(LUẬN văn THẠC sĩ) the effects of using authentic videos on IELTS students’ listening performance at an english center in ha noi

INTRODUCTION

Statement of research problem and rationale for the study

Listening has traditionally been undervalued in English language teaching, often relegated to a secondary role compared to other skills This oversight stems from the development of various teaching approaches and textbooks that prioritize speaking, which has long been viewed as a more essential skill in the classroom As a result, listening has not received the attention it deserves in language education.

Listening, often overlooked in research, is the most utilized language skill in daily life, accounting for over forty percent of our communication time, as noted by Burely (1995) Krashen (1994) emphasizes that listening is a complex activity essential for language acquisition Recently, there has been a growing appreciation for listening skills, with numerous practical and theoretical texts published to support this shift Consequently, educators are increasingly recognizing their responsibility to actively enhance learners' listening abilities rather than assuming these skills will develop independently.

To enhance learners' listening performance, it is crucial to consider the teaching methods and materials utilized by educators The primary goal of listening lessons should be to foster learners' independence in comprehending foreign languages in real-world situations.

Listening skills are crucial for language learning, as they encompass the ability to understand sounds, accents, and the context of speech (Castro, 2009) Access to quality listening input is essential for learners to grasp various language aspects Furthermore, incorporating authentic videos in English classes enhances language acquisition by exposing students to performance skills, including body language and facial expressions (Higuchi, 1998) This exposure helps EFL learners comprehend the language in real contexts, facilitating a more natural use of English.

When incorporating authentic materials in language learning, it's crucial to consider the learners' proficiency levels Guariento & Morley (2001) argue that only intermediate and advanced students should engage with these materials, as beginners may feel disheartened and frustrated due to their limited vocabulary and understanding of complex structures The cultural nuances embedded in authentic materials can further complicate comprehension for lower-level learners, who often struggle to grasp the necessary context and language intricacies.

Motivation is crucial for enhancing learners' listening proficiency, as highlighted by researchers Oura (2001) emphasizes that incorporating authentic materials in ESL or EFL classrooms significantly boosts students' motivation to learn the language Additionally, the use of images in authentic videos can increase student engagement and interest in listening activities.

At AMA English Center, many students enroll in IELTS courses to enhance their opportunities for studying abroad, as IELTS serves as a crucial gateway to adapting to foreign academic environments Developing listening skills is essential not only for achieving high scores on IELTS tests but also for acclimating to real-life situations However, students often find traditional textbook audio monotonous, leading to a lack of motivation in practicing their listening skills This highlights the need for educators to explore innovative methods, such as incorporating authentic videos, to improve listening performance While videos are occasionally used in English teaching in Vietnam, their application is often limited to pronunciation or warm-up activities The introduction of authentic videos represents a novel approach, prompting the researcher to investigate their potential positive or negative impacts on students Consequently, this study aims to evaluate "The effects of using authentic videos on IELTS students' listening performance at an English center in Hanoi."

This research aims to evaluate the effectiveness of authentic videos in improving students' listening skills in the IELTS foundation course at AMA English Center Additionally, it seeks to explore students' attitudes towards the use of authentic videos in their listening lessons To accomplish these objectives, the study is designed to address specific research questions.

(1) To what extent is the use of authentic videos significant in improving students’ listening performance in the IELTS foundation listening course?

(2) What are students’ attitudes towards using authentic videos in the IELTS foundation listening course?

Significance of the study

This research aims to inspire teachers to incorporate authentic materials into their lessons, while also motivating students to engage in extensive listening outside the classroom to enhance their listening skills Additionally, this paper serves as a valuable resource for researchers interested in this topic, providing updated and reliable information.

Scope of the study

This study investigates student attitudes toward the use of authentic videos in IELTS foundation listening courses, specifically focusing on those enrolled in these programs It excludes students studying TOEIC or Communication English, ensuring a targeted analysis of perceptions related to video-based learning in the context of IELTS preparation.

LITERATURE REVIEW

Introduction

This chapter provides a comprehensive review of literature on listening performance, outlining the theoretical background and frameworks relevant to the study It also explores the principles of IELTS listening pedagogy Additionally, it includes a critical synthesis and summary of research focused on the use of authentic videos to enhance students' listening skills and improve their performance in IELTS listening assessments.

IELTS listening

2.2.1 The IELTS listening test: an overview

The IELTS listening test comprises 40 questions, divided into four sections, with each section lasting approximately 30 minutes The difficulty level escalates from the first section, which is the easiest, to the fourth section, the most challenging Each section covers distinct topics and utilizes various question types, including multiple choice, labeling maps or diagrams, filling in forms, completing tables, and providing short answers.

Section 1 features a dialogue focused on appointment scheduling and booking arrangements, such as hotel reservations and car rentals The exercises typically involve gap-fill questions, requiring listeners to fill in missing information based on the audio provided, thereby enhancing comprehension and retention.

 In section 2, the candidates will listen to someone talking by themselves about a non-academic subject (e.g TV or radio presenter)

 Section 3 switches to an academic context and it will always be more than one person discussing something (e.g an academic paper or assignment)

 Section 4 is normally an academic lecture and the candidates will listen to one person (normally the lecturer or professor) talking for an extended period of time

2.1.2 IELTS listening performance 2.1.2.1 Listening performance

Listening is considered to be “the means to immediate oral production” from the opinion of Anderson and Lynch (1988) Rubin (1995) pointed out that listening is

Listening is an active process where listeners interpret auditory and visual cues to understand speakers' intentions According to Buck (2001), effective listening requires both linguistic knowledge—encompassing phonology, lexis, syntax, semantics, discourse structure, pragmatics, and sociolinguistics—and non-linguistic knowledge, which includes relevant background information about the world Brown (1990) identifies three key aspects of interpreting utterances: utilizing background knowledge (top-down) before listening, applying the phonological system and distinct features (bottom-up) during listening to confirm or reject predictions, and employing inference skills to comprehend the speaker's meaning afterward In everyday conversations, individuals continuously engage these aspects, making new predictions and inferences while decoding phonological elements Additionally, Willis (1981) outlines micro-skills of listening performance, known as enabling skills, which further enhance listening effectiveness.

1 Making a prediction of what speakers are going to say

2 Making a guess of unfamiliar vocabulary without getting too worried

3 Utilizing background knowledge to understand the topic

4 Finding out relevant points; rejecting irrelevant information

5 Maintaining relevant points (note-taking, summarizing)

6 Identifying discourse marker, e.g., well; oh, another thing is; now, finally; etc

7 Being able to grasp a variety of intonation patterns and uses of stress, etc., which provide clues to meaning and social setting

8 Understanding inferred information, e.g., speakers' attitude or intentions

IELTS listening performance assesses candidates' ability to grasp the main ideas of conversations, monologues, and lectures Additionally, it requires understanding specific details such as times, places, numbers, letters, and complex concepts presented in the recordings.

