Luận văn thạc sĩ Lý thuyết và phương pháp giảng dạy tiếng Anh: Effects of video-making projects on Efl high school students’vocabulary retention and learning motivation

INTRODUCTION

Rationale

Vocabulary acquisition is regarded as the initial and fundamental stage in second language teaching and learning More specifically, an individual possessing a rich vocabulary can not only improve his second language skills but also advance his proficiency in the language (Horwitz, 1988; Schmitt, 2000) Recognizing the importance of vocabulary retention in one’s second language learning, researchers have been attracted to and stimulated to do experimentation and draw conclusions on creative activities or teaching methods that can increase vocabulary retention With the advent of technology, studies in the field have expanded The rapid development of technology has enhanced productive ways to teach and learn second language vocabulary, opening up numerous alternatives to facilitate vocabulary teaching and learning practices (Dana, 2010; Kern, 2006; Nikitina, 2009; Stepp- Greany, 2002) In addition, today’s and future’s young generations are accustomed to the active life associated with smart devices, so traditional language classes and conventional after-school assignments are no longer really appropriate and can decelerate second language learning progress Face-to-face classes with smart devices have been applied in various institutions, but the completion of homework in groups with smart devices to motivate self-study at home and strengthen vocabulary has not been witnessed extensively Besides the use of technology, teachers’ orientation of good fun after-school assignments is essential Therefore, many teachers in institutions such as private schools, online language classes and foreign language centres have learners carry out after-class video-making projects individually or in groups to boost students’ vocabulary learning

Very few studies have been conducted in the field of vocabulary retention and learning motivation resulted from after-school video-making projects As a result, to fulfil the remaining research gap concerning the role of homework instructions in improving learners’ English vocabulary in the context of high schools in Vietnam, this study aims to explore how after-school video-making projects influence EFL high school students’ vocabulary retention and learning motivation

Investing in English learning for children is becoming a trend among today’s young parents in Vietnam as the ability to communicate in English well brings many benefits The Vietnamese Ministry of Education and Training (MOET) has been encouraging the younger generation to learn English by making English a compulsory subject in schools The implementation of teaching and learning English in our country encounters many difficulties, making the set goals not achieved as desired One of the biggest challenges is the limited time spent on formal face-to-face instruction in public schools Actually, parents with abundant financial resources can support their children’s English skills by sending them to language centres or tutors’ homes where students receive further English practice after school Nevertheless, the majority of Vietnamese children whose parents live in the countryside or have low income do not have opportunities to be assisted with further English practice after school, especially the practice of English vocabulary

It is inferred that the main source of support for English skills is to attend school In public schools, the big size of classes, the differences in students’ English proficiency and limited practice time have become obstacles on the enthusiasts’ path of conquering the English language For learners, the most demotivating time is trying to memorize English vocabulary before the class begins Also, one of the most common complaints from teachers is that students find it difficult to retain vocabulary while the lessons carry on going by and the number of words to recall piles up Understanding teachers’ stress in class, MOET has organized pieces of training for teachers and encouraged them to creatively design exciting tasks for students and improve vocabulary teaching quality by integrating inspirational activities and technology Numerous recommended innovative methods are for face-to-face instruction in class while little attention has been paid to the introduction of projects as after-class assignments with the use of technology such as student-produced videos Apparently, the time for face-to-face instruction in class is only enough for the provision of basic knowledge, and educators desire learners to spend more time self-studying after class so that learners can retain L2 vocabulary the most effectively Therefore, student orientation and support for motivating self-study after-school are required

Personally, I have a great interest in applying learner-produced video projects and once had some secondary students do it for the sake of their speaking practice In the meantime, the high school students in my institution seem to feel less keen to learn English vocabulary This flashed in my mind the wonder if self- recording videos could help learners with their English vocabulary retention It is necessary for the study to be implemented so that its results can support teachers of English in the vicinity.

Research aim and objectives

The study is to investigate the effects of video-making projects on English vocabulary learning of EFL high school students

- To examine the effects of video-making projects on EFL high school students’ vocabulary retention

- To reveal EFL high school students’ motivation level as a result of the implementation of video-making projects.

Research questions

The two research questions focused on in the study are:

1 To what extent do video-making projects affect EFL high school students’ vocabulary retention?

2 How much are EFL high school students motivated when learning with video-making projects?

Scope of the study

Owing to the time constraint and other practical conditions, the study could only be conducted on a limited number of participants in a public school in the countryside of Phu Yen Province There were only 70 students from two classes of Grade 11 Because of the school’s assignment to the researcher, the material was the course book called Tieng Anh 11 for the seven-year English curriculum The restriction was that the promulgation of reforms of MOET and the release of new course-books made the textbook no longer be used in any official public school in Viet Nam in the next school year Also, the vocabulary of four units (units 9, 10, 11 and 12) in the course book was included due to the time frame of the research.

Significance of the study

The results of the study are expected to make a considerable contribution to the research concerning vocabulary learning through video-making projects, helping later researchers have more sources of references and giving them the opportunities to fulfil the limitations of this research or produce further valuable studies More significantly, the study may assist a number of teachers who are hesitating about whether to apply or how to apply properly video-making projects in English classes properly to promote English vocabulary teaching and learning.

Structure of the thesis

The report of the results is demonstrated in five basic chapters: Introduction, Literature Review, Methodology, Results and Discussion, and Conclusion

Chapter one presents the general information of the study There are the reasons, aim and objectives of the research, the research questions, the scope, the significance, and the intended structure of the thesis comprised

Chapter two supplies some theoretical background knowledge as a basis for the study It reviews the literature concerning 1) vocabulary teaching and retention, 2) motivation in English vocabulary learning, 3) digital video project-based learning, 4) benefits of student-generated videos in English language learning, 5) related studies on using video-making projects in English language learning, and 6) justification of the current study

Chapter three clarifies the methodology employed to supply reliable data for the conclusions of the study Firstly, it claims the design of the current study Secondly, the setting and participants are described Thirdly, it depicts the materials of the course and the stages to conduct the study Fourthly, it lists the instruments used to collect data Finally, it presents the procedures for the data collection and analysis

Chapter four reports the findings by giving a specific analysis of the data First, the reliability and validity of the samples and instruments are shown Next, the effects of video-making projects on EFL high school students’ vocabulary retention and learning motivation are described via collected quantitative and qualitative data Then the findings are interpreted and discussed in reference to the previous studies

Chapter five gives conclusions to the study The chapter also contains the implications for English language teaching Lastly, it ends with the limiatations of the study and suggestions for further studies.

