improving pupils speaking motivation through making short daily topic clips an action research project at a secondary school in bac ninh province

THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES PHAN THI THE IMPROVING PUPILS’ SPEAKING MOTIVATION THROUGH MAKING SHORT DAILY TOPIC CLIPS: AN ACTION RESEARCH PROJECT AT

THAI NGUYEN UNIVERSITY OF EDUCATION

FACULTY OF FOREIGN LANGUAGES

PHAN THI THE

IMPROVING PUPILS’ SPEAKING MOTIVATION THROUGH

MAKING SHORT DAILY TOPIC CLIPS: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN BAC NINH PROVINCE

MASTER THESIS

THAI NGUYEN - JUNE 2023

THAI NGUYEN UNIVERSITY OF EDUCATION

FACULTY OF FOREIGN LANGUAGES

PHAN THI THE

IMPROVING PUPILS’ SPEAKING MOTIVATION THROUGH MAKING SHORT DAILY TOPIC CLIPS: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN BAC NINH PROVINCE

Field: English language teaching methodology

Code: 8.140.111

MASTER THESIS

Supervisor: Dương Cong Đat PhD

THAI NGUYEN - JUNE 2023

STATEMENT OF AUTHORSHIP

I am fully declares that the thesis “Improving pupils’ speaking motivation through making short daily topic clips: An action research project at a secondary school in Bac Ninh province.” is the outcome of my personal research This thesis has not been filed for any other degrees It is for the Master's degree at the Faculty of Foreign Languages, Thai Nguyen University of Education

Thái Nguyên, tháng 6 năm 2023

Tác giả luận văn Phan Thị Thê

ACKNOWLEDGEMENTS

I want to extend my sincere gratitude to everyone who helped me with the research My profound gratitude goes out to my mentor, Dr Duong Cong Dat, for his support and direction during the project I also want to thank all of my instructors at Thai Nguyen University of Education for their knowledge and support in helping me complete my thesis The outstanding pupils at Vu Ninh Secondary School who assisted me in gathering the data deserve my acknowledgement and admiration Finally, I want to express my gratitude to my family for their unwavering love and support

Findings from the present investigation show that there are “teachers ” and “students” are considered to be the most important factors affecting student speaking Based on the findings, some implications and recommendations were suggested

The data analysis demonstrated where in the study was a strong influence

of brief daily topic clips on pupils' speaking motivation Recording video clips increased students’ interest in the speaking lesson Additionally, the study's results showed that after 8 weeks, students are more actively in speaking lessons Based on the encouraging results, this study suggests that teachers

should ask students to make short daily topic video clips in speaking lessons

LIST OF ABBREVIATIONS

EFL English Foreign Language

2.1.2.2 The importance of video clips in speaking 9 2.1.2.3 procedures of using video clips in speaking 10

2.1.3.2.4 Instrumental Motivation 14

2.1.3.3 The benefit of motivation 14

2.3 Significance of using video clips inhancing motivation 15

LIST OF TABLE

4.1 Results from the pre-intervention questionnaires 23

Figure 4.2 Students’ attitudes toward going abroad 24 Figure 4.3 Students’ attitudes toward speaking to foreigners 24 Figure 4.4 Students’ attitudes toward making friends in a foreign country 25 Figure 4.5 Students’ attitudes toward speaking and self-study 25 Figure 4.6 Students’ attitudes toward communicating online 26 Figure 4.7 Students’ attitudes toward future job 26 Figure 4.8 Students’ attitudes toward using English outside the class 27 Figure 4.9 Students’ attitudes toward English speaking lessons 27 Figure 4.10 Students’ attitudes toward watching English cartoon 28

Figure 4.11 Students’ attitudes toward making a video clip 28

Figure 4.12 Students’ attitudes toward speaking in front of camera 29

Figure 4.13 Students’ attitudes toward recording a video clip 30

Figure 4.14 Students’ attitudes toward their video clip 30 Figure 4.15 Students’ attitudes toward improving English by making

video clip

31

4.2 Results from the post-intervention questionnaires 32

Figure 4.2.1 Students’ attitudes toward making short video clip 32 Figure 4.2.2 Students’ attitudes toward recording short video clip 33 Figure 4.2.3 Students’ attitudes toward speaking carefully 33 Figure 4.2.4 Students’ attitudes toward vocabulary 34 Figure 4.2.5 Students’ attitudes toward practicing English 34 Figure 4.2.6 Students’ interest in speaking lesson 34

Figure 4.2.7 Students’ confidence in speaking lesson 35

Figure 4.2.8 Students’ speaking fluency 36

Figure 4.2.9 Students participating in speaking activities 36

LIST OF APPENDIXES

APPENDIX 1 PRE- INTERVENTION QUESTIONNAIRE PAGE 63 APPENDIX 2 POST- INTERVENTION QUESTIONNAIRE PAGE 65 APPENDIX 3: SOME PHOTOS OF STUDENTS’ ACTIVITIES PAGE 66

CHAPTER 1: INTRODUCTION 1.2 Rationale of the study

It is undeniable that English is on the rise and that learning English has received a lot of attention recently, both globally and in Vietnam specifically People have given extra thought to learning the language because of its importance in order to compete on a global scale

