Điều tra về việc sử dụng youtube cho việc tự học tiếng anh của sinh viên không chuyên tại đại học huế

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY NGUYEN THI MINH THU AN INVESTIGATION INTO THE USE OF YOUTUBE FOR ENGLISH SELF-STUDY BY NON-ENGLISH MAJOR STUDENTS AT HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2019 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY NGUYEN THI MINH THU AN INVESTIGATION INTO THE USE OF YOUTUBE FOR ENGLISH SELF-STUDY BY NON-ENGLISH MAJOR STUDENTS AT HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: PHAM HONG ANH, Ph.D HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ MINH THU ĐIỀU TRA VỀ VIỆC SỬ DỤNG YOUTUBE CHO VIỆC TỰ HỌC TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN TẠI ĐẠI HỌC HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM HỒNG ANH HUẾ, 2019 STATEMENT OF AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Hue, December 5, 2019 Signature Nguyen Thi Minh Thu i ACKNOWLEDGEMENTS There are many people to whom I should acknowledge for their support and assistance during the completion of this thesis First of all, I would like to express my sincere gratitude to my supervisor, Dr Pham Hong Anh, for her continuous support and great knowledge She has guided me during the time of my thesis with enthusiasm I am really motivated and encouraged by her help I could not imagine of having a better supervisor Besides my supervisor, I would like to thank my all teachers who helped me much by their teaching, giving me valuable knowledge to start this thesis I also should thank all of students who agreed to give their responses to my questionnaire and participate in the interviews They gave me important information to help me complete the study Most of all, I am heartily thankful to my family and my friends who supported me spiritually during the time of my thesis ii ABSTRACT The growth of technology and internet has come out with immense possibilities and resources for students to develop their learning process One prominent tool that has been widely used by learners is YouTube In that event, this study focused on the use of YouTube for English self-study by nonEnglish major students at Hue University This research aims to investigate the use of YouTube for English self-study by non-English major students in three aspects: students’ perceptions, practice, and students’ perceived benefits of YouTube Questionnaires were sent to one hundred and ten students and ten of them participated in the semi-structured interviews Quantitative data were analyzed through Microsoft Excel and qualitative data through thematic analysis The student respondents revealed that using YouTube for English self-study was very enjoyable, interesting and effective The results also showed that YouTube really helped students self-improve their Listening, Speaking, Reading and Writing skills In addition, among various benefits of using YouTube for English self-study that was found from the data, there were three most distinctive features that were perceived by the students to be beneficial They are (i) technologically distinctive aspects of YouTube, (ii) the promotion of argumentative skill with the function of “Comment”, and (iii) the promotion of speaking skill when the user/learner is in the role of the third person iii TABLE OF CONTENTS Statement of authorship i Acknowledgements ii Abstract iii Table of contents iv List of charts vii CHAPTER 1: INTRODUCTION 1.1 Background and Rationale for the study 1.2 Aims of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Thesis outline CHAPTER 2: LITERATURE REVIEW 2.1 English language self-study 2.1.2 English language self-study 2.2 The use of YouTube in language education 2.2.1 Definition of YouTube 2.2.2 The use of YouTube in language learning 2.3 The use of YouTube for English language self-study in four practical language skills 2.3.1 YouTube for Listening skills 2.3.2 YouTube for Speaking skills 11 2.3.3 YouTube for Reading skills 12 2.3.4 YouTube for Writing skills 13 2.4 Related studies 14 iv CHAPTER 3: RESEARCH METHODOLOGY 16 3.1 Research design 16 3.2 Research participants 17 3.3 Instruments of data collection 17 3.3.1 Questionnaire 17 3.3.1.1 Questionnaire Design 17 3.3.1.2 Implementation of questionnaire 18 3.3.2 