INTRODUCTION
Motivation plays a crucial role in the language learning process, particularly in mastering English, as it sparks interest and sustains enthusiasm Without motivation, effective learning is challenging Therefore, it's essential for teachers to explore strategies that boost student motivation in the classroom, ensuring that learners remain engaged and committed to their language acquisition journey.
In Vietnam, educators have observed that many students excel in reading but struggle to comprehend spoken language from native speakers Rost (1994) emphasizes the crucial role of listening in second and foreign language acquisition, highlighting that effective listening provides essential input for learners Without comprehensible input at an appropriate level, language learning cannot effectively commence However, teaching listening skills presents significant challenges for educators.
Improving listening skills requires significant time and effort, posing challenges for teachers in engaging students during lessons Many students often feel disengaged and frustrated with the activities presented in listening classes.
In Vietnam, students typically undergo at least five years of English instruction before college, yet many struggle with language proficiency Research indicates that utilizing films as teaching aids can enhance language learning by exposing students to authentic language use and cultural contexts Engaging films can also boost learners' motivation to study (Sommer, 2001; Kusumarasdyati, 2004; Luo, 2004) Despite these findings, Vietnamese educators primarily rely on textbooks and traditional materials, highlighting the need for innovative teaching approaches.
This action research study explores how incorporating movies into English as a Foreign Language (EFL) classes can enhance motivation and improve listening comprehension among third-year students at the Academy of Finance By utilizing film as a learning tool, the study aims to create a more engaging and comfortable environment for students, ultimately facilitating their language acquisition through the enjoyable medium of movie viewing.
This study investigates the underlying reasons for students' weak listening comprehension skills and their passive engagement in listening activities Additionally, it explores how incorporating movies into the English as a Foreign Language (EFL) classroom can enhance students' motivation and improve their listening comprehension abilities.
As a result, recommendations are made to further improve the effectiveness of the use of movies in EFL classes at Academy of Finance, Hanoi.
This action research study employs various data collection instruments, including observation, questionnaires, tests, and interviews The collected data are analyzed to derive meaningful findings for the research.
Action research is the optimal approach for this study, focusing on enhancing students' motivation and listening comprehension in a specific context By utilizing a variety of instruments, this research aims to gather reliable data and provide an in-depth analysis of the challenges faced by students.
The research questions are posed as follows:
- To what extent does the use of movies in class increase students‟ motivation?
- What are the students‟ attitudes towards using movies in EFL classroom?
- To what extent does the use of movies improve students‟ listening comprehension?
This study examines the impact of movies on student motivation, attitudes towards their use in the classroom, and improvements in listening comprehension Conducted over six weeks, the action research involved one class and two films, focusing on the effectiveness of movies as teaching aids in the English as a Foreign Language (EFL) context at AOF.
A study was carried out among third-year accounting students at AOF to examine the impact of movie viewing on their listening comprehension The research specifically focused on this aspect of English skills, without exploring other areas.
The study emphasizes the significant impact of incorporating movies into the English teaching and learning process at AOF Its findings are valuable for both educators and students, highlighting how movies can enhance listening skills and boost student motivation Additionally, this research supports teachers in modernizing their instructional methods, aligning with contemporary teaching innovations.
The thesis is divided into five chapters: Chapter 1: Introduction, Chapter 2: Literature Review, Chapter 3: Methodology, Chapter 4: Results and Discussion, Chapter 5: Conclusion
This chapter presents a comprehensive overview of the study, detailing its background, aims, and objectives It also outlines the key research questions and provides a structured outline of the study's content.
LITERATURE REVIEW
The importance of listening skill in English teaching and learning process
Motivation is a complex concept that is challenging to define due to its intangible nature; it cannot be directly observed or measured Instead, motivation is inferred from an individual's behavior, leading to a lack of consensus among theorists on a singular definition.
According to Harmer (1991), the nature of motivation is some kind of internal drive that encourages somebody to pursue a course of action Skinner and Belmont
According to Skinner and Belmont (1991), motivated students actively engage in school by choosing tasks that challenge their abilities, taking initiative when opportunities arise, and demonstrating significant effort and focus while learning They exhibit positive emotions throughout the process, such as enthusiasm, optimism, curiosity, and interest.
According to Crooks and Schmidt (1991), motivation is characterized by interest and enthusiasm for teaching methods, persistence in listening tasks, and high levels of concentration and enjoyment This definition aligns perfectly with the focus of this study, which explores how innovative teaching methods, such as incorporating movies into the classroom, significantly enhance student interest and motivation, leading to increased participation and engagement in tasks.
2.1.2 The importance of motivation in English teaching and learning process
Motivation is a crucial factor in achieving success in learning a second or foreign language, as highlighted by various researchers McDonough (1981) emphasizes that motivation significantly influences an individual's success or failure in language acquisition, encompassing needs such as achievement, curiosity, and the desire for new experiences, often outweighing language aptitude According to Oxford and Shearin (1994), motivation dictates the level of personal engagement in language learning Additionally, Ellis (1997) points out that the relationship between motivation and achievement is interactive; a high motivation level fosters learning, while perceived success in reaching language goals can sustain and even enhance motivation.
Unmotivated students often lack engagement, hindering their ability to develop essential second language (L2) skills Consequently, motivation plays a crucial role in the success of learning a foreign or second language.
2.1.3 The importance of listening skill in English teaching and learning process
Listening plays a crucial role in second and foreign language learning, as emphasized by Rost (1994), who states that it provides essential input for learners, making comprehension at the appropriate level necessary for any effective learning to commence Numerous studies, including those by Dunkel (1991), underscore the significance of listening in both communication and language acquisition Lewis (1993) further asserts that since most natural communication is spoken rather than written, listening becomes the primary medium for input, enhancing students' ability to understand speech and ultimately facilitating their language development.
Listening is the skill of identifying and comprehending spoken language, which includes recognizing accents, grammar, vocabulary, and the overall meaning (Howatt & Dakin, 1974) According to Willis (as cited in Saricoban, 1999), effective listening involves several micro-skills: predicting discussion topics, guessing unfamiliar words without anxiety, leveraging prior knowledge for comprehension, identifying and filtering relevant information, retaining key points through note-taking and summarizing, recognizing discourse markers, understanding cohesive devices, interpreting intonation patterns and stress for contextual clues, and grasping inferred meanings such as the speaker's attitude or intention.