Below is the table of IELTS listening performance checklist ranging from 1-9 to evaluate the candidates‟ performance in the IELTS listening test:

Table 1: IELTS listening performance checklist

IELTS listening performance checklist Range 1-9

1 I can easily understand a variety of English dialects, particularly British and Australian accents

2 I find conversation between two people on a general or social theme easy to listen to and comprehend

3 I find monologues easy to listen to and comprehend

4 I can understand an academic conversation when there are four speakers

5 I can interpret an academic talk or lecture

6 I can recall information several minutes after I have heard it

7 I can listen, read and write simultaneously

8 I know how to answer a variety of different types of questions

9 I can concentrate all of the time, so that I listen to the recording rather than just hearing it

10 I use the questions to help me predict and understand the recording

11 I can actively concentrate for five minutes or more

12 I am familiar with numbers and their spellings

( From: https://magoosh.com/ielts/how-hard-is-the-ielts/)

Authentic videos in improving students‟ listening performance

The term "authentic" originates from late Latin "authenticus" and Greek "authentikos," meaning "principal" or "genuine." Authentic materials encompass print, video, and audio resources that learners encounter in everyday life, such as job applications, menus, and radio programs Although these materials are not specifically designed for classroom use, they serve as valuable learning tools due to their real-world context Peacock (1997) notes that the purpose of authentic materials is to meet social needs within the language community, while Harmer (2001) defines authentic texts as those intended for native speakers rather than language learners Jordan (1997) adds that these texts are not crafted for teaching purposes, and Widdowson (1990) highlights the significance of exposure to real language within its community.

According to Sanderson (1999), authentic materials retain their original form and content, even when utilized for ESL students For instance, a newspaper article intended for a native English-speaking audience can serve as effective teaching material for ESL learners.

Authentic materials, as defined by Nunan (1999), are spoken or written language that originates from real-life communication and is not specifically designed for language teaching He advocates for classrooms to incorporate authentic language data from real-world contexts, providing learners with opportunities to engage with diverse materials such as TV and radio broadcasts, recorded conversations, and various announcements Additionally, students can access genuine reading materials, including magazine articles, hotel brochures, airport notices, bank instructions, and advertisements, all of which reflect real-world situations.

Nunan and Miller (1995) define authentic materials as items not specifically designed or modified for language learners, highlighting their connection to real-world issues and current events Authentic texts are characterized by genuine messages created by real speakers or writers for actual audiences, emphasizing their relevance and applicability in everyday contexts.

Over the past two decades, the use of authentic materials in classrooms has gained significant support According to Gilmore (2004), authentic materials enhance the repetition of syntactic structures, vocabulary, and collocations, while Guariento and Morley (2001) argue that they are essential for creating a real-world context in education Authentic materials are often preferred over textbook-based resources as they provide a genuine representation of the foreign language and foster cultural understanding Additionally, the development of authentic materials is an important consideration, alongside the various definitions associated with them.

Gebhard (1996) divided authentic materials into 4 types including:

1 Authentic Listening Viewing Materials, for example: TV ads, quiz shows, cartoons, new clips, comedy shows, movies, soap operas, professionally audio-taped short stories and novels, radio commercials, songs, documentaries, and sales pitches

2 Authentic Visual Materials, for instance: slides, photographs, paintings, children‟s artwork, stick-figure drawings, wordless street signs, silhouettes, pictures from magazines, ink blots, postcard pictures, wordless picture books, stamps, and X-rays

3 Authentic Printed Materials composing of newspaper articles, movie advertisements, astrology columns, sports reports, obituary columns, advice columns, lyrics to songs, restaurant menus, street signs, cereal boxes, candy wrappers, tourist information brochures, university catalogues, telephone books, maps, TV guides, comic books, greeting cards, grocery coupons, pins with messages, and bus schedules

4 Realia (Real world objects) refers to coins and currency, folded paper, wall clocks, phones, Halloween masks, dolls, and puppets They are often used to illustrate points visually or for role-play situations

Authentic texts have traditionally been viewed as too challenging for elementary-level learners, potentially leading to frustration (Ciccone, 1995) However, Cook (1996) argues that the difficulty of these texts depends largely on the tasks designed to accompany them Research by Schmidt-Rinehart (1994) and Wing (1986) indicates that comprehension is enhanced not only by the literal meanings but also by features of spoken language, such as pausing and rephrasing Authentic materials tend to be more redundant than simplified texts, providing learners with additional clues for understanding (Bacon, 1989; Gilman & Moody, 1984; Meyer, 1984; Schmidt-Rinehart, 1994) Despite this, certain aspects of spoken language, like reduced forms, can complicate comprehension (Wing, 1986), and the rapid delivery of authentic texts may also pose challenges for some students (Joiner et al., 1989).

Authentic materials encompass two key aspects: authentic speech and cultural relevance As highlighted by Bacon (1992) and Gilman & Moody (1984), authentic texts inherently possess greater cultural richness and engagement Shrum and Glisan further emphasize the importance of these materials in enhancing language learning experiences.

Authentic materials, as noted by 1999, mirror the intricacies of daily life and social values within a culture, specifically crafted for native speakers Scarcella and Oxford (1992) emphasize that authentic language can significantly engage students, especially when it aligns with their interests When fully utilized, authentic texts, according to Rivers (1987) and Rogers & Medley (1988), offer students valuable cultural insights and enable them to use the new language meaningfully in real-life situations Herron & Seay (1991) further highlight that authentic texts enhance student learning by presenting culture in an organic manner Additionally, Stagich (1998) argues that grasping the true meaning of language is best achieved through understanding its cultural context and the perspectives it encompasses.

Authentic texts offer a unique blend of advantages and challenges for comprehension While elements like redundancy can enhance understanding, features such as reduced forms may hinder it Nonetheless, these materials serve as an effective tool for showcasing genuine language use and fostering cultural integration.

Video is a vital tool in education, particularly in language teaching, as it offers learners an engaging and motivational way to acquire knowledge Authentic video, as defined by Sherman (2003), encompasses various media formats such as films, documentaries, advertisements, and game shows that audiences can view on platforms like cinema, television, or DVD Utilizing authentic videos, including TV commercials, public service announcements, and YouTube clips, provides significant benefits for both teachers and language learners (Idavoy, n.d) While some argue that scripted programs like soap operas lack authenticity due to subtitles, Idavoy (n.d) contends that if these scripts are crafted by native speakers for a native audience, they can still be considered authentic.