LITERATURE REVIEW

Vocabulary

There are various expressions for the definition of the term “vocabulary” In the dictionary, vocabulary is defined as all the words that a person knows or uses to talk about a particular subject, all the words in a particular language, and a list of words with their meanings, especially in a book for learning a foreign language (P Phillips, Francis, Webb, & Bull, 2010) Approving the definition of vocabulary in the dictionary, Phillips (1993, p 68) stated that vocabulary is “the collection of words that an individual knows” It is also added that vocabulary regarded as the words of a language consists of single units or groups of words which convey a specific meaning (Lewis, 1993) Vocabulary refers to knowledge of words and their meanings (Butler et al., 2010)

From the definitions perceived by some authors, it can be seen that vocabulary is a set of words that a person owns in his mind and uses to communicate with others Vocabulary is recognized in the form of a list of words with their meanings in a book for language learners to refer and study

Vocabulary plays a central role in language teaching and learning Not only teachers but also learners themselves are aware of the importance of vocabulary in mastering a language Without sufficient vocabulary language users “cannot understand others or express their own ideas” (Ibrahim, 2015, p 1) in any form (spoken or written), so this leads to failure in language acquisition (Schmitt, 2000) Without vocabulary, learners cannot master the four basic skills (listening, speaking, reading and writing) and even feel challenged to start with the grammar

It is obvious that lacking vocabulary knowledge negatively affects other language skills (Gass, 1988) Many linguists believe that of all components that are necessary for language learners to achieve, vocabulary knowledge is considered the main factor to comprehend and convey messages “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972, pp 111–112) This statement is true that many speakers have been seen not to produce utterances with correct grammar, but still have others comprehend by an impaired combination of words Learners who spend much time working with grammar are unable to make much progress in productive skills, but those who possess a wider vocabulary and phrases can express more comprehensible messages despite very little grammar (Thornbury, 2002) Schmitt and Jiang (2011) claimed that “learners carry around dictionaries and not grammar books” Lewis (1993, p 89) considered

“lexis is the core or heart of language” If the application of a language in real life is a living body, language structures form the skeleton of the language while vocabulary attaches flesh and other needed organs (Harmer, 2001) Words have a close relation to other aspects of language use Knowing a word means going through other aspects concerning pronunciation, word structures, grammatical properties, collocations and contextual factors (Nation, 2001; Schmitt, 2000) No matter how good at grammar they are or fluently they communicate, it is crucial for them to continue acquiring more productive vocabulary knowledge and improving personal vocabulary learning tactics Hence, vocabulary plays an important part in mastering a language (Krashen, 1989)

Vocabulary is the key tool for langage acquisition and communication, whether vocabulary is in foreign or native language Without vocabulary, all language skills and even grammar cannot be mastered This has been witnessed and realized by linguists via their paper and by teachers via their practical teaching Thus, linguists and language educators have continued supporting and appreciating the importance of vocabulary in language teaching and learning New strategies for vocabulary learning and teaching have been updated and tested the effectiveness as the way this research paper is conducted

Having a deep understanding of the importance of vocabulary in language acquisition and academic performance, linguists and researchers have made attempts to introduce feasible solutions for how vocabulary should be taught in the classroom and what effective vocabulary teaching strategies are Vocabulary cannot be acquired instantaneously, but it expands and deepens throughout a lifetime Aspects of vocabulary cannot fully be mastered at once, and some aspects which have been learnt may be forgotten (Cristina, 2010), so the vocabulary teaching job is far more than looking up words in the dictionary for their meaning and using them in sentences The answer to the wonder of whether vocabulary instruction should be incidental or intentional has been sought Vocabulary is acquired incidentally through implicit exposure to words and intentionally through explicit instruction in specific words (selecting words to teach, and rich and robust instruction) or word-learning strategies (dictionary use, morphemic analysis, cognate awareness, and contextual analysis) (Linda & Linda, n.d.) In other words, intentional vocabulary learning involves “any activity aiming at committing lexical information to memory” (Koren, 1999, p 2) and “investing the necessary mental effort and memorizing the words until learners know their meanings” (Robinson,

2001, p 271) In contrast, incidental vocabulary learning considers vocabulary learning as “a byproduct of something else” such as reading a text for comprehension or listening to local news (Gass & Selinker, 2001, p 379) The two types of vocabulary learning result in the argument coming from the two opposing factions: supporting incidental vocabulary learning (Coady, 1997; Krashen, 1989; Nagy, 1997; Nation, 1990) and appreciating intentional vocabulary learning (Horst, Cobb, & Meara, 1998; Hulstijn, Hollander, & Greidanus, 1996; Koren, 1999) On the other hand, it is believed that no single way of vocabulary teaching and learning is the most effective, but by combining both implicit and explicit methods, vocabulary acquisition can be best facilitated

Based on linguists’ numerous research on vocabulary instruction and learning, the report of the National Reading Panel (NICHHD, 2000, pp 1–2) identified eight findings providing a scientifically based foundation for the design of rich, multifaceted vocabulary instruction

- Provide direct instruction of vocabulary words for a specific text Learners need to know vocabulary to comprehend a particular text about a subject matter and learn it through the process of analyzing the text

- Repetition and multiple exposures to vocabulary items are important It does not literally mean that learners repeat or drill the words orally or in written form The emphasis is that learners should be supplied with opportunities to encounter repeatedly and in various contexts through the process of practising reading, listening, speaking or writing

- Vocabulary words should be those that the learner will find useful in many contexts A learner’s language ability can be enhanced productively provided that high-frequency words used by mature language users are taught, so it is essential to provide learners with commonly used words