Speaking, listening, reading, and writing are the four foundational skills for learning English Among four skills, speaking is the goal for any learners

At Vu Ninh secondary school, teachers of English have taken a number of steps to help students speak English fluently, such as using technology, using material aids However, it has been discovered that pupils still view English

as a challenging topic and speaking is the most difficult of the four skills at school Teachers have taken into account the needs of the pupils and alter the teaching and learning materials in order to address their difficulties in learning speaking skill

The researcher believes that new technology media, in this case video clips, should be included in the learning materials because modern pupils are familiar with media and technology Many researchers have argued that film and video are multimedia products that can support both verbal and nonverbal communication as well as learning Utilizing video clips has significant responsibilities in the teaching and learning process to enhance the four language skills, particularly speaking Through noises and moving images, video clips can draw pupils' attention and increase their motivation for learning English Additionally, pupils can learn how to use English in context through video clips, which also help them improve their speaking abilities including pronunciation, speed, tone, coherence

Using video clip in the classroom is thought to be one of the ways to help students improve students’ motivation in speaking classes Practically, video recording offers a number of benefits in the classroom First of all, video

recording allows students to record their own voice or edit the recording when they want to improve the quality of the voice Secondly, students can make their own scripted video clips so that they can listen to their own voice at home by using cell phones or computers Therefore, students can be less anxious when practicing communication with their own voice This is important because student’s anxiety is a common problem in English classes in many Vietnamese schools Finally, using video recording enhance learner motivation because learners are more confidents and independent to speak English in accordance with their time and interests outside of school

Most of the students at grade 7 at Vu Ninh Secondary School come from agricultural households and they do not have many conditions to learn English They do not have the opportunity to practice speaking English outside of classroom time, and the communication environment in English is limited This leads students to being afraid of speaking, making mistakes and not being able

to convey their feelings to listeners in English Besides that, the limited vocabulary makes most students not confident in using English in class Consequently, the researcher has chosen a study: "Improving pupils' speaking motivation through making short daily topic clips: An action research at a secondary school in Bac Ninh province" This research is hoped to help pupils improve their motivation to learn speaking

1.2 The aims and objectives

The aim of the study is to improve Grade 7 students’ English- Speaking motivation at a secondary school

In order to achieve the aim, the study is expected to reach the following objectives

The objective is to identify the effest of video clips on students’ motivation toward English speaking The following objective is that pupils’ speaking motivation will be improved through making daily topic clips

Investigate the students’ attitudes towards the clips which they had done

in their speaking periods

1.3 Scope of the study

The pupil’s speaking motivation would be the focus of this study The study would be conducted in grade 7 at Vu Ninh Secondary School

1.4 Research questions

Base on the objectives of the study, the questions of the study are stated

as follows:

1 What are the student’s attitudes toward English speaking skills?

2 How do making short daily topic clips improve pupils’motivation in speaking English ?

1.5 The significance of this study

It is hoped that this research will benefit those involved in the teaching and learning of English

Employing video clips is believed to be a good way to enhance the English teaching and learning process It is anticipated to implement the video clips as instructional media

The study also helps English teachers at secondary School innovate their teaching strategies

Additionally, the study supports the administration and English teachers at

Vu Ninh Secondary School in igniting and sustaining student motivation in both English classes and extracurricular activities

Moreover, the research will draw some outlines for effective teaching strategies that help English teachers motivate pupils based on the investigation's findings Not to mention, the author hopes that other researchers who will conduct studies about students' motivation will use the research as a source of reference

1.6 Study Organization

The research is divided into the following five chapters:

Chapter 1: Rationale: The purpose for selecting the thesis topic, its importance, key goals, some important research questions, and the scope of the study are all explained

Chapter 2: Theory background:

A summary of the theoretical underpinnings of the variables influencing students' motivation to study English is given

Chapter 3: Methodologies:

The research approach is highlighted The research approach for data gathering and analysis is also covered in this chapter

Chapter 4: Data Analysis:

The statistics from the questionnaire are displayed In order to clearly attain goals and respond to the questions in Chapter 1, findings are examined

Chapter 5: Conclusion:

The key findings are summarized along with suggestions for teaching strategies that can help pupils become more motivated This chapter also identifies the restrictions and research consequences

At the conclusion of the research, references and appendices are also adequately listed

CHAPTER 2: LITERATURE REVIEW

In this chapter, the author reviews the theories and previous research on motivation and speaking skills

The current shift in emphasis in L2 teaching and learning—away from stressing texts and toward the acknowledgment that multimedia, such as video clips, may be beneficial and even necessary in language learning—inspired the creation of the course The primary instructional implication of the current study

is how well video clips motivate students Getting pupils to participate in class and be motivated in studying English is one of the main issues teachers have in any EFL program aimed at secondary students The current study demonstrates the importance of visual resources for fostering student motivation, which includes an interest in the language and culture as well as for raising student engagement Additionally, according to this action research, language

2.1 Theoretical background

2.1.1 Speaking

2.1.1.1 Speaking definition:

According to Yuliana (2013), Budiarta and Krismayani (2014), speaking

is a process of thinking and reasoning One’s speech can be accepted and understood by others or listeners Speaking and listening abilities go hand in hand Both combine to form one whole

