will be a valuable source of information for my data analysis and it will contribute significantly to the success of my research If you have any problem with the survey, please contact me at this email address: hanhnguyenhoanggg@gmail.com Thank you so much for your help! I GENERAL INFORMATION Your name Your email address What is your major? ⃝ English Pedagogy ⃝ English Language Please rate your speaking proficiency • Very high • High • Average • Low • Very low 79 How many years have you been studying English? ⃝ Over 12 years ⃝ - 12 years ⃝ - years ⃝ - years ⃝ Under years II The application of authentic videos inside and outside English speaking classroom Rate your interest in the use of authentic videos in teaching and learning English speaking skill  Very interested  Somewhat interested  Neutral  Not very interested  Not at all Rate the frequency of authentic videos being used in teaching and learning English speaking skill inside the classroom  Always  Often  Sometimes  Rarely  Never Rate the frequency of authentic videos being used for your self-study with English speaking skill outside the classroom  Always  Often  Sometimes  Rarely  Never For the next questions, you are able to choose more than one answer 80 What kinds of authentic video are used in the process of teaching and learning English speaking skill? ⃝ Movies/Films ⃝ TV programmes (Ted Talk, The Voice, Discovery, Masterchef, etc.) ⃝ Video blogs (Vlogs) ⃝ Celebrity interviews ⃝ Documentaries ⃝ Music videos ⃝ Other: What are the ways that your lecturer use to apply authentic videos in teaching speaking skill? ⃝ In the pre-speaking stage, my lecturer lets me watch authentic videos so that I can gain the key vocabularies and brainstorm ideas for the while-speaking stage ⃝ My teacher uses authentic videos for modeling the situation when doing roleplay activities ⃝ My lecturer lets us watch authentic videos and gives us opportunities to share opinions and ask questions about the videos ⃝ None of them ⃝ Other: What are the ways of applying authentic videos in your autonomy (self study) in learning speaking skill? ⃝ Shadowing: I listen to how the native speakers say something and try to imitate sentence by sentence ⃝ I watch authentic videos and try to summarize the content of the videos or retell stories ⃝ I write down the expressions, collocations or vocabularies that I find interesting, then make some examples with them and speak out loud ⃝ I just watch authentic videos and nothing ⃝ Other: 81 For each of the following statements, please use the scale below to indicate your agreement  = Strongly Disagree  = Disagree  = Neutral  = Agree  = Strongly Agree It is necessary to include authentic videos in teaching and learning speaking skill in the classroom I think the techniques my lecturer uses with authentic videos are effective to improve my speaking skill My speaking skill is improved when I use authentic videos for English speaking practice at home III The advantages and disadvantages of authentic videos in improving English speaking skill (students' perception) For each of the following statements, please use the scale below to indicate your agreement  = Strongly Disagree  = Disagree  = Neutral  = Agree  = Strongly Agree A The advantages of the use of authentic videos in improving English speaking skill 82 1 The use of authentic videos helps me to enrich my vocabulary The use of authentic videos makes it easy for me to understand immediate meaning in terms of vocabulary recognition Authentic videos give me the context/situation in which a vocabulary item is used Authentic videos help me visualize words as well as the meaning of the words, thus make me memorize vocabulary more effectively Authentic videos help me speak more fluently because I am exposed to linguistic cohesive devices In general, my fluency is improved when I watch authentic videos Authentic videos allow me to learn how to pronounce correctly because I am exposed to the precise pronunciation of native speakers My intonation and accent are enhanced as the consequence of listening to native speakers’ speech I can speak more naturally because I am exposed to the real expressions and language from authentic videos 10 The grammar is more understandable because I can see the use of grammar points in real communication 83 11 Watching authentic videos enables me to know what to say, how to say it, to whom, and in what situation because they provide a wide range of contexts 12 I can know how to communicate both verbally and non-verbally (by gestures, body language, facial expression, etc.) by watching authentic videos 13 Authentic videos provide me with the knowledge of English culture and help me manage the cultural knowledge in speaking English (communication etiquette, gestures, etc.) 14 Authentic videos increase my motivation and attention in speaking class because the content is more interesting, familiar and updated 15 I participate more in