- Vocabulary tasks should be restructured as necessary Words can be learned more quickly when learners know what they are expected in a vocabulary task

- Vocabulary learning is effective when it entails active engagement that goes beyond definitional knowledge Learners should be given not only the definition of a single words and the logical relationship with other words but the functions of the words or word transformation in different contexts

- Computer technology can be used effectively to help teach vocabulary The use of ICT has highly been encouraged with the release of numerous online applications used through portable smart devices Nonetheless, most of research rarely specified instructional applications

- Vocabulary can be acquired through incidental learning For long-term vocabulary growth, the frequency of reading is crucial, so structured read- aloud, discussion sessions and independent reading experiences at school and home are suggested

Motivation

Motivation is a subject that has been exploited in scholarly research of different academic disciplines of study, but there is no single theory to capture its complexity (Dửrnyei, 2001) The term “motivation” is interpreted differently in different fields and from different viewpoints It is confirmed that “motivation is a very complex phenomenon with many facets…thus it is not possible to give a simple definition” (Gardner, 2006, p 242) Although the term “motivation” is complicated, its definition has been elicited in terms of SLA According to Crookes and Schmidt (1991), motivation is considered the learner’s orientation concerning the goal of learning a second language In addition, the concept of motivation is linked to effort, want, desire, the reason for behaviour and affection for second language learning (Gardner, 1985) Effort and desire are indicated to be the prerequisites for an individual to be perceived as motivated Lightbown and Spada

(1999) added motivation in SLA is related to the learner’s communicative needs and their attitudes towards the second language community Motivation is also the reason for one’s actions or behaviour (Narayanan, 2006), so motivation is the factor that urges an individual to act or not to act something (Broussard & Garrison, 2004) as well as the power to make someone learn or not learn a second language

In SLA, motivation is learners’ inner desire and attempt to master the language One’s learning process with motivation can positively be promoted On the other hand, those who are demotivated feel more challenged to learn a language

2.2.2 Motivation in English vocabulary learning

The research on motivation to learn the English language in general and learn English vocabulary, in particular, has been ongoing for years Linguists believe that motivation plays an important role in an individual’s success or failure in L2 vocabulary learning A motivated learner who pays more attention and participates actively tends to master the language more efficiently than a less motivated learner who is likely to have more problems regarding distraction and misbehaviour (Spolsky, 1990) As a result, a motivated student gains more vocabulary while a demotivated student has no interest in retaining vocabulary

It can be seen that motivation is helpful in vocabulary learning although there are not enough reviews of literature in the area of motivation and vocabulary learning The relation between motivation and vocabulary learning can be inferred from Masgoret and Gardner's (2003) integrative and instrumental orientation Integrative orientation seems to be highly related to vocabulary learning The more learners wish to be part of the community, the more they are motivated to use the language as the natives do This encourages learners to concentrate on expanding their vocabulary The higher integrative motivation boosts vocabulary learning (Gardner, Lalonde, & Moorcroft, 1985) External factors such as group of friends, culture, subject matters and classroom activities can result in motivation or demotivation in language learning For instance, students who are placed to working groups tend to remember the words and desire to know the words better than those who work individually because humans instinctly show preference to interacting with surrounding environment to explore new things Thus, motivation should be perceived as a dynamic factor including many phases, each of which influences vocabulary learning (Tseng & Schmitt, 2008) Some studies by Elley (1989), Gardner and McIntyre (1993), and Fernandez Fontecha (2010) have recognised the positive effect of motivation on different aspects of L2 vocabulary learning, specifically learning vocabulary through listening, affective variables in vocabulary learning and the correlation between gender and motivation in vocabulary outcomes

In order to retain English vocabulary, learners need great motivation from both inside and outside influences Those who are motivated in vocabulary learning perform and retain the words much better than those who are not However, that students gain motivation in English vocabulary learning is a difficult work for many teachers Therefore, the need to provide engaging activities to motivate English vocabulary learning constantly increase.

Project-based learning and digital video-making projects

Project-based learning (PBL) or project-based insruction is a problem-oriented learning or student-centred teaching approach which manifests itself as the following properties: 1) centrality, 2) driving question, 3) constructive investigations, 4) autonomy, and 5) realism (Thomas, 2000, p 43)

1 PBL practices are central, not peripheral to the curriculum

2 PBL practices are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline.

3 Projects involve students in a constructive investigation.

4 Projects are student-driven to some significant degree

5 Projects are realistic, not school-like.

PBL has received much support from educators, teachers and learners for its considerable contributions to English teaching as a foreign language All benefits of PBL to foreign language learning were synthesized and presented clearly in the journal by Lam (2011) For learners, PBL helps them enhance attendance, growth in self-reliance, and improve attitudes toward learning Learners involved in projects raise their awareness about learning responsibility, so they gain the promotion of autonomy along with equal or better academic learning outcomes Passionate interaction with language problems gives learners opportunities to develop language skills Particularly, productive skills are improved through authentic tasks with real- world relevance and utility Once participating in purposeful communication or writing to complete an authentic task, learners are given opportunities to practice the language in relatively natural context and raise their understanding of what they are expected to do in language reception and production These activities based on PBL lead to the integration of the four skills which are listening, speaking, reading and writing While doing the authentic tasks on certain subject matters, learners obtain helpful skills such as social skills, cooperative skills and group cohesiveness

It is important that learners build up their social relationships among their partners or teammates via pair or group work Mutual respect, trust and other skills to get on with partners or to cope with problems among team members are practiced and acquired Good relationships as well as content of subject matters, contexts or projects contribute to learners’ motivation and enjoyment which become major factors to boost language learning For teachers, conducting PBL activities offers teachers the opportunity to enhance professionalism and collaboration among colleagues and to build up good relationships with learners Additionally, teachers are pleased to adopt new forms of instruction which suit diverse learners (Thomas, 2000) Due to the advantages of PBL, Lam (2011) suggests the application of English learning projects on listening, speaking, reading, writing, integrated skills and vocabulary at different levels

Teachers can make full use of PBL if the ten steps proposeded by Stoller (1997, p 6) are implemented