2.3.4 Advantages and disadvantages of using authentic videos in the classroom

According to Thanajaro (2000), incorporating authentic videos in ESL and EFL classrooms significantly enhances learners' motivation to acquire the language Guariento & Morley (2001) assert that these videos create a sense of real language learning, connecting students with the native community's language use Authentic videos feature genuine language, showcasing the natural pacing, turn-taking, and hesitations typical in native speakers' conversations (Oura, 2010), which can spark students' interest in learning English by illustrating how it is used in daily interactions In contrast, Porter & Roberts (1981) highlight that non-authentic materials lack these conversational elements, as they are tailored for instructional purposes Additionally, authentic videos offer students the chance to engage with everyday situations in a realistic context (Omaggio H, 1993; Rogers & Medley, 1998, as cited by Thanajaro, 2000) Overall, the use of authentic materials, particularly videos, provides numerous advantages for language learners.

METHODOLOGY

Introduction

This chapter aims to analyze the study's methodology by thoroughly explaining the research's general purpose, research questions, and the researcher’s role It will detail the research design, including participant selection, research approach, data collection methods, analytical framework, and data analysis procedures.

Research questions

Research approach

This research aims to analyze the limitations of the IELTS foundation listening course at AMA English Centre and propose enhancements by implementing a course that incorporates diverse authentic videos The goal is to boost student motivation and interest in developing their listening skills To achieve this, action research was selected as the methodological approach, as it focuses on improving practices within a specific educational context.

While I initially planned to employ experimental research, this approach has notable disadvantages, particularly in establishing causal relationships and hypothesis testing (Kaplan and Duchon, 1988) Oates (2006) notes that quantitative methods in experimental studies aim to generalize findings and develop theories, typically within controlled environments like laboratories However, such experiments are ill-suited for examining social phenomena and cultural contexts, where variables are challenging to control Consequently, utilizing this method can complicate the identification of causal effects and the replication of situations, as human participants exhibit variable behaviors.

According to Norton (2009), the action research process is encapsulated in a five-step framework known as ITDEM The first step focuses on identifying a problem, while the second step encourages brainstorming potential solutions The third step is about implementing the chosen solution, followed by the fourth step, which involves evaluating the research findings Finally, the fifth step aims to modify future practices based on the insights gained.

This research aimed to develop an alternative syllabus for the IELTS foundation listening course by creating an authentic listening environment It involved the design and evaluation of a course titled “The IELTS Foundation Listening Course Using Authentic Videos as Teaching Materials.”

The research conducted at an English centre focuses on addressing weaknesses in the learning environment, with the goal of designing, developing, evaluating, and improving the IELTS foundation listening course Utilizing Norton’s five-step process model, the study begins by identifying issues through observation, followed by the design of a new syllabus incorporating authentic videos The implementation of this syllabus occurs in the third step, while the fourth step involves evaluating the course's effectiveness from students' perspectives The final step allows for necessary modifications to enhance the course further.

The validity and reliability of the action research

Reliability and validity are crucial concepts in assessing the quality of statistics and research methods Wisker (2000) defines reliability as the consistency of research findings, suggesting that if another researcher replicates the study under similar conditions, similar results should emerge However, achieving high reliability in action research can be challenging due to the variability of situations Validity, as described by Messick (1989), refers to the extent to which empirical evidence and theoretical reasoning support the interpretations derived from test scores Internal validity is established when different researchers arrive at the same conclusions, while external validity pertains to the generalizability of results across different contexts Altricher et al (1993) note that reliability assessments in action research are limited due to the unique nature of each project, leading authors to emphasize validity instead McNiff (1994) argues that validity in action research focuses on personal and interpersonal factors rather than strict methodologies, a view supported by Clark (2000), who advocates for analyzing decision-making during the study to enhance judgment validity Waterman (1998) introduces the concept of reflexive validity, emphasizing the importance of acknowledging researchers' influences to allow readers to assess the validity of the study's conclusions.

Strengths and weaknesses of action research

According to the literature review, multiple features and potential drawbacks of action research have been highlighted The following section is to examine those limitations

Action research possesses unique characteristics that enhance its effectiveness, as highlighted by Coghlan (2004), who notes its ability to address the self-perpetuating limitations of traditional research, particularly in terms of practical relevance Furthermore, Dick (2002) emphasizes that in postgraduate educational research, action research can expand professional practices and theories while also addressing contextual challenges.

Action research faces several criticisms, particularly regarding its scientific rigor compared to quantitative research, which raises concerns about the reliability and validity of its findings Practical challenges also emerge for action researchers, as noted by Rapoport (1970), who highlighted the risk of being influenced by situational factors or organizational politics Additionally, action researchers often juggle multiple roles—researcher, practitioner, and organizational planner—which can complicate their work Ethical dilemmas, such as ensuring informed consent, may also arise, especially in dynamic educational settings where research boundaries can become ambiguous.

Research design

The study involved 30 students from two classes enrolled in the IELTS Foundation listening course at AMA English Center The majority of participants were high school, college, or university students from Hanoi, while a small number were office workers.

The researcher has been teaching English at AMA English Center for two years, specializing in IELTS listening courses During this time, it became evident that students faced significant challenges in practicing listening skills and lacked motivation compared to other skills like speaking and reading, primarily due to the tedious nature of audio clips in IELTS practice books To address this issue, the researcher implemented authentic videos as a more engaging alternative to traditional audio materials, aiming to enhance the effectiveness of the listening process Both the researcher and a fellow teacher utilized these authentic videos in their respective IELTS foundation listening courses.

A study was conducted to assess the effectiveness of an IELTS foundation listening course utilizing authentic videos, involving 32 students who enrolled on April 1, 2017 The research aimed to measure two key aspects: the significance of authentic videos in enhancing IELTS learners' listening performance and the students' attitudes towards incorporating these videos into the course.

The enhancement of IELTS listening skills was evaluated through pre-test and post-test assessments Furthermore, students' perceptions of the course regarding their progress in IELTS foundation listening were gathered via classroom observations and survey questionnaires.

3.6.3.1 Pre-test and post-test

The pre-test and post-test are essential tools for measuring improvements in IELTS listening performance over time This study employed these tests to assess student progress before and after the introduction of authentic videos in the IELTS foundation listening course By comparing results from the online resource "IELTS Recent Actual Tests with Answers Vol 5," the researcher aimed to determine the effectiveness of the video application on participants' listening skills Students completed the listening tests on paper to facilitate this evaluation.

3.6.3.2 The Survey on students’ attitudes toward using authentic videos in the IELTS foundation listening course

The survey aims to assess participants' attitudes towards the use of authentic videos in education, with a questionnaire administered at the end of the course Questionnaires are widely utilized in educational research, particularly in English Language Teaching (ELT), as they effectively collect insights into individuals' opinions.

In 2007, the researcher utilized questionnaires to effectively target specific areas of inquiry, allowing for a structured approach to data collection This method facilitated easy participation, as students and teachers could simply indicate their agreement with various statements The survey comprised 16 items categorized into three groups: learners' general attitudes toward the course, their opinions on the advantages of using authentic videos, and their views on the disadvantages of using such videos in the IELTS foundation course.