Listening teaching and learning have shifted from a teacher-centered approach to a more learner-centered model, recognizing listening as an active receptive skill According to Anne and Lynch (1988), this skill involves the listener activating prior knowledge to integrate new information effectively.
According to Austin (1970) and Underwood (1989), teachers play a crucial role in listening lessons by generating student interest, providing reasons for listening, and fostering confidence Teachers should expose students to diverse listening experiences through various texts, making listening purposeful by incorporating realistic tasks that connect classroom activities to real-life situations Additionally, teachers need to help students understand the listening process and address any negative attitudes stemming from past difficulties Building students' confidence in their listening abilities is essential, as success encourages further attempts Ultimately, the teacher's role involves creating supportive experiences and activities while shifting the focus from testing to problem-solving in listening tasks.
To enhance student engagement in listening tasks, teachers must understand the challenges learners face and implement effective learning strategies to support them.
Previous studies on the use of movies in English teaching
Incorporating visual aids, particularly films and videos, significantly enhances ESL teaching by transforming the classroom atmosphere These resources expose students to authentic English used in real-life contexts, making them an essential part of the curriculum Research indicates that movies not only provide exposure to genuine language and cultural nuances but also engage learners, boosting their motivation to learn (Kusumarasdyati, 2004; Luo, 2004).
Movies serve as authentic material, providing learners with genuine input that facilitates language acquisition (Mishan, 2004) As Krashen (1985) highlights, natural input allows learners to absorb a foreign language effortlessly The use of videos to enhance listening comprehension has been extensively explored over the past two decades (Secules et al., 1992; Weyers, 1999; Linebarger, 2001; Kusumarasdyati, 2004; Luo, 2004; Lin, 2009) For instance, Weyers (1999) conducted a study using an authentic soap opera to assess its impact on improving students' listening comprehension and oral production, involving two distinct groups in the research.
In a study conducted at the University of New Mexico, 17 subjects in a control group and 20 subjects in an experimental group participated in two second-semester Spanish classes over an 8-week period Both groups adhered to the established curriculum, but the experimental group additionally watched two episodes of a Spanish soap opera each week, utilizing approximately 45 minutes of the 60-minute class Prior to each episode, the teacher provided a brief summary in English The findings indicate that incorporating telenovelas significantly enhances students' listening comprehension skills in Spanish.
In his 2004 study, Luo, J.J explored the impact of DVD movies on students' listening comprehension by integrating nine films into the curriculum over an entire school year The DVDs served as the primary instructional materials, complemented by tailored activities such as storytelling, picture description, and open-ended group discussions based on movie content The study included both caption-on and caption-off exercises to enhance listening skills Statistical analyses revealed that students' listening abilities significantly improved, benefiting from a motivating learning environment that fostered lower anxiety levels throughout the year (Luo, 2004).
In a study by Herron and Seay (1991), the effectiveness of using video for enhancing listening comprehension among EFL students was examined Intermediate-level students were divided into an experimental group, which replaced traditional classes with authentic radio tape listening, and a control group that continued with standard class activities The findings revealed that the experimental group demonstrated significantly higher performance on final listening comprehension tests, utilizing both video and audio, compared to the control group, which lacked any strategic training.
Champoux (1999) has studied the use of films as a teaching resource and Allan
(1985), Stoller (1988), Katchen (2003) and Sufen (2006) have analyzed the use of films and videotapes concerning particularly EFL or ESL teaching
In Vietnam, research on the use of movies in English as a Foreign Language (EFL) teaching is limited, with most studies focusing solely on the use of pictures or short video clips as teaching aids By synthesizing these previous studies, it becomes evident that incorporating movies into EFL instruction offers significant advantages over traditional teaching methods, enhancing the learning experience and engagement for students.
Advantages and disadvantages of movie viewing in classroom
Movies offer students a valuable opportunity to enhance their understanding of stories and concepts, making them an effective tool for developing English language skills Research indicates that films introduce variety, authenticity, and flexibility into the EFL classroom, serving as an excellent pedagogical aid for both classroom settings and self-study The primary aim is to inspire learners and stimulate their imagination and creativity Additionally, movies can motivate students to engage with English, providing visual context that aids comprehension, particularly for those who may struggle with traditional listening methods.
65) also highlights the realistic examples that the films enable Combining both audio and visuality makes film a comprehensive tool for language teaching The visuality also supports the students: it helps learners by supporting the verbal message and provides a focus of attention while they listen In addition, viewers are not just passive observers but their responses also add to the power of the film According to Stoller
Films serve as a versatile tool for second language learning, enriching course design with diverse language and cultural experiences They provide students with authentic target language exposure, including speech forms rarely encountered in traditional classroom settings, which enhances motivation for active participation in film-related activities Teachers can effectively present language characteristics through films, surpassing the limitations of textbooks Additionally, films allow students to explore appropriateness and pragmatics while observing linguistic, paralinguistic, and nonverbal behaviors As noted by Allan (1985), films encourage student dialogue and stimulate genuine communication in the classroom by eliciting diverse opinions among peers.
Authentic materials usually help them to notice, that knowing foreign language is very useful and that the language can be used every day in different contexts
Using movies in foreign language education can enhance curriculum diversity and motivate learners, but it presents challenges for teachers The preparation involved in selecting films and creating relevant activities can be time-consuming and demanding, leading some educators to prefer traditional textbooks Additionally, films can detract from other classroom activities, and inadequate equipment may hinder their use Fortunately, modern classrooms are generally well-equipped with televisions or computers, facilitating the use of DVDs However, teachers must consider budget constraints and be aware of varied student reactions, as some may find certain scenes distracting In Vietnam, young learners often view movies as mere entertainment, which may limit their engagement with the educational benefits of film Therefore, incorporating movies into the classroom under guided instruction can enhance their learning experience, especially when used effectively.
In sum, it is obvious that the pendulum swings to the asset side, and the pros outnumber the cons So, why not give it a try?
Criteria to choose
When planning movie lessons, selecting the right film is crucial The chosen movie should align with thematic content that reinforces topics in the language syllabus, such as discrimination, moral issues, mass media, ecology, education, and work Additionally, it can serve to illustrate language functions and grammatical patterns in real-life contexts Careful attention must be paid to accents, as dialectal variations can hinder comprehension for students.
Before incorporating movies into foreign language teaching, it's essential to consider copyright issues, the teaching environment, and the learners' proficiency levels Films should complement, not replace, the teacher's role, and students should be encouraged to focus on grasping the main idea rather than understanding every single word.