1 Students and teacher agree on a theme for the project

2 Students and teacher determine the final outcome of the project

3 Students and teacher structure the project

4 Teacher prepares students for the demands of information gathering

6 Teacher prepares students to compile and analyze data

7 Students compile and analyze information

8 Teacher prepares students for the language demands of the final activity

9 Students present the final product

Since student-generated digital videos are exposed to such characteristics as students’ autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices, it is considered a form of project-based learning During the process of filming, learners work together to come up with content for the video, automatically search for necessary information, synthesize sources, solve unexpected problems, write down the script, practice the language to produce the video and reflect practices to propose suggestions for edition Through projects, learners gain not only many values of academic and social experiences but also ICT skills Video-making project is a result of advancement in technology which excites learners, particularly young learners in the classroom Video projects require learners to work more actively, but more attractively than traditional-class lessons (Nikitina, 2009) Much of work done by learners pays back to them a variety of benefits Despite the inevitable drawbacks of technology and challenges that learners and teachers may face, the advantages of video-making projects are obviously outweighed

PBL make learners engage more in learning process; specifically, DVMPs give them the opportunity to link with language practice The operation os DVMPs relates to ICT which help stimulate learners’ involvement, so this strategy is encouraged to apply in SLA Nonetheless, in order to successfully complete a project and acquire the language, both teachers and learners are required to carefully sketch out and seriously stick to the steps as planned.

Benefits of digital video-making projects in English language learning

Digital video-making projects, also called digital video production, learner- produced videos, student-created videos, movies or film-making projects, have drawn language scholars’ attention In actual fact, video-making projects have been applied in language classrooms to facilitate learners’ L2 study, and the effect of using this technique has been tested in several ICT studies whose conclusions on the field have inconsistently been asserted DVMPs are claimed to be beneficial to L2 learners Shrosbree (2008) stated that video projects can highly promote the language learning process by having students involved in tasks with explicit aims and the completion of final products He added that the application of video projects which save learners’ second language outcomes assists the validity and reliability of language assessment Besides, learners are supplied with an authentic language practice environment while implementing DVMPs Doing such projects helps intensify students’ learning autonomy (Li & McComb, 2011) Many other authors supporting the use of filming projects in English language learning also indicated that DVMPs motivate students, make a better language learning environment, develop students’ linguistic competence, promote students’ creativity and enhance cooperation among students (Hazzard, 2006; Kearney & Schuck, 2006; Kebble, 2008) Thus, in comparison with learning in a traditional environment, students who involve in DVMPs are more active and satisfied to be engaged in the lessons.

Related studies on using video-making projects in L2 teaching and learning

There have been several studies testing the effect of the application of video- making projects or student-produced videos on different aspects of L2 learning around the world

A video project-based syllabus designed by Hafner and Miller (2011) was to depict how potential digital video projects were and how video projects supported learners by giving them chances to carry out their competencies as autonomous learners within a structured language learning context The syllabus with student- centred digital video projects as the core part was used in an English for Science and Technology course (EST) at an English-medium university in Hong Kong The students attended the EST course with a three-hour class per week for 13 successive weeks It was mandatory for the students to produce and post their multimodal scientific documentaries mainly on Youtube and Edublogs Digital video projects and the associated technological environment were assessed through students’ answers to the questionnaires, group interviews, and Weblog comments The findings of the study were significant to language educators that it was possible to take advantage of the technological learning environment as well as students’ video projects to enhance the degrees of learning autonomy The implementation of digital video projects is a breakthrough to mark that the traditional boundaries of classrooms broke down and it is time to enter a digital age

In 2014, Hafner continued his study related to the application of digital literacies in language teaching by having Hong Kong university students engaged in a scientific experiment The study resembled the procedures in the previous study, but the focus was on learners’ speech and writing styles and the effects on the audience The participants reported their findings of the experiment in two different ways: (1) by making a scientific documentary shared through Youtube with an audience who were not specialists, and (2) by making a written lab report to a specialist audience The data was collected from students’ documentaries themselves, student interviews and comments on blogs The results indicated that the students’ combination of various modes, particularly digital videos, successfully appealed to their audience (Hafner, 2014)

In the same year, 2014, to determine how video projects had contribution to students’ L2 language learning, Aksel and Gürman-Kahraman implemented the survey on 100 students who were accepting an obligatory intensive English teaching for two semesters at the Preparatory School of a state university in Turkey The participants, who had different language proficiency level between elementary, pre- intermediate and intermediate, were collected randomly from six classes What they had to do before entering the questionnaire was to write scripts, make ten-minute videos in groups of 4 to 5 individuals and hand them to the instructor The data was chiefly from the questionnaire developed by the researcher There were 17 items and the employment of a 5-point Likert scale (strongly agree, agree, neutral, disagree and strongly disagree) in the questionnaire, so the data was quantitative The analysis of the data showed that all of the students’ responses to the items of the questionnaire were positive and neutral Generally, students were eager to use ICT in their foreign language learning because it stimulated their creativity More significantly, students admitted that their listening and speaking skills improved the most after the completion of group video project assignments (Aksel & Gürman- Kahraman, 2014)

Oranpattanachai (2018) conducted a study to dissect non-English major students’ perceptions of producing video project assignments as part of their graded assignments The study included forty-two engineering students at a university in Thailand The samples were asked to create story script-based videos comprising English expressions from the phrase bank in each of the fifteen units in their course book before answering an online questionnaire The questionnaire consisted of three sections which were participants’ demographic information, 17 close-ended items which were about English language improvement, teamwork, learning atmosphere and challenges and 2 open-ended items which surrounded likes and dislikes about video project assignments A 5-point Likert scale (strongly agree, agree, neutral, disagree and strongly disagree) was used for 17 close-ended items The data collected from the questionnaire were analysed quantitatively and qualitatively The results showed that the participants had highly positive attitudes towards video projects Although there were both positive and negative comments coming from the participants, positive comments surrounded creativity, fun, teamwork, scores, learning how to make a video clip, acting experience, chance to practice English speaking, vocabulary and grammar In addition, there was no correlation between the students’ attitudes towards video clip projects and grades

