The effects of using video materials on teaching listening for efl students in a high school

Hiệu quả của việc sử dụng tài liệu video trong dạy nghe cho học sinh efl ở trường trung học phổ thông The effects of using video materials on teaching listening for efl students in a high school In the EFL context of Vietnam, there have been challenges in the teaching and learning of all English skills. One of the common problems is many Vietnamese schools prepare students for exams on grammar, reading, and vocabulary rather than communicative competence. In this sense, this study was conducted to investigate the impact of video material on the skill performance of EFL students, especially in the high school scenario. The preand posttest research tools measured the students listening skills before and after the treatment. At the same time, a questionnaire was used to investigate students attitudes towards using video material during their skill learning. The studys findings showed that the use of video material significantly improved the speaking ability of EFL students and that many participants had a positive attitude towards using video material in skill learning. The analysis results show that there is a statistically significant difference between the scores after the test between the experimental class and the control class. There is a statistically significant difference between the scores before and after the test of students in the experimental class. The statistical results show that the experimental groups test results are significantly improved. In addition, the survey results show that students have a positive attitude towards the benefits of using video material in teaching listening skills and its impact on students listening performance.

THE EFFECTS OF USING VIDEO MATERIALS ON TEACHING LISTENING FOR EFL STUDENTS IN A HIGH SCHOOL ABSTRACT In the EFL context of Vietnam, there have been challenges in the teaching and learning of all English skills One of the common problems is many Vietnamese schools prepare students for exams on grammar, reading, and vocabulary rather than communicative competence In this sense, this study was conducted to investigate the impact of video material on the skill performance of EFL students, especially in the high school scenario The pre-and post-test research tools measured the students' listening skills before and after the treatment At the same time, a questionnaire was used to investigate students' attitudes towards using video material during their skill learning The study's findings showed that the use of video material significantly improved the speaking ability of EFL students and that many participants had a positive attitude towards using video material in skill learning The analysis results show that there is a statistically significant difference between the scores after the test between the experimental class and the control class There is a statistically significant difference between the scores before and after the test of students in the experimental class The statistical results show that the experimental group's test results are significantly improved In addition, the survey results show that students have a positive attitude towards the benefits of using video material in teaching listening skills and its impact on students' listening performance Key words: video material, listening skill, teaching listening CHAPTER 1: INTRODUCTION This chapter presents an overall view of the study It consists of the rationale of the study, research problems, research objectives, research questions, hypotheses, the significance of the study, and thesis structure 1.1 Rationale of the study Listening is considered one of the most frequently used skills in everyday life All foreign language learners want to be good communicators required them to speak and listen well However listening skill is the most challenging of the four language skills in EFL learning and teaching (Tran & Duong, 2020) In fact, there are numerous factors that influence learners' listening acquisition As a result, mastering this skill is extremely difficult for them Despite the important value of listening in language learning, it still does not get the attention when compared to reading abilities (Thanajaro, 2000) According to some experts, students' competency in using and understanding English of EFL students is not satisfactory in many schools (Muslem & Abbas, 2017, as cited in Muslem, Yunus, Rismawati, Usman and Gani, 2018) In fact, listening skill has been underemphasized in the English learning process at most secondary and high schools in Viet Nam, so students are not good at listening English (Nguyen & Thai, 2018) Many students are not interested in the practice of English skills, especially listening skill They often tired of English listening when learning by traditional way According to Rorimpandey (2019), in the process of teaching English listening, the teacher cannot stimulate students take part in listening subject to be actively by the way lecturer plays recordings using a tape recorder This way causes students to feel bored easily and they not understand the information they hear or the things they learn Moreover, there is not much English speaking environment for them to practice listening They can not think of the context of the speech, so it is difficult for them to understand the content As a teacher at a high school in Kien Giang province, the researcher noticed that students face a lot of listening problems The students complain that they have little opportunity to listen to English often in class at school and their listening skills are not developed It can be found that many students failed in practicing listening skill Some of them complained that they felt bored with listening tasks, so they could hardly understand the spoken messages Others state that they are not interested in listening English lessons because there is nothing attracting them Therefore, it is very necessary to find out an appropriate learning media with students to practice listening skill and discover it’s effects on teaching and learning Thus, there is an increase in the need of using authentic materials to teach listening According to Martinez (2002), authentic