The effects of english subtitled videos on vocabulary learning and retention of 11th graders at nguyen du high school

Trang 1 --- ∞0∞--- TRINH YEN NHI THE EFFECTS OF ENGLISH SUBTITLED VIDEOS ON VOCABULARY LEARNING AND RETENTION OF 11TH GRADERS AT NGUYEN DU HIGH SCHOOL MASTER OF ARTS IN TESOL Trang 2 H

INTRODUCTION

Rationale of the research

The quotation from Lewis, “lexis is the core or heart of language” (Lewis,

1993, p 89), emphasizes the crucial role of vocabulary in language acquisition To date, this viewpoint has been widely supported by applied linguists Harmer (1993) further highlights that “if language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh” (Harmer, 1993, p 153) Again, Schmitt (2000) also underscores the significance of vocabulary acquisition by asserting that “lexical knowledge is central to communicative competence and the acquisition of a second language” (Schmitt, 2000, p.55) More stresses on the significance of acquiring vocabulary, Nation (1990) points out that to read a text fluently, a learner must understand 2,000 common words, and to achieve reading comprehension, a learner must know at least 95% of the English words (Nation, 2001) Thus, insufficient vocabulary can lead to misunderstandings, misinterpretations, and an inability to comprehend or express new ideas in English

As for the complementary relationship between vocabulary knowledge and language use, Nation (2001) addresses that while vocabulary knowledge facilitates language use, language use itself leads to an increase in vocabulary knowledge Without a sufficient command of vocabulary, it is difficult to infer meaning from text and achieve language proficiency Consequently, it is crucial for students to acquire foundation in vocabulary as a basic component of language learning prior to developing other language skills

In Vietnam, the launch of the National Foreign Languages Project 2020 (NFLP 2020) by the Ministry of Education and Training in 2008 marks a significant turning point in the history of foreign language education in Vietnam, representing the latest breakthrough in enhancing the quality of English language teaching and learning across all levels of education in the country English has been widely taught at all levels of schooling in Vietnam (MOET, 2008), with the ultimate objective of equipping Vietnamese students with a satisfactory level of proficiency in English upon their graduation from the General Educational Program (MOET, 2014), which is equavalent to B1 in the Common European Framework of Reference for Languages (CEFR), denoting an intermediate level of language competence (A1 for beginners; A2 for elementary; B1and B2 for intermediate; and C1 and C2 for advanced learners)

Despite the importance of English in today's social setting, English language instruction in Vietnam has not kept pace with the demand for competent English speakers Several factors, including the proficiency levels of English language teachers, traditional teaching methods, current grammar-reading- dominated testing practices, students' learning motivation and needs, lack of an immersive language environment, limited materials and resources, and inadequate integration of computer-based applications in the classroom, may all contribute to the low quality of English teaching and learning (Dang, 2011) Drawing on students’ learning outcomes, it can be seen that NFLP 2020 has failed to reach its objective of developing learners' English language proficiency to the desired level (Nguyen, 2017).

Statement of the problems

In the sphere of second language or foreign language learning, most of the researchers concur that expanding vocabulary has been one of the ultimate objectives of language learners as the development of vocabulary knowledge helps support such essential skills as listening, speaking, reading, and writing For this reason, the area of teaching and learning vocabulary so far has been an interest in Asian countries in general and in Vietnam, in particular

The challenges facing both language teachers and learners in the process of teaching and learning vocabulary include the lack of real-life language situations for further practice (Boonkongsaen, 2012; Magno, 2010; Phan, 2017), the integration of vocabulary teaching with other learning tasks (Catalan, 2003; Fan, 2003; Kang, 2015; Siriwan, 2007), the complexity of word knowledge (Rohmatillah, 2014; Vitasmoro et al., 2019) Especially, learning vocabulary has become a burden for learners because they have to struggle with vocabulary memorization and retention (Gnoinska, 1998; Hoang & Dang, 2021; Kang, 2015; Phan, 2017) This difficulty arises from the interference of L1 throughout the process of vocabulary teaching and learning (Huong, 2006; Kang, 2015; Le, 2010), which not only demotivates learners but also impedes their ability to memorize vocabulary for an extended period of time (Huong, 2006; Vitasmoro et al., 2019)

In the present context of Nguyen Du High School, when observing the colleagues’ lectures, the researcher has found that new vocabularies are normally taught in the form of a list of new English words with their equivalent Vietnamese meanings, and students have been required to learn by heart these wordlists without context Moreover, when asked how they learn new words, many students immediately visualized a list of new terms with meanings in their native language, and they also expressed their disinterest when thinking about learning vocabulary When encountering new words, some look up words in a bilingual dictionary to find meanings As a result, learners just develop their word knowledge in small increments, and most of the students confront difficulty in recollecting the meanings of vocabulary items shortly after the teacher has elicited the meaning or after they look up the meanings in dictionary

From the previous research works on vocabulary and being fully aware of the importance of vocabulary in the English learning process at Nguyen Du High

School, the researcher would like to carry out this study to help her students with a possible solution to develop and retain their vocabulary.

The aims of the study

Aiming to help the 11-graders at Nguyen Du High School memorize and retain English vocabulary in the long term, this study attempts to achieve two specific aims as follows:

- Firstly, to investigate the effects of English subtitled videos on vocabulary learning and vocabulary retention among grade 11 students at Nguyen Du High School

- Secondly, to investigate students’ attitudes toward the use of English Subtitled Videos for vocabulary learning.

Research questions

In order to achieve the aims of the study, the following research questions (RQs) were formulated:

RQ1: To what extent do English subtitled videos affect vocabulary learning and vocabulary retention to 11th graders at Nguyen Du High School?

Sub-RQ 1: :- To what extent do English subtitled videos affect vocabulary learning to 11th graders at Nguyen Du High School?

Sub-RQ 2: :- To what extent do English subtitled videos affect vocabulary retention to 11th graders at Nguyen Du High School?

RQ2: What are the students’ attitudes towards the use of English subtitled videos in their vocabulary learning?

Significance of the study

In this study, the researcher expected to provide a significant contribution to both theoretical and practical aspects of vocabulary teaching and learning a Theoretical significance

This study is hopeful to be able to provide empirical evidence to support the effectiveness of using ESV in the process of teaching and learning vocabulary Specially, ESV can aid in enhancing long-term vocabulary retention among students b Practical significance

The study is expected to benefit both English learners and teachers in their vocabulary teaching and learning practices

- English learners can make use of ESV as an effective strategy to improve vocabulary memorization and retention for long-term memory

- English teachers can take advantage of employing SV as an effective visual aid in teaching vocabulary and stimulating the interest of learning English vocabulary among learners.

Scope of the study

The present study is focused on investigating the effects of ESV on the English vocabulary learning and retention of 32 grade 11 students at NDHS during the second semester of the academic year 2021-2022.

Structure of the study

This paper consists of five chapters structured as follows:

This chapter provides a brief overview of the rationale for the research, followed by the research aims, research questions, and the significance of the study The scope and limitations of the study are also outlined

This chapter presents an overview of vocabulary, vocabulary teaching and learning, and the characteristics of adolescent learners It also provides a description of English subtitled videos (ESV), their principles, and empirical studies that identify research gaps

This chapter presents a detailed account of the research context and the methods used to collect data for the study

This chapter provides a description and analysis of the major findings obtained from the participants' pre-test, post-test, and delayed post-test, as well as from the students' survey, to address the research questions

Chapter 5: Conclusion, Implications and Recommendations

This chapter provides a summary of the key findings, limitations of the study, and recommendations for further research.

LITERATURE REVIEW

Definitions of the key terms

Vocabulary is one of the elements of language that cannot be separated during the process of language teaching and learning Before delving deeper into vocabulary, this section provides some explanations based on the perspectives of certain experts

Normally, when mentioning vocabulary, it may come to mind that knowing a word means knowing its meaning The fact that what is to know about vocabulary is really a tough question because the term “vocabulary” is too general Having been broadly defined by researchers, vocabulary can be a word, or words such as a phrasal verb or an idiom which is a string of words Therefore, to handle the multilevel words, Schmitt (2000) defined vocabulary as the term “lexeme” or lexical unit or lexical item, which is “an item that functions as a single meaning unit, regardless of the number of words it contains.” (p.2) Instead of using the term “vocabulary”, Scrivener (1998) and Harmer (2019) use the term “lexis” because this concept, according to Scrivener, is more details Lexis includes single-word vocabulary, going-together combinations known as collocations, longer combinations known as chunks More simply, Ur (1996) just states that vocabulary is the words that are taught in a foreign language It may be more than a single word, like “post office”, “mother in law”, or multi-word idioms such as

“call it a day”, therefore, to cover all, the term “items” should be used instead of the term “word”

While a plethora of definitions of the term “vocabulary” have been suggested, the term “vocabulary” is used as single items, phrases, or chunks of several words that convey distinct meanngs across all language skills throughout this paper The researcher has adopted this concept because according to her, it is compulsory for language learners to use vocabulary after being taught to express their thoughts, ideas or exchange information even in the absence of grammar comprehension

2.1.1.2 Some basic aspects of knowing a word

The notion of knowing a word indeed encompasses more than understanding its meaning, and the idea of what is to know a word is enriched by different linguists According to Ur (1996), to grasp a word, learners have to know five aspects: form, grammar, collocation, meaning, and word formation In contrast, Thornbury (2002) just mentioned that “knowing a word involves knowing its forms and its meaning” (p.15) Harmer (1991) clarified basic aspects of vocabulary which include word meaning, word use, word formation, and word grammar

Particularly, Carter (1987), Schmitt (1997), and Nation (2008) shared the same viewpoint on the most fundamental level of a lexical item, which can be categorized into three groups:

Form : the visible and audible parts of vocabulary that involve pronunciation, spelling, and constituent parts, such as prefix, root, and suffix;

For example: with the word “submarine”, learners can break down its components to guess the meaning: prefix “sub” and root “marine”

Meaning: a vocabulary item deals with different meanings in different contexts

For example: a the word “red” in the sentence “She is wearing a beautiful red dress” is the name of a particular color b the word “red” in the sentence “She is red from sitting in the sun” indicates the sunburn of the girl’s skin c the word “red” in “She is a well-known red” indicates that she is famous for her political belief

Use : when a particular word is made up of grammatical functions, collocations, and constraints on use

For example: The sentence “Thank you for your prompt reply” is suitable for a formal situation, but not appropriate in an informal context

To make it more detailed, Nation (2013) further argues that a comprehensive understanding of a word involves three components: form, meaning, and use, each of which is comprised of three parts, and each with both receptive and productive dimensions The distinction between receptive vocabulary and productive vocabulary involves four language skills While receptive knowledge of a word involves in listening and reading skills, productive knowledge relates to the use of word in speaking and writing skills As such, according to Nation (2013), what to know a word involves 18 types of lexical knowledge, as summarized in Table 2.1

Table 2 1 What is involved in knowing a word

Spoken R What does the word sound like?