After the action research on the application of video making projects in senior high school students’ English classes in Indonesia, Arfiyantama (2015) agreed that his students’ learning autonomy and English speaking skills in transactional and interpersonal conversations improved The research took place in SMA Negeri 1 Limbangan for the duration of a school year and involved a class of 23 individuals There were two cycles, each of which had four steps: planning, acting, observing and reflecting The instruments to collect data were observation sheets fulfilled by outsider observers and students, field notes, a speaking rubric, a questionnaire and an interview Both quantitative and qualitative data were analysed to elicit the conclusion as mentioned

In terms of speaking ability, the classroom action research by Ruchajat (2018) was in line with the study by Arfiyantama (2015) The objectives of the research were to investigate how and why video-making tasks worked to enhance students’ motivation in English-speaking practice The participants were students of grade 7 (aged from eleven to twelve) of SMP Negeri 1 Ungaran in Indonesia The study followed three cycles including four steps: planning, acting, observing and reflecting The operating principle was that the latter cycle was dictated by the result of the previous cycle The samples were required to watch a video model, discuss in groups, practice their monologues, present orally and record in videos 24 students participated in answering the questionnaire, and 7 of them who were chosen randomly attended the interview in order for qualitative data to be obtained The analysis of the data provided positive outcomes The results demonstrated that most students liked to do video projects because it was challenging, but fun and interesting Making video tasks gave them more motivation and confidence in English communication Students understood and became hooked on the class lessons better, so their speaking skills were improved Even though difficulties during the video-making process were inevitable, they helped the students be more creative and flexible

The study by Sari, Dardjito and Azizah (2020) tested the impact of factors in higher education on Youtube video projects and EFL students’ level of language improvement through reflective Youtube video projects 79 non-English major students from the Psychology study program at Sanata Dharma University in Indonesia were instructed to make video projects for their English-speaking practice and to upload their work onto the Youtube platform The students were required to write a reflection regarding Youtube video projects afterwards The main instrument employed was observation checklists in which data was gathered via the participants’ written reflections The findings revealed that the students, via reflective youtube video projects, considerably made progress in several aspects such as group work capacity, creativity, mental management skills, technology literacy and general knowledge The study also pointed out that the factors that affected students’ reflective process were behaviour, competencies, beliefs, individual mission for future action, individual awareness of self-identity and the influence of their surrounding environment However, there was insignificant variation in students’ English skills in contrast to the outcome for self-quality improvements

Yeh, Heng and Tseng (2020) drew a conclusion towards the impacts of DVMPs on students’ English writing ability via the study which lasted for 18 weeks and involved 57 junior English majors of the Department of Applied Foreign Languages at a university in central Taiwan The students, whose English proficiency was at a higher-intermediate level, were taking the compulsory course called Multimedia English In the course, they needed to produce a video presenting the topic about the culture, society, environment or places of interest of Taiwan so that viewers were convinced to pay a visit to the country The data was from the pre-English writing test scores in the first week, the post-English writing test scores in the final week and reflective essays which went through the four stages of coding, categorizing, describing and interpreting The results of the pre-test and post-test scores pointed out that students made significant progress in their writing proficiency with respect to lexical use, text structure and content The analysis of reflective essays demonstrated that students tactfully utilized various modes for meaning-making in their writing produced knowledge of the English language in authentic settings, became more self-regulated of their own works and enhanced their awareness of different contexts to obtain their communicative target

The case study by Jung (2021) specifically concentrated on how post- secondary EFL students sensed the influence of collaborative video projects on their learning motivation The study occurred in a private university in Deajeon, South Korea and included eight engineering majors and hospital management majors aged between 18 to 20 The samples had the same total of nine years of English learning, and their English proficiency level was at the intermediate level They were directed to produce an original video about an imaginary product that they would find useful for life The core instruments to collect qualitative data were field notes, a reflection journal, semi-structured interviews, student-made video projects, and student reflection papers The findings indicated that students expressed positive feelings and perceptions of their English learning motivation concerning their process of generating collaborative videos Besides advanced technology, the factors which also affected EFL students’ learning motivation were self-efficacy and task value

In the study created by Oleiwi and Bunari (2022), undergraduates majoring in computer engineering at a Malaysian public university experienced the compulsory course named English Communication Skills whose requirement was to produce videos to practice English communication To complete their video products, the students had to follow three stages: pre-production (writing scripts for the videos), production (acting out the scripts), and post-production (editing and sharing the videos on social media) After the course, 7 students were selected to participate in an in-depth semi-structured interview which was the main instrument to collect data The qualitative data from the interview was to elicit the conclusion about EFL students’ perceptions of the effects of video-making projects on their speaking and writing skills The study claimed that learners accepted that their English communication and writing skills were improved by gaining more new words, making their pronunciation better and using correct grammar The students’ writing skills were developed the most during the pre-production stage while their speaking skills were improved the most during the production stage

It can be seen from the previous studies listed above that the influences of the use of DVMPs on some aspects of language learning and teaching (oral, writing, learning motivation, collaborative skills and language improvements in general) have been detected The advantages of DVMPs towards foreign language learning have been recognized, and the studies prove different drawbacks of DVMPs as well as learners’ challenges in different settings The effects of DVMPs on vocabulary learning have been mentioned, but it is not as profound and specific as other aspects The level of vocabulary retention has been mentioned generally as a minor piece of information that EFL learners could sense and offer The items concerning vocabulary retention in the questionnaire, interview or observation checklists in the previous studies are not centred and adequate in quantity What is more, the samples are largely university graduates or higher education learners As a result, a particular study on the application of DVMPs in EFL high school students’ vocabulary retention is needed at the present time.

Justification of the study

Video-making projects have been seen taking place in many institutions in Vietnam and many other countries, so there are available studies and experiments to detect the effect of using video-making projects on learners’ vocabulary learning and motivation A questionnaire embracing the Likert scale was employed in the studies of Oranpattanachai (2018) and Aksel and Gürman-Kahraman (2014) to find out how learners would respond to video-making projects Observing the process of learners’ production of vocabulary videos happened in the study of Sari, Dardjito, and Azizah (2020) This study comprised the questionnaire with the Likert scale conducted, so it partly replicates the previous studies so that the data is valid and reliable Furthermore, the study proved its reliability through the transparency of the decisions guiding the selection of the research sample

Regarding the population of the studies on the application of student-produced videos in vocabulary learning, it can be stated that the participants in the previous studies were mostly university students and studies on the use of video-making group projects in English classes in Vietnam are limited This study aims at high school students and teachers, so the findings of the study can be significant and useful for teachers, learners and future researchers.