Teachers play a crucial role in encouraging active engagement, ensuring that films used in lessons foster participation right from the start This approach transforms students from passive observers into active participants in their learning experience.
Selecting and previewing films carefully is crucial, as each film supports different types of activities and instructional objectives Students must receive clear and simple instructions to recognize that films serve educational purposes beyond mere entertainment According to Allan (1985), it's essential to choose topics that resonate with students, ensuring the stories are engaging and motivating Ultimately, the selected topics should be both captivating and rich in pedagogical value.
When choosing suitable movies for students, it's crucial to consider their proficiency level and the film's comprehensibility The selected film should be easily understandable, enabling students to complete language-related tasks effectively, while also minimizing the teacher's effort in facilitating comprehension.
When selecting a film for a specific proficiency level, several key factors must be considered Firstly, the density of language is crucial; dialogues should include sufficient pauses to aid student comprehension Secondly, visual support is essential, as it helps reinforce the verbal message, allowing students to infer the storyline Lastly, the delivery of speech plays a significant role in understanding; rapid dialogue or diverse accents can hinder comprehension, though such challenges may benefit more advanced learners.
According to Stoller (1988), the length of a film is crucial for effective classroom use It is essential to select films that are sufficiently long to deliver significant content while remaining short enough to accommodate pre-viewing and post-viewing activities within the classroom schedule.
When incorporating films into the classroom, teachers should consider their objectives, the target student audience, and the expected learning outcomes Proper preparation involves evaluating effective teaching techniques, estimating the time required for viewing, and identifying necessary preparatory activities According to Stoller (1988), films can be integrated into the syllabus through language items, functions, or thematic units Additionally, utilizing a content-based curriculum requires ensuring that the film's subject matter is relevant to the lesson.
In Vietnam, Walt Disney films are particularly favored by youngsters due to their global popularity and appeal to diverse audiences, especially children and teenagers These films convey gentle, understandable, and encouraging messages, making them ideal for young English learners Notable titles such as Snow White and the Seven Dwarfs, Cinderella, and Aladdin are not only entertaining but also feature engaging music and well-crafted characters Additionally, the availability of DVDs makes these films easily accessible Consequently, the researcher has chosen to use two Walt Disney movies, High School Musical 1 and The Parent Trap (1998), as teaching aids for her students.
Creating an engaging movie class is challenging, as educators must consider numerous factors However, when teachers effectively utilize films as teaching tools, they can significantly enhance student interest and motivation.
How to exploit
According to Stoller (1988), effective film lessons should incorporate pre-viewing, viewing, and post-viewing activities to maintain student focus and motivation Pre-viewing activities, such as polls, interviews, and vocabulary exercises, prepare students for the film and enhance their understanding of the storyline and characters These activities are particularly beneficial for weaker students, allowing them to engage more fully with the film's content Additionally, pre-viewing tasks enable ESL instructors to provide essential background information about the film, including details about the director, actors, and plot, enriching the overall viewing experience.
Stoller (1988) emphasizes that engaging in viewing activities enhances film comprehension for students by directing their focus on key characters and storylines during pivotal moments Activities such as directed listening, information gathering, film interruptions, and second screenings serve to clarify specific issues For example, film interruptions allow teachers to assess students' understanding of the film's events Viewing tasks not only deepen comprehension but also provide opportunities for checks on understanding A practical approach involves playing significant scenes first with the sound off and English subtitles, or in the students’ native language if necessary, then replaying the scene with both sound and subtitles, and finally with sound alone This method is particularly effective for dramatic scenes or dialogues featuring dialects and slang, as it enhances understanding and boosts student confidence (Roell).
Stoller (1988) emphasizes the significance of post-viewing activities in language learning, which facilitate both written and oral use of the target language by engaging with insights from the film These activities should focus on the main ideas and concepts of the film, as details may be overlooked, ensuring comprehension of key points Examples of post-viewing activities include film summaries, alternative endings, discussions, and role plays, which help students practice the new language they've acquired (Roell, 2010) One effective activity, "Fly on the Wall," involves students reconstructing a movie scene from memory, followed by a review to enhance recall accuracy (Sherman, 2003) Additionally, analyzing film characters allows students to develop descriptive skills by detailing various aspects of characters' lives Allan (1985) notes that leveraging the visual elements of films can aid even struggling students in understanding the narrative, as non-verbal cues such as gestures and facial expressions play a crucial role in comprehension and engagement.
In brief, the following are some techniques for using film or video in EFL classroom:
Active viewing enhances students' enjoyment and satisfaction while directing their focus on the central theme of the movie presentation To facilitate this, teachers should prepare key questions beforehand, allowing students to grasp the content overview After viewing, students can discuss their answers orally To further aid comprehension, cue sheets or viewing guides may be provided, enabling students to watch and listen for specific details or features of the target language.
Freeze framing involves pausing a scene on the screen, allowing teachers to focus on specific words and expressions related to mood and emotions This technique encourages students to engage with the content by asking questions about the scene and speculating on what might happen next By freezing the action, students can use their imagination to predict and deduce additional information about the characters, making freeze framing an effective tool for fostering speculation and creativity in the classroom.
Silent viewing, an effective teaching technique, enhances student engagement and critical thinking by presenting video segments without sound This approach encourages students to observe character behaviors and use deduction to predict plot developments Teachers can pause the video at intervals, prompting discussions about what might be happening and what characters could be saying After these predictions, the segment is replayed with sound, allowing students to compare their interpretations with the actual dialogue and events, thereby deepening their understanding of the audiovisual content.
Engaging students in an activity that obscures the visual elements of a video unit allows them to focus solely on the dialogue By removing the picture, students are encouraged to predict or reconstruct the visual narrative based on auditory cues alone, enhancing their listening skills and creativity.
Students benefit more from watching videos with both sound and visuals, as captioned videos significantly enhance listening skills and overall ESL comprehension.
- Students are more motivated to learn the English dialogue
- The gap between reading and listening skills is bridged
- Students can follow a plot more easily
- Pronunciation of words is learned
- Reading and processing skills are improved (King, 2002)
Reproduction activities engage students by prompting them to articulate, describe, or rewrite content they have encountered This practice fosters their ability to apply knowledge and enhances their English language skills, despite potential challenges and mistakes To support students in this process, instructors should provide guidance, assistance, and reassurance, ensuring a positive learning experience.