The idea speaking is the key to verbal interaction with other people This skill gives a general overview of the capacity to organize a variety of mastered words into a sequence of organized conversations (Koch & Schmitt, 2017)

Youngsters who are acquiring their first language seem to listen more than they speak, and their hearing is accompanied by bodily actions (reaching, grabbing, moving, staring, and so on) Speaking learning is the process of communicating a message or knowledge to others orally, according to language experts' opinions on the subject (Páez and Rinaldi, 2006) Before using the

language, learners will be more successful if they frequently practice their pronunciation skills

According to (Bailey, 2000:25), speaking is a process of interaction where speakers intend to build meaning through producing, receiving and processing information Leong and Ahmadi (2017: 34), state that speaking is an activity of pronouncing words, communicating verbally, conveying ideas and doing transaction

All over above, the researchers believe that speaking is a process of communicating a message or knowledge to others orally One’s speech can be accepted and understood by others or listeners

2.1.1.2 English Speaking

According to (Bailey, 2000:25), speaking was a process of interaction where speakers intend to build meaning through producing, receiving and processing information Leong and Ahmadi (2017: 34), state that speaking is an activity of pronouncing words, communicating verbally, conveying ideas and doing transaction

According to Brown (2004:34), there are many aspects is measuring speaking skills, there are grammar, fluency, vocabulary, pronunciation, and comprehension

Grammar

Susanto, D A & Widyaningsih, R (2012:3) states grammar is a theory that describes how we choose and arrange our words Grammar is a study of language rules that explains the relationship between words, and the relationship between these words is the correct arrangement so that it gives meaning or meaning to anyone who uses the language

Fluency

Thornbury (2005:7), states that fluency is the length of run in the number

of syllable between pause The longer the runs, the more fluent the speaker

sounds It can be concluded that a person who is fluent in this way does not have many times to think what to say next or how to phrase it

Vocabulary

According Hornby (1995: 131), Vocabulary is the total number of words

in a language; all the words known to a person or used in a particular book, subject, etc.; a list of words with their meaning, especially one that accompanies

a textbook

Vocabulary is not only confined to the meaning of words but also included how vocabulary in a language is structured: how people use and store words but how they learn words and the relationship between words, phrases, categories of words and phrases (Susanto, D A., et al, 2019)

Pronunciation

Harmer (2007:11), said that user of the language must know how to say a word that is how to pronounce it It means that the user of the language have to know how to pronounce some word well This knowledge is made up of three areas; sounds, stress and intonation

Comprehension

According to Schmidt and Hegelheimer (2004), comprehension is the identification of the intended meaning of written or spoken communication It means that the ability to understand the information contained in the message

2.1.1.3 English Speaking problems and solutions

Problems in speaking can be seen from two aspects There is a psychological aspect and a language aspect Psychological problems are problems that often interfere with emotional or physical health This psychological problem can hurt students' speaking performance According to Juhana (2012), there are several psychological factors that students face when they speaking in class: fear of mistake, shyness, anxiety, less confidence, and lack of motivation Language Problem is an issue that has been widely discussed

in the literature concerns the level of Indonesian students' EFL speaking

proficiency Several reports indicate that Indonesian students generally have not achieved a good level of spoken English proficiency Mahripah (2014), stated that students majoring in English have a lot of mistakes when speaking These errors include pronunciation (word forms, prepositions, and sentence construction), vocabulary (wrong choice of words), fluency (often corrected), and interactive communication (difficulty in getting meaning)

According to Penny Ur (1996), there are some solutions that can the teacher do to solve the speaking problems Those are:

A Group Work

Group work increases the amount of time available for oral practice and allows more than one student to benefit from speaking time Working in groups also lowers the barriers for shy students who are uncomfortable speaking in front of the whole class

D Clear Guidelines

Stating clearly what is expected from each student is essential in ensuring that everyone in the group contributes to the discussion Appointing a chairperson to each group to regulate participation is a way to confirm that dominant students leave discussion opportunities open to more reserved students Feedback reveals the output of the discussion and motivates each student to follow the guidelines

E English Monitors

A monitor can be assigned to each group to remind students who speak their mother tongue to switch back to English Lack of classroom management and discipline will encourage students, who do not feel that there is a rejection

of their mother tongue, to simply return to their mother tongue once they have problems expressing themselves

In the study, the researcher employed all these solutions when requiring students to make video clips

2.1.2 Procedures of using video clips in speaking lessons

2.1.2.1 Video clips definition

Video is described as moving visuals that are accompanied by appropriate and natural sounds, portray true images, and have the power to attract (Arsyad ,2002) According to Richards and Renandya (2002:364), video is an extremely dense kind of media that incorporates spoken words as well as a wide range of aural experiences in addition to a wide range of visual characteristics She stated that in addition to words, videos also contain visual elements, audio effects, and music that provide vital evidence of character motivations, setting, and behavior that is generally absent from scripts Video

is such a wonderful resource for language acquisition since it may give students enjoyment and leisure time as well as tremendous incentive Video can promote language use and provide practice for realistic listening Video

in language learning might relate to using both brief documentaries and television ads as well as using content from well-known movies