METHODOLOGY

Research design

This study is a combination of the two sorts of research designs namely experimental and descriptive study The two groups of participants labelled the control group and the experimental group were involved in the following two different ways of retaining vocabulary (traditionally rereading the text or redoing the exercises in the textbook and making videos as homework); doing pre-test, post- test and delayed post-test; and answering the questionnaire Both the quantitative approach and qualitative approach were used to elicit the answers to the research questions Quantitative data were gathered through vocabulary paper tests in order to measure the effects of video-making projects on learners’ vocabulary retention A quantitative approach with the questionnaire and a qualitative approach with the interview were applied to explore the level of intrinsic motivation of students in vocabulary learning through video-making projects

The time frame for the intervention of the study was 8 weeks In formal face- to-face class, both groups of participants did similar activities and were supplied the same number of English words from unit 9 to unit 12 of Tieng Anh 11 for the seven-year curriculum After class, the control group’s assignment was to reread the lessons and redo the tasks; meanwhile, the experimental group’s assignment was to make videos on vocabulary in groups of five students.

Research setting and participants

Regarding the English learning environment, the study was conducted in a high school situated in a rural area of Phu Yen Province where there was no English centre in the vicinity Additionally, the lack of English teachers in the school and other practical conditions made it challenging for the English teachers to practise up-to-date approaches in English classes, so students received knowledge passively by listening to teachers’ lectures, noting down and boringly doing the tasks in the course-book most of their English time This means this would be the first time the students implement video projects for vocabulary learning

Based on students’ actual English ability, the school had them study Tieng Anh 11 for the seven-year curriculum According to the distribution of the English curriculum set forth by the MOET, eleventh graders attended three 45-minute classes of English per week

In this study, the researcher directly taught and gave instructions for assignments to the control group and the experimental group

To meet the requirements of the study, the samples were 70 eleventh graders included in two classes of a public school in Phu Yen Province Each class consisted of 35 students The control group had 18 females and 17 males, and 16 females and 19 males were in the experimental group The samples had learned English for five years, and both groups had the same English proficiency level The two classes were unintentionally assigned to the experimental group and the control group Besides, the study was conducted at the beginning of the second semester which was a suitable time for both teachers and learners to start the renewal

2 Years of studying English 5 years 5 years

Both the control group and experimental group received the same face-to-face instructions in 45-minute classes at school However, the disparity was seen in homework or after-school assignments The members in the control group continued with the same homework instructions as they had done in the first semester They carried on memorizing vocabulary by rereading and redoing the tasks for arbitrary vocabulary checks in the next class as a traditional class normally took place The teacher met the students twice a week and checked the completion of their homework by doing a mini 5 to 7 minute paper test before every class started The students filled in the Vietnamese or English meaning of the given words In contrast, the experimental class was divided into 7 smaller groups Each group comprised 5 individuals They were encouraged to work with the vocabulary by making fortnightly videos and submitting them on time The videos were watched and graded by the instructor After doing the pre-test, the control group and experimental group spent 8 weeks cooperating with the researcher to cover 4 units (9, 10, 11, and 12) and finishing after-school assignments in different ways Then, they participated in doing the post-test, answering the questionnaire, and doing the delayed post-test two weeks later.

Materials

3.3.1 The course book (Tieng Anh 11 for the seven-year curriculum) for formal face-to-face instruction

The formal face-to-face English class occurred in the school, using the course book named Tieng Anh 11 for the seven-year curriculum, which used to be designated as the only compulsory textbook for eleventh graders by the MOET

According to Hoang (2009), the course book covers 16 units In order to fit the time frame of the school year, teachers and learners spend 105 forty-five-minute periods going through the content of the course book with the reduction of unit 5 and unit

14 79 periods are allocated for teaching the lessons in the units, and 26 periods are allocated for reviews, tests and reserves Each unit is composed of 6 repeated lessons: Reading, Speaking, Listening, Writing and Language Focus

Both groups in the study were provided with the instruction of units 9, unit 10, unit 11 and unit 12 of the course book The time allotted for teaching the four units and two review lessons was twenty-four 45-minute periods, which fitted 8 weeks The proper time duration for the intervention of the effective study was from 8 weeks to 12 weeks (McInerney & Elledge, 2013) Therefore, the time length for the intervention in the present study was sensible

3.3.2 Video-making activities employed in the intervention time

In this study, after-school student-produced videos were applied as vocabulary practices in the experimental group The experimental class was divided into 7 small groups, each of which had 5 members The researcher designed fortnightly video-making activities appropriate to the contexts of the curriculum and the course book The vocabulary was normally taught in class In the third English class of the week, the researcher took time to give instructions for making a video that should include certain focal words The content of the videos was mainly an interview, an advertisement or a talk show A video product took two weeks to complete In the first week, members of the seven groups were required to work together to finish their scripts which were sent to the instructor via mails The groups were given feedback from the instructor if necessary In the second week, they completed filming their video and sent to the teacher for grading

Table 3.2 Instructions for Video-Making Projects

1 - Sketch out the script and send to the instructor before Sunday The content of the video script can be:

+ Members of groups pretend to be staff of the post office and take turns to introduce the post office and the services of the post office

+ Groups act out a TV advertisement to introduce the services of the post office

9 advanced, spacious, courteous, speedy, original, equip, notify, facsimile, bother, commune, transfer, subscriber, capacity, satisfied, dissatisfaction, secure, punctuality, proportion, telecommunication, well-trained, thoughtful

2 - Film the presentation/talk and send the instructor before the week ends

- Effects like English subtitle or the highlight of keywords are encouraged to use

3 - Sketch out the script and send to the instructor before Sunday The content of the video script can be:

+ An interview focuses on the situation of our environment and the reasons why nature is threatened

+ A TV talk show: Members in an environmental club are invited to the show to talk about national parks

10 species, co-exist, destroy, devastate, in all respects, extinct, endangered, offspring, survive, pollutant, interference, protect S.O from, capture, discharge, fertilizer, pesticide, cultivation, prohibit, recreation, scenic, vehicle, approximately, maintenance

4 - Film the presentation/talk and send the instructor before the week ends

- Effects like English subtitle or the highlight of keywords are encouraged to use

5 - Sketch out the script and send to the instructor before Sunday The content of the video script can be:

+ A TV talk show: Members in an environmental club are invited to the show to talk about sources of energy

+ A presentation on sources of energy

11 fossil fuel, exhausted, alternative, geothermal heat, nuclear energy, release, solar panel, infinite, renewable, non-renewable, make use of, consumption, potential, petroleum, release, ecologist

6 - Film the presentation/talk and send the instructor before the week ends

- Effects like English subtitle or the highlight of keywords are encouraged to use

7 - Sketch out the script and send to the instructor before Sunday The content of the video script can be:

+ A presentation on some prominent sports in international sports competitions (how to play, the best player,…)

+ An interview with a group of students about the Sports Day, which took place at school

12 Asian, solidarity, make efforts, advance, official (n), aquatic sports, intercultural knowledge, squash, rugby, fencing, appreciate, enthusiasm, facility, bronze, freestyle, gymnast, gymnasium, land (v), silver, athlete

8 - Film the presentation/talk and send the instructor before the week ends

- Effects like English subtitle or the highlight of keywords are encouraged to use.

Instruments to collect data

In this study, four instruments served in the process of collecting reliable and valid data

In the first place, the vocabulary tests including pre-test, post-test, and delayed post-test were designed and delivered in turn The pre-test was to detect the vocabulary retention of students before the intervention The post-test aimed to measure the students’ vocabulary retention after they had spent eight weeks carrying out video-making activities The delayed post-test helped the researcher assess the vocabulary retention time of the students two weeks after the completion of the intervention

The second instrument to collect data was the questionnaire The questionnaire was distributed to the participants after the intervention had finished The students self-reviewed to examine whether they were more motivated, confident, and better at English vocabulary after the eight-week intervention

The third instrument was the interview Six participants from the experimental group took part in the interview They showed more specific perceptions of the use of video-making projects in vocabulary retention

There were three paper tests designed for students to complete to supply the data for the conclusion of the first research question

The first test called the pre-test had been done before the practice of video- making projects so as to assess the vocabulary retention of the students The results of the pre-test were calculated with the support of an Independent Sample T-test The vocabulary in the pre-test came from the content that the students had been taught and reviewed for the first-semester test The vocabulary was mainly focused on the four latest units of the first semester (Units 4, 6, 7, and 8) Unit 5 was reduced as regulated in the curriculum distribution of the MOET The completion of the pre-test occurred one week after the semester test finished

The post-test was done by the samples shortly after the eight-week intervention ended The content of the test included the vocabulary focused on in the four successive units (9, 10, 11, and 12)

The delayed post-test, which was finished two weeks after the post-test, had the same content as the post-test, but the order of the questions and the alternatives were jumbled to prevent the participants from recalling the answers without recalling the meaning of the words This application helped reinforce the reliability and validity of the post-test and the delayed post-test

The tests followed a multiple-choice format There were about 40 multiple- choice questions in each test, and the allotted time was 45 minutes (see Appendix A) With each item, the four alternatives contained one correct answer and three distractors The total score for each test was 40.00, which meant each correct answer earned 1.00 The content of the items mentioned in the tests was cited from

“Bai tap Tieng Anh 11” by Mai and Nguyen (2011) and a student’s book by Hoang

(2009) Additionally, the two chief types of questions in the tests were filling the gap to complete the sentence and finding the synonymous word with the highlighted word This was due to the requirements in the mid-term and final exam matrices which were delivered by the MOET and were followed by the English group of the high school

Brown (2005) believed that questionnaires are in written form and consist of a series of questions or statements through which samples’ viewpoints are presented by producing their answers or selecting the available suggested answers The questionnaire was distributed to the students in the experimental class so that the data were collected to elicit the answers to the second research question

The participants were required to fill in the first part of the questionnaire with their general information concerning their years of learning English, their gender, their email, their age, and the average time per week they spent on the project

Then, the participants continued to give answers to the items in the second part mainly surrounding their preference level for weekly video-making activities and their self-assessment on the use of the method in vocabulary retention The next part of the questionnaire contained 11 items and was based on a five-point Likert scale, which was adapted from the questionnaire on Thai engineering students’ perceptions of video project assignments designed by Oranpattanachai (2018) The items in the questionnaires by Oranpattanachai (2018) were to find out the learners’ perceptions and the impacts of DVMPs on language learning in general while the focus of this study was vocabulary retention Therefore, the items in the questionnaire for this study were adapted to become appropriate to the objectives of the research The second part was divided into two categories to reveal the participants’ level of interest and motivation for producing vocabulary videos

The first cluster was about students’ interest in the content of the activities oriented for video-making projects with five intensities: (1) not at all interested, (2) not very interested, (3) neutral, (4) somewhat interested, and (5) very interested

The second cluster was comprised of 11 items concentrating on exploiting students’ attitudes and motivation for video project assignments The five levels of agreement were: (1) strongly disagree, (2) disagree, (3) not sure, (4) agree, and (5) strongly agree

Also, the reliability of the questionnaire was checked using Cronbach’s Alpha method in SPSS and described in Table 3.3 below All the 35 students in the experimental group completed the questionnaire

Table 3.3 Reliability Statistics of the Questionnaire

Students’ interest in the content of the activities oriented for video-making

Students’ attitudes and motivation for video project assignments 0.948 11

As presented in the table, the Cronbach’s Alpha values of the two constructs were greater than 0.7, the normal statisticcally-accepted value, so the questionnaire of this study had a high-reliability value and was considered to be a good and appropriate data collection instrument for the study

The interview took place after the completion of the questionnaire The interview helped the researcher understand thoroughly the entire process of students’ vocabulary retention via video projects as well as students’ level of motivation in vocabulary learning Six out of 35 students in the experimental group gave answers to 6 questions during the interview The six interviewees were two participants having the highest scores, two participants having the average scores and two participants having the lowest scores in the delayed post-test The selected students gave comments on whether they liked or disliked carrying out video- making projects, whether the application of this method was useful for their vocabulary learning, what made them motivated or demotivated during the intervention, and what challenges they encountered (please see Appendix C).