RESEARCH METHODOLOGY
Rationale for the use of action research
Action research, a concept rooted in the work of Kurt Lewin in the late 1940s, has been defined in various ways According to Stephen Corey, it is a method for teachers to scientifically examine their own challenges to evaluate and improve their practices Tsui offers a more detailed yet straightforward definition, emphasizing the importance of this approach in enhancing educational outcomes.
"Action research is a very effective way of helping teachers to reflect on their teaching and to come up with their own alternatives to improve their practice.” (Tsui, 1993)
Teachers, especially English teachers, frequently engage in action research to address classroom challenges This process involves identifying problems and seeking effective solutions, making action research a common practice in education According to Mills (2003), action research is a systematic inquiry conducted by teachers to understand their school's operations, teaching methods, and student learning outcomes The primary goals are to gain insights, enhance reflective practices, implement positive changes in the educational environment, and ultimately improve student performance Effective action research typically follows a structured sequence of steps.
(2001) defines the framework of a research as consisting of seven steps:
Step 1: Initiation (Identify the problem)
Step 2: Preliminary investigation (Collect data through a variety of means)
Step 3: Hypothesis (Develop research questions)
Step 4: Intervention (Devise strategies and innovation to be implemented)
Step 5: Evaluation (Collect data again and analyze it to work out the findings)
Step 6: Dissemination (Report the result by running workshops or issuing a paper)
In her 2000 study on action research, Eileen Ferrance proposed a comprehensive action research cycle, emphasizing the importance of follow-up by exploring alternative methods to address the same problem.
Action research is a scientific study conducted by educators to address practical classroom issues, focusing on the actions of both teachers and students This approach effectively resolves problems related to classroom activities, providing practical solutions that are beneficial for teachers.
Action research is characterized by its situational nature, offering tailored solutions to specific problems within various contexts Unlike other research methodologies that test pre-existing theories, action research focuses on enhancing and improving real-world situations This approach is particularly advantageous for the teaching and learning process, as it directly addresses the unique challenges educators and students face.
In selecting a suitable methodology for enhancing students' pronunciation, the researcher, who is also a teacher, determined that action research is the most effective approach.
Action research, defined as “act upon research,” allows teachers to effectively address students' listening problems through careful observation and investigation conducted weekly This method ensures that findings are current and reliable, enabling teachers to perform detailed analyses of student performance throughout the research process Ultimately, action research facilitates the design of tailored programs that best meet the needs of the class, leading to improved listening courses for students facing similar challenges.
In this action research, individual data is collected from each student, allowing the teacher to easily monitor progress and make timely adjustments to meet students' needs For persistent listening errors, the teacher can allocate additional practice time in class and provide focused feedback Weekly performance assessments enable the identification and resolution of potential issues promptly.
Utilizing action research in the context of movies empowers students to develop a strong sense of self and enhances their listening skills through independent practice Unlike traditional research methods that treat all students uniformly, this approach involves meticulous data collection and analysis tailored to each individual The increased awareness and appreciation students feel for their teacher's efforts significantly motivate them to improve their listening abilities.
While action research offers notable benefits, it also has limitations when compared to experimental research One major criticism is its situational nature, which implies that findings from one classroom may not be applicable to others in different contexts Consequently, if the same research is replicated in another setting, the outcomes may not yield the anticipated effectiveness, highlighting the challenge of generalization in action research.
3.1.3 How is action research carried out in a language classroom?
Action research in educational settings, such as schools, colleges, and universities, addresses practical issues faced by teachers, focusing on real-world challenges rather than theoretical concerns identified by non-teaching researchers This type of research is best conducted by educators themselves or individuals with a genuine interest in educational research.
Action research in education focuses on the three related stages of action:
1 Initiating action, such as adopting a text, choosing an alternative assessment strategy
2 Monitoring and adjusting, such as seeing how a pilot project is proceeding, assessing the early progress of new program, improving a current practice
3 Evaluating action, such as, preparing a final report on a completed project”
In more details, action research in a language classroom can be understood as follow:
To address teaching challenges, a teacher begins by identifying the issue through personal observation, peer feedback, or lesson recordings for accurate data collection Additionally, the teacher conducts student surveys to gather insights To understand the root causes of the problem, the teacher consults professional literature, collaborates with colleagues, and engages with students for their perspectives.
The teacher develops and implements strategies for improvement in subsequent lessons, followed by observing or recording a lesson to gather data that demonstrates the effectiveness of these changes.
Finally, the teacher reflects on the reasons for the changes and improvements
To guarantee the effectiveness of the strategies implemented in action research, conducting a survey to gather student feedback is essential The insights obtained from this research will lead to valuable conclusions and observations.
Trained teachers can effectively address their challenges through action research, either independently or in collaboration with peers Successful implementation requires support from students and educational administrators Additionally, the findings should be disseminated widely to benefit all interested parties.
Participants
The research focused on the students of class CQ48/21.03, who were all third-year English learners at the Academy of Finance The researcher, also serving as their teacher, identified these students as ideal participants for the study.
To minimize the risk of invalidity and ensure uniform treatment of all participants, the researcher finalized a group of 25 students whose performance provided appropriate data for the study These participants engaged fully from start to finish and were placed in a multi-level classroom setting, with proficiency levels ranging from pre-intermediate to intermediate.
This study focused on third-year undergraduate students at the Academy of Finance (AOF), aged 19-21, who had primarily studied grammar in their earlier education, limiting their listening and speaking skills The researcher aimed to explore how these students could benefit from watching movies to enhance their English listening abilities, given their foundational knowledge of the language Conducted over six weeks from August 2 to September 13, 2013, the study utilized two Walt Disney films, "High School Musical 1" and "The Parent Trap" (1998), selected for their relatable content and accessible language These films featured familiar scenarios, such as school activities and everyday conversations, which would facilitate repeated exposure to the English language The engaging messages and lively atmosphere of the films were designed to capture students' interest The pedagogical goals were clearly defined, as students participated in listening exercises to assess their comprehension and subsequently shared their insights and reflections on the films.
During a six-week research program, the sample class engaged in various activities, starting with an initial week dedicated to investigation The following four weeks focused on "High School Musical 1" and "The Parent Trap," culminating in a final week for consolidating the research findings All students in the sample class covered the same materials in a consistent setting The researcher, who also served as the instructor, presented to the class, while an English teacher was invited to observe the activities throughout the study.