P How is the word pronounced?

Written R What does the word look like?

P How is the word written and spelled?

Word parts R What parts are recognizable in this word?

P What word parts are needed to express the meaning?

R What meaning does this word form signal?

P What word form can be used to express this meaning?

R What is included in the concept?

P What items can the concept refer to?

Associations R What other words does this make us think of?

P What other words could we use instead of this one?

R In what patterns does the word occur?

P In what patterns must we use this word?

Collocations R What words or types of words occur with this one?

P What words or types of words must we use with this one?

Constraints on use (register, frequency )

R Where, when, and how often would we expect to meet this word?

P Where, when, and how often can we use this word?

Note: R = receptive knowledge, P = productive knowledge

In brief, three key aspects of vocabulary that language teachers need to address in vocabulary teaching and language learners certainly have to learn are the form, meaning, and use of new words

In the field of language learning and teaching, there exist different vocabulary classifications One such classification, according to Scrivener (1998), is lexis, which can be distinguished into two types: productive lexis and receptive lexis Receptive lexis “is the set of lexical items that we recognize and understand, but tend not to use ourselves in everyday speech” (Scrivener, 1998, p.188) and productive lexis is composed of words that learners incorporate into their everyday usage of English Another classification, proposed by Nation (2013), categorizes vocabulary into three groups based on the level of frequency: (1) the high- frequency words are words that both teachers and learners should spend considerable time on because they help learners understand spoken or written text;

(2) the mid-frequency words are words that learners need to know in order to deal with English without outside support, and (3) the low-frequency words account for a very small percentage of words They consist of technical terms and are rarely encountered in language use However, for the purposes of the current study, the researcher would like to adopt the vocabulary classification proposed by Gairns and Redman (1986); Doff (1988), and Harmer (1991) This classification prioritizes active vocabulary, as the focus of attention for students because when teaching students with subtitles, the researcher wants students to activey engage with active vocabulary that is presented to them on the screen than other words

Gairns and Redman (1986), Doff (1988), and Harmer (1991) classified vocabulary items into two types: active vocabulary and passive vocabulary a Active vocabulary are “words which students will need to understand and also use themselves (Doff, 1988, p.19) Likewise, in Harmer’s (1991) view,

“active vocabulary refers to vocabulary that students have been taught or learned and which they are expected to be able to use” (p.159) b Passive vocabulary refers to words that students “need to understand (e.g when reading a text), but “will not need to use themselves” (Doff, 1988, p.19) Harmer (1991) further emphasized that “passive vocabulary as the words that the students will recognize when they meet them but which they will not be able to produce” (p.159)

While active language items, which "the learner can recall and use appropriately" (Gairns & Redman, 1986, p.64), are necessary for productive skills like speaking and writing, conversely, passive vocabulary, which "can only be recognized and comprehended in the context" (Gairns & Redman, 1986, p.64), is beneficial for receptive skills such as reading and listening In language teaching, teachers should put more focus on active vocabulary than passive vocabulary because learners need to see how active vocabulary is used in the context while they can infer the meaning of passive words from the context (Doff, 1988)

Within the context of foreign or second language acquisition, the issue of vocabulary learning has become a prominent area of focus According to Wallace

(1982), "there is a sense in which learning a foreign language is basically a matter of learning vocabulary in target language" (p.9) Likewise, Nation (2001) also stresses that "no matter what the teacher does or what the course book presents, ultimately it is the learner who does the learning" (p.394) This implies that learners must rely on their own strategies to effectively acquire new vocabulary, which can vary based on individual factors such as age, gender, and learning styles

Concerning vocabulary learning, linguistic scholars have made efforts to develop distinctive vocabulary learning strategies that assist language learners in overcoming the challenges of acquiring vocabulary (Gu & Johnson, 1996; Nation, 1990; O’Malley & Chamot, 1990; Oxford, 1990; Schmitt, 1997) Three of the most prominent strategies developed by Gu (2013), Schmitt (1997) and Nation (2013) have been widely used within the field

In 1996, Gu and Johnson (1996) proposed a taxonomy comprising four groups: metacognitive, cognitive, memory, and activation strategies Later in

2013, Gu (2013) further introduced a new taxonomy involving two main components: metacognitive and cognitive strategies Schmitt (1997) developed two primary groups of VLS: Discovery Strategies and Consolidate Strategies Discovery strategies refer to techniques used by learners to uncover new word meanings, while Consolidate strategies are strategies used by learners to help them consolidate Along the line, Nation (2013) in his comprehensive book on vocabulary learning and teaching identified VLS in three ways: planning (learners choose what and when they want to focus), sources (learners find information about words), and processes (they establish knowledge about words)

As can be seen, there are a variety of strategies available to language learners that can facilitate their vocabulary learning more easily and effectively

Potential theories in vocabulary learning and teaching

Apart from the definitions of key terms mentioned in the previous part, there are also some potential theoretical bases for the process of teaching and learning vocabulary The next session presents a brief review of relevant theories

While Krashen (1982) claimed that consciousness helps learners avoid mistakes and achieving accuracy in his Monitor Theory, Schmidt (1990) voiced his opinion against this idea by coining a new term “noticing” to emphasize the role of attention and awareness in learning The Noticing Hypothesis, proposed by Schmidt (1990), differentiates the three terms “input”, “intake”, and “output” Input normally refers to the language to which learners are exposed to Intake is

“that part of the input that the learner notice”, and output is what the learner produces, orally or written In the opinion of Schmidt (1995), “the noticing hypothesis states that what learners notice in the input is what becomes intake for learning” (p.20), so from this viewpoint, it can be seen that learners are just aware of language features in the input after they acquire it (Ellis, 1997)

2.2.2 Traditional input with translation method

Traditional input refers to the language that learners are exposed to in a single or limited media format, such as text only or text with definitions The translation method, historically prevalent in language teaching, focuses on the direct translation of words from the target language to the native language This approach relies on students' existing knowledge of their native language to understand and acquire vocabulary in the target language.According to Richards and Rodgers (2001), learners can quickly grasp word meanings when they are presented with translations in their native language Additionally, Corder (1981) argued that the translation method enables learners to make connections between the target language and their existing linguistic knowledge, fostering a deeper understanding of vocabulary However, the reliance on translation can impede learners' ability to think directly in the target language and hinder their progress in developing communicative competence (Brown, 2001) Therefore, some researchers and teachers have suggested using multimedia input as an alternative or supplement to traditional input

2.2.3 Multimedia input with Mayer’s Cognitive Theory of Multimedia Learning (CTML)

Multimedia input can provide learners with more visual and verbal aids, such as images, audio, animation, and captions/subtitles, to help them comprehend and retain the language Multimedia input can also provide learners with more rich and authentic contexts for language learning and use

In this present research, ESV were used as multimedia inputThis research draws on the Cognitive Theory of Multimedia Learning originally developed by Mayer (1997) as the theoretical framework to explain the importance and impacts of multimedia presentations in language learning contexts This cognitive theory is based on three major assumptions: firstly, auditory and visual are two separate channels that help process information; secondly, each channel has a limited capacity, which implies that human can only process a limited amount of information at any given time; and finally, learning is an active process, so learners need to be engaged in a cognitive process which they can actively filter, select, organize, and integrate information based on their prior knowledge

In the Cambridge Handbook of Multimedia Learning, Mayer (2012) argues that learners better understand words that are accompanied by media such as pictures and videos instead of words presented alone This multimedia approach promotes active cognitive processing, encouraging learners to make meaningful associations between words and visuals and store the information in long-term memory In addition, the process of learning is enhanced when language is combined with media since this technique helps deliver and convey the intended lesson better to the learners Figure 2.2 below portrays the Cognitive Theory of Multimedia Learning (CMLT) model

Figure 2 2 Mayer’s Cognitive Theory of Multimedia Learning (Mayer, 2005)

2.2.4 A comparison between traditional input and multimedia input in teaching vocabulary

In this part, the researcher examined two distinct methods of vocabulary instruction: traditional input and multimedia input They both focus on the form of vocabulary items; however, there are some significant differences between them in terms of meaning and usage:

(1) Whereas the former employs a word list format to present word meanings in the learners' native language (L1) without any contextual information., the latter provides the context where the vocabulary items appear along with a description of native word patterns

(2) While the former are commonly used in large-size class settings, the latter gets itself involved in a broader range of contexts and educational purposes

(3) While the former requires conscious memorization and repetition to acquire and retain information, the latter constructs a combination of sound and image after close observation in the unconscious mind of learners

According to Vu and Peter (2021), vocabulary instruction is often associated with monotonous rote learning and repetitive practice, primarily to enhance reading and grammar skills and, in fact, this is a common practice in most textbooks where grammar becomes a burden and a nightmare for students’ memories (Nunan, 1998) In light of this, the current research drew on the theoretical frameworks of teaching with tranditional input, known as translation method and with multimedia input, known as English subtitled videos for vocabulary instruction A comparative analysis of these two approaches is presented below

Heavily on written materials such as textbooks, worksheets, and reading passages

Engaging learners to authentic language exposure

Explicit teaching on grammar rules and structures of the language

Meaning-focused activities through receptive skills (listening and reading for comprehension on the screen)

Practice on target words with strictly- controlled drills

Meaning-focused activities with partly-controlled tasks (writing and speaking for meaning)

Production of target words with less- controlled practice that focuses on meaning

Fluency development through free production of language (writing and speaking for authentic communication)

Throughout the years, videos have proven to be a successful and effective visual aid in language classrooms With the advancements in technology, such as interactive TVs and active whiteboards, the integration of videos has become even more convenient and accessible Nowadays, foreign language sources are readily available on the Internet, providing teachers with a valuable resource to capture their students' attention and motivate them to engage in language lessons As a result, the use of videos as a teaching tool can enhance language acquisition and foster a more dynamic and engaging learning environment

2.2.5 The use of traditional input and multimedia input in this study

2.2.5.1 The use of traditional input

In the teaching approach for the CG, the researcher implemented the translation method as a complementary strategy to enhance vocabulary learning because of its value in helping students grasp the meanings of new words by connecting them to familiar terms in their native language By incorporating the translation method, the teacher as the researcher aimed to facilitate a deeper understanding of vocabulary and promote more effective language acquisition