Given this, it is possible to define video clips as recordings of moving image and audio pieces that can be seen on a computer or television to illustrate the functions and forms of language Through making video clips, students can express their own emotion and knowledge

2.1.2.2 The importance of video clips in speaking

Video clips are being used as the language input source Videos can serve

as accurate representations of English conversation According to Richards & Renandya (2002), video is a "highly thick" form of media since it includes visuals, sound effects, and audio Video is a powerful educational tool because it enables pupils to see and experience things they have never seen before Videos can show places, verbal and nonverbal clues, and paralinguistic aspects of speech, all of which can work as essential "visual stimuli" for language practice and learning But recently a new trend has emerged: training videos are now just quickly shown and are known as video snippets or video annotations (Trebor Scholz, 2013)

Many studies have examined the potential benefits of using video for language learners Videos helped students become more motivated since they could see how native English speakers spoke with their paralinguistic aspects, according to Bravo et al (2011) According to studies by Brewster & Girard (2004), video offered a variety of benefits It is preferable to show pupils "short (3-5 minutes) chunks of video thoroughly and systematically" as opposed to

"extended sequences," which can make them less engaged in watching and noting the action Students find them entertaining, interesting, and inspiring psychologically Also, video might be employed as a tool for fostering and growing optimistic attitudes, academic success, and self-assurance Video can be used to promote and create positive attitudes, success in learning processes, and confidence in one's talents Pupils find them interesting, exciting, and psychologically motivating By providing students with current information, enhancing their capacity to infer meaning from context, and fostering the development of skills like motor skills, information and research skills, as well

as communication skills, movies can help students become more inquisitive when it comes to cognitive components (Brewster & Girard, 2004) Films, which contain all the characteristics of spontaneously spoken English in real

circumstances and allow students to feel and experience a situation without actually being there, provide real models as well As a result, students do not need to fly to England in order to learn how to order food in a restaurant there

According to Richards and Renandya (2002:209), extensive exposure to authentic language through audiovisual stimuli and chances to utilize the language can be one technique to motivate students to speak According to Harmer (2007:282), there are a few reasons why a video might add a special, supplemental layer to the learning process The primary advantage of using video as a teaching medium is that in addition to hearing the language, students can observe gestures, facial expressions, and other visual signals that offer general meaning Videos can serve as realistic models since they exhibit all the characteristics of English as it is used in regular speech Second, using video gives pupils a fresh perspective on events taking place outside of the classroom

It might make kids more sensitive to other cultures

2.1.3 Motivation

2.1.3.1 Motivation definition

It is widely common that motivation is the willingness to do something for the purpose of achieving a desirable goal Lasagabaster (2014;52) highlighted that motivation is the driver for any learners to engage in the learning process From this perspective, motivation is the basic aspect and the essence of the learners’ involvement in the learning process It is particularly interested in activities that represent the achievement of a clear objective Furthermore, motivation seen as “a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal- directed behavior” (Brophy, 2004, p 3) Graham and Weiner (2011) similarly saw motivation as “the study of why individuals behave as they do, what gets their behavior started and what directs, energizes, sustains, and eventually terminates actions That is to say, motivation is a concept used to describe how the process started, as well as describing the path, the strength,

the consistency, and the standard of a behavior especially behavior with a specific purpose

According to Murray et al (2011), the term motivation at one level, is an essential concept in the area of second language acquisition, and at another level, it is a complicated and a difficult aspect to manage The fact that this term

is not static, but varies all over the learning process ranging from one individual

to another as a consequence of the classroom atmosphere, teachers’ attitudes, methods, strategies, and students’ psychological status

Brophy (2004) mentioned that motivation refers to the students’ mental processes to solve targeted activities rather than bodily actions, or the time needed to perform those actions where there is a correlated relationship between motivation and success, in which when motivation is in its ultimate degree, the performance will be in its highest pitches

In the light of those definitions, the verb motivate refers to the surrounding environment which summarizes the methods that the teacher conducts to push his students for a better result (Saripah & Syukri, 2017) Yet,

in this study, our concern is straightforward to students’ motivation as the

students’ ability to focus more and perform higher (Huang, 2012)

2.1.3.2 Types of motivation

The main purposes of making video to improving student’s motivation in learning English is to provide a breakthrough new media in learning English that already exists but is rarely used by most teachers In addition, to provide an overview to the teacher to trying to use this media of teaching will be more enjoyable for students and reduce the level of boredom students in learning English With trying this media, the teachers also expected to have other creativity to develop this method in order to improve student motivation in learning English

2.1.3.3 Intrinsic Motivation

According to Ryan and Deci (2000) intrinsic motivation is described as doing something for the sake of its intrinsic pleasure rather than for the sake of any tangential benefits

Huang (2012) confirmed that intrinsic motivation refers to the standard internal ability and passion to learn the desirable language for the purpose of satisfying learners’ curiosity In addition to this, it is also for the sake of self-enjoyment, amusement, gratification and pleasure satisfaction Hence, learners who possess enormous energy for learning and enjoying the learning experience have indeed an intrinsic motivation