Data Collection Instruments
In order to ensure the validity of the research, a number of different instruments were implemented, which were largely qualitative
Questionnaire 1 comprised of six questions and was conducted at the first week and Questionnaire 2 was delivered to the student at the last week of the research Questionnaire 1 was to find out the problems of the students in listening skill and evaluate the students‟ level of interest in listening lessons By doing so, the researcher hoped to work out possible solutions to help improve students‟ listening comprehension Questions 1 to 3 in this section were designed to get to know what listening activities were employed in class and the students‟ problems as well as their opinions about their listening lessons in general Questions 4 to 6 focused on investigating the students‟ opinion about the new way of teaching listening skill which is the use of movies in class Questionnaire 2 included 8 questions This questionnaire was aimed to assess the value of using movies in class to teach listening comprehension From questions 1 to 5, the questionnaire was adapted from Gliksman, et al, (1982, p.648) Each question was based on a semantic differential scale of adjectives expressing students‟ motivation such as interesting/boring, enjoyable/unenjoyable Each learner at the end of the research completed the questionnaire and each item scored from one to five Questions from 6 to 8 aimed at finding out students‟ impression on the use of movies in listening lessons
Observation is a key instrument in action research, providing valuable insights into the research program's progress In this study, the researcher closely monitored student motivation throughout the entire research period, which yielded significant data on their motivation levels and progress in listening comprehension To enhance the reliability of the findings, an English teacher from the Academy of Finance was invited to observe the classes An adapted observation sheet from Nunan (1989) was utilized to evaluate overall class motivation during listening activities, focusing on learner interest, enthusiasm, persistence, concentration, and enjoyment Each observation was scored on a scale from one (low) to five (high) over the four-week listening lesson duration.
The researcher conducted two semi-structured interviews with selected students to explore their choices in responding to a questionnaire and pre-test, aiming to gain a deeper understanding of their listening difficulties One student with the highest pre-test score and another with the lowest were chosen to provide diverse perspectives, facilitating the development of tailored strategies to benefit all students During the interviews, the researcher took detailed notes to capture the insights shared.
The initial interview followed the administration of Questionnaire 1 and a pre-test, focusing on identifying students' listening skill challenges Key questions included, "What are your listening problems?" and "What reasons do you attribute to these problems?" Additionally, the researcher explored the students' perspectives on using movies in class to gain deeper insights into their listening difficulties.
Recognizing potential disparities in listening performances among participants in the same research program, a follow-up interview was conducted to identify the reasons behind students' persistent challenges and to develop a more effective listening program for future classes The same students from the initial interview were asked to share their insights on what they learned from the movies, the difficulties they encountered or overcame, and their opinions on the use of movies in listening classes.
During the research program, students participated in two listening tests modeled after the TOEIC Listening test, specifically focusing on Part 3: Conversations The first test was administered in the first week, followed by a second test in week four An invited teacher evaluated both tests to ensure the validity of the results, allowing for a comparison to identify any improvements in the students' listening skills throughout the research period.
Procedures
The chronological steps of the study are summarized as follows:
- Step 1: Preliminary investigation (Collect data through questionnaire 1, pre-test and interview 1)
- Step 2: Plan the action (Develop 3 research questions)
- Step 3: Intervention (Implement the research program on the pilot class)
In Step 4 of the evaluation process, data collection is conducted through a second questionnaire, a post-test, and a follow-up interview This comprehensive analysis aims to derive findings, conclusions, and actionable recommendations Additionally, suggestions for future research will be formulated based on the insights gathered from the data.
- Step 5: Reflection (what changes can be made to the actions to elicit better results (Ferrance, 2000)
The detailed program of the research is presented as follows:
Week In – class Out – of - class
1 Introduction and orientation Pre-test (Test 1)
Introduction to the research program
2 1 st half of High School Musical 1 Listen to Present
Listen to Slangs and Intonation
3 2 nd half of High School Musical
Listen to Talks and do the exercises
Talk about what Ss can understand from the scenes
4 1 st half of The Parent Trap Listen to /s/ and /z/ sounds Listen to /θ/ and /ð/
Listen to other sounds in English: /d/, /t/, /b/, /p/ sounds Observation – invited teacher
5 2 nd half of The Parent Trap Listen to pronunciation of new words and repeat Observation – invited teacher
Table 3.1: An overview of the research program for third-year students
6 listening lessons were taught in 6 weeks The time allowed for each movie class was
In a 45-minute film class, the researcher implemented a three-stage listening teaching framework: pre-, while-, and post-viewing During the pre-listening stage, the teacher introduced new vocabulary and provided a brief overview of the film's plot to help students familiarize themselves with the context for better listening comprehension In the while-listening stage, students focused on pronunciation, intonation, and comprehension exercises, with the teacher periodically pausing to ask questions like "Who is he?" and "What will they do next?" to assess understanding and engagement.
During the lesson, the teacher assigns exercises while an invited teacher circulates the classroom, observing students and recording notes on an observation sheet In the post-viewing stage, students engage in discussions by working in pairs or groups, allowing them to share their ideas Each lesson focuses on various aspects of English listening skills, making the learning process both interesting and beneficial for the students.
FINDINGS AND DISCUSSION
Findings
Questionnaire 1 was to find out the problems of the students in listening skill and evaluate the students‟ level of interest in listening lessons
A survey revealed that most students have been learning English for at least three years, with 25% studying it for six years An overwhelming 98% of participants reported receiving English instruction at their high schools and universities, while only 2% studied alternative languages like French or Russian This indicates that nearly all students possess a foundational understanding of English skills, including speaking, listening, writing, and reading, facilitating the research process for the researcher.
For the questions 1 and 2, the information was collected and presented as below
Question 1 What were the listening activities that your teacher(s) employed in class? (You can choose more than one options)
Completing cloze (fill-in) exercises
A recent survey revealed that 70% of students reported their teachers frequently utilize popular listening activities during lessons in Vietnam In contrast, 30% of students indicated that their instructors do not incorporate songs or visual aids into their teaching methods.
The survey results indicate that while 50% of students found the listening lessons interesting and motivating, 40% felt unmotivated Feedback from a few students revealed that their lack of motivation stemmed from difficulties with pronunciation, concentration issues, and a limited vocabulary Consequently, the researcher aims to explore the listening challenges faced by these students to enhance their motivation and improve their English listening skills.