the class activities in which authentic videos are used 16 I feel more comfortable and confident because I could understand the material more clearly thanks to the visual aids of authentic videos 17 I feel more confident when studying speaking skill with authentic videos due to the natural pause of native speakers, which means that I don’t have to be flawless all the time when I speak 18 The use of authentic videos makes the class atmosphere more active and dynamic 19 Authentic videos facilitate my autonomy (self study) in learning speaking when I don’t have enough time practicing in speaking class 84 B Disadvantages of the use of authentic videos in improving speaking skill 20 It is difficult to hear/catch the words pronounced by native speakers 21 Native speakers speak so fast that I cannot keep up with what they are speaking 22 The content of authentic videos is sometimes too culturally biased, and it requires me to have some cultural background knowledge to understand 23 In authentic videos, native speakers sometimes use slangs, which makes it difficult for me to understand the content 24 There are some complex language structures in authentic videos that are sometimes difficult and time-consuming for me to interpret 85 APPENDIX QUESTIONNAIRE FOR LECTURERS The perception of HUFL' Lecturers of the use of Authentic videos to improve students' English speaking skill My name is Hoàng Thị Hạnh Nguyên, a senior student of Hue University of Foreign Languages I am currently doing my Graduation thesis entitled "An investigation into the perception of HUFL' English majored sophomores and lecturers of the use authentic videos to improve speaking skill for students" This questionnaire is designed to investigate your perception of the use of authentic videos in enhancing your students' speaking skill Your response to this survey will be a valuable source of information for my data analysis and it will contribute significantly to the success of my research If you have any problem with the survey, please contact me at this email address: hanhnguyenhoanggg@gmail.com Thank you so much for your help! GENERAL INFORMATION Your email address? Your age? ⃝ 24 - 30 years old ⃝ 30 - 40 years old ⃝ 40 - 50 years old ⃝ Over 50 years old How long have you been teaching English? ⃝ Under years ⃝ – 10 years ⃝ 10 – 20 years ⃝ Over 20 years Have you ever taught English speaking skill? ⃝ Yes ⃝ No 86 If your answer is Yes, please continue with the next questions If your answer is No, you not have to complete this questionnaire Have you ever used authentic videos in your speaking classes? ⃝ Yes ⃝ No If your answer is Yes, please move to the next part If your answer is No, please continue with questions number & 6, then submit your response 10 What are the reasons why you not apply authentic videos in teaching English speaking skill? (you can choose more than one answer) ⃝ It requires a lot of time and effort to adapt authentic videos in teaching English speaking skill ⃝ There are no benefits associated with the use of authentic videos in improving students’ speaking skill ⃝ I find it difficult for my students to understand the content of authentic videos ⃝ I have not thought about using authentic videos in teaching English speaking skill ⃝ There is not enough time to use authentic videos in English speaking class 11 In the future, you intend to include authentic videos in your English speaking skill teaching? ⃝ Yes ⃝ No Part 1: The application of authentic videos in English speaking classes Rate your interest in the use of authentic videos in teaching English speaking skill  Very interested  Somewhat interested  Neutral  Not very interested  Not at all 87 Rate the frequency of authentic videos being used in your teaching English speaking skill  Always  Often  Sometimes  Rarely  Never For the next questions, you are able to choose more than one answer What kinds of authentic video are used in the process of teaching and learning English speaking skill? ⃝ Movies/Films ⃝ TV programmes (Ted Talk, The Voice, Discovery, Masterchef, etc.) ⃝ Video blogs (Vlogs) ⃝ Celebrity interviews ⃝ Documentaries ⃝ Music videos At what level you think students are best capable of reaping the full benefits of authentic videos? ⃝ Elementary ⃝ Pre-intermediate ⃝ Intermediate ⃝ Upper-intermediate ⃝ Advanced What are the ways that you (lecturers) use to apply authentic videos in teaching speaking skill inside and outside the classroom? ⃝ In the pre-speaking stage, lecturers let students watch authentic videos so that they can gain the key vocabularies and brainstorm ideas for the while-speaking stage 88 ⃝ Lecturers use authentic videos for modeling the situation when doing role-play activities ⃝ Lecturers let students watch authentic videos and give them opportunities to share opinions and ask questions about the videos For each of the following statements, please use the scale below to indicate your agreement  = Strongly