Correspondently, Ryan and Deci (2000) reported that intrinsic motivation

is not the only type of motivation, or even of volitional behavior human, but it is the most common and essential one Also, the authors believed that intrinsic motivation can be found within individuals, and in the relationship between individuals and activities; some activities are inherently motivating for people, whereas others are not Besides, not everybody is intrinsically motivated for every activity

For educators, intrinsic motivation has emerged as a phenomenon and a normal wellspring of teaching as well as accomplishment that can be routinely catalyzed or disrupted by parental and teacher practices (Ryan & Deci,2000)

To conclude, Ryan and Deci (2017) demonstrated that in contrast to externally mandated learning and teaching, intrinsic motivation is likely to be responsible for the majority of human learning through life Intrinsic motivation

is in evidence whenever students’ natural curiosity and interest energize their learning when the educational environment provides optimal challenges, rich sources of stimulation, and a context of autonomy, this motivational wellspring

in learning is likely to flourish The fact that, it is deep-seated in the learning context and it plays an important role in this field

Significance of using video clips in enhancing students’ motivation

Gives clear and realistic illustrations Using tutorials and other available materials relevant to the lesson Adapt teaching methods to students' abilities according to each topic For weak students, teachers spend more time alone to help them improve gradually over time

The student/teacher relationship concerns their interactions with students

in terms of cognitive access to information and the application of the teacher's suggested content to their own speech The instructor uses positive statements with students Instructors accept non-"correct" answers with slow students, striving to maintain a friendly and respectful teacher-student relationship with their students

2.1.3.4 Extrinsic Motivation

In contrast to intrinsic motivation, extrinsic motivation “is … seen as less

or weaker form of motivation” (Kember,2016, p.22) In other words,it is thought

to be less powerful or less effective source of motivation Ryan and Deci (2000) defined extrinsic motivation as “a construct that pertains whenever an activity is done in order to attain some separable outcomes Extrinsic motivation thus contrasts with intrinsic motivation, which refers to doing an activity simply for the enjoyment of the activity itself, rather than its instrumental value” It means that extrinsic motivation is a term that applies if something is achieved with the intention of achieving a distinct result

Furthermore, Huang (2012) confirmed the claim that this type appears due

to several environmental reasons such as receiving rewards (teachers’ praise, bonus, and gifts) and avoiding punishment To explain further, to achieve personal advantage, and thus, they learn because of their desire to receive awards or avoid penalties, and not because of their intention to learn or investigate by bearing in mind that these rewards motivate them to come to class, however, with the withdrawal of these prizes, they will no longer have the desire to come to class Following the trace of this idea, it is noteworthy, when learners’ activities are carried out to accomplish some intangible goals such as

winning a reward or escaping punishment, they become intrinsically motivated (Gilakjami,2012)

2.1.3.5 Integrative Motivation

Integrative motivation according to some scholars is essential for effective language learning It is considered higher than instrumental motivation (Vaezi, 2018) Furthermore, it is proposed by Carreira (2006) as “ the positive attitudes and feelings towards the target language group” Here, integrative motivation reflects the good side of attitudes towards the members of language,as well as having the tendency to communicate with, and get closer

2.1.3.6 Instrumental Motivation

Instrumental motivation is a helpful tool used in learning a second language to obtain a variety of rewards (Rehman et al 2014) Carreira (2006) in the same vein added that it is “the potential utilitarian gains of second language proficiency, such as getting a better job or a higher understanding ” In other words, it is the possible benefits of learning a second language like achieving a greater career and getting a higher wage The same idea was mentioned by Sadighi and Anjomshoa (2015) when he said that motivation represents the need

to learn a language in order to achieve specific objectives as advancing in a profession, employment, or reading professional texts Sadighi and Anjomshoa continue to say that a person who learns a language solely for the sake of getting hired or meeting a degree institution would have an instrumental inspiration as

an effect for him

2.1.3.7 The benefit of motivation

Motivation is considered as one of the most beneficial factor in achieving good learning outcomes due to its importance on learning (Cheung, C.S.S & Pomerantz, E.M , (2012) Hence, it plays a big role in whether you success or fail at learning a second language Learners who are inspired are more likely to learn, and learn faster than students who are not More specifically, students who are less inspired are more likely to lose focus, misbehave, and trigger

discipline issues in a particular learning environment Students who are highly motivated, on the other hand, will engage actively and pay more attention to any specific learning issue (Gardner (2010:23) back up the former belief by stating that motivated students work hard to achieve their objectives and appreciate everything that has to do with achieving those objectives(as cited in Orio,2013)

2.2 Previous Studies

Many previous practitioners have used a variety of techniques to improve English speaking skills for their students, according to studies like Mitra Alizadeh (2016), which discovered some suitable ways to recover limitations in English speaking ability are recorded by using various media, such as a recording device or a smartphone with a recoding application

Hedge (2000) conducted a study that investigated the motivation of 20 Japanese students who were studying English The findings of this study indicated that the most common reasons for studying English as a foreign/second language was for communicating with foreigners, finding employment in a high profile career, processing international information, and for understanding other cultures, etc

Siriluck and Sirithip (2004) also conducted a study about the relationship between motivation and proficiency in English learning of undergraduate students The study indicated clearly that high English proficiency students are more integrative motivated than low English proficiency students However, there was no significant difference in the level

of instrumental motivation between the two groups of students Moreover, the study also showed that high English proficiency students are more motivated than low English proficiency students with low English achievement