Table 2: Survey questions about students’ attitudes towards the use of authentic videos in the IELTS foundation listening course

1 I would recommend this course to others

This course made me feel more confident when dealing with IELTS listening exercises

This course did not meet my learning needs

I have more motivation to practice listening at home

I am more familiar with conversational intonations from listening to authentic videos

I know more colloquial language by listening to authentic videos

I hear more natural grammartical structures when listening to authentic videos

I am able to grasp more collocations in the conversations

I find it easier to understand the content of the recordings with the help of visual information and body language in the videos

I am more excited to listen to authentic videos compared to listening to normal IELTS listening exercises

I can access authentic practicing materials much easier

I feel listening to authentic videos is an effective way to comprehend different accents

I feel it is difficult to understand some slangs and vocabulary in the authentic videos

I am confused by some cultural jokes and information that

I do not have knowledge about

I feel the speed of authentic videos is too fast for me to understand

I am distracted by the images and content of the authentic videos

In this study, observations were conducted to assess students' listening performance in the classroom at AMA The researcher frequently monitored and documented classroom activities, taking detailed notes during each observation Following each session, the researcher carefully reviewed and transcribed these handwritten notes to ensure accurate data collection.

Data collection procedure

3.7.1 Phase one: pre-intervention (the observing, planning and designing of the learning environment for the IELTS foundation listening course)

AMA English Center specializes in teaching English to children and offering IELTS courses, aiming to equip students not only with high IELTS scores but also with effective communication skills for interacting with foreigners Many students enroll in these courses to pursue studies in countries like the USA, UK, Canada, or Singapore, where strong listening skills are crucial for understanding and responding to native speakers Listening practice is emphasized in IELTS preparation, as it often leads to quicker improvements compared to speaking and writing The IELTS study process at AMA typically spans six to 16 months and consists of two phases: foundation courses to build essential skills and intensive courses focusing on all four skills: listening, reading, writing, and speaking Students usually complete the foundation courses, which last between 10 to 20 weeks, before advancing to intensive training However, many learners face challenges in enhancing their listening abilities, often feeling bored and demotivated by repetitive audio exercises To combat this, AMA teachers implement engaging strategies and utilize diverse audio resources from textbooks like “Tactics for Listening” and “Complete IELTS Band 4-5.” Despite the structured approach, students express a desire for a more dynamic listening curriculum, as the existing syllabus does not meet their expectations for an engaging learning experience.

As a teacher, I recognized the need to revamp the IELTS foundation listening course by designing a new syllabus that incorporates effective strategies, diverse listening question types, and fresh materials I opted for authentic videos as practice materials, believing they would enhance students' listening skills both in the classroom and at home.

The literature review highlights the potential of using authentic videos in English classrooms to enhance students' extensive listening practice, which can effectively address challenges faced by IELTS learners in their foundation listening courses By integrating authentic videos, students are motivated to engage in listening practice both at home and in class, as they can easily access a variety of English content online This approach not only fosters independent learning outside the classroom but also supports students in reaching their full potential in their overall learning and specifically in their IELTS listening performance.

The IELTS foundation listening course syllabus with the use of authentic videos

The researcher developed a syllabus titled “The IELTS Foundation Listening with the Use of Authentic Videos” to create an alternative instructional environment for the IELTS foundation listening course, integrating both in-classroom lessons and extensive home listening Authentic videos were carefully selected based on their relevance to the course objectives, students' needs and interests, and their informative content The chosen videos focused on common IELTS listening test topics, such as formal interviews and lectures in social and natural sciences, while also including entertaining content to engage students Each lesson began with warm-up activities introducing new vocabulary and themes from the videos, followed by teaching strategies for tackling various IELTS listening questions, culminating in listening exercises derived from the authentic video content.

First week ( 20th – 27th April 2017)

In the initial phase of the IELTS listening course, administrators, instructors, and students were introduced to the research process during the researcher’s first classroom observation, marking the establishment of initial connections The researcher communicated the implementation of a new IELTS foundation listening syllabus, generating excitement among students During the first week, students completed a pre-test, which was a full IELTS listening test, and engaged with the "Form completion" exercise through two videos While some students found the material slightly challenging, they enjoyed watching two real interviews—one for a job and another for a university scholarship Observations revealed that when teachers prompted students to predict the content of the videos, many successfully anticipated the next segments Additionally, students were instructed to submit their homework, which involved taking notes on the videos, via email to their teachers.

Second, third and fourth weeks ( 28th April – 18th May, 2017)

In the first week of the IELTS foundation listening course, participants submitted their homework via email to the researcher, who provided feedback on their assignments in the following lesson The students explored various listening strategies for IELTS tests, including short answer questions, multiple choice questions, and note completion, using authentic videos They particularly enjoyed a segment from "The Ellen DeGeneres Show" featuring a humorous child named Noah, which elicited much laughter By the third week, they watched clips from popular movies "Me Before You" and "Love, Rosie," which helped them learn more slang and colloquial expressions The researcher observed significant improvements in the students' concentration, as they began to actively engage with the video content Additionally, they learned to answer diverse question types, make predictions, and effectively integrate listening, reading, and writing skills.

At the end of lessons, students were assigned to do the homework of dictation about literature, economics and psychology

Fifth and sixth weeks ( 19th June- 1st June, 2017)

In the fifth and sixth weeks of the course, participants were required to submit their dictation assignments to the researcher via email by the scheduled deadline During this period, students also engaged with videos that focused on the fifth type of dictation.

Many students experienced confusion due to the abundance of information and unfamiliar vocabulary in videos about the top 10 most dangerous and underappreciated places in the world Despite some finding the video pace too quick, most were able to discern key points, filter out irrelevant details, and infer the meanings of unknown words through visual cues Their enthusiasm for the content highlights the engaging nature of these topics.

Seventh and eighth weeks ( 2nd June – 16 June, 2017)

Students explored strategies for tackling two question types: "Flow-chart completion" and "Picking from a list." They viewed four videos featuring the biographies of Bill Gates, Barack Obama, and Michelle Obama, which aided those with prior knowledge of these figures in completing the chart more easily For the "Picking from a list" question type, they watched videos on topics such as "How language shapes the way we think," "How to gain control of your free time," and "How does the heart actually pump blood?"

Students found the content of the videos on oxygen's complex journey through the body to be highly engaging, demonstrating notable improvements in their listening skills They effectively retained key points through note-taking and summarization, leveraging their background knowledge to enhance comprehension Their ability to infer meanings of unfamiliar words and discern speakers' attitudes based on visual cues and tone showed clear progress Additionally, students became adept at recognizing various intonation patterns, stress usage, linguistic structures, and discourse markers that convey meaning and context in communication.