Disagree  = Disagree  = Neutral  = Agree  = Strongly Agree It is necessary to include authentic videos in teaching and learning speaking skill I think the techniques I use with authentic videos are effective to improve students’ speaking skill Part 2: The advantages and disadvantages of authentic videos in improving English speaking skill For each of the following statements, please use the scale below to indicate your agreement  = Strongly Disagree  = Disagree  = Neutral  = Agree  = Strongly Agree 89 I The advantages of the use of authentic videos in improving English speaking skill The use of authentic videos helps my students to improve their speaking skill The use of authentic videos helps my students to enrich their vocabulary 10 The use of authentic videos makes it easy for my students to understand immediate meaning in terms of vocabulary recognition 11 Authentic videos give my students the context/situation in which a vocabulary item is used 12 Authentic videos help my students visualize words as well as the meaning of the words, and make them memorize vocabulary more effectively 13 Authentic videos are beneficial for my students to practice their fluency because they are exposed to linguistic cohesive devices 14 Authentic videos allow my students to learn how to pronounce correctly as they are exposed to the precise pronunciation of native speakers 15 My students’ intonation and accent are enhanced as the consequence of listening to native speakers’ speech 16 My students can speak more naturally because they are exposed to the real expressions and language from authentic videos 90 17 The grammar is more understandable because my students can see the use of grammar points in real communication 18 Watching authentic videos enables my students to know what to say, how to say it, to whom, and in what situation because they are provided with a wide range of contexts 19 My students can know how to communicate both verbally and nonverbally (by gestures, body language, facial expression, etc.) by watching authentic videos 20 Authentic videos provide my students with the knowledge of English culture and help them manage the cultural knowledge in speaking English (e.g communication etiquette, gestures, etc.) 21 Authentic videos increase my students’ motivation and attention in speaking class because the content is more interesting, familiar and updated 22 My students participate more in the class activities in which authentic videos are used 23 My students feel more comfortable and confident because they could understand the material more clearly thanks to the visual aids of authentic videos 24 My students feel more confident when studying speaking skill with authentic videos due to the natural pause of native speakers, 91 which means that they not have to be flawless all the time when they speak 25 The use of authentic videos makes the class atmosphere more active and dynamic 26 Authentic videos facilitate my students’ autonomy in learning speaking when they don’t have enough time practicing in speaking class 27 Authentic videos can be of great assistance for the design of a variety of speaking activities/tasks in speaking class II Disadvantages of the use of authentic videos in improving speaking skill 28 It is difficult for students to hear/catch the word pronounced by native speakers 29 Native speakers speak so fast that students cannot keep up with what they are speaking 30 The content of authentic videos is sometimes too culturally biased, and it requires students to have some cultural background knowledge to understand 31 In authentic videos, native speakers sometimes use slangs which are difficult for students to understand 32 There are some complex language structures in authentic videos that are sometimes 92 difficult and time-consuming for students to interpret 33 It requires a lot of time and effort to choose appropriate authentic videos and adapt them in teaching English speaking skill In order to gain more insight into this application, I would like to interview some lecturers If you agree to participate in the interview, please leave your email again below APPENDIX INTERVIEW QUESTIONS FOR LECTURERS Which aspects of English speaking skill are improved by the use of authentic videos? And why? What you think is the most significant advantage of the use of authentic videos in teaching and learning English speaking skill? What you think is the biggest challenge that students might encounter when authentic videos are used in English speaking classroom? And Why? How you apply authentic videos in your teaching speaking skill? (your own experience) What you think is the most effective way to apply AVs in teaching English speaking skill? Why? How you feel about your students’ attitude and reaction when you apply authentic videos in teaching English speaking skill? At what level you think students are best capable of reaping the full benefits of authentic videos? 93