To utilize the translation method, I followed a step-by-step process Firstly,

I presented target vocabulary words in the students' native language, ensuring they were familiar with the meaning and usage of the words in their own linguistic context Next, translations or equivalents of these words in English were provided for the CG’s participants, establishing a connection between the native language and the target language This approach allowed students to establish mental links between the two languages, facilitating comprehension and making vocabulary acquisition more accessible In order to reinforce vocabulary learning through the translation method, the researcher employed various techniques and activities Vocabulary drills were conducted to practice the translation of words from the native language into English and vice versa These drills involved exercises such as matching the translated words to their corresponding meanings or completing sentences by using the appropriate translated vocabulary words

By providing translations, conducting vocabulary drills, students can enhance their vocabulary acquisition, comprehend and express their ideas effectively in English

2.2.5.2 The use of multimedia input

The integration of ESV as a supplementary learning material in vocabulary teaching for the EG serves a specific purpose The rationale behind incorporating these videos is to provide students with authentic language input, enhance their listening comprehension skills, and reinforce vocabulary acquisition and retention

By combining visual and auditory elements, ESV offer a multimodal learning experience that can engage students and make vocabulary learning more meaningful

Attitudes toward the use of subtitled videos in learning vocabulary

As a matter of fact, the attitudes of language students can significantly impact their learning process and outcomes Relating to the definition of attitude, Bogardus (1928) defined it as an act of an individual for or against something in the environment, which becomes thereby a positive or negative value Sharing the same viewpoint, according to Ajzen (1989), the mood of people concerning a special thing, an individual or an event, whether enthusiastic or unenthusiastic, is called attitudes In the context of education, Gal and Ginsburg (1994) state that attitude is the sum of all the emotions and feelings experienced during the learning phase of the studied subject, and in the field of language learning, attitudes, as noted by Brown (2001), which are emotional aspects like feelings and relationships with others have a significant impact on language learners

However, the above definitions are about general attitudes, not a specific object, so with the scope of this thesis, the researcher focuses on Eagly and Chaiken’s (1993) definition of attitudes as “a pgychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor” (p.1) This definition allows the researcher to examine the students' attitudes towards a specific subject, ESV, and its impact on their vocabulary learning and retention

Prior to Eagly and Chaiken (1993), other scholars such as Ajzen (1989) and Baker (1992) also categorized attitudes into different components However, as previously stated, the researcher chose Eagly and Chaiken's (1993) definition, and continued to follow Eagly and Chaiken’s model of attitudes Additionally, Rosenberg and Hovland (1996) (as cited in Albarracin et al., 2005) built upon Eagly and Chaiken's model and identified three components of attitude: Cognitive (belief and knowledge), Affective (feelings and emotion); Behavioral (the effect of the attitude on existing behavior or a particular behavioral intention)

Cognitive component of attitude refers to the beliefs, or thoughts of language learners associate with an object

Affective component of attitude deals with feelings or emotions that are brought to the subject about something

Behavioral component of an attitude consists of the tendencies of an individual to behave in a particular way towards an object

2.4 Review of related research into the effects of SV on vocabulary learning and retention

The increasing use of subtitled videos both inside and outside language classrooms by researchers worldwide has laid the groundwork for this current research Some of the typical studies on this application for teaching and learning in developed countries such as Canada, Colombia, Norway, Argentina, and developing countries such as Saudi Arabia, Pakistan and Indonesia are purposefully chosen for the review due to the number of studies available, as well as cultural aspects and traditional methods of teaching in these countries that are shared in the Vietnamese context

Baltova (1999) conducted a study in Ontario, Canada, exploring the learning outcomes of grade 11 students who were learning French as a second language The students were divided into three conditions: Reversed, Bimodal, and Traditional The Reversed and Bimodal conditions, which involved French subtitles, showed significantly better outcomes in content learning compared to the Traditional condition Moreover, the Bimodal condition had significantly

Figure 2 3 Components of Attitude higher vocabulary learning outcomes compared to the other two groups The students responded positively to the use of French subtitles, perceiving them as helpful for understanding the video content and performing well on tests

In Columbia, Romero Villamil (2020) conducted an action research to investigate the impact of instructional subtitled videos on vocabulary acquisition

A group of A1 level students participated in the study The implementation of instructional subtitled videos led to an improvement in students' vocabulary proficiency The students' performance in the post-test demonstrated progress compared to the pre-test, highlighting the positive effects of the three cycles of intervention Additionally, the students found the videos useful for remembering new words and applying them in communicative contexts

More particularly, Eye (2016) examined the long-term effects of subtitled second language audiovisual material on vocabulary acquisition in Norway The study involved 21 students from an upper secondary school class who were divided into three groups: English subtitles, Norwegian subtitles, and no subtitles (control group) The findings indicated that intralingual subtitles (English) had a positive effect on word recall, while vocabulary and grammar proficiency influenced word definition skills The recall of higher frequency words improved over time, and better vocabulary and grammar proficiency correlated with higher scores in word definition tasks

Ridarma (2017) focused on vocabulary and pronunciation improvement through the use of English subtitled videos in an Indonesian senior high school setting The study involved 10 students from class XI and employed a pre- experimental design with pre-tests and post-tests The results showed a notable improvement in students' vocabulary and pronunciation skills, as demonstrated by higher scores in the post-tests Furthermore, the analysis of questionnaire responses revealed that the majority of students encountered no significant obstacles when engaging in vocabulary activities using subtitled videos in the classroom

Khadawardi (2022) conducted a quasi-experimental study in Saudi Arabia to compare the impact of subtitled animated clips and L1 translation on vocabulary retention The study involved 35 female students and employed pretests, short follow-up tests, semi-structured interviews, and posttests to evaluate the effectiveness of the two teaching methods The findings indicated that watching subtitled movie clips positively influenced students' motivation and resulted in effective vocabulary learning outcomes The integration of multimedia tools and subtitled videos significantly improved vocabulary recognition, comprehension, and retention compared to traditional teaching methods

In Vietnam, Le (2014) conducted a study involving 30 Vietnamese high school students to investigate the effects of using subtitled videos on vocabulary learning motivation The findings indicated that students reported higher levels of motivation and interest in learning vocabulary when utilizing subtitled videos as compared to traditional methods The visual support provided by the subtitles, along with the engaging nature of videos, contributed to increased motivation and active engagement in vocabulary learning activities among the participants

As a whole, these studies provide valuable insights into the potential benefits of incorporating subtitled videos as a tool for vocabulary instruction and highlight the positive effects they have on students' language learning experiences

By examining research from different countries, this review offers a comprehensive understanding of the overarching theme of the effectiveness of subtitled videos in vocabulary acquisition and retention

The literature review continues to examine the attitides of students towards to the use of subtitled videos on vocabulary acquisition Several studies conducted in different contexts have examined the perceptions and opinions of both students and teachers regarding the effectiveness and benefits of using subtitled videos for vocabulary acquisition

In Saudi Arabia, Aloqaili (2014) investigated intentional vocabulary learning from videos with different subtitle types, including Arabic, English, and dual subtitles The study involved forty-eight high school participants divided into control and experimental groups The results showed significant improvement in all groups, with a notable difference between the experimental and control groups The presence of subtitles was considered essential for positive results, and the use of audio-visual materials facilitated vocabulary learning for all participants The questionnaire surveys revealed positive attitudes towards learning from subtitled videos, both within and outside of school settings, indicating the potential of subtitled videos as an effective tool in second language classrooms

Supporting these positive attitudes, Boukendir and Lakhal (2021) conducted a study in Algeria to investigate the attitudes of EFL teachers and students towards the role of movies with English subtitles in vocabulary recognition The findings from online questionnaires distributed to teachers and first-year students indicated that English movies were perceived as an effective teaching aid for vocabulary development The majority of students agreed that movies with English subtitles were beneficial for vocabulary learning, while EFL teachers recognized the positive impact of these movies in terms of motivation, new word acquisition, and pronunciation improvement This convergence of positive attitudes among both students and teachers underscores the value of using English-subtitled videos in EFL classes

RESEARCH METHODOLOGY

Research design

When it comes to research design, the researcher has reviewed three commonly used types of research designs, namely qualitative, quantitative, and mixed methods, and justified the selection of a quasi-experimental design for the present study

A quasi-experimental design was chosen in this study for its own fortes Experimental research, according to Wallen and Fraenkel (2008), Mackey and Gass (2015), Dửrnyei (2007), and Creswell (2020), is frequently used in education, particularly in second language teaching, to establish the relationship between independent and dependent variables In this study, the independent variables were traditional input with translation method and multimedia input with ESV, and the dependent variable was students’ performance in vocabulary learning and retention

To answer the research questions, the researcher employed quantitative methods, using tests to compare the effects of ESV and translation method on students' vocabulary competence and a survey with closed-ended questions to examine students' attitudes towards the new approach (Fraenkel & Wallen, 2008) The use of SPSS statistical software facilitated the handling of numerical data The quasi-experimental design was chosen over true experimental research to avoid disrupting students' learning, as random assignment was not feasible because the researcher was not allowed to carry out random appointments by the school’s authority In general, this current study satisfied four main characteristics of a typical quantitative research, according to Dửrnyei (2007): (1) there is a lot of work involved with numbers and statistics, (2) data are carefully categorized and labeled before being collected, (3) results focus on generalizability and universal rules among different variables instead of individual cases, and (4) procedure is standardized to make it possible for stable application across a wide range of subjects and researchers The research procedure is illustrated in Figure 3.1.

Research Site and Participants

The present study was conducted at Nguyen Du Secondary High School in

District 10, where the researcher is currently employed as a full-time teacher The school is a public institution catering to approximately 1200 students from neighboring districts such as Tan Binh Dist, Dist 11, and Dist 3 The 2021-2022 academic year consists of 44 classes ranging from grade 10 to grade 12, and the school employs a staff of 120 individuals, including 11 English teachers holding a

Bachelor's degree and one possessing a Master's degree

In terms of facilities, the school is well-equipped with modern facilities, such as TV, projectors, sound systems, computers connected to the internet, and even an interactive board Thanks to these pieces of equipment, it is convenient

Stage 2 Week 2-week 10 •Post-test

Stage 3Week 11-Week 17 for the teachers to take advantage of videos as one kind of visual aid in teaching vocabulary Furthermore, small class sizes of about 30 students, as well as the allocation of five English classes per week, result in more individual attention, higher engagement, increased interaction between teachers and students, and more opportunities for students to improve their English

During the academic year 2021-2022, the target population of Nguyen Du Secondary High School was approximately 500 eleventh graders These students are all required to meet a certain minimum benchmark score to enroll at Nguyen

Du Secondary High School, so it can be assumed that they share nearly the same academic performance and have the same age, level of maturation and cognitive ability Thus, some external validity, such as background maturation, can be controlled to some extent (Creswell, 2020) Additionally, most of these students come from high income families, providing them with better educational opportunities from an early age, particularly in English education

In the academic year 2021-2022, the researcher was assigned to work with two grade 11 classes: 11A1 and 11A2, which comprised a total of 64 learners, selected as representative sample of the target population The total nuber of students in class 11A1 was 32 including 17 males and 15 females while class 11A2 had 15 males and 17 females The participants have to take 5 periods of English lesson per week with 3 periods in the morning and the remaining in the afternoon Each period lasts 45 minutes

The convenience sampling method was adopted in this study to ensure minimal disruption to the students’ learning and the teacher’s teaching, and was, therefore, considered the most convenient approach for research in a second language As a result, the study was considered quasi-experimental since two intact classes under the complete control of the teacher were randomly assigned to experimental and control groups, respectively

(1) 11A2 with 32 students as the CG, who were taught vocabulary using translation method

(2) 11A1 with 32 students as the EG, who were instructed vocabulary through ESV

Figure 3 2 Research participant 3.2.2.2 Students for survey

The aim of the second research question is to determine the attitudes of the participants who were treated with ESV For this purpose, data for the survey were collected from 32 students in the EG.