materials help learners improve English communicative proficiency To some extent, it makes students more interested in listening to English as they absorb the language with a fresh learning material Exposure to real English through videos, students are believed to learn English as naturally and effectively as learning their mother tongue According to Garcia (2011), using videos is the best way to learn English, improves the learners’ listening skills, and increases their vocabulary and English language expressions Besides, watching movies helps the learners to improve pronunciation Authentic materials refer to teaching resources that are not purposely produced for language teaching such as newspaper articles, movies advertisements, maps and comic books (Nunan, 1989) Based on some reasons above, the researcher decided to use video materials in teaching English listening skill as well as conducted a research entitled the effects of using video materials on EFL students’ listening skill in a high school in Kien Giang province 1.2 Research problems In the EFL context of Vietnam, there have been challenges in the teaching and learning of all English skills One of the common problems is many Vietnamese schools prepare students for exams on grammar, reading, and vocabulary rather than communicative competence (Bui & Duong, 2018) Another author suggests that students in high school have few opportunities to practice their communication skills, particularly their listening skills (Tran & Duong, 2020) When students were asked about their actual English learning experiences, the majority of students claimed that all they only learn to prepare them for traditional paper tests Pham and Nguyen (2014) also note that Vietnamese students struggle to use their language skills in real-life contexts Furthermore, according to Trinh (2015), language learners, particularly those learning English as a foreign language in a non-native setting, have many problems to develop good listening skills Kamarullah, Muslem, and Manan (2018) states that listening requires effort and attention to understand what is being said Additionally, students had to deal with problems like sound confusion, homonyms and words with different meanings, dialogue inference and dialogue subject From my personal teaching experience in a high school, there have been different problems happening in teaching listening First, many students feel so tired during listening lessons They find listening skill very difficult Second, many students can not understand the conversations or texts in listening lesson Therefore, they can not complete the task and develop there listening skill A possible solution to these problems is that the teacher need find and apply effective teaching strategies that can help students improve their listening skill Therefore, the researcher conducted a research “the effects of using video materials on EFL students’ listening skill in a high school” 1.3 Research objectives Because of the students’ difficulties in the practice of listening skill, many students does not listen English well and they are not interested in learning and practicing this skill in class Therefore, the researcher conducted a study about using video materials on EFL students’ listening skill There were two objectives which were set for this study Firstly, the researcher expected to find out the effects of using video materials on teaching listening for EFL students in a high school in Kien Giang province Secondly, the study was expected to investigate students’ attitudes towards video materials in the practice of listening skill in a high school in Kien Giang province 1.4 Research questions This research is aimed to answer the following questions: What are the effects of using video materials on teaching listening for EFL students in a high school in Kien Giang province? What are EFL students’ attitudes towards video materials in the practice of listening skill? 1.5 Research hypotheses It is hypothesized that students could improve their listening skill and that they find video materials useful and interesting in their listening process 1.6 Significance of the study The study is expected to contribute to the advancement of teaching and learning listening skill Both high school teachers and students will benefit from the research's findings It aims to suggest some potential strategies that may help to improve students’ listening ability and help them improve their listening skill by using videos in teaching activities This study has the significance that it will provide useful methods and means for EFL teachers in teaching listening The findings from the study provide them with opportunities to enhance their awareness of the effects of using video materials in improving students’ listening In addition, it is significant for educators to provide implications for the development of their listening curriculum, teaching methods, and assessment methods Another significance of this study is that the research complements earlier studies on using videos to teach listening skill and can be used as a reference source for anyone who are interested in the research issue 1.7 The structure of the thesis The study consists of five main chapters: Chapter 1: Introduction shows rationales to choose the study, the purpose and research questions, the significance of the study, the research hypotheses, and the structure of the study Chapter 2: Literature review provides the theoretical framework for the study including the literature about the use of multimedia in English language teaching and learning Besides, the definitions of listening and definitions of videos will be discussed Then, the use of videos, benefits of using videos in teaching listening and types of videos in teaching listening will also be mentioned in this part It also reviews related studies on using video materials on students’ listening Chapter 3: The chapter conducts research methodology, describes the methodology used in the research involving the research design, the participants, treatment, instruments, the data collection procedure, the data analysis, and expected outcomes Chapter 4: This Chapter presents the findings and discussions of the research Chapter 5: The chapter is with conclusion