Ninth and final weeks (17th June -30 June, 2017)

In the ninth week, students focused on "Table Completion" strategies through lectures on "The History of Tattoos" and "Why Do We Dream." The tenth week marked the final exam and project completion, during which participants completed an attitude survey to assess their perceptions of using authentic videos in the IELTS foundation listening course The researcher then reported the project's entire process to the thesis supervisor.

3.7.3 Phase three: post intervention ( evaluation of using authentic videos for IELTS foundation listening course program)

As in the words of Baker and O‟Neil (1994), evaluations can be depicted as being

The term refers to evaluations of programs, institutions, and individuals aimed at fostering improvement, often categorized as formative evaluation, as well as decisions that align with summative evaluation.

The researcher utilized Cristina's (2012) CALL evaluation framework to create a self-evaluation questionnaire for students in the IELTS foundation listening course This evaluation involved assessing the effectiveness of authentic materials, specifically the Lomas TV program, through open-ended and multiple-choice questions focusing on language learning potential, learner fit, meaning focus, authenticity, positive impact, and practicality The researcher adapted these criteria to develop a Likert scale questionnaire aimed at measuring students' attitudes towards the use of authentic videos in the course The questionnaire addresses three key areas: students' overall feelings about the course, their perceptions of the advantages of using authentic videos, and their views on the disadvantages associated with this approach.

Data analysis procedures

In this section, the analysis methodology of the data collected is presented, along with the choice of the appropriate statistical processes and statistical test types for the present study

A diverse range of statistical techniques was employed to analyze student scores from pre-tests and post-tests, with data collected and processed using SPSS (Statistical Package for the Social Sciences).

1 Paired samples T-test to compare between the performances of the study samples in the pre and post IELTS listening proficiency test

2 Effect size measure formula (Eta-squared value) " η2" to identify the effect size of IELTS foundation listening course with the use of authentic videos on students' listening performance

The researcher employed an action research approach, randomly selecting and distributing a sample for the study A new syllabus for the IELTS foundation listening course was designed and implemented using authentic videos To collect and analyze data, various statistical and qualitative analysis techniques were utilized Prior to data analysis, raw data from survey instruments were gathered and presented as percentage ratios Participants' attitudes and opinions were assessed using a Likert-type survey, with results calculated into percentages to effectively explain the findings.

RESULTS AND DISCUSSIONS

Introduction

The researcher aimed to explore the potential outcomes of implementing a new educational framework with an updated syllabus for the IELTS foundation listening course This study specifically investigated the enhancement of learners' listening skills by comparing their pre-test and post-test scores after participating in the course, which incorporated authentic videos Additionally, the research assessed learners' attitudes towards the use of these authentic videos in improving their listening performance from multiple perspectives The collected data were thoroughly analyzed to support the study's findings and to address the two key research questions The subsequent section will interpret and discuss the results in relation to these research inquiries.

The significance of using authentic videos in improving students‟ listening

To address the initial research question, a paired-samples T-Test was conducted using SPSS to analyze the scores from the IELTS listening pre-test and post-test, with the findings presented in Table 4.1.

Table (4.1): The students' mean scores, standard deviations, t-value and significance levels of the study sample in the pre-test and post-test of students’ listening performance

N Mean S.D t-value D.F Sig Sig level

The statistical analysis demonstrated a significant improvement in IELTS listening performance, with post-test mean scores (5.417) markedly higher than pre-test scores (3.967) As shown in Table 4.1, the significance level (sig = 0.000) and T-value confirm this difference at a 0.05 level Additionally, to assess the impact of the IELTS foundation listening course utilizing authentic videos, the η2 (Eta-squared) value was calculated, indicating the effect size of these resources on students' listening skills, as detailed in Table 4.3.

To measure the effect size of using authentic videos in the IELTS foundation listening course, "η2" was computed using the formula as indicated in table (4.2)

Figure 1: Formula to calculate Eta-squared value by Cohen (1988)

Table (4.2): The recommended table for analyzing the effect size level

Table (4.3): The effect size of using authentic videos on students’ listening performance in the IELTS listening foundation course

IELTS listening performance t-value η2 value Effect size

The research aimed to enhance the IELTS listening performance of study samples through the implementation of an IELTS foundation listening course that utilized authentic videos Participants engaged in the course, which featured real-life video content, to improve their listening skills for the IELTS exam.

Participants in the IELTS listening course at AMA English Center engaged in 20 face-to-face lessons, complemented by homework involving note-taking and dictation of videos This approach facilitated both intensive and extensive listening practice, leading to a significant improvement in their listening performance in the IELTS post-test compared to the pre-test results.

Participants‟ attitudes towards the use of authentic videos in the IELTS

Table 4.4: Results of survey questions about students’ attitudes towards the use of authentic videos as teaching and learning material in IELTS foundation listening course

3 This course did not meet my learning needs

4 I have more motivation to practice listening skill at home

I am more familiar with conversational intonations when listening to authentic videos

I know more colloquial language by listening to authentic videos

I am able to grasp more collocations in the conversations

I am more excited to listen to authentic videos compared to listening to normal IELTS listening tests audios

I can access authentic practicing materials much more easier

I am confused by some cultural jokes and information that I do not have knowledge about

I am distracted by the images and content of the authentic videos

The figure for the answer to the questionnaire as in the table above showed the students‟ attitudes towards using authentic videos in the IELTS foundational listening course

Students’ opinion on the course in general (Question 1 -4)

A significant 86.7% of participants expressed their willingness to recommend the course, highlighting their appreciation for the use of authentic videos in enhancing listening practice Despite the challenges ESL students face with listening skills due to factors like intonation and speaker speed, 83.4% felt more confident in tackling IELTS listening exercises after completing the course While 13.3% remained neutral and only 3.3% disagreed, an impressive 86.7% of students felt their learning needs were met Additionally, 93.3% reported increased motivation to practice their listening skills at home, with only 3.3% dissenting.

Students’ opinions on the advantages of watching the authentic videos (in improving their listening performance) (Question 5- 12)

Question 5 is about whether students are more familiar with conversational intonations when listening to authentic videos 25 recognized that, 3 students agreed while only 1 out of 30 participants rejected

Authentic videos provide students with the opportunity to engage with real-life language, leading to 86.6% of students reporting an increased understanding of colloquial language Conversely, 13.4% of students felt that they did not gain additional knowledge of colloquial expressions from these videos.

The students' responses to question 7 indicate a strong preference for authentic videos, with 83.3% acknowledging that these videos present more natural grammatical structures than textbook audio Additionally, the importance of collocation in language learning is highlighted, as 66.7% of students reported an improved understanding of collocations in conversation after the course.

Accents can pose a significant challenge for students trying to understand spoken communication A diverse range of accents from speakers around the world can hinder comprehension According to a recent survey, 96.7% of participants believe that listening to authentic videos is an effective method for improving their ability to understand various accents, while only one out of thirty students disagreed with this perspective.