Interviews 18 3.3.2.1 Design of Interviews 18 3.3.2.2 Implementation of Interviews 19 3.4 Data Analysis 20 3.5 Summary 20 CHAPTER 4: FINDINGS AND DISCUSSION 21 4.1 Introduction 21 4.2 Findings 21 4.2.1 Perceptions of non-English major students on the use of YouTube for English self-study 21 4.2.1.1 General feelings 21 4.2.2 What students learned from YouTube for English self-study and how they learned 22 4.2.2.1 What students learned from YouTube for Listening skills 23 4.2.2.2 How students learned from YouTube for Listening skills 24 4.2.2.3 What students learned from YouTube for Speaking skills 25 4.2.2.4 How students learned from YouTube for Speaking skills 26 4.2.2.5 What students learned from YouTube for Reading skills 27 4.2.2.6 How students learned from YouTube for Reading skills 28 4.2.2.7 What students learned from YouTube for Writing skills 29 4.2.2.8 How students learned from YouTube for Writing skills 30 4.2.2.9 What students learned from YouTube for major self-study 31 v 4.2.2.10 How students learned from YouTube for major self-study 32 4.2.3 Recorded benefits of YouTube for its use to improve those English skills by non-English major students 33 4.2.3.1 Listening skills improvement 33 4.2.3.2 Speaking skills improvement 34 4.2.3.3 Reading skills improvement 35 4.2.3.4 Writing skills improvement 36 4.3 Discussion 37 4.3.1 Technologically distinctive features of YouTube 37 4.3.2 The promotion of argumentative skill with the function of “Comment” 39 4.3.3 The promotion of speaking skill when the user/learner is in the role of the third person 42 4.4 Summary 43 CHAPTER 5: CONCLUSION AND IMPLICATIONS 44 5.1 Summary of the findings 44 5.2 Implications 45 5.2.1 Implications for learners 45 5.2.2 Implications for teachers 46 5.2.3 Implications for future research 46 5.3 Limitations of the study 46 5.4 Final Words 47 REFERENCES 48 APPENDICES vi LIST OF CHARTS Chart 4.1 General feelings of students on the use of YouTube for English 21 self-study 21 Chart 4.2 General perceptions to the use of YouTube for English self-study 22 Chart 4.3 What students learned from YouTube for Listening skills 23 Chart 4.4 How students learned from YouTube for Listening skills 24 Chart 4.5 What students learned from YouTube for Speaking skills 25 Chart 4.6 How students learned from YouTube for Speaking skills 26 Chart 4.7 What students learned from YouTube for Reading skills 27 Chart 4.8 How students learned from YouTube for Reading skills 28 Chart 4.9 What students learned from YouTube for Writing skills 29 Chart 4.10 How students learned from YouTube for Writing skills 30 Chart 4.11 What students learned from YouTube for major self-study 31 Chart 4.12 How students learned from YouTube for major self-study 32 Chart 4.13 Listening skills improvement 33 Chart 4.14 Speaking skills improvement 34 Chart 4.15 Reading skills improvement 35 Chart 4.16 Writing skills improvement 36 vii Dang, X T (2011) Factors influencing teachers’ use of ICT in language teaching: a case study of Hanoi University, Vietnam The 4th edition of the ICT for Language Learning Conference Dang, X T (2013) ICT in foreign language teaching in an innovative University in Vietnam: Current practices and factors affecting ICT use La Trobe University: Australia Duffy, P (2008) Engaging the YouTube Google-eyed generation: Strategies for using Web 2.0 in teaching and learning The Electronic Journal of eLearning, 6, 119-130 Retrieved from http://www.ejel.org/volume6/issue2/p119 Duong, T M., & Seepho, S (2014) Promoting learner autonomy: A qualitative study on EFL teachers' perceptions and their teaching practices Proceedings of the International Conference: DRAL 2/ ILA 2014, 129-137 Easwaramoorthy, M., & Zarinpoush, F (2006) Interviewing for research Imagine Canade,(6) Retrieved from http://sectorsource.ca/resource/file/interviewing-research Etikan, I., & Bala, K (2017) Developing questionnaire base on selection and designing Biometrics & Biostatistics International Journal,5(6) Evans, C (2017) Analysing semi-structured interviews using thematic analysis: Exploring voluntary civic participation among adults SAGE Research Methods Datasets http://dx.doi.org/10.4135/9781526439284 Fleck, B K., Beckman, L M., Sterns, J L., & Hussey, H D (2014) YouTube in the classroom: Helpful tips and student perceptions The Journal of Effective Teaching, 14(3), 21-37 Ghasemi, B., Hashemi, M., & Bardine, S H (2011) UTube and language learning Procedia-Social and Behavioral Sciences 28,63-67 doi:10.1016/j.sbspro.2011.11.013 Gil, A (2015) The role of the Internet in self-study Society Integration Education, doi:10.17770/sie2015vol4.398 Gillham, B (2000) Research https://books.google.com.vn Interview Retrieved from Gunada, I S (2017) Using YouTube video; an IT-based media to improve students' speaking skill 1-10 Retrieved from https://www.researchgate.net/publication/326082917 50 Irawati, D (2016) Supporting student’s English speaking achievement using video International Journal of EFL, 1(1) Jalaluddin, M (2016) Using YouTube to enhance speaking skills in ESL classroom English for Specific Purposes World, 50(17) Jordan, L (2012) Video for peer feedback and reflection: Embedding mainstream engagement into learning and teaching practice Research in Learning Technology, 16–25 June, S., Yaacob, A., & Kheng, Y K (2014) Assessing the use of YouTube videos and Interactive activities as a critical thinking stimulator for tertiary students: An action research International Education Studies, 7(8), 56-67 doi:10.5539/ies.v7n8p56 Hadijah, S (2016) Teaching by using video: Way to make it more meaningful in EFL classrooms Proceedings of the Fourth International Seminar on English Language and Teaching Haque, S (2015) Impact of group-study and self-study on learning abilities of students at the university level Case Studies Journal, 4(2) Hayikaleng, N., Nair, S M., & Krishnasamy, H N (2016) Using YouTube to improve EFL reading comprehension among vocational students Proceeding of ICECRS,1, 391-398 Heriyanto, D (2015) The effectiveness of using Youtube for vocabulary mastery 6(1) doi:10.26877/eternal.v6i1.2290 Hoang, B T (2018) Using the internet to promote business learners' autonomy in Vietnam International Journal of Education & Literacy Studies, 6(3), 1–8 Karkera, S., & Chamundeshawari, D (2018) YouTube: A teaching tool to improve listening skills International Journal of Creative Research Thoughts,6(2), 1311-1316 Kim, H (2015) Using authentic videos to improve EFL students listening comprehension International Journal of Contents, 11(4), 15-24 Lazar, A (2013) Learner autonomy and its implementation for language teacher training Procedia - Social and Behavioral Sciences, 76, 460464 doi:10.1016/j.sbspro.2013.04.146 Little, D (1991) Learner autonomy 1: Dublin: Authentik 51 definitions, issues and problems Little, D (2007) Language learner autonomy: Some fundamental considerations Revisisted Innovation in Language and Teaching, (1) 1-27 Mayoral, P., Tello, A., & Gonzalez, J (2010) YouTube based learning Journal of International Federation of Surveyors, 1-12 Metruk, R (2018) Extensive listening practice of EFL learners with authentic English videos Teaching English with Technology,18(4), 3-19 Najeep, S S (2012) Learner autonomy in language learning Procedia Social and Behavioral Sciences, 1238-1242 doi:10.1016/j.sbspro.2013.01.183 Nguyen, L V (2011) Learners' reflections on and perceptions of computer-mediated communication in a language classroom: A Vietnamese perspective Australian Journal of Educational Technology, 27(8), 413-1436 Nguyen, N T L (2015) How to motivate non-English major students in Vietnamese universities of education to learn English Retrieved from http://www.vnseameo.org/TESOLConference2015/Materials/Fullpa per/Ms Nguyen Thi Le Nguyen.pdf Pham, N T T., Tan, K C., & Lee, W K (2018) Exploring teaching English using ICT in Vietnam: The Lens of Activity Theory International Journal of Modern Trends in Social Sciences, 1(3), 15–29 Prensky, M (2009) Make those You Tubes! Educational Technology, 1-4 Reinders, H., & Balcikanli, C (2011) Learning to foster autonomy: The role of teacher education materials Studies in Self-Access Learning Journal, (1), 15-25 Rizkan, A M., Mukhaiyar, & Refnandi (2019) The effect of using YouTube as a Teaching media on the students' Listening skill Advances in Social Science, Education and Humanities Research, 301 Tang, G., & Yang, G (2000) Learning English through self-study by new arrival children Education Journal, 28(2) Terantino, J M (2011) Emerging technologies