Materials

The target vocabulary items used in the experiment sourced from the textbook “English 11” published by MOET (2008) The textbook comprises 16 units and 6 consolidated lessons, coveing various topics and skills, including reading, speaking, listening, writing, and language focus Due to the limited time available for the study, the researcher opted to select vocabulary items from unit

12 to unit 16 of semester 2, with the intention of teaching students by using both visual and translation techniques Two groups are taught four textbook units, including:

Unit 16: The Wonders of the World

The list of target words for the treatment is presented in Appendix H

The experimental materials consisted of ESV downloaded from YouTube, which were in aligning with the thematic content of the textbook units (Asian Games, Hobbies, Space conquest, Wonders of the world) Due to time limitations, video clips ranging from 2-3 minutes were selected Following is how the videos were used to present and reinforce vocabulary in context:

- Selected videos showcasing different sports and activities featured in the Asian Games (https://www.youtube.com/watch?v=vUW4aOt4PSo&t8s; https://www.youtube.com/watch?v=eRLTh_yhSq4&t#s; https://www.youtube.com/watch?v=_lofBw0wXos&t4s )

- Extracted target vocabulary related to sports, such as "athlete," "medal,"

- Discussed the meanings of the vocabulary words and their usage in the context of the Asian Games

- Engaged students in guided activities, such as creating dialogues or role- plays using the target vocabulary to simulate a sports event

- Chose videos that depicted various hobbies and interests, such as painting, playing a musical instrument, or photography ( https://www.youtube.com/watch?v=grZnHviQCFI; https://www.youtube.com/watch?v;fcIdKiKqk )

- Identified vocabulary specific to each hobby, such as "avid,"

- Conducted discussions on the meaning and application of the vocabulary words within the context of different hobbies

- Facilitated activities where students had to describe their favorite hobbies using the target vocabulary

- Utilized videos related to space exploration, astronauts, and scientific advancements in space technology

(https://www.youtube.com/watch?vTZM8-ZEA&t=7s; https://www.youtube.com/watch?v=YpEClr_Q9cg&t=5s;

- Extracted vocabulary words like "orbit," "galaxy," "spacesuit," "launch," etc., which were relevant to space exploration

- Engaged students in discussions about the definitions and usage of the vocabulary words in the context of space conquest

- Organized activities where students had to imagine themselves as astronauts and explain space-related concepts using the target vocabulary

Unit 16: The wonders of the world

-Selected videos showcasing various wonders of the world, such as the Great Wall of China, Taj Mahal, or Pyramids of Giza

(https://www.youtube.com/watch?v}9V3wAYEc0; https://www.youtube.com/watch?v=iI48NoDzrGY&ts;

- Identified vocabulary related to architecture, culture, and historical significance, such as "monument," "masterpiece," "heritage," "ancient," etc

- Encouraged students to explore the meanings and applications of the vocabulary words within the context of the wonders of the world

- Created activities where students had to describe and compare different wonders of the world using the target vocabulary

Figure 3.3 illustrates a screenshot of one of the downloaded videos, which features English subtitles

Figure 3 3 The screenshot of video with English subtitles

Research Instruments

To address the research questions, the researcher employed tests and questionnaires to gather relevant information for the study

The first research question was answered by administering three vocabulary tests, which included a pretest, posttest, and delayed posttest The purpose of these tests was to measure the impact of ESV on grade 11 students' English vocabulary learning and retention before and after treatment

The second research question was addressed through a questionnaire distributed to the EG to examine their attitudes toward using English subtitled videos in their vocabulary learning

The table below depicts the relationship between the research question(s) and the respective instrument(s), followed by a detailed description of each instrument

Table 3 1 The link between the research questions and instruments

RQ1:- To what extent do English subtitled videos affect vocabulary learning and vocabulary retention in 11th graders at Nguyen Du High School?

Sub-RQ 1:- To what extent do English subtitled videos affect vocabulary learning in 11th graders at Nguyen Du

Sub-RQ 2:- To what extent do English subtitled videos affect vocabulary retention in 11th graders at Nguyen Du

RQ2: What are the students’ attitudes towards the use of

English subtitled videos on their vocabulary learning? Questionnaire

As for tests used in research, Teng (2020) stated that students' vocabulary level corresponds to their vocabulary learning outcomes According to Creswell

(2020), a pretest measures the participants’ characteristics prior to receiving treatment, while a post-test evaluates participants’ characteristics after undergoing treatment In this research, three tests, namely the pretest, post-test, and delayed post-test, were employed

Before the treatment, all participants completed a placement test so that the researcher could determine their level of English proficiency The rationale behind such a procedure consisted of two purposes: First, to ensure homogeneity and equality between the two groups Second, as it was indicated earlier, the language proficiency level is found to be crucial in influencing the effect of the treatment The vocabulary test utilized in this study was sourced from Oxford Online English, designed to assess respondents' general language ability and allocate them to an appropriate level The test consisted of 40 questions, covering levels from elementary (A1) to advanced (C1) in a random order

The posttest was conducted after 8 weeks of treatment during stage 1, while the delayed post-test was administered 4 weeks after treatment completion in stage

2 The posttest and delayed post-test aimed to evaluate the subjects' short-term and long-term vocabulary retention Both tests consisted of 40 items, comprising 10 multiple-choice, 10 matching definitions, 10 word-formation, and 10 fill-in-the- blank questions The tests shared the same format, but their questions varied to prevent familiarity with the test The tests were based on the targeted vocabulary introduced through ESV during the experimental period Additionally, each test had distinct sections to assess the three dimensions of vocabulary: (1) word form,

(2) meaning, and (3) word use The following are descriptions of the tests used in this study

Table 3 2 The description of the test

Pretest 40 Vocabulary Level Test with 40 questions ordered randomly

Posttest 40 Multiple choice, matching, word formation, fill-in- the-blank Delayed- posttest

40 Multiple choice, matching, word formation, fill-in- the-blank

Table 3 3 The format of the test

Tests Content Number of items

(6) Fill-in-the-blank ( Meaning & Use-focused)

(7) Word form (Form & Meaning & Use- focused)

Since the researcher intended to assess the participants' vocabulary knowledge after the treatment, the tests included a higher number of questions related to different meanings in context The duration of each test was 45 minutes

To ensure accurate quantitative data collection, the tests used in the study needed to be reliable and valid Therefore, the tests were designed with measures to ensure their reliability and validity

Reliability is one of the most important aspects of any good test for it to be valid Brown and Abeywickrama (2010) defined a test as reliable when it is consistent and dependable, and the consistency of the test is demonstrated by the similar results scored under all conditions (Maduekwe, 2007) Therefore, to ensure the consistency of the test results, a detailed test specification was provided to other teachers in the English department before piloting Additionally, the researcher provided clear and accurate answer keys for the tests

The length of the test is also a primary factor that influences the test results (Sattler, 2001), so to make it reliable, the number of questions was allocated reasonably in a way that minimized coincidence and guessing Furthermore, the allotted time of the test is familiar to students in order to avoid fatigue (Brown & Abeywickrama, 2010) Especially, all of the instructions for each part of the test were given clearly and unambiguously so that the test takers would understand exactly what they needed to do

Validity is often regarded as the most important criterion for the quality of a good test Coombe (2018) states that a test is valid when it measures what it is supposed to measure Some types of test validity are satisfied in the tests used in this research To begin with, the tests used in this research achieve content validity because all of the questions and contents of the tests focus only on vocabulary testing The test content is related to what students are taught in class, and the test format used in this study is designed to ensure that students do not feel strange while taking the test Therefore, all of these contribute to the face validity of the tests Next, to ensure construct validity, differential-groups studies (Brown, 1996, p 240) were used to prove that the pre-test and post-test successfully measured the construct that the sample in the study is supposed to have As Mackey and Gass

(2005) claimed, because piloting is the only way to ensure the validity and reliability of the test, the researcher asked other teachers in the English Department to conduct the try-out tests for their classes to see if the result is consistent and meaningful The try-out test helped the researcher make sure that the instrument was clear and the test was not either too easy or too difficult These try-out tests were implemented in two 11-grade classes whose students’ abilities are nearly the same as the sample used in this research

3.4.1.1.3 Identification and control of confounding and extraneous variables

Identifying and controlling confounding and extraneous variables is an essential aspect of research design to ensure the validity and reliability of the study's findings To ensure the internal validity of the study and minimize the influence of confounding and extraneous variables, several measures were implemented

Firstly, the participants were randomly assigned to either the control group or the experimental group Randomization helps in distributing potential confounding variables equally between the groups, reducing the risk of biased results Additionally, the researcher made efforts to ensure homogeneity among participants in terms of relevant characteristics such as age, English language proficiency level, and prior exposure to vocabulary instruction that could potentially impact vocabulary learning and retention Furthermore, both the CG and the EG received standardized instructional materials with equal instructional time for both groups

By implementing these measures, the study aimed to reduce the impact of confounding and extraneous variables and enhance the internal validity of the findings However, it is important to acknowledge that while efforts were made to control these variables, there may still exist potential uncontrolled factors that could have influenced the outcomes