A significant majority of students, 83.3%, believe that accessing authentic practice materials online is easier than finding traditional textbook sources, while 10% disagreed Furthermore, an overwhelming 93.3% expressed that they feel more excited listening to authentic videos compared to standard IELTS listening exercises, with only 6.7% rejecting this sentiment.

Students’ opinions on disadvantages of watching authentic videos (in improving their listening performance) ( Question 13-16)

Question 13 asks the students‟ about their opinions on whether they feel it is difficult to understand slang and vocabulary in the authentic videos 50% agreed that they had difficulties in understanding slang and new words in the authentic videos and 50 % of them disagreed

Question 14 mentions whether participants were confused by cultural jokes and information they don‟t have background knowledge of 43.3 of the participants strongly agreed and 6.7 % agreed while 30% of the students could still understand jokes or cultural information in the videos

In a study on the comprehension of authentic videos, 36.6% of participants reported that the speed of the videos was too fast for them to understand, while 50% felt that speed was not an issue Additionally, 16.6% of students indicated that they were distracted by the images and content of the videos, whereas a significant 76.7% viewed the images as helpful tools for deducing answers to listening questions.

Discussion

At the present study, an attempt was made to investigate the response to the research questions:

This section will be dedicated to the major discussions on these issues

4.4.1 The significance of using authentic videos in improving students’ listening performance in the IELTS foundation listening course

The comparison of pre-test and post-test scores demonstrates that listening to authentic videos significantly enhances learners' listening performance This indicates that students can achieve better results by practicing their listening skills with engaging, real-world video content Many IELTS learners typically rely on textbook audios or practice tests; however, this study suggests an effective and affordable alternative that allows them to practice anytime and anywhere.

4.4.2 Students’ attitudes towards the use of authentic videos in the IELTS foundation listening course

The results from the student questionnaire revealed valuable insights into their perceptions of using authentic videos in the course Students recognized both the benefits and drawbacks of utilizing authentic videos for enhancing their listening skills Overall, their feedback indicated a positive attitude towards incorporating authentic videos into their learning experience.

The results of the questionnaire indicate that students feel more confident in tackling IELTS listening exercises after the course Throughout the program, they acquire strategies for addressing IELTS questions and engage in extensive homework that involves dictation and note-taking, enhancing their familiarity with diverse vocabulary, grammatical structures, accents, and intonations The authentic videos used in the course are slightly faster than standard audio, preparing students to follow real IELTS recordings with greater ease Notably, students report increased motivation to practice listening skills at home, finding it less stressful and more enjoyable to engage with authentic content from TV shows, cartoons, and science programs instead of monotonous textbook recordings The accessibility of online authentic videos eliminates the need for costly materials, providing a rich resource for practice These videos offer significant advantages, including exposure to a broad vocabulary and varied grammatical structures, which are essential for the IELTS test, as well as the ability to comprehend different accents Students recognize that authentic videos present natural conversational patterns, including hesitation language and discourse markers, which are absent in textbook dialogues Additionally, visual elements in these videos, such as images and body language, aid students in deducing answers to listening questions.

This study highlights the drawbacks of using authentic videos for ESL students' listening practice, as these real-life materials often include slang and colloquial expressions that learners may not encounter frequently For instance, native British speakers commonly use terms like "bagsy" (to claim something), "bee’s knees" (of high quality), and "bender" (a drinking spree), which can pose challenges for students trying to understand spoken language.

(be crazy in a party) etc.… but ESL students have no idea about these slang words

Students often struggle to understand jokes and cultural references in authentic videos, even when they grasp the language This challenge arises from the cultural differences between foreign and Vietnamese contexts, which hinder their comprehension of the content However, those who engage with intercultural literature or interact with foreigners find it easier to understand the dialogues in these videos Despite efforts to select videos with moderate pacing, 36.6% of students still feel that the speed is too fast for their comprehension, suggesting that such materials may be better suited for advanced learners Additionally, some students report being distracted by the visuals and narratives in the videos, which prevents them from focusing on answering listening questions effectively.

The neutral responses to the questionnaire varied between 0% and 6.7%, indicating uncertainty among students This ambiguity suggests that many participants were indecisive or "on the fence" regarding their opinions Consequently, this percentage does not accurately represent the majority view of the student body, failing to capture the overall feedback from the group.

CONCLUSION

Concluding remarks

Using authentic videos as materials for IELTS listening practice positively impacts students' listening performance, as evidenced by the increase in scores from pre-tests to post-tests Additionally, these videos enhance students' motivation to practice listening at home, as many enjoy listening to English songs or watching movies This approach allows students to study in a more engaging way, combining entertainment with learning through music clips and films, rather than relying solely on traditional textbook audio, which can be stressful.

The study found that some IELTS students had negative expectations regarding the use of authentic videos in their listening course Their pessimism stemmed from concerns about their proficiency levels and the speed of the selected videos.

The study's results indicate that participants' listening performance improved through both in-class instruction and self-study with authentic videos Furthermore, the research aims to determine the viability of using authentic videos as official materials in IELTS foundation courses at language centers The findings support the potential implementation of similar courses in comparable contexts, specifically within IELTS programs.

Implications

The findings of this study provide valuable insights for IELTS teachers, particularly those who have recently instructed IELTS courses Understanding the current landscape of IELTS listening instruction through the use of authentic videos can enhance their teaching strategies and influence their future pedagogical approaches This knowledge is crucial for educators in determining whether to initiate or maintain similar courses in their curriculum.

English center administrators, including IELTS course coordinators, can benefit from the study's findings by identifying challenges and opportunities for integrating both traditional and authentic materials in their courses.

The findings of this study strongly suggest that IELTS students should have increased opportunities to engage in various assignments focused on enhancing their listening skills, particularly through activities like note-taking and dictation Dictating every word from videos not only aids in improving spelling accuracy but also helps students expand their vocabulary.

This study presents several recommendations for future research, suggesting that similar investigations be conducted in diverse educational settings to determine if comparable results emerge While participants expressed satisfaction with the use of authentic videos for listening practice, perceptions may vary in different contexts Additionally, the current study's limitations, being confined to an IELTS program with only 30 participants, highlight the need for broader research to enhance the generalizability of the findings.

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This survey aims to investigate the impact of authentic videos on the listening performance of IELTS students Your participation in this survey is greatly valued, and all responses will be used exclusively for research purposes Rest assured, your identity will remain confidential in any analysis of the data collected.

Thank you very much for your corporation!