Q2 How do you feel about your English listening lessons at AOF?
In a recent survey, 80% of students reported difficulties in understanding conversations due to challenges with accents, intonation, word stress, and sentence rhythm In contrast, only 10% found talks to be particularly difficult Most students believe that conversations pose a greater challenge because of the variety of voices and genders, which can be hard to distinguish Additionally, their limited knowledge of accents, intonation, and sentence rhythm further complicates comprehension Meanwhile, 10% of students identified other personal listening issues.
To explore innovative teaching methods aimed at enhancing student motivation and addressing listening challenges, questions 4 to 6 were developed to gather student feedback, with the findings detailed below.
Question 4: Have your teachers ever used movies in yours listening lessons?
100% of the students said they have never used movies in listening class This is completely new to them
Question 5: Do you wish to watch movies in class under the guidance of your teacher? Please put a tick () before your specification
95% of the students said „Yes‟ because „They are motivating and encouraging, I can learn many things from the movies and Listening through movies is better than other ways of listening‟
Only 5% of respondents expressed a negative view, citing difficulties in understanding the speakers, a lack of familiarity with English-speaking culture, and a lack of motivation to engage with English content.
A recent survey revealed that 70% of students believe musicals and Walt Disney movies are the most effective for learning English Consequently, the researcher chose to present "High School Musical 1" and "The Parent Trap" in class, aiming to enhance students' motivation and improve their listening skills.
For the first 5 questions in learner questionnaire 2, the researcher collected the scores from students‟ answer for each question and the results are shown as below:
The overall impression of the listening lessons among students received a score of 103, indicating that the majority found the movies enjoyable Specifically, 2 students rated the lessons a 5, 20 students rated them a 4, while the remaining students gave scores of 2 and 3.
Figure 4.1: Scores of Questions 1 to 5
1st Question2nd Question3rd Question4th Question5th Question
The second question was students‟ impressions of individual components of the lessons For this question, the researcher got the mean score for all the three stages which is (92+95+93)/3= 93
In question 3 about the involvement of the students in the movie class, the score was
95 This explains for the big focus of the students in each listening lesson presented
Especially about the students‟ opinions towards the teaching method of the teacher in the movie class, most of the students said it was very appropriate which got
The score for Question 5 was 98 Many students out of 25 students in the class said that listening through movie viewing is very suitable for students
The study revealed a slight variation in students' opinions regarding the use of movies in listening comprehension lessons; however, the majority found movies to be highly motivating and beneficial for their learning experience.
Question 6: Did taking the lessons in which the teacher uses movie as a teaching aid increase your motivation?
A significant majority of students, 74%, believe that watching movies in class enhances their motivation, while only 2% feel that movies do not encourage them at all The remaining students expressed a moderate level of motivation during movie-related classes.
Figure 4.2: Students' levels of motivation
SubtantiallySomewhatNot muchNot at all
Question 7: Do you think these films are useful in learning English?
Question 8: Do you agree you have significantly improved your listening ability?
Figures 4.3 and 4.4 below show the results for these two questions
The data reveals that a significant majority of students strongly believe in the effectiveness of using movies to enhance their listening comprehension skills Specifically, 63% reported noticeable progress in overcoming their listening challenges, which encourages the researcher to pursue further improvement initiatives in the future.
The questionnaire results reveal that a majority of students experienced significant benefits and developed positive attitudes toward the use of movies in the classroom Additionally, students demonstrated increased interest in listening activities Therefore, incorporating movies into listening comprehension exercises could be an effective strategy for English instruction at the Academy of Finance.
The study evaluated eight specific items, each rated on a scale from one (low) to five (high) The overall motivation of the class was determined by the highest score recorded for each lesson.
Figure 4.3: Effectiveness of movie use
40 (equivalent to 100%) if almost all students observed as a whole were engaged in learning activities The invited teacher observed the class for the whole 4 weeks
The scores of pilot students increased from 20 in week 2 to 35 in week 5, indicating a steady improvement in their listening comprehension Initially, during week 2, students were quiet and uninterested when watching movies, likely due to their unfamiliarity with the content and existing listening challenges However, from week 3 to week 5, as they became more accustomed to the movies, their interest and participation in listening activities significantly improved This suggests that incorporating movies into the teaching of listening comprehension effectively enhances student engagement and motivation.
Following the second interview conducted at the conclusion of the research program, key insights emerged regarding students' perceptions of using movies in listening lessons Notably, when asked about their progress after viewing two films guided by their teacher, the majority of students expressed that they had gained significant knowledge from the experience, particularly in enhancing their listening skills.
Figure 4.5: Students' levels of motivation over 4 weeks
Discussion
This section delves into the discussion of the three research questions, aiming to uncover potential answers based on the data analysis results presented earlier.
4.2.1 Research Q1: To what extent does the use of movies in class increase students’ motivation?
From findings of questionnaires, observation sheet and from the answers of the interviewed students, it proved that the use of movies does increase students‟ motivation to learn English
Learner questionnaires revealed that watching movies under teacher guidance significantly enhanced student engagement with listening topics, even among those typically less enthusiastic These films not only introduced new content but also enriched students' linguistic knowledge, including structures, vocabulary, and expressions This increase in understanding fostered greater self-confidence, ultimately motivating students to improve their listening skills, which are often viewed as the most challenging by Vietnamese learners As their motivation grew, so did their performance in listening activities.
The observation sheet completed by the invited teacher indicated that the use of movies significantly enhanced students' motivation during listening lessons Unlike traditional listening activities, movies engaged students' interest by providing visual context, allowing them to see the action rather than just listening to audio from cassettes or CDs Additionally, movie-related activities offered students numerous opportunities to practice new language skills, leading to a better understanding of English through real interactions and negotiations The repetitive nature of language in films also aided in memorization The invited teacher expressed her enthusiasm upon observing the positive impact of movies on teaching listening skills.
Students unanimously agreed on the effectiveness of using movies in the classroom, highlighting that films enhance engagement and encourage emotional expression One student expressed her excitement about watching "High School Musical," emphasizing the positive impact of movies on classroom dynamics and student participation.