3.4.1.2 Administering and scoring the tests

It is important to note that the use of different tests at different stages of the intervention helped the researcher to determine whether the treatment was effective in improving the vocabulary learning and retention of the participants in the EG compared to the CG The intervention of this research lasted 17 weeks, and before the main stage of the research took place with the targeted vocabulary to be taught during the treatment, the tests were scheduled as follows: First, a pre-test, in the form of a link taken from Oxford Online English, including 40 questions dealing with vocabulary knowledge arranged randomly from elementary (A1) to advanced (C1) level was given to the participants in both groups in the first week to measure the vocabulary knowledge of students before the treatment After ten weeks of treatment using ESV to teach vocabulary to the participants of the EG and using the traditional method of teaching vocabulary on the CG, a posttest was delivered to all the subjects in both groups at week 12 of the intervention to measure the participants’ vocabulary competence after the intervention The delayed posttest, which took place after four weeks of the posttest, was used to measure the vocabulary retention of all the subjects in two groups The delayed post-test was not announced in advance to the students to prevent them from preparing for the revision Still, they were not allowed to use dictionary, copy, or exchange information during the test so that its reliability could be completely ensured

The scoring process was carried out after all of the papers were collected from the subjects in the CG and EG The pretest was an online test taken from the website of Oxford Online English, so the pretest’s result was scored automatically Based on the test takers’ screenshots of their test scores, the researcher saved them all The total score for the posttest and delayed posttest was 10, with 0.25 for each correct answer to one item

The treatment procedure

The research was carried out in the second semester of the academic year 2021-2022 and there were 17 weeks in total for the whole period, and the training procedure took place in ten weeks At some points of time, when Covid-19 broke out, because of the increasing number of students who have tested positive for the infection, the participants in both classes had to self-guarantine for two weeks to prevent the spread of Covid-19 to other students As a result, there were some online classes during the intervention

During the lesson that utilized the translation method, the teacher followed a structured procedure to facilitate vocabulary learning The steps involved introducing the target vocabulary in the students' native language, providing translations or equivalents in English, conducting vocabulary drills and sentence translation exercises, and assessing students' vocabulary competence This approach aimed to help students understand and use new words effectively by making connections between their native language and English

During the lesson incorporating ESV, the teacher followed a structured procedure for vocabulary learning The lesson began with an introduction to the topic and objectives, connecting it to the textbook unit's theme The teacher then introduced key vocabulary words related to the video The subtitled video was shown to the students, with the teacher providing support and guidance After watching the video, specific target vocabulary words from the subtitles were discussed, focusing on their meanings, usage, and context Various practice activities were conducted to reinforce the vocabulary, such as drills, sentence completion exercises, role-playing, and group discussions To assess vocabulary competence, the teacher administered quizzes or assigned writing tasks The use of ESV allowed for authentic language input and enhanced listening comprehension The lesson's structure ensured a comprehensive approach to vocabulary learning, integrating different stages from pre-viewing to assessment, resulting in meaningful and engaging vocabulary acquisition

Sample lesson plans for the CG and the EG were briefly described in Appendix A and Appendix B The training procedure of the quasi-experimental study were set as follow:

WEEK DATE ACTIVITIES CG EG

Giving pre-test to two groups

Taking the pretest Taking the pretest

Learning targeted words through traditional method

Learning targeted words through ESV

Learning targeted words through traditional method

Learning targeted words through ESV

Learning targeted words through traditional method

Learning targeted words through ESV

Learning targeted words through traditional method

Learning targeted words through ESV

Teaching Unit 15 Part 1: Reading Part 2: Speaking

Learning targeted words through traditional method

Learning targeted words through ESV

Learning targeted words through traditional method

Learning targeted words through ESV

Learning targeted words through traditional method

Learning targeted words through ESV

Learning targeted words through traditional method

Learning targeted words through ESV

Taking the posttest Taking the posttest

Giving the delayed posttest to the CG and the EG

DATA ANALYSIS AND DISCUSSIONS OF FINDINGS

Data analysis

4.1.1 Data analysis of the tests

It is obvious that when testing the difference between two groups’ scores, there is always a very important assumption that the analyzed variables must have a normal distribution Therefore, before and after the treatment, the researcher run a normality test to examine the data The sample size of the study was small (N = 32 for each group), so the Shapiro-Wilk test was applied to detect the nonnormality The normality test is shown in Table 4.1

Table 4 1 Test of Normality of pretest and posttest scores

Statistic df Sig Statistic df Sig

* This is a lower bound of the true significance a Lilliefors Significance Correction

The findings of the normality test in Table 4.1 revealed that the Sig values of both the CG's pretest (Sig=.235) and the EG's pretest (Sig=.112) were greater than the alpha value of 0.05 (.235 > 050; 112 > 050) Similar to the pretest, the both obtained Sig value of 772 and 174 for the CG and the EG’ posttest respectively were higher than 0.05, the data was likely to be normally distributed in the posttest results

Based on the data collected, it can be safely concluded that the data are normally distributed, and the researcher can employ parametric tests to probe the research questions

As the first research question aimed to investigate the impact of ESV on students' vocabulary learning and retention, to achieve this, the researcher collected descriptive data from the pretest, posttest, and delayed posttest, and subsequently analyzed the performance of students' scores in each of the tests

4.1.1.2 Comparison pretest results between the EG and CG

As described in Chapter 3, before implementing the treatment, participants had to take a pretest so that the research could make sure of the homogeneity in students’ English vocabulary backgrounds in the EG and CG The Oxford Online English test was used for the pretest, and the mean scores and standard deviation were calculated for both groups Table 4.2 presents the descriptive statistics for the pretest of the EG and CG

Table 4 2 Descriptive Statistics on the pretest of both groups

N Minimum Maximum Mean Std Deviation

Table 4.2 reveals that the pretest scores of the CG ranged from 4.0 to 9.5, while those of the EG ranged from 5.0 to 9.5 Before the treatment, the mean score of the CG (MCG= 7.378) was higher than that of the EG (MEG= 6.786) The standard deviation of the CG was 1.4394, while that of the EG was 1.2960, indicating that the EG had a slightly lower standard deviation than the CG for the pretest By comparing the mean scores between the EG and the CG, the evidence suggested that there existed a difference in the pretest of vocabulary between both groups before the intervention

It is important to perform appropriate statistical tests to determine whether the observed difference in the mean scores between the CG and EG is statistically significant or not Therefore, an Independent Samples T-test was run on the pretest scores of two groups The results of the T-test are presented in Table 4.3

Table 4 3 Independent Samples t-test on the pretest scores of both groups

Levene's Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper

The Levene’s test is used to assess the homogeneity of the variance assumption Looking at the Sig column in Table 4.3, the Sig value in the Levene test was 574, which was greater than the alpha value of 05 (p=.574 > 05), which meant that the assumption of equal variances was not violated This implies that there was no significant difference in the variances of the mean scores between the two groups Hence, the T-test results under the "Equal variances assumed" line can be used Furthermore, the Sig (2-tailed) value of 089 for the Independent sample t-test exceeded the standard alpha value of 05 (p=.089.> 05) Therefore, it can be concluded that the level of vocabulary knowledge between the students of the CG and the EG in the pretest before the treatment were the same

4.1.1.3 Performance on the pretest and posttest of the CG

The differences in the performances of the CG on the pretest and posttest scores were also examined to measure the group’s results before and after the treatment Table 4.4 illustrates the description of a paired sample T-test

Table 4 4 Descriptive Statistics on the pretest and posttest of the CG

N Minimum Maximum Mean Std Deviation

Table 4.4 presents the descriptive statistics of the pretest and posttest scores of the CG The minimum and maximum scores for the CG were 4.0 and 9.5, respectively It is noteworthy that the standard deviation of the pretest scores was higher than that of the posttest scores, indicating a wider range of values in the pretest (Stdpre =1.4394 and Stdpost = 9389) To examine whether there was a statistically significant difference between the pretest and posttest means, a paired sample T-test was conducted for the CG The results of the test are presented in Table 4.5

Table 4 5 Paired Samples Test on the pretest and posttest of the CG

Paired Differences t df Sig (2- tailed)

95% Confidence Interval of the Difference Lower Upper C_PRETEST

The results, displayed in Table 4.5, show that the Sig (2-tailed) value of 086 was greater than the alpha value of 0.05 (p=.086, p > 0.05), indicating that there was no statistically significant difference in the mean scores between the pretest and posttest in the CG However, the mean scores in Table 4.4 show a slight increase in the vocabulary performance of the CG's participants from the pretest (Mpre =7.378) to the posttest (Mpost=7.728) after the treatment Overall, the results suggest that the participants of the CG did not much improve their vocabulary performance when they learned vocabulary with translation method

4.1.1.4 Performance on the pretest and posttest of the EG

Similarly, a paired sample t-test was used to compare the vocabulary performance of the EG participants in the pretest and posttest before and after treatment The result of the paired sample T-test is depicted in Tables 4.6 and 4.7

Table 4 6 Descriptive Statistics on the pretest and posttest of the EG

N Minimum Maximum Mean Std Deviation

The descriptive statistics in Table 4.6 indicates the difference in the mean scores and Std deviation of the EG before and after the treatment The EG’s mean score in the posttest was greater than that in the pretest (Mpost=8.144 >

Mpre=6.786) This resulted from the difference in the range of test scores

Table 4 7 Paired Samples Test on the pretest and posttest of the EG

Paired Differences t df Sig (2- tailed)

95% Confidence Interval of the Difference Lower Upper E_PRETEST

Table 4.7 revealed that the Sig (2-tailed) of the paired sample test was.000, which was less than the alpha value of 00 (p = 00 < 05) In addition to the significant difference in the mean scores between the pretest and posttest as shown in Table 4.6, this indicated that there was a statistically significant improvement in the EG after the treatment In other words, under the treatment with ESV, grade

11 students in the EG who were taught vocabulary with the use of ESV proved better improvement in their vocabulary performance

4.1.1.5 Performance on the posttest of both groups

After 8-week experiment, the researcher administered the posttest to the participants of both groups to see if there were any differences in their posttest scores

The mean scores and their standard deviation between the CG and the EG were compared through the running of a descriptive statistic of the posttest scores Table 4.8 illustrated the descriptive statistics on the posttest of the EG and CG

Table 4 8 Descriptive Statistics on the posttest of both groups

N Minimum Maximum Mean Std Deviation

The data in Table 4.8 described that the mean score of the CG was smaller than that of the EG after the treatment (MCG=7.728 and MEG=8.144) With the standard deviation of 9389 for the CG and 6960 for the EG, it meant that there was a slight variability in the posttest scores of the EG In detail, ranging from 5.5 to 9.5 were the scores in the posttest of the CG, while those of the EG varied from 7.0 to 9.5 It was obvious that there was a difference between the mean scores of the CG and EG after the intervention In other words, after treatment, the use of ESV had a more positive impact on the vocabulary performance of the 11th-grade students in the EG than those in the CG

However, to check whether the difference was statistically significant or not, an Independent Sample T-test was conducted on the posttest results

Table 4 9 Independent Samples t-test on the posttest of both groups

Levene's Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper

Discussion of findings

Based on the results of the tests and the questionnaires, several findings were found from the data collection and analysis for two research questions Major features will be successively discussed in detail in the following sections