for foreign languages: You have to see this video Language Learning &Technology, 15(1), 10–16 Ton, N N H and Pham, H H (2010) Vietnamese teachers’ and student perceptions of global English Language Education in Asia, 1(1), 48-61 52 Tran, T Q., & Duong, T M (2018) EFL learners' perceptions of factors influencing learner autonomy development Kasetsart Journal of Social Sciences, 1–6 Tran, T T (2013) Facters affecting teaching and learning English in Vietnamese universities The Internet Journal Language, Culture and Society, (38), 138–145 Velandia, M R., Torres, A L., & Alí, M N (2012) Using web-based activities to promote reading: An exploratory study with teenagers Profiles Issues in Teachers' Professional Development,14(2) Yagcioglu, O (2016) Increasing creativity with the self-studies in basic English classes European Journal of English Language Teaching,1(2) YouTube statistics Retrieved on November https://www.youtube.com/yt/about/press/ 14, 2018, from Yuen, M C (2010) Video instructions as support for beyond classroom learning Procedia Social and Behavioral Sciences,1313-1318 Yuen, M.C., Koo, A.C., & Woods, P C (2018) Online video for self-directed learning in digital animation The Turkish Online Journal of Educational Technology, 17(3), 91–103 Watkins, J., & Wilkins, M (2011) Using YouTube in the EFL classroom Language Education in Asia, 2(1) 53 APPENDICES APPENDIX I STUDENT QUESTIONNAIRE This questionnaire is an effort to collect information on the use of YouTube for English self-study Data collected will not be used for any other purposes except for this research Please feel free to share your opinions by answering the following items Part I: Personal information Your name (optional): ……………………………………………………………… Your age: …………………………………………………………………………… Your school: ………………………………………………………… Your major: ……………………….……………………………………………… What year are you at university? How many years have you learned English? ……………………………… years Your email address (please leave your email address if you are available for later interview): ………………………………………………………………………… Part II: Students’ perceptions on the use of YouTube for English self-study Questions Yes No Do you like using YouTube for English self-study? Do you think that YouTube bring you an interesting environment for self-study? Do you think that YouTube is a useful tool for your English self-study? Do you think that the use of YouTube helps your English self-study more efficient? For Listening self-study: Can you use YouTube for English Listening self-study? Does YouTube help you to improve your Listening skill? For Speaking self-study: Can you use YouTube for English Speaking self-study? Does YouTube help you to improve your Speaking skills? For Reading self-study: Can you use YouTube for English Reading self-study? 10 Does YouTube help you to improve your Reading skills? For Writing self-study: 11 Can you use YouTube for English Writing self-study? 12 Does YouTube help you to improve your Writing skills? For Major self-study: 13 Can you use YouTube for your major self-study? 14 Does YouTube help you to improve your major study in English? Part III: What students learn from YouTube for English self-study, and how What students learn from Yes No How students learn from Yes YouTube for YouTube for Usually Sometimes Usually Sometimes Listening self-study: Listening self-study: 15 You use YouTube for 21 You listen English listening English songs? on YouTube for 16 You use YouTube for entertaining? watching English 22 You listen and take movies? note? 17 You use YouTube for 23 You listen again and watching TV programs? again? 18 You use YouTube for 24 You listen sound listening and/or watching together with lectures? viewing images? 19 You use YouTube for 25 You listen videos listening presentations/ together with talks/ disputes? reading subtitles? 20 You learn tips for Others: ……………… Listening shared on ……………………… YouTube? ……………………… Others: ………… ……………………… ………………………… ………………………… No Speaking self-study: 26 Through YouTube, you have more ideas for speaking from real situations? 27 Through YouTube, you learn vocabulary for speaking? 28 Through YouTube, you learn pronunciation? 29 Through YouTube, you learn intonation? 30 You learn grammar for Speaking? 31 You learn conversations? 