Musical 1 and The Parent Trap because she could see some part of her personal feelings and thinking in the characters Another student answered when he was asked about his feeling after watching the 2 movies: “Oh, I wish I could do like Troy He encouraged me to practice English more to have a good knowledge and to do exercises more so that I can dance as beautifully as he does I hope to have chance to watch more interesting movies with you”
4.2.2 Research Question 2: What are the students’ attitudes towards using movies in EFL classroom?
Learner questionnaires reveal that students place significant emphasis on listening comprehension, a challenging skill that often hinders motivation in the classroom However, participants in this research program expressed a strong appreciation for the integration of movies into listening lessons They reported that movies not only enhanced their motivation but also provided valuable cultural insights and exposure to the lifestyles of English-speaking countries Furthermore, movies create an authentic language environment, allowing students to engage with real English As a result, after watching films, students are able to articulate words and sentences more naturally, moving beyond the limitations of traditional textbook learning.
Students express a positive attitude towards the use of movies in the classroom, appreciating the balance of relaxation and study they provide They feel empowered as active participants in the learning process, with the teacher serving primarily as a guide Movies offer valuable insights, not only in language but also in cultural understanding and moral lessons Students look forward to more opportunities for authentic learning experiences in the future.
4.2.3 Research Question 3: To what extent does the use of movies improve students’ listening comprehension?
It's important to clarify that the term "improvement" refers to the progress students can achieve in just six weeks, rather than an expectation of complete understanding of all English conversations, as developing strong listening skills takes time However, this progress does contribute positively to their overall listening comprehension While each listening lesson had a specific focus, the researcher also encouraged regular out-of-class practice to enhance listening skills, allowing students to dedicate more time to addressing their listening challenges.
The pre-test and post-test results indicate that students showed significant improvement in listening to conversations and dialogues, largely due to their consistent exposure to varied spoken English Interviews revealed that students became better at distinguishing English sounds and gained a deeper understanding of intonation, sentence rhythm, and linking sounds in natural speech This familiarity stemmed from their continuous engagement with English listening activities, which they previously overlooked in other classes By listening to conversations in context, students recognized the practical application of language, with one student highlighting how movies effectively illustrated key concepts like word stress and intonation, enhancing their learning experience.
In conclusion, this chapter presents the study's findings derived from various data collection methods, emphasizing a critical discussion and contrastive analysis to evaluate the data effectively The results confirm the study's validity and successfully address the three research questions Nonetheless, it is essential for educators engaged in action research to continually review and refine their research programs to enhance outcomes and develop additional solutions for recurring challenges.
CONCLUSION AND RECOMMENDATIONS
Summary of major findings
Research indicates that students exhibited high levels of engagement in listening lessons through the incorporation of movies in the classroom They demonstrated significant interest in listening activities, eagerly sharing their knowledge and opinions while positively discussing the topics presented This suggests that when provided with stimulating topics that align with their interests, students are more attentive and have a greater opportunity to enhance their English listening comprehension Clearly, movies play a vital role in facilitating this process.
This research effectively combines theoretical and practical approaches, characteristic of action research, to enhance English listening skills at the Academy of Finance in Hanoi The findings indicate that using English movies in the classroom significantly improves students' listening comprehension Students feel a sense of accomplishment when they understand material meant for native speakers, which further motivates them to engage with other authentic resources This increased motivation leads to greater effort in learning activities, resulting in a more enjoyable and productive teaching and learning experience.
Recommendations
Teachers play a crucial role in helping students overcome listening difficulties in learning English as a foreign language To address these challenges effectively, educators must first identify specific listening issues faced by their students, allowing for targeted interventions By focusing on the key areas that impact comprehension the most, teachers can optimize their limited teaching time Additionally, enhancing listening skills involves practicing sound perception, content word pronunciation, and intonation features However, this practice alone is insufficient; students must also learn and implement effective listening strategies to improve their comprehension Incorporating these strategies can significantly boost students' success in listening comprehension.
Providing students with background information about the topic or context of a listening text significantly enhances their listening effectiveness This technique, typically employed by teachers during the pre-listening stage, helps students navigate potential challenges they may face while listening, such as distinguishing between similar-sounding words like "bed" and "bad" or "see" and "sea." Although homophones and homonyms are limited, they can lead to misunderstandings during listening activities By offering a brief overview, teachers enable students to contextualize the listening material, reducing confusion and improving comprehension The background information should be simple, engaging, and relevant to capture students' attention and stimulate their curiosity The duration for this introduction can vary from two to five minutes, depending on the students' proficiency and the complexity of the listening text.
Dictation is a highly effective method for enhancing students' listening skills, despite some teachers viewing it as outdated This technique serves as a vital link between written and spoken English, aiding students in reinforcing vocabulary and written structures while also assessing their listening comprehension To maximize its effectiveness, teachers should follow specific steps during the dictation process.
To effectively engage students in dictation, teachers should select texts that match their proficiency levels, avoiding overly complex vocabulary that may lead to boredom It's crucial to choose relevant materials that align with students' interests and existing knowledge Prior to the dictation, teachers should introduce new vocabulary by clearly articulating and writing it on the board, ensuring that all students understand the task at hand.
To enhance listening comprehension, teachers should have students listen to a text three times Initially, the teacher reads the text quickly, allowing students to grasp the overall idea Next, the teacher reads the text sentence by sentence at a normal pace, encouraging students to take notes and providing guidance as they write Finally, the teacher reads the entire text again, enabling students to self-correct their dictation Afterward, the teacher reviews the students' work and motivates them by awarding marks for the best efforts.
In addition, students also need to know the ways to improve listening skill by themselves It is necessary for them to know some steps to improve English listening skills:
Pronunciation is often perceived as merely a speaking skill, but understanding the rules of English pronunciation significantly enhances comprehension of native speakers This knowledge is crucial for learners, as it helps them recognize the natural alterations in language that may not come instinctively, similar to how children effortlessly grasp these changes.
- Watch a video or listen to audio in English with a transcript
Listening to free English podcasts is an excellent way to familiarize yourself with the diverse sounds and rhythms of the language Utilize the abundance of online resources available to enhance your listening skills and improve your understanding of English.
- Watch TV shows in English with no subtitles in your native language or in English
Active listening is essential when a transcript is unavailable; focus on understanding the audio content If something is unclear, replay the recording and analyze how the speech evolves to grasp the message better.
- Talk to native English speakers
- Write down the sounds of sentences that you didn’t understand and try to figure them out later on your own or consult with your teachers
- Replace native language activities with English activities
Encourage your friends to socialize with you in English and immerse yourself in English-language news through online platforms instead of relying on your native language With a wealth of free resources available online, there's no reason not to substitute some of your first language activities with engaging second language practices.