To address the first research question, the reseacher conducted an analysis using the mean scores obtained from the pretest, posttest, and delayed posttest These mean values were used to compare the vocabulary learning outcomes of the experimental group (EG) and the control group (CG), as presented in Table 4.12 (page 67) The analysis of Table 4.12 revealed that the mean scores of the CG were not statistically different from those of the EG in the pretest Therefore, it can be inferred that the initial vocabulary knowledge of both groups was comparable prior to the intervention However, following the treatment, the EG showed a statistically significant improvement in vocabulary recognition, as evidenced by the higher mean value on the posttest These findings indicate that the treatment effectively enhanced the vocabulary learning of the participants in the experimental class

The results of this study align with previous research conducted by Baltova

(1999), Nguyen (2017), Ridarma (2017), Aloqaili (2014), Khadawardi (2022), and Villamil (2020), which consistently demonstrate the positive effects of English subtitled videos (ESV) on vocabulary acquisition among English as a Foreign Language (EFL) learners For instance, Aloqaili (2014) found significant improvement in vocabulary performance among students who watched English film subtitles compared to the CG, which viewed English films without subtitles Similarly, Ridarma (2017) reported a significant increase in vocabulary and pronunciation mastery scores from pretest to posttest, particularly for participants exposed to subtitled English movies in a one-group pretest-posttest design Additionally, Nguyen (2017) and Aloqaili (2014) observed significant vocabulary gains in their respective experimental groups, regardless of the use of subtitles, when comparing pretest and posttest mean scores Nguyen (2018) also found significant and positive improvements in posttest scores for the experimental group when using videos with captions in vocabulary instruction

Regarding long-term retention of vocabulary, a difference in mean scores was observed between the CG and EG during the vocabulary retention stage While both groups experienced a decline in mean scores, the decline in the EG was less pronounced than in the CG This finding is consistent with the observations made by Eye (2016) in a lexical recall task, where experimental groups exposed to Norwegian and English subtitles outperformed the control group in terms of accuracy and reaction time Although Eye (2016) did not include a delayed posttest to measure vocabulary retention, the lexical recall test used in this study may be related to the active engagement of the participants in the subtitle groups when encountering new words This analysis aligns with the findings of Khadarwardi (2022), who reported better recall of targeted vocabulary among participants exposed to animated subtitled videos compared to those using a translation method in long-term retention

In summary, the findings derived from the pretest, posttest, and delayed posttest provide evidence for the outperformance of the EG participants in recalling new vocabulary items during the immediate and retention time

The analysis of data collected from the questionnaire administered to the participants of the experimental group (EG) reveals a preference for the use of ESV in vocabulary learning and retention The attitudes expressed by the students in this study align with previous research conducted by Nguyen (2017), Bourkendir and Lakhal (2021), and Ridarma (2017), providing further support for the positive effects of ESV on vocabulary acquisition

From a cognitive attitude, a substantial number of participants (N)) indicated that the utilization of ESV stimulated their vocabulary learning, consistent with the research conducted by Boukedir and Lakhal (2021) They emphasized students' attraction to English movies not only for entertainment but also for acquiring new vocabulary However, it is worth noting that a portion of participants (13 and 15 out of 32) expressed uncertainty regarding the extent to which watching ESV facilitated quick word recall and aided vocabulary retention These responses suggest that some students may be more accustomed to traditional vocabulary learning methods, such as translation, and might face challenges in acquiring new words solely through ESV Nevertheless, the majority of participants still perceived ESV as an effective means of improving vocabulary learning, corroborating the findings of Bourkendir and Lakhal (2021) and Nguyen

(2018) Additionally, Khadarwardi (2022) reported that multimedia materials incorporating visual, written, and spoken elements played a facilitative role in vocabulary acquisition and retention

In terms of affective attitude, a significant majority of EG participants expressed enthusiasm for ESV, highlighting its ability to engage their interest in learning English vocabulary and enhance their learning experience These findings align with the research conducted by Nguyen (2017) and Bourkendir and Lakhal

(2021) For instance, Nguyen (2017) emphasized the positive impact of processing videotexts on students' ease of vocabulary learning Similarly, Bourkendir and Lakhal (2021) found that participants perceived subtitles as an important aid in boosting vocabulary stock and enhancing vocabulary recognition However, it is important to note that a subset of students (N) reported experiencing little enjoyment when watching ESV, potentially attributing to the textbook-based themes of videos that not truly captivate and engage their interests

Regarding behavioral attitude, the findings of the present study align with previous research conducted by Boukedir and Lakhal (2021) and Ridarma (2017)

A majority of students concurred that ESV assisted them in correct pronunciation and practice of new vocabulary Boukedir and Lakhal (2021) observed that while watching English subtitled movies, respondents were able to perceive and imitate the accents of native speakers Correspondingly, participants in Khadawardi

(2022) acknowledged that listening to conversations between characters in subtitled videos contributed to improved pronunciation and heightened engagement

To summarize, the findings derived from the questionnaire responses of the

EG participants underscore their inclination towards the utilization of ESV in vocabulary learning The perceived benefits of ESV, as expressed by the students, enhanced word retention and ease of word recall These findings align with previous research studies and further reinforce the positive impact of ESV on students' vocabulary acquisition and retention

The next chapter will provide a conclusion for the study and offer recommendations for future research to optimize the use of ESV in teaching and learning vocabulary, with the aim of enhancing the quality of vocabulary instruction at Nguyen Du High School and other educational institutions.

CONCLUSION, LIMITATIONS, IMPLICATIONS AND

Conclusion

Having conducted the research of the effects of ESV on students’ vocabulary learning and vocabulary retention, the researcher proposed the three research questions mentioned in Chapter 1 as follows:

RQ1:- To what extent do English subtitled videos affect vocabulary learning and vocabulary retention to 11th graders at Nguyen Du High School?

Sub-RQ 1: :- To what extent do English subtitled videos affect vocabulary learning to 11th graders at Nguyen Du High School?

Sub-RQ 2: :- To what extent do English subtitled videos affect vocabulary retention to 11th graders at Nguyen Du High School?

RQ2:- What are the students’ attitudes towards the use of English subtitled videos in their vocabulary learning?

Research question 1: To what extent do English subtitled videos affect vocabulary learning and vocabulary retention to 11th graders at Nguyen Du High School?

From the data analysis through the mean scores, Sig, and Standard deviation of the pretest, posttest and delayed posttest of both groups presented in the table, it can be seen that the use of ESV improved the eleventh graders in the EG’s achievement in retaining new words The scoring performance proved the significant effect of ESV on students’ vocabulary retention, so the findings of the research answered satisfactorily the first research question

Research question 2: What are the students’ attitudes towards the use of English subtitled videos in their vocabulary learning?

Based on the analysis of the survey results, it is evident that the majority of participants in the experimental group displayed positive attitudes towards the use of ESV in vocabulary teaching and learning

Regarding cognitive attitudes, students agreed that ESV stimulated their vocabulary learning and helped them remember new words more easily and for longer periods This indicates the effectiveness of ESV in vocabulary retention

Concerning affective attitudes, most students preferred vocabulary teaching with ESV, highlighting the benefits of this method in engaging and motivating them to learn new words

In terms of behavioral attitudes, students found that watching ESV was helpful in practicing pronunciation, improving accents, and taking note of new words This suggests that ESV can support language learners in developing their speaking and listening skills

In conclusion, the study highlights the positive impact of ESV on vocabulary learning and retention, which can contribute to reducing the monotony of traditional vocabulary teaching methods With the growing importance of technology in language education, the use of ESV can offer an engaging and effective approach to teaching vocabulary.

Limitations of the research

Although the researcher tried to do the best to carry out the study, this still has some shortcomings that are unavoidable in this paper

Firstly, the research was carried out with only two classes with a mall number of participants because they are convenience sampling, the research had no choice in choosing subjects from larger population

Secondly, the treatment took place at the end of the second semester, when the school year was going to come to an end, so the budget of time was limited, the researcher could not lengthen the treatment period Still, while the intervention was being carried out, some students tested positive for Covid-19, therefore, they were requested to self-isolate at home

Thirdly, the direct meeting with students after the retention stage was difficult to arrange, so the research had to use electronic questionnaires as an alternative tool to answer the second question.

Implications of the research

Based on the findings from the two research questions mentioned above, several implications can be drawn for future research and vocabulary teaching and learning practices

Firstly, the findings of this research highlight the positive impact of ESV on vocabulary learning among 11th-grade students These results suggest that incorporating ESV into vocabulary instruction can be an effective strategy for enhancing vocabulary acquisition As a result, educators and curriculum designers can consider integrating ESV as a supplementary resource in language classrooms to provide students with authentic language input and promote vocabulary development

Secondly, the study indicates that ESV can contribute to long-term vocabulary retention The participants in the experimental group demonstrated better vocabulary retention compared to those in the control group This finding suggests that ESV not only facilitates immediate vocabulary learning but also supports the consolidation and retrieval of learned vocabulary over time

Educators can employ ESV as a tool to enhance students' long-term vocabulary retention by encouraging regular exposure to subtitled videos and incorporating vocabulary review activities that reinforce previously learned words

Finally, the research findings indicate that ESV can contribute to creating a motivating and interactive learning environment, fostering student engagement, and promoting pronunciation skills Educators can make full use of ESV by incorporating interactive activities, discussions, and pronunciation practice into vocabulary lessons using subtitled videos

In summary, the implications of this study encourage educators to consider integrating ESV into vocabulary instruction, while also further exploring its optimal use to enhance vocabulary acquisition, retention, and overall language learning outcomes for language learners.

Recommendations for further study

From the findings of the study, the researcher would like to give some following suggestions for further research in the future to take into consideration when using ESV to teach vocabulary

First, the expansion of the participants for the study is essential for the generalization of the research This current study was narrowed down into two groups with a total of 64 students, which was a small population scale, so the research results only monitored the effectiveness on students in one grade Therefore, it is necessary for further investigation on bigger research population.