32 You learn various dialects from different places? 33 You learn tips of Speaking shared on YouTube? Others: ………………… ………………………… Speaking self-study: 34 You can repeat again and again? 35 You can practice pronunciation? 36 You can follow intonation? 37 You can role-play conversations? Others: ………… ……………………… ……………………… … …………………… Reading self-study: 38 Through YouTube, you learn vocabulary? 39 Through YouTube, you learn grammar? 40 Through YouTube, you learn sentences from readings? 41 Through YouTube, you read reviews and comments? 42 You read film biography? 43 You view lectures? 44 You read guidance/ instructions? 45 You read scientific materials? 46 You learn tips for readings shared on YouTube? Others:………………… ………………………… ………………………… Reading self-study: 47 Learn Reading through Listening and Speaking on YouTube? 48 Reading and analyzing and criticizing? 49 Reading and taking note? 50 Learning with interest? 51 Learning for the requirements of study? Others: ……………… ……………………… ……………………… Writing Self-study: 52 Through YouTube, you can learn vocabulary for writing? 53 You can learn sentence structures? 54 You can learn grammar for writing? 55 You can learn how to develop ideas, outlines for writing? 56 You write personal opinions and comments? 57 You learn tips for writing shared on YouTube? Others:………………… ………………………… Major Self-study: 61 You can view/ listen specialized lectures? 62 You can view social science materials? 63 You can view natural Writing Self-study: 58 You learn Writing for personal interest? 59 You learn for the requirements of study? 60 You learn by instructions on YouTube? Others: ……………… ……………………… ……………………… … …………………… Major Self-study: 65 You view YouTube videos for entertaining? 66 You learn for personal interest? science materials? 64 You can view videos related to your major? Others: ………………… ………………………… ………………………… 67 You view videos for your specialized knowledge? Others ………………… ……………………… … ………………………… Part IV: According to you, how does YouTube help you to improve your English skills? Questions Yes No For Listening skills: 68 YouTube enables you to improve English vocabulary? 69 YouTube enables you to familiarize with different kinds of materials (songs, films, presentations, lectures, disputes, TV programs)? 70 YouTube enables you to listen different dialects of English? 71 YouTube give you more interest in learning Listening? Others: …………………………………………………………… …………………………………………………………………… For Speaking skills: 72 YouTube improves your vocabulary for speaking English? 73 YouTube improves your pronunciation? 74 YouTube provides you more ideas for speaking? 75 YouTube helps you to consolidate your grammar? 76 YouTube improves your confidence in speaking? 77 YouTube helps you to familiarize with real and interactive situations? Others …………………………………………………………… …………………………………………………………………… For Reading skills: 78 YouTube improves your vocabulary for reading? 79 YouTube improve your reading comprehension ability? 80 YouTube improves your reading speed? 81 YouTube helps you to consolidate your grammar? 82 YouTube gives you more interest in learning reading? 83 YouTube improves your critical skill in reading materials? Others …………………………………………………………… …………………………………………………………………… For Writing skills: 84 YouTube improves your vocabulary in writing? 85 YouTube improves your grammar ability in writing? 86 YouTube provides you more ideas in writing? 87 YouTube helps you improve different types of writing genres? 88 YouTube gives you more interest in learning writing? Others …………………………………………………………… …………………………………………………………………… Thank you for your cooperation APPENDIX II Interview questions: What you use YouTube to learn the listening skills in English? How you use YouTube to learn the listening skills in English? What you use YouTube to learn the speaking skills in English? How you use YouTube to learn the speaking skills in English? What you use YouTube to learn the reading skills in English? How you use YouTube to learn the reading skills in English? What you use YouTube to learn the writing skills in English? How you use YouTube to learn the writing skills in English? What you use YouTube for learning your major in English? How you use YouTube for learning your major in English? How you improve those skills on YouTube?