In the following table, you will find statements about your attitudes towards the use of authentic videos in the classroom

Neutral (Neither agree nor disagree): 3 Disagree: 2

Please put a tick  on the answer that applies to you

3 This course did not meet my learning needs

I have more motivation to practice listening at home

I am more familiar with conversational intonations from videos

6 I know more colloquial language by listening to authentic videos

8 I am able to grasp more collocations in the conversations

I am more excited to listen to authentic videos compared to listening to normal IELTS listening exercises

I can access authentic practicing materials much easier

I am confused by some cultural jokes and information that I do not have knowledge about

16 I am distracted by the images and content of the authentic videos

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer

Best thing about the city: 2

Best thing about the destination’s dining options: 4 of food

Method of transport to destination: by 5

Purpose of visit: • on business

Write the correct letter, A-E, next to questions 11-15

What is the improvement of each main point of interest in the area?

Choose FIVE answers from the box and write the correct letter, A-G, next to questions 16-20

Choose the correct letter, A, B or C

 A be reviewed by two examiners

 B be added to the final grade

The proposal will consist mostly of

For the practice paper, the tutor has directed the students to make sure to

 A pay attention to time limits

There is no need to 24 lots of people

Pay attention to the 25 of the final report

Prepare two 26 , one for the teacher, another for the students themselves

The deadline of the final paper is 27 The students can 28 their topics before the beginning of April

Students deciding to change topics must deliver a 29 to the teacher in advance

At the beginning of the report, the hypothesis and an outline of the 30 are needed

Write NO MORE THAN TWO WORDS for each answer

Advertising Effect The important factor to consider

• The 31 that customers must travel affects the probability that they will buy the product

• Advertising slogans are easier to remember if there is a 32 played with them

• Mandy’s Candy Store appeals to people’s sense of 33 to draw in customers

• To an ad campaign for digital products, it is 34 that is extremely important

Effect on your product sales

• The customer’s 35 after he or she experiences the ad is most important

• On international flights, it is wise for advertisements to be displayed in the common 36 of most passengers

• Very few young people buy 37

• The UNESCO website would be a good place to advertise for companies aiming to improve the 38

• One good location to place ads for suntan lotion is the 39

• A good scene for a water purification commercial would be wonderful sights of a 40

Questions 1-3 Complete the form below Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer

Example Answer Name Michael Alexander

Questions 4-10 Complete the table below Write ONE WORD AND/OR A NUMBER for each answer

Item Damage Cost to repair/replace

Television The 4 needs cabinet is damaged

The 5 The 6 of the 7 $ cabinet cabinet is damaged Dining room table A 8 is split $200

Set of china Six 9 were broken

Choose the correct letter, A, B or C

11 According to the speaker, the main purposes of the park are

Questions 12-14 Label the plan below Write NO MORE THAN TWO WORDS for each answer

Questions 15-20 Choose the correct letter, A, B or C

15 When are the experimental are as closed to the public?

16 How can you move around the park?

A by tram, walking or bicycle

B by solar car or bicycle

C by bicycle, walking or bus

17 The rare bread animals kept in the park include

18 What is the main purpose of having the Rate Breeds Sections?

B to keep a variety of breeds

19 What can you see in the park at the present time?

A the arrival of wild birds

20 The shop contains books about

C the history of the park

Questions 21-24 Choose the correct letter, A, B or C Honey Bees in Australia

21 Where in Australia have Asian honey bees been found in the past?

22 A problem with Asian honey bees is that they

23 What point is made about Australian bees?

A Their honey varies in quality

B Their size stops them from pollinating some flowers

C They are sold to customers abroad

24 Grant Freeman says that if Asian honey bees got into Australian

A the country‟s economy would be affected

B they could be used in the study of allergies

C certain areas of agriculture would benefit

Questions 25-30 Complete the summary below Write ONE WORD ONLY for each answer

Looking for Asian honey bees

Birds called Rainbow Bee Eaters eat only 25 , and cough up small bits of skeleton and other products in a pellet

Researchers go to the locations the bee eaters like to use for 26 They collect the pellets and take them to a 27 for analysis

Here 28 is used to soften them, and the researchers look for the 29 of Asian bees in the pellets

The benefit of this research is that the result is more 30 than searching for live Asian

Questions 31-36 Choose the correct letter, A, B or C RESEARCH ON QUESTONS ABOUT DOCTORS

31 In order to set up her research programme, Shona got

A advice form personal friends in other countries

B help from students in other countries

C information from her tutor‟s contacts in other countries

32 What types of people were included in the research?

A young people in their first job

33 Shona says that in her questionnaire her aim was

A to get a wide range of data

C to guide people people through interviews

34 What do Shona‟s initial results show about medical services in Britain?

A Current concern are misrepresented by the press

B Finance issues are critical to the government

C Reforms within hospitals have been unsuccessful

35 Shona needs to do further research in order to

A present the government with the findings

B decide the level of extra funding needed

C indentify the preferences of the public

36 Shona has learnt from the research project that

A it is important to plan projects carefully

B people do not like answering questions

C colleagues do not always agree

Questions 37-40 Which statement applies to each of the following people who were interviewed by Shona? Choose FOUR answers from the box and write the correct letter, A-F, next to questions 37-40

C refused to tell Shona about their job

D kept changing their mind about participating

E became every angry with Shona

F was worried about confidentiality People interviewed by Shona

37 a person interviewed in the street

38 an undergraduate at the university

APPENDIX 4 (LESSON PLAN SAMPLE) WEEK 7 LECTURE 2

1 Class description: 15 students in the IELTS foundation listening course

By the end of the lesson Students will be able to:

 Be able to deal with type 7 of the IELTS listening test “ Flow chart”

 Be able to remember the vocabulary in the video about Barack Obama, the previous president of America

 Students are familiar with working in groups

 Students have known some words related to the topic

 Students chat to each other while listening

 The Facilities: projector and speaker, may be out of order or the electricity is cut off

- handouts, chalks, board, projector etc

Stage and aims Time Teacher’s Activities

Warm-up 5’ - T shows a quiz for students to guess about the character in the video:

+ He is a mix-raced person + He is very popular with his interesting speech + He went to Vietnam and ate bun cha

+ He was the inspiration for many people in the world?