Second, concerning the methodology of the research, it is suggested that further research apply more instruments to examine thoroughly the effects of ESV on students’ vocabulary retention The classroom observation can be employed to keep close track of the reactions of the participants while watching ESV and the interview will also be needed to appreciate the positive opinions of the subjects relating to their real experience with this technique A semi-structured interview is also needed to give appropriate explanation to the reason why some students pay a little attention to watch ESV to learn vocabulary

In conclusion, this study provides valuable insights into the use of technology in language instruction, specifically the use of ESV in vocabulary teaching and learning With the increasing availability and accessibility of technology, educators should continue to explore innovative ways to integrate technology into language instruction, thus improving the quality and effectiveness of language teaching and learning

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Appendix A: LESSON PLAN BASED ON TRASLATION METHOD Date: Mar 14 th

By the end of the lesson, students will be able to :

- know more vocabularies about some kinds of sports

- know how to guess the meaning of words in context

- know how to scan for specific information

2/ Teaching aids: flashcards, handouts, computer

Stage Teacher’s activities Students’ activities

- A student from each group will choose a card and use his body languge to act out the sport in each card

-The rest of the group have to tell the name of each kind of sports

- It they say it correctly in English, they get 3 marks

- If they say it correctly in Vietnamese, get 1 mark

- If they have no answer, the other group can answer

(one English correct answer, get 2 marks, one

Vietnamese correct answer, get 1 mark)

- take turn to play the game

- Group having more correct answers will be the winner

- Lead in the lesson “The Asian Games”

- Deliver the handouts with new targeted words to the students

- Show the new words on the screen, explain the

Vietnamese meaning of each word, then ask students to repeat after teacher

- Call on some students to read some words again to check the pronunciation

- Then, call on some tudents to go to the board and play the matching game ( the new English words with their correct Vietnamese meaning)

1 advance (v) /ədˈvɑːns/: tiến bộ

2 enthusiasm (n) /ɪnˈθjuːziổzəm/: Sự hăng hỏi, nhiệt tình

3 solidarity (n): sự đoàn kết, tình đoàn kết

5 aquatic sports (n): các môn thể thao dưới nước

7 rugby (n): môn bóng bầu dục

8 intercultural knowledge (n) Kiến thức liên văn hóa

9 host country (n) : nước chủ nhà

- Divide the class into pairs, distribute copies of the passage to each pair, and ask students to translate the passage from English to their native language, using a dictionary if necessary

-Monitor the students to help them with any questions they may have Once they have completed the translation, have them compare their translations with another pair

-T writes all the words in the box on cards

- First, aks students Vietnamese meanings of all the words, then let them work individually

+ one student from each group will choose any card and show it to his/her group

+ the rest of that group have to read aloud the sentence having that word

- Do task 1 effort aquatic appreciated enthusiasm advancing facilities

+ each group take turn to choose until they finish all sentences in task 1

_ T writes down all answers on cards in phrase or word and delivers them to 4 groups

- 3 minutes for each group to check the answers they have with the statement in task 2

- When the teacher reads aloud any statement, which group has the answer on the card have to raise it and show it for the whole class

T gives handout and asks Ss to work in 4 groups in 5 minutes the following exercise:

Read the passage carefully and then decide if the statements are true(T) or false (F)

1 The purpose of the Asian games is to develop intercultural knowledge and friendship within Asia T/F

- listen to the statement that the teacher read and raise their answers if they have it (on the card)

The 2 nd Asian Games squash

2 There were six sports events at the 2 nd Asian Games T/ F

3 More than 10,000 participants from 44 countries took part in the 14 th Asian Games T/

4 The athletes competed in 38 different sports and won 427 silver medals T/ F

5 People appreciated the Vietnamese participants when they won 2 medals in women’s karate T/F

- give each group 2 cards with one happy face and one sad face

- After Ss finish their work in groups, T reads aloud any statement: If that statement is correct, each group has to raise the “happy face “ card, if the statement is false ,they have to raise the “sad face”  card

- Ask students to work in pair to talk about the history of the Asian Games, try to use the new words which have just been taught

- listen to the teacher’s statement and raise their cards

Appendix B: LESSON PLAN BASED ON WATCHING ESV

By the end of the lesson, students will be able to :

- know more vocabularies about some kinds of sports

- know how to guess the meaning of words in context

- know how to scan for specific information

2/ Teaching aids: flashcard, handouts, computer, English subtitled ideos 3/ Teaching method: Communicative Language Teaching

TIME STAGE TEACHER’S ACTIVITIES STUDENTS’

- T choose 5 or 6 key words from the video and write them on the board

-Aks students to work in pair and discuss the connection might have between these words in the video

- Call on some pairs to answer and lead-in the topic

Work in pair to guess the situation

➔To be able to listening and reading for comprehension

- Give Ss a set of statements in task 1 before asking them watch the video

-Play the video with English subtitles for the whole class, encourage the students to watch and listen carefully to the video, nd try to identify the new targeted words

- Ask Ss if they could identify the new vocabulary items in the video

Read the statements carefully and pay attition to some key words

-Let them watch the video for the first time

Some randomly chosen Ss collectively will read aloud the stataments in their handouts

List the events in random order in the handout and ask students to number them in the order they listen and watch in the video

Ask Ss write out answer to reading passage questions

T will decide whether an answer is correct or not

- list the target words in a random order on the board and ask students to number them in the order they happen in the video

Focus on the word pronunciation to pronounce correctly

Focus on the narration while the video is playing and take note

Divide the class into 8 groups, Provide each group with a list of the new targeted words and ask them to create sentences uing as many of the words as possible

Once they have completed the actitivity, ask them to share their sentences with the class

Give Ss transcript of the video with some key words deleted

Ask students to watch and fill in the sentences with word missing

Call students to read aloud the missing words they listen

Practice reading and speaking skills

Talk about a sport event they know

=>To speak for authentic communication

Ask some Ss to talk about the sporting event they have known, encourage them to express their opnions by using the new targeted words in the videos

Appendix C: VOCABULARY PRETEST ENGLISH VOCABULARY LEVEL TEST

There are 40 Questions in this vocabulary test

They cover all levels from elementary (A1) to advanced (C1) in a random order You will get your score at the end Don’t use a dictionary – the idea is to find your natural level

Question 1: I don’t _ going out tonight

A like B want to C have mood to D feel like

Question 2: What time do you go to _ every day?

Question 3: At the weekend I _ with some friends – we went for a curry, then had a couple of drinks

A enjoyed B went out C went for fun D played

Question 4: tired ➔ exhausted small ➔ tiny angry ➔ _

Question 5: Her hair isn’t completely straight – it’s slightly _

Question 6: ‘Happy’ is the _ of ‘sad’

Question 7: apartment ➔ flat elevator ➔ lift gasoline ➔ _

Question 8: She doesn’t have brothers or sisters – she’s _

C an alone child D an only child

Question 9: We nearly missed the plane—we were only just _

A on time B in time C in time for D timely

Question 10: Argh! This noise is giving me a _

Question 11: You can’t smoke here – please _ your cigarette

A put away B put down C put up with D put out

Question 12: She’s a police officer, so she has to wear a _ at work

A clothes B uniform C police suit D dress

Question 13: I love all fruit, but _ strawberries

Question 14: Every time I wear something white, I _ coffee or orange juice or something on it

Question 15: Excuse me, I think you’ve _ a mistake in our bill

Question 16: It’s a good idea, but it’s _ that the boss will agree with you

Question 18: It’s the _ building in the city

Question 19: They never argue and they enjoy spending time together = They

A like themselves very much B relationship very good

C get on very well D relate very well

Question 20: Our teacher doesn’t _ us use mobile phones in class

Question 21: I _ swimming every Saturday morning

Question 22: Do you want a _ or a return ticket?

A lonely B one-journey C outbound D single

Question 23: I’ve got all the data Now I just need to _ the answer

A make out B count out C work out D think out

Question 24: Your father’s brother’s daughter is your _

Question 25: Do you live in a house or _?

A a village B a home C an apartment D a building

Question 26: I’m a bit lost Can you tell me how to _ to the university?

Question 27: Are you planning to go _ for the weekend?

Question 28: I’ve been so busy all week I don’t want to do anything at the weekend –

I’ll just stay at home and _

A have a relax B take it easy

C make it easy D make a rest

Question 29: What size do you need: small, medium or _?

Question 30: friendly ➔ unfriendly honest ➔ dishonest polite ➔ _

Question 31: I don’t like my job very much I’m going to _ and look for another one

Question 32: Fruit and vegetables are healthy = Fruit and vegetables are _

A good for health B benefit for you

Question 33: He studies maths at university He’s a _

Question 34: imagine ➔ imaginative rely ➔ reliable ambition ➔ _

Question 35: He’s so _! I’m not _ in anything he says

Question 36: What time is it? It’s 6.15 – a _ past six

Question 37: Breakfast, lunch and dinner are _

Question 38: If I were you, I’d leave earlier, so you can avoid the _

A peak time B traffic time C peak hour D rush hour

Question 39: The weather was great – it was really _

A strong sun B sunshine C sun D sunny

Question 40: Let’s go to a restaurant for dinner tonight = Let’s _ tonight

A eat outside B eat out C eat outwardly D eat away

Time Allotted: 45 minutes Name:……….Class:………

I Circle the letter A, B, C, or D to indicate the word that differs from the other three in the position of primary stress in each of the following questions

Question 1: A astronaut B gravity C dedicate D enormous

Question 2: A avid B conquest C advance D chamber

II.Circle the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions

Question 3: A throne B athlete C breakthrough D gather

Question 4: A structure B burial C undertake D indulge

III Circle the letter A, B, C or D to indicate the correct answer to each of the following questions

Question 5: The hotel has special for disables athletes

Question 6: The Queen’s private is not opened to public

Question 7: I will make every _to arrive on time

Question 8: At the Asian Games, friendship and _are built and deepened

Question 9: Yuri Gagarin lifted _into space aboard the Vostok 1 on April 12 th , 1961

Question 10: Neil Amstrong was the first person to _on the moon

A step foot B put foot C set feet D set foot

Question 11: About 100 Russian satellites are _ the earth

IV Circle the letter A, B, C, or D to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions

Question 12: Colllecting stamps really keeps Mary occupied and she is glad she is able to do it

Question 13: I have a modest little glass fish tank where I keep a variety of little fish

V Circle the letter A, B, C, or D to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions

Question 14: My uncle, who is an accomplished guitarist, taught me how to play the guitar

A unskilled B ill-educated C unqualified D unimpaired

Question 15: Noone knew precisely what would happen to a human being in space

VI Fill each blank with a suitable word in the box wonders host appreciated aquatic conquest ventures theories tomb artifical mission

Question 1: Yuri Gagarin’s first space flight marked the significant breakthrough in man’s space

Question 2: Although how to build the Great Pyramid is still a secret, several

have been proposed by sciencetists and archeologists around the world

Question 3: Last week we paid a visit to the _of an unknown mandarin Question 4: The company is looking overseas for more profitable business _ Question 5: All the help you have given me was greatly

Question 6: Swimming is one of _ sports that attract many people

Question 7: Vietnam is proud of becoming the _country of the 31 st Asian Games

Question 8: My mother doesn not like flowers

Question 9: Returning to the Earth on July 24 th , 1969, the crew of Apollo 11 successfully completed their historic _