CHAPTER III RESEARCH METHODOLOGY

This chapter describes the research methodology used in this study to answer the research questions The chapter starts with the research design, research context with information about educational systems, curriculum and participants, and research data collection and analysis Finally, the chapter discusses research validity, research reliability, and ethical considerations of instruments which will be used in this study

3.1 Research design

Based on the research goal, the study is an action research which is a type

of study that seeks out problematic situations that the participants believe warrant additional, in-depth investigation (Burns, 2010) Action research is conducted locally with the aim of enhancing through the adoption of more effective teaching strategies

According to Burns (2010), the primary objective of action research in the field of education is to actively intervene in a difficult circumstance The cornerstone for improvement in action research is the information or data that the researcher meticulously collects during the procedure Second, because the problems with teaching and learning are addressed inside a specific social context, action research is a constrained and contextualized study Thirdly, because it allows people to consider issues together, it is inclusive and participative Also, the foundation for adjustments and advancements in practice will be the systematic gathering and analysis of data

Process of action research

According to Nunan (1992) he introduced seven steps in the action research cycle

Initiation: The teacher comes up with a problem His/her students do not seem interested or motivated What should be done?

Preliminary investigation: spending some time collecting baseline data through observation and recording classroom interaction

Hypothesis: After reviewing the initial data, he/she formed the hypothesis that the students are unmotivated

Intervention: The teacher devises a number of strategies for encouraging the students to relate the content of the lesson

Evaluation: After several weeks, the classroom is recorded again There is much greater involvement of the students, and the complexity of their language and student-led interactions is enhanced

Dissemination: The teacher runs a workshop for colleagues and presents a paper at a language conference

Follow-up: The teacher investigates alternative methods of motivating students

Action plan

The action plan implemented with the participation of 40 students from

Vu Ninh Secondary School in 8 weeks beginning in early February 2023 and ending in the middle of April 2023 in accordance with the school's schedule In

8 weeks, the researcher required students to make video clips each week The researcher had a cycle invention week 5 with a little bit change which helped students motivated:

Week 1 Hobbies * Objective:

- Introduce the hobby

- Listen to friends’ favorite hobbies

+ What is your hobby?

+ How often do you do it?

+ Who with?

+ When?

My hobbies

+ How do you feel when you do it?

- Talk about likes and dislikes

- Ask and answer about hobbies

- Review the vocabulary and grammar

of the healthy habits

- Apply what they have learnt (vocabulary and grammar) into practice through a video clip

* Content:

think about the public transport problems and discuss how to solve the problems

* Output:

Students make a short video clip about the public transport

Public transport

Week 4 Music And

Arts

* Objective:

- Help students talk about how students

in Viet Nam like music and arts

- Help them compare their idol

* Content:

+ talk about who is your idol what kind of music he/she play why you like music

how long you listen to music

My favourite singer

How often + compare with their friend

Make their posters about eating habits

in the area or a foreign country they know

* Output: Students make a short video clip about : My favourite food

My favourite food

Week 6 A Visit To

School

* Objective:

- draw the posters about their teacher

on the wall or notice board, present their poster to the whole class fluently

* Content:

Display and present their poster about visitting their old school

The teacher who they enjoy

* Output: Know what information they should write and what pictures or

photos they should use to illustrate the school

Students make a short video clip about

my Favourite teacher

My Favourite teacher

Week 7 Traffic * Objective: To provide students with

the way of asking and answering about means of transport

* Content: + talk about The traffic in Vu Ninh town How to keep to the right on the road

* Output: Students make a short video clip about the traffic in Vu Ninh town

The traffic in

Vu Ninh town

Week 8 Films * Objective:

To help students revise adjectives describing films

To allow students to apply what they have learnt (vocabulary and grammar)

My Favourite Film

into practice through

: Students make a short video clip about

my Favourite Film

Encourage your pupils to screencast their progress through a project difficulty in order to make their thoughts evident All students can have a deeper understanding of the subject by seeing other children go through a procedure

More often than not, students will listen to their classmates rather than another adult "telling them what to do." Make a list of potential subjects or invite the students to come up with critical school-wide issues

Her pupils create a personal video that counts for their overall grade in order to jumpstart their development of critical communication skills Making video's production is scaffolded, with detailed instructions and evaluation data provided Students create rough drafts of their video plans, get input from their peers on both the plans and the videos, and then turn in the finished output for grading later at the weekend To highlight the diversity of science communication, they can select the pictures of the topic that piques their interest, such as "Could you tell your class how to make a good video clip?"

"Why do you like making video clips?" and "What is the most difficult when you make your daily clips?"

"I loved the video recording unit and processing," some of her pupils said

"It was a bit challenging at first, but it was great as it allowed us to express our own individual creativity so that bio wasn't just a mundane memorizing subject." Additionally, "I really enjoyed making video and processing task as it allowed

us to branch out and practice communication in ways that we might not be comfortable with."