Limitations
The research was conducted with a limited sample size of only 30 participants over a brief period of two months, involving just 2 movies and 8 lessons This small scale may restrict the generalizability of the conclusions drawn from the findings To enhance the reliability of the study, it is essential to involve a larger number of participants and extend the duration for observation and experimentation.
Research indicates that student progress varies, influenced by factors such as individual interest, pronunciation practice time, and attention to other subjects beyond English The researcher could not control these variables, leaving the impact of watching movies under teacher guidance on student performance uncertain.
The study primarily examined how movies influence students' motivation and listening comprehension However, it did not address other educational elements related to films, such as cultural awareness, the diversity of English accents, and the nuances of connected speech in everyday English.
Suggestions for further research
To enhance students' motivation and improve their listening comprehension, it is essential to conduct further research on the effectiveness of English movies in educational settings.
Accounting students at the Academy of Finance primarily focus on grammar lessons in their initial semesters, with limited emphasis on listening skills Having studied grammar for years in high school, these students seek more engaging and relevant content that aligns with their future careers Consequently, further research is needed to address their aspirations to improve their spoken English and comprehension of native speakers.
This action research, while valuable, may not be as effective as experimental research in assessing student motivation and comprehension of English speeches To accurately measure student progress in English skills, conducting experimental research is recommended for more reliable results.
Listening is essential for mastering a foreign language and can be integrated with other skills like speaking, writing, and reading Further research in this area is necessary to maximize student benefits.
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This questionnaire is designed to assess your English learning background, enabling you to enhance your learning experience It serves as a valuable tool for both you and your teacher to effectively plan your English course Your participation is greatly appreciated, and rest assured that all information provided will remain confidential.
I have studied English for ……….year(s) in
1 What were the listening activities that your teacher(s) employed in class? (You can choose more than one options)
Completing cloze (fill-in) exercises
2 How do you feel about your English listening lessons at AOF?
Very interesting Interesting Boring Very boring Because
3 What are your listening problems?
Understanding conversations is so difficult
Understanding talks is so difficult
Accents, intonation, word stress and sentence rhythm are so difficult to listen to
4 Have your teachers ever used movies in your listening lessons?
5 Do you wish to watch movies in class under the guidance of your teacher? Please put a tick () before your specification
Yes, because They are motivating and encouraging
I can learn many things from the movies Listening through movies is better than other ways of listening
No, because It is too difficult to listen to the speakers
I do not have good knowledge about English speaking culture
I do not have motivation to listen to English
6 What kinds of English movies do you think are beneficial in learning English? (You can choose more than one)
□ Musicals □ Comedy □ Thriller □ Walt Disney Movies
□ Science Fiction □ Action movie □ Animated movie
THANK YOU FOR YOUR COOPERATION!
(Adapted from Gliksman et al, 1982, p.95)
This questionnaire is designed to evaluate the significance of movie viewing in listening lessons, rather than assessing your performance Your thoughtful input in completing the following items is greatly appreciated, and all information provided will be utilized solely for research purposes Thank you for your cooperation!
Please circle one number for each statement below to indicate your choice from question 1 to 5 and tick the answer in question 6 to 8
1 Overall impression: On the whole, the listening lessons are:
2 Impressions of individual components of listening lessons:
(1) The pre-viewing stage is:
Not useful at all 1 2 3 4 5 very useful
(2) The while-viewing stage is:
Not useful at all 1 2 3 4 5 very useful
(3) The post-viewing stage is:
Not useful at all 1 2 3 4 5 very useful
3 Mark how involved in the movie class you are:
Not very involved 1 2 3 4 5 very involved
4 You find the teaching method appropriate for you
Not really 1 2 3 4 5 very so much
5 Listening by movie watching is suitable for students
Not really 1 2 3 4 5 very so much
6 Did taking the lessons in which the teacher uses movie as a teaching aid increase your motivation?
□ Substantially □ Somewhat □Not much □ Not at all
7 Do you think these films are useful in learning English?
□Strongly Agree □Agree □Disagree □Strongly Disagree
8 Do you agree you have improved your listening ability?
□ Strongly Agree □Agree □Disagree □Strongly Disagree
1 What are your listening problems? What are the reasons for those problems that you can think of?
2 Do you find your listening lessons at AOF motivating enough? Why or Why not?
3 Have you ever heard about the application of movies in teaching listening comprehension? If yes, where did you hear about that?
1 What have you learned from the movies?
Can you write down any words and sentences?
2 What problems have you made progress with and what you haven‟t? Please justify your answers
3 What do you expect more about the application of movies in teaching listening comprehension?
APPENDIX 4: Observation Sheet: Overall Class
Number of students: ……… Level of class:
Observation focus: Levels of student motivation generated by the teaching materials in use 3 is an average mark for any one item
1 This sheet is for observing the class as whole
2 Complete this sheet when the activity is drawing to a close
3 Circle one number for each statement below
4 Add final comments at the bottom of the sheet if you wish
(1) Mark how involved in the learning task the students are Not very involved 1 2 3 4 5 very involved
(2) Mark the level of student concentration on the learning task Low 1 2 3 4 5 high
(3) The students are enjoying the activity Not really 1 2 3 4 5 very so much
(4) The students are paying persistent attention to the learning task Not really 1 2 3 4 5 very so much
(5) Mark the students‟ activity level (effort/intensity of application) Low 1 2 3 4 5 high
(6) The students find the teaching materials interesting Not really 1 2 3 4 5 very so much
(7) Learning through movie viewing is challenging for students
Not really 1 2 3 4 5 very so much
(8) The applied method is appropriate for the students Not really 1 2 3 4 5 very so much
Week 1: High School Musical (part 1)
Class Teachers’ activities Students’ activities
CQ48/21.03 Pre – listening/viewing stage:
- Teacher provides Ss with new words and help them to pronounce them correctly before watching: scholastic decathlon musicale single audition callback
- Teacher gives Ss plot summary of HSM part 1 and asks them to work in pairs
Read the summary and then retell to their partners on their own words
Teacher shows the movie to the whole class with caption-off
- Asks Ss to listen and then retell the actions in Present Continuous tense of the characters in the session
- Pause to check Ss‟ understanding by asking questions such as: What is he talking about? What are they
Listen and note down Present Continuous actions
Listen and answer the questions