summarizes the discussed parts in the paper Besides, implications, limitations, recommendations is also presented in this chapter Moreover, directions for further research will be provided CHAPTER 2: LITERATURE REVIEW The chapter shows relevant themes, including: The definitions of listening, the use of multimedia in English language teaching and learning, the use of videos and benefits of using videos in teaching listening, types of videos in teaching listening, and teaching listening with video materials It also reviews empirical studies on using video materials on students’ listening 2.1 Definitions of listening Mendelsohn (1994) states that listening plays an important role in communication There are many definitions of listening proposed by many experts Listening is the ability to identify and understand what people are saying (Yagang, 1993 & Rankin, 1952) According to Sayeekumar (2013), listening is defined as a cognitive effort concerned with the sense of hearing and understanding Underwood (1989) indicates that listening is the act of paying attention to and attempting to make sense of what we hear In other words, listening involves focusing on speech sounds and making an effort to comprehend the speaker's message In communication, listening is to understand words and sentences Besides, listening as well as speaking is the most commonly skill used in communication Good listening is an integral part of the communication process Gilakjani and Ahmadi (2011) suggests that listening includes listening for thoughts, feelings, and intentions and this needs active involvement, effort, and practice Tyagi (2013) states that listening skill is an important skill of language and it is a key to receiving messages effectively It is the process of receiving, attending to comprehend the meaning and responding Hearing, understanding, remembering, evaluating, and responding are stages of listening process According to Etman (2012), listening is the basis for making initial contact with the target language Students studying English as a foreign language should therefore have strong listening skills In short, listening is understood as a term that covers the ability to listen and understand Listening skill defined by experts are both simple and complex Listening is not simply hearing a sound or a piece of audio Listening involves identifying and comprehending what people are saying It is a multi-stage process in which the listener receives the sound, focus on the facts spoken of and understands the content of the problem by paying attention to what the speaker says, how the speaker says it and the context where the message is transmitted Besides, learning how to listen to a certain language to understand the content of the story is a skill and it is called listening skill Listening involves identifying and comprehending what people are saying 2.2 The use of multimedia in English language teaching and learning The use of multimedia in English language teaching and learning is studied by many researchers According to Susikaran and Phil (2013), the chalk and talk method is insufficient to teach English effectively As a result, multimedia teaching methods are increasingly being used in college English classes It has made a significant contribution to improved teaching quality Pun (2013) also suggests that English is one of the most significant mediums of communication in the world, so learning it is essential The use of multimedia technology in language teaching has created a favorable context for reforming and exploring English language teaching models in the new age, thanks to the rapid growth of science and technology The use of audio, visual, and animation effects in English language teaching classrooms is a current trend Multimedia has a positive impact on student activities and initiatives, as well as the teaching effect in the classroom Also, Zhen (2016) states that multimedia has many benefits in English teaching, including providing more information, saving time, stimulating students' imagination and creativity, and so on They have a positive attitude toward computer technology in the classroom, and such technology has a positive impact, because multimedia teaching has many advantages over other forms of English instruction According to Rogers (2011), students agree that the audiotape listening was uninteresting As a result, the listener is probably unable to communicate the appropriate answer Woottipong (2014) suggests that technology plays an increasingly important role in the methods of instruction One technology is video which provides teachers a wide variety of resource material to be taught in EFL classrooms to improve students’ listening skill Because of the significance of listening skill, the teaching of English as a foreign language relies heavily on effective materials With this situation, using technology as a method of instruction in particular could be a viable solution One technical approach, video, offers a variety of source material that can be used to improve students’ listening skill To sum up, multimedia can be used in English language teaching and learning suitably 2.3 The use of videos & Benefits of using videos in teaching listening Videos have recently become more popular as listening materials in the classroom as well as in the entertainment Videos are popular multimedia tools with both visual and audio content Videos are made up of visual and audio elements that can be chosen and used as instructional materials in the classroom (Ilin, Kutlu & Kutlua, 2013) Berk (2009) states that videos can have a significant emotional impact The outcome that instructors wish to achieve in a certain learning scenario must be decided When videos are used improperly, the video clips can divert attention, hinder study, and even inspire students to riot So, when making decisions, teachers should be very picky In many researches, videos are believed to have a lot of benefits in language teaching and learning, especially listening skill Videos can be extremely useful tools for language learning The benefits of this tool include giving real-life communication samples, motivation for language learning and promotion of language acquisition (Woottipong, 2014 & Ardiansyah, 10