3.2 Participants of the study

During the academic year 2022–2023, 40 the seventh-grade pupils of Vu Ninh Secondary School took part in this study They were 25 boys and 15 girls

at the same age and grade Luckily, the researcher was a teacher of English who taught them weekly The researcher also acted as observers while they presented their video clip in class

3.3 Data collection Instruments

The researcher designed two questionnaires, pre intervention questionnaire and post intervention questionnaire They were designed in English, and then they were translated for actual use into Vietnamese The pre-questionnaire focused on pupil’s attitude in learning speaking skill The post-questionnaire focused on pupil’s attitude in making short clips and motivation

on speaking skill

These closed-ended items were accompanied by five response options for respondents to indicate the extent to which they agreed or disagreed with it by marking one of the responses ranging from “strongly agree” to “strongly disagree” This often-used tool is called the Likert scale which does not require the respondents

to produce any free writing After a careful study of Dörnyei´s motivation questionnaires, the 15 statements in each questionnaire were formulated

The pre-questionnaire included three sections The first section was about students’ personal information These questions were to compare the characteristics of this study's participants with those of other studies, thereby indicating a new contribution to the study The second section was designed to find out how the students felt about speaking skill and motivation The third part was about video clips The purpose of the portion was to ascertain the students' perceptions about speaking skill and the use of brief daily topic clips in English language instruction

The post-questionnaire assessed students' attitudes toward the incorporation of making short daily topics clips content and sought to learn more

about their motivation, interests, and feedback on the use of making short daily topics clips as supplemental activities in English lessons

The questionnaire used in the research was a Likert Scale, which ranged from 1 to 5, in which:

a final product that can be graded and shared with a larger audience She created

an activity to help students gain a better understanding of how physiotherapy is used to manage complex problems in the community and to make theoretical, assessment, treatment, and clinical reasoning concepts more accessible to the educated lay public in general

How can I get started with clips making?

Giving pupils a choice in how they communicate and build their own knowledge by creating little daily clips is a terrific idea The change in higher education toward the learner, where individual students are acknowledged and where we as teachers move further away from didactic, teacher-focused educational approaches, can also be witnessed in the process of making videos.Studies have shown that making of clips can improve learning by:

Expanding face-to-face class time for application and reinforcement of knowledge through interactive activities and group discussions, and allowing students to examine content outside of class granting students the freedom and autonomy to choose how they want to learn supplying pupils with extra

materials to complement their core studies presenting demonstrations or visuals that are impossible to recreate in class

1 Prepairing for making clips

Additionally, it gives students an idea of how to complete the assignment, how to construct a compelling script, and how to integrate various pieces of material into an interesting and instructive film.The topic is given to the students

by the instructor along with advice on how to prepare the assignment, vocabulary, and grammar

Before filming the clips, the instructor requested time to prepare the lesson at home and memorize the material

Students have the option of filming themselves or having someone else film for them You must dress correctly for filming Use easy-to-understand language while speaking out loud and clearly.While the other students interact with their favorite characters, the students can ask questions to further their understanding It is among the best original school project suggestions for pupils However, students should conduct research, draft interview questions, and record the conversation

Additionally, it gives students a concept of how to produce the work, how

to conduct interviews with an appealing screenplay, and how to organize various bits of material into an entertaining and useful movie

2 Build video slides

he best instructional videos have a clear objective, use little on-screen text, and emphasize key points with visual clues slides that a student would present during a lecture Students were able to listen intently to what their friend was saying while still picking up on the crucial ideas and vocabulary they needed to include in their notes

3.Record

The school's favorite spot or a gorgeous site could be included in a video made by the students

By doing this, you may effortlessly annotate images and present your work You may still create your own videos, and handwriting gives a lovely personal touch Choose a program with a capable video editor and a built-in annotation tool.Students will watch a computer video to learn how to use the Soundtrap application to build their own challenge.If they so choose, students are free to fast-forward to important sections of the movie to gauge their understanding of the subject To allow other students to take notes while watching, they print off copies of the video slides for them.

Encourage your pupils to screencast their progress through a project difficulty in order to make their thoughts evident All students can have a deeper understanding of the subject by seeing other children go through a procedure

More often than not, students will listen to their classmates rather than another adult "telling them what to do." Make a list of potential subjects or encourage the students to come up with relevant concerns that affect the entire school.Students love working on this kind of project This creative video idea for school projects also benefits students and teachers

It allows students to record the things they did throughout the day in the classroom Let them improve their video recording and editing skills It will enable students to polish their video creation skills

The use of video projects by instructors as instructional tools has gained popularity The appeal of having students participate in video projects is that they provide them the freedom to be creative, think outside the box, and share novel ideas to make their movies stand out

Making videos was tough for many pupils On their video creation, they might make the free templates available

3.4 Research procedures

The study was carried out by the researcher over a period of 8 weeks, from Match to April 2023 Using all of the data gathering devices specified, the researcher worked in the method containing 3 stages as follows:

Stage 1

The questionnaire was administered by the author in Match 2023 during extra English lessons and break time The author used 20 minutes in the extra lessons to deliver the survey to her students Before filling in the questionnaire, students were given an explanation of the purpose of the research and the importance of the results during the English language learning/teaching process Afterward, the participants were explained how to fill in the questionnaire and requested to read the statements thoroughly They were requested to complete the questionnaire honestly and completely by the researcher

The information obtained from the survey was analyzed as follows:

- Percentage Analysis: Determine the proportion of respondents for each category of response This makes it clear how many people agree or disagree with each statement overall (Hair et al., 2019)

In order to make sense of the information gathered, provide explanations, produce hypotheses, construct theories, and establish linkages with other narratives, it is essential to analyze interviews as part of qualitative data analysis (Brown, 2001, p 212) Categorization, synthesis, pattern detection, and interpretation of the acquired data are all steps in the analytical process

The researcher begins by carefully listening to the interviews that were recorded and concentrating on the responses and facial expressions of the students By verbatim transcribing the interviews, the researcher can understand the complexities and subtleties of the participants' thoughts and opinions while also ensuring that no significant details are missing

The researcher then conducts a systematic analysis of the transcriptions to spot recurrent themes and concepts This calls for attentive reading, information extraction, and data coding In order to fully collect all pertinent details, the researcher uses both inductive and deductive coding techniques

The coded information is then organized into useful groups The study divides the students' ideas into four different categories: their comprehension of

mind mapping, their attitudes toward mind mapping, the predicted advantages and disadvantages of mind maps, and their planned use of mind maps in the future The data may be examined methodically thanks to categorization, which also makes it possible to spot broad trends and patterns

To further organize and distinguish each participant's contributions within the study, each is coded (e.g., S1, S2) with a unique code

Stage 2

There were two intervention cycles in the study In the first cycle, the researcher asked the participants to make 4 short video clips in the first four weeks The researcher required them to learn by heart and then to record a video lips by their parents’ smart phones The researcher received their clips and marked them all The next speaking period, the researcher asked them to present their topic in group and observed them with the checklist In the second intervention, the researcher asked some students to present in front of the class The rest of the students listened and gave feedback The best video clip was awarded a small gift from the researcher

The rate of teacher’s clips

Fluency and coherence (2.5ms)

Fluently communicates, rarely repeating or self-correcting; any hesitancy is content-related rather than a lack of vocabulary or improper language speaks clearly and with all the necessary cohering qualities

Topics are completely and suitably developed

Lexical resource (2.5ms)

complete flexibility and accuracy when using terminology across all topics accurately and organically employs idioms

Grammatical range and accuracy (2.5ms)

tilizes a wide variety of structures in a natural and acceptable way

produces structures that are consistently precise, excluding "slips."

Pronunciation (2.5ms)

utilizes all available pronunciation features with accuracy and nuance

maintains features' flexibility throughout

Week1: My hobbies

The students did not pay attention to what others were speaking They made noizy a lot They took much time to make a clips They did not learn by heart their lesson They brought the paper or others look at out side

Student did not hand in the task

S1“Making video clip is not my hobbies I like playing computer games with my friends” Ony 19 students could make their clips

Week 2: Healthy living

They brought lot of food to the class they were more enjoyed with their second project Some smart students wanted to be model.They raised their hand

to be the first person Their pronunciation were not good they repeated the words again and again This week 28 students finished their clips

Week 3: Public transport this was the topic

The early morning the monitor came to class with very remarkable They were ready for this project

The class were excited when the teacher came They hang their picture on the black broad they felt happy

Week 4: Arts

In the early morning students came to class they sang lots They were eagered to their teacher coming One student sang a fold song They made the lesson became shorter than the others They were not shy, but their pronuncition were good

Week 5: Food And Drink

They mada their posters about eating habits in their area They wanted to joined the lesson They said they were ready to make clips with their favorite food and lemon drink There were 40 students could make their clips

Week 6: A Visit To School

Students really wanted to become the firs person who can making clips with their favourite teacher

A girl ‘‘I like my English teacher the most because she is helpful She often teaches me how to have a good lesson’’

They spoke more clearly and fluenly They made less mistake than they before Week 7: Traffic

The lesson did not come some students called their teacher to the class They brought smart phone they wanted to make their clips

They spoke more happy they made their clips in the first time

Week 8: Films

Student made their clips in very short time they did not wanted to stop their clips they made clips with more time and their body languages were used They finished the lesson happyly.They speak clearly and facially of the pupils during their speaking performances

CHAPTER IV FINDINGS AND DISCUSSIONS

The purpose of the study was to investigate and identify the factors affecting of making daily clips in motivation English speaking in a secondary in Bac Ninh provice

The research chose to conduct actions method analysis to complete the research study and answer two researh questions as follows:

question 1 “What are the students’ attitudes toward speaking skills?”, the researcher used pre-intervention questionnaires To answer question “How does short daily topic clips improve pupils’ motivation?”, the researcher used post-

intervention questionnaires and observation

4.1 Results from the pre-intervention questionnaires

Item 1: English is very helpful for my future

Figure 4.1 students’ attitudes toward English future

It could be seen in figure 4.1 that most of the students agree that English

is helpful in the future To be specific, the statement was strongly agreed by 70% of participants It was also agreed upon by 17.5% of the participants Although there are opposite ideas, they accounted for only 12.5%

Item 2: Knowing English I can go to aboard alone

In this question, the writer would like to learn about the students’ attitudes toward going abroad

0 12.5 0 17.5 70

English is very helpful for my future

strongly disagree disagree neither agree nor disagree agree strongly agree