10‟  Activity 1: Checking students‟ background knowledge about Obama

- T tells Ss that they will work in groups of 4

- T gives each group one short story about Barack Obama

- The groups share with the whole class what they read about Obama and some other related information about him that they know

Pre-listening activity (Vocabulary teaching)

15‟  T introduces new words and key words of the video about

Barack Obama and check whether students know these words or not

- Teacher guides students how to pronounce these new words and meaning so they can understand the video

40‟ - Teacher let the students to watch the video twice to complete the Note-completion chart

Listening task 1 ( Deciding whether the statement is True or False)

1 Obama wrote some best-selling books

2 He wrote about his own American dream

3 He became president of America in 2008

4 Obama won 364 electoral votes and almost 53% of the popular vote

5 He was the country‟s second American leader

6 Obama improved the USA image around the world

7 He was highly appreciated the Nobel Peace Prize without any criticism

8 The mid-term elections followed soon after and saw the Republicans gained 16 seats

9 Obama‟s popularity was fading in mid-term elections

10 In 2011, he was accused to lie about his birthplace

Listening task 2: Finding all nouns and adjectives about Obama’s accomplishments in the video

BARACK OBAMA LIFE AND ACCOMPLISHMENTS

(3) In 1983, he earned BA in

(6) In 1996, he was ……… to the Illinois State Senate

(7) He taught ……… at Chicago University until 2004

(9) Obama further raised his profile by addressing the 2004 Democratic National with a speech that was watched by

(11) In 2009, Obama was inaugurated the …………of USA

(12) In November, 2009, he was controversially awarded the …………

(13) In 2010, Obama‟s government was ……….for their efforts in addressing this catastrophic environment issue

(14) In early 2011, he announced his decision to run for a ……….as president in 2012

- Teacher checks the answer for each question and pause the video if necessary

Video 2: The biography of Michelle Obama, US first lady https://www.youtube.com/watch?v=B-AxjblpB7E

She went on to earn a degree from Harvard Law in

Michelle got married with Barack Obama in …………(4)

- Teacher asks students to work in groups of four to summarize information that they remember from the video and talk about their favorite president

APPENDIX 5: OBSERVATION CHECK-LIST I.Topic coverage

II Presentation skill 7.Language ( Comprehension)

10 Query handling III Using authentic videos in improving IELTS students‟ listening performance

1 Students are motivated by authentic videos

2 Students are able to grasp the gist of the videos

3 Students are able to understand the details as well as answering different types of questions

4 Students know more new words and grammar structures

Materials and activities Homework ( Dictation and

1 Pre-test ( IELTS actual listening full test)

Job interview https://www.youtube.com/watch?v=OVAMb6Kui 6A

A Cambridge Interview: Queens' Computer Science https://www.youtube.com/watch?vXwKVCBP fM

The deadliest being on Planet Earth https://www.youtube.com/w atch?v=YI3tsmFsrOg Video 2: why are some countries poor and others are rich https://www.youtube.com/w atch?v=9-4V3HR696k

Ellen show: Funny Noah Ritter, the amazing kid https://www.youtube.com/watch?v=s3QPdgpQ_p w https://www.youtube.com/watch?v=xQ06G6Epyo

4 https://www.youtube.com/watch?vfK0reVzs Little big shots https://www.youtube.com/watch?v=fZLLqapzxR

Q https://www.youtube.com/watch?vWynEVkop o

Economic bubbles are primarily caused by excessive speculation and irrational investor behavior, leading to inflated asset prices The paradox of value highlights the discrepancy between the high market value of non-essential goods and the low value of essential resources, emphasizing how perception and demand shape economic worth Understanding these concepts is crucial for grasping fundamental economic principles.

3 Type 3: Multiple choice questions The movie “ Me before you” clip https://www.youtube.com/watch?v=7XK6FYKDz

The movie “ Love, Rosie” clip https://www.youtube.com/watch?v=iciz00IiQ9Q

Dictation: “ Literature” Video 1: How fiction can change reality? https://www.youtube.com/w atch?v=ctaPAm14L10 Video 2: Situational irony https://www.youtube.com/w atch?v=ctaPAm14L10

Interviews about Taylor Swift https://www.youtube.com/watch?v=AqouMHoy0

ZU https://www.youtube.com/watch?v=ONzy815YEh A&t=5s

Interviews about Emma Watson https://www.youtube.com/watch?v=7XK6FYKDz

Xc https://www.youtube.com/watch?vPHupqu 0E

Dictation “ Psychology” https://www.youtube.com/w atch?v=arJLy3hX1E8 ( Narcissism) https://www.youtube.com/w atch?v=H0-WkpmTPrM ( The language of lying)

Top 10 must-visit cities around the world https://www.youtube.com/watch?v=IQVdvGRkfK s

Top 10 most expensive places to live

Dictation “ Nature” https://www.youtube.com/w atch?v=GK_vRtHJZu4 ( Why biodiversity is important?) https://www.youtube.com/watch?v=OEgkqVbnv3

Top 10 most dangerous tourist destinations https://www.youtube.com/watch?vJLFAQ3qr Q&t's

Top 10 underappreciated wonders of the world https://www.youtube.com/watch?v=Go2dmgSKlq E&t=7s https://www.youtube.com/w atch?v=0UzMaoaXKaM ( Calvin cycle)

Video 1: How to make chocolate https://www.youtube.com/watch?v=P_JuQCiKW

Video 2: How to produce milk from cows https://www.youtube.com/watch?v=ip-4BdIC4ck

Video 3: Life cycle of a butterfly https://www.youtube.com/watch?v=dM71jKNuk-

Video 4: How is silk made? https://www.youtube.com/watch?vrX5DRusN

Dictation “ Medicine” https://www.youtube.com/w atch?v=uOcpsXMJcJk ( How does your body process medicine” https://www.youtube.com/w atch?v=zQGOcOUBi6s ( The immune system)

7 Type 7: Flow-chart completion Video 1: The untold story of Bill Gate https://www.youtube.com/watch?v=N6UIlptvJAc

Video 2: The biography of Bill Gate https://www.youtube.com/watch?v=mR7Dskv0d

Video 3: The biography of Barack Obama https://www.youtube.com/watch?voDulUKfFK

Dictation “ Math” https://www.youtube.com/w atch?v=eVm063xmnow ( Math symbols) https://www.youtube.com/w atch?v=7snnRaC4t5c ( Why do people worry about Math)

Video 4: The biography of Michelle Obama https://www.youtube.com/watch?v=g0CYL9qdOv k&t=9s

8 Type 8: Picking up from a list

Video 1:How language shapes the way we think https://www.youtube.com/watch?v=RKK7wGAY P6k

Video 2: How to gain control of your free time https://www.youtube.com/watch?v=n3kNlFMXsl o

Video 3 : How does the heart actually pump blood? https://www.youtube.com/watch?v=ruM4Xxhx32

Lecture 4: Oxygen’s surprisingly complex journey https://www.youtube.com/watch?v=GVU_zANtro Eugh your body

Dictation “ Physics” https://www.youtube.com/w atch?v=ml4NSzCQobk ( Vector) https://www.youtube.com/w atch?v=YM-uykVfq_E ( Entropy)

Video 1: The history of tattoos https://www.youtube.com/watch?v=MYn15yDBv xM

Video 2: Why do we dream? https://www.youtube.com/watch?v=2W85Dwxx2

Why do we cry? https://www.youtube.com/ watch?v=keMF8YzQoRM

Why is yawing contagious? https://www.youtube.com/w atch?v=4NpG4F9yq00

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Dung lượng	1,42 MB