Question 10: The Great Wall of China is one of the greatest man-made in the world thanks to its magnificence and significance

VII Match each definition in the right column with the correct term from the left column Write the letter of the term in the space provided

1 enthusiasm A Something is needed at the exit and the entrance for wheelchairs users

2 Tune B used to show that something is almost, but not completely, accurate

3 approximatly C to succeed in doing or completing something

4 Ramp D to play a musical instrument, especially a piano while someone else sings or plays the main tune

5 psychological E A strong feeling of excitement and interest in something and a desire to become involved in it

6 Accompany F A series of musical notes that are sung or played in a particular order to form a piece of music

7 Surpass G very enthusiastic about something

8 Bury H to place a dead body in a grave

9 Avid I connected with a person’s mind and the way where it works

10 accomplish J to do or be better than soeone or something

VIII Complete the sentences with an appropriate form of the word in brackets

Eg: I found the test _easy ( relative)

➔ I found the test relatively easy

1 During their five-decade history, the Asian Games have been in all aspects ( advance)

2 In space, astronauts have to suffer from _ ( weight)

3 Gagarin has a successful flight into space, which made him a hero ( history)

5 It’s not known why Besob disappeared in _circumstances ( mystery)

Time Allotted: 45 minutes Name:……….Class:………

I Circle the letter A, B, C, or D to indicate the word that differs from the other three in the position of primary stress in each of the following questions

Question 1: A variety B participant C television D facility

Question 2: A planet B mission C conquest D explore

II Circle the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions

Question 3: A appreciate B aquatic C advance D athlete

Question 4: A Asian B tennis C solidarity D swimming

III Circle the letter A, B, C or D to indicate the correct answer to each of the following questions

Question 5: The singer was on the piano by her sister

Question 6: Anh Vien set a new world of 1 minute 40 seconds

Question 7: There are rumors of buried _in that old house

Question 8: There are some other that I indulge in for a while, but they are not interesting as collecting coins

Question 9: How would the mind deal the psychological tension?

Question 10: High quality _enable competitors to achieve the best results

A facilities B efforts C items D set games

Question 11: There are about 100 Russian satellites the earth

IV Circle the letter A, B, C, or D to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions

Question 12: The Asian Games have been advanced in all aspects since the first Games were held in 1951

Question 13: I keep stamps, however, I would not call myself an avid stamp collector

V Circle the letter A, B, C, or D to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions

Question 14: When astronauts are in a spaceship, they always have to work with precision

Question 15: The first man-made satellite Sputnik was launched on October 4 in 1957

A hand-made B natural C artificial D home-made

VI Fill each blank with a suitable word in the box modest launched occupied treasures conquered orbit cosmonaut venture wonders popularity

Question 1: He’s fully _looking after three small children

Question 2: The USA has successfully put a satellite into

Question 3: She is very about her success

Question 4: I wish you luck in your business _

Question 5: China its first manned spacecraft “Shenzhou 5” on October 15, 2003

Question 6: The Norman England in 1066

Question 7: Some thieves tried to steal the in the pyramids

Question 8: Iceland is full of hot springs, beautifully coloured rocks, and natural

Question 9: Yuri Gagarin was the first _to fly into space

Question 10: That star has recently gained with soccer fans all over the world Answer:

VII Match each definition in the right column with the correct term from the left column Write the letter of the term in the space provided

11 solidarity A a discovery or achievement that comes after a lot of hard work

12 chamber B to get rid of something that you no longer want or need

13 indulge C made by people and used instead of something natural

14 Leap D the process of gaining control of something through great effort

15 breakthrough E the support that people in a group give each other because they have the same opinions or aims

16 conquest F a large room in public building, especially one used for meetings

17 artificial G to allow yourself to have or do something that you enjoy

18 discard H a special chair that a king or queen sits on

19 gather I to come together in one place to see or do something

20 throne J to move somewhere suddenly and quickly

VIII Complete the sentences with an appropriate form of the word in brackets Eg: I found the test _easy ( relative)➔ I found the test relatively easy

1.More women are participating in nowadays ( athlete)

2 Many spacemen could never get back to the Earth because of _accidents

3 To survive in space where gravity is zero, astronauts train in a stimulated environment ( weight)

4 How many were there at the 2022 Sea Games held in Vietnam? ( attend)

5 The books are _into different categories to the subjects

Appendix F: ADOPTED QUESTIONNAIRES FOR STUDENTS

The researcher adopted and adapted 9 question items from the questionnaires used in the study of Boukendir and Lakhal (2021), and of Aloqaili (2014)

Items Original Questions Items Adapted Questions Researchers

4 Do you watch English movies?

2 Have you ever watched English subtitled videos before?

5 How often do you watch them?

3 How often do you watch ESV?

10 What are the best tools you think can help to improve your

4 What are the most effective tools you think can help to improve your English vocabulary learning?

A Books B.Films/Movies C.Social Media

18 Does using subtitled movies help you to improve your English vocabulary?

11 I can boost my English vocabulary through watching English subtitled videos

13 In your opinion, using movies is an effective

9 Watching English subtitled video is an effective technique to technique to learn

1 Learning vocabulary from subtitled videos is interesting way

5 Learning vocabulary from English subtitled videos is stimulating

2 I prefer to learn vocabulary from subtitled videos rather than from books

12 I prefer to learn vocabulary from subtitled videos to use wordlists

3 Subtitled video makes vocabulary learning easy

6 English subtitled videos makes vocabulary learning easy

2 Watching a video with English text

(subtitled) help me understand how the pronunciation of the vocabulary

17 Watching ESV helps me practice pronunciation and consolidate the new words

The questionnaire in this paper was designed from the theoretical framework discussed in literature review Besides the adopted and adapted question items, there were 10 self-designed questions by the researcher, as shown in Table below:

7 English subtitled videos help me remember vocabulary learning more quickly

8 English subtitled videos help me retain vocabulary better

10 I am engaged and stimulated when my teacher uses English subtitled videos to teach vocabulary

13 I enjoy learning English vocabulary with ESV

14 What effects do English subtitled videos have on your vocabulary learning?

15 I practice watching ESV to learn and remember new vocabulary outside the classroom

16 While watching ESV, I take notes and learn of interesting and strange words or sentences

18 I pay more attention to my favorite English subtitled videos

19 Watching English subtitled videos helps me practice different accents

This questionnaire is designed on the purpose of getting useful data as part of a study on the use of English subtitled videos on vocabulary learning among grade-11 students at Nguyen Du Secondary high school Your responses are really important for the study, so it is highly appreciated your answers to the questions objectively and truthfully All of the provided information is for the research only

The questionnaire is divided into two parts:

Please put a tick in the box that tells you’re the degree of your opinion for each question

2 Have you ever watched English subtitled videos before?

3 How often do you watch English subtitled videos?

4 What are the most effective tools you think can help you to improve your English vocabulary learning?

Part 2: Students’ attitudes toward to the use of English subtitled videos on vocabulary learning

Please share your opinions about your experience on learning vocabulary through watching English subtitled videos by ticking in the box containing the degree of level from 1 to 5

(1) Strongly disgree (2) Disgree (3) Undecided (4) Agree (5) Strongly Agree

5 English subtitled videos make vocabulary learning stimulating

6 English subtitled videos make vocabulary learning easy

7 English subtitled videos help me remember vocabulary learning more quickly

8 English subtitled videos help me retain vocabulary better

9 Watching English subtitled video is an effective technique to learn English vocabulary

10 I am engaged and stimulated when my teacher uses English subtitled videos to teach vocabulary

11 I can boost my vocabulary learning through watching English movies with subtitles

12 I prefer my teacher use ESV in class to help me learn new words to use wordlists

15 I practice watching ESV to learn and remember new vocabulary outside the classroom

16 While watching ESV, I take notes and learn of interesting and strange words or sentences

17 Watching ESV helps me practice pronunciation and consolidate the new words

18 I pay much attention to my favorite

19 Watching English subtitled videos helps me practice different accents

Please put a tick in the box next to your choice, you can tick more than one for question

13 I enjoy learning English vocabulary with ESV

14 What effects do English subtitled videos have on your vocabulary learning? □ Easy to remember the words

□ Help to pronounce the words more precisely

□ English Subtitled videos are rather distracting

Thank you so much for your participation in the success of the research!

CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH

Bảng câu hỏi này được biên soạn nhằm mục đích thu thập dữ liệu trong quá trình nghiên cứu sự ảnh hưởng của việc sử dụng video có phụ đề tiếng Anh trong việc học từ vựng của học sinh lớp 11 trường THPT Nguyễn Du Câu trả lời của bạn thực sự quan trọng đối với nghiên cứu, vì vậy chúng tôi hi vọng bạn sẽ trả lời các câu hỏi một cách khách quan và trung thực Tất cả thông tin được cung cấp chỉ dành cho mục đích nghiên cứu

Bảng câu hỏi được chia thành hai phần:

Vui lòng đánh dấu vào ô cho biết mức độ quan điểm của bạn đối với mỗi câu hỏi

Số thứ tự CÂU HỎI

2 Bạn đã từng xem video có phụ đề tiếng Anh trước đây chưa?

Nếu Có, hãy tiếp tục Câu hỏi 3

Nếu không, tiếp tục Câu hỏi 4

3 Mức độ thường xuyên xem video có phụ đề tiếng Anh của bạn

4 Công cụ hiệu quả nhất mà bạn nghĩ có thể giúp cải thiện việc học từ vựng tiếng Anh của mình là gì?

□ Sách/truyện/Báo/tạp chí

□ Khác, vui lòng ghi rõ. _

Phần 2: Thái độ của học sinh đối với việc sử dụng các video có phụ đề tiếng Anh trong quá trình học từ vựng

Hãy chia sẻ ý kiến của bạn về kinh nghiệm học từ vựng của bạn thông qua việc xem video có phụ đề tiếng Anh bằng cách đánh dấu vào ô chứa mức độ từ 1 đến 5

Số thứ tự Câu hỏi

5 Video có phụ đề tiếng Anh giúp việc học từ vựng trở nên thú vị

6 Video có phụ đề tiếng Anh giúp tôi học từ vựng dễ dàng hơn

7 Video có phụ đề tiếng anh giúp tôi nhớ từ vựng học nhanh hơn

8 Video có phụ đề tiếng Anh giúp tôi nhớ từ vựng lâu hơn

9 Video có phụ đề tiếng Anh là một kỹ thuật hiệu quả để học từ vựng tiếng Anh

10 Tôi bị cuốn hút và phấn khích khi giáo viên của tôi sử dụng các video có phụ đề tiếng Anh để dạy từ vựng

11 Xem video có phụ đề tiếng Anh hỗ trợ việc học từ vựng của tôi