Procedures for data collection and analysis

Data collection and analysis underwent four phases: before the intervention, during the intervention, right after the intervention, and two weeks after the intervention

The first phase occurred before the intervention The control group and experimental group were randomly assigned Each group included 35 individuals Next, the participants were required to do the pre-test so as to examine the initial vocabulary retention of the students and to be saved for later comparison The quantitative data were produced with the support of an Independent Sample T-test

During the eight-week experimental progress, the two groups of participants were supplied with the same face-to-face instruction in class, but the instructions for homework were distinct The experimental group was divided into 7 smaller teams, each of which had a population of 5 members After class, these teams were assigned to work with the vocabulary by making fortnightly videos related to the vocabulary taught in a face-to-face class (creating written scripts in the first week and filming in the second week) In the meantime, individuals in the control group were assigned to manage to retain vocabulary by rereading and redoing the tasks in the textbook, which was the same as what they had experienced in the first semester

When the intervention finished, the post-test was distributed shortly thereafter Then, 9 out of 35 members in the experimental group had been chosen to attend the pilot study before the official day for questionnaire distribution came Three of them had the highest scores; another three had average scores, and the last three had the lowest scores The pilot study was to help the researcher detect the confusing items and make appropriate adjustments to the questionnaire After that, six participants from the experimental group were involved in the interview Each interviewee spent from 5 to 7 minutes orally answering the interview questions The interviewees were coded as ST1, ST2, ST3, ST4, ST5 and ST6 T-tests computed in the SPSS program (version 26.0) supplied quantitative data results while qualitative data results were collected through transcripts of the interview, transcribed verbatim, coded, and classified into themes

Two weeks after the post-test, the samples participated in a delayed post-test to measure the retention time of words Independent Sample T-tests continued to be utilized to provide quantitative data for analysis.

RESULTS AND DISCUSSION

Students’ vocabulary retention before and after the intervention

4.1.1 Vocabulary pre-test and post-test results of the control group

Table 4.1 shows the description of the control group’s (CG’s) results of the vocabulary retention tests (pre-test and post-test) at the beginning and the end of the experiment

Table 4.1 Descriptive Statistics of CG's Vocabulary Tests

N Range Minimum Maximum Mean Std

As presented in Table 4.1, there was an insignificant difference between the mean scores of the pre-test (M=5.97) and the post-test (M=6.02) Additionally, the minimum score and maximum score of the pre-test remained unchanged after the experiment (Min=3.5, Max.0)

A paired sample T-test was carried out to find out if there were any differences in the CG’s vocabulary pre-test and post-test scores

The results in Table 4.2 show that there was no significant difference between the CG’s pre-test and post-test in vocabulary retention with Sig (2-tailed) value

Table 4.2 Results of Paired Sample T-test for CG's Vocabulary Pre-test and Post-test

95% Confidence Interval of the Difference Lower Upper

4.1.2 Vocabulary pre-test and post-test results of the experimental group

The description of EG’s vocabulary pre-test and post-test results is presented in Table 4.3

Table 4.3 Descriptive Statistics of EG's Vocabulary Tests

N Range Minimum Maximum Mean Std

Deviation EG_Pre_Test 35 7.00 3.00 10.00 6.0314 1.77810 EG_Post_Test 35 5.00 5.00 10.00 6.9486 1.47277

As demonstrated in the table, although the maximum scores in the vocabulary pre-test and post-test are the same (Max.0), the minimum scores of the vocabulary in the post-test (Min=5.00) are higher than in the pre-test (Min=3.00) and the range of the vocabulary scores in post-test (Range = 5.00) is lower than in the pre-test (Range=7.00) Additionally, the mean score of the pre-test (MEG’s pre-test =6.03) is lower than the mean score of the post-test (MEG’s post- test = 6.95)

Consequently, a paired sample T-test was computed to discover the statistical difference between the vocabulary pre-test and post-test scores

Table 4.4 Results of Paired Sample T-test for EG's Vocabulary Pre-test and Post-test

95% Confidence Interval of the Difference Lower Upper

The results in Table 4.4 show that the Sig (2-tailed) value of the test is lower than 0.05 (Sig (2-tailed) =0.00) It can be assumed that there is a statistically significant difference between the vocabulary retention pre-test and post-test scores of the participants in EG (t=-6.6765, df4)

4.1.3 Pre-test results of the control group and experimental group

In order to explore whether the participants in the EG and CG have the same rate of vocabulary retention, the pre-test results were checked and described as follows

Table 4.5 Descriptive Statistics of Vocabulary Pre-Test Scores of the Two Groups

It can be seen from Table 4.5 that the mean score of the EG is slightly higher than that of the CG (6.03 and 5.97 respectively) This means that before the intervention, the mean score of the group that was going to participate in the video- making activities was slightly higher than that of the group that was going to redo the assigned tasks

Consequently, an independent samples t-test was carried out to examine if there was a statistical difference between the mean of EG and CG’s pre-test scores

Table 4.6 Results of Independent Samples T-test of the Vocabulary Pre-test Scores

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

95% Confidence Interval of the Difference Lower Upper

Pre_Test Equal variances assumed

The results in Table 4.6 show that with the Sig = 0.715, which is much higher than the standard alpha of 0.05 in Levene’s test for equality of variances, the two groups are considered to have equal variances In addition, the Sig (2-tailed) value of the t-test for equality of means was 0.898, which was greater than the standard alpha of 0.05 This means the differences between the mean scores of the two groups were not statistically significant Hence, it could be assumed that the performance of participants in both CG and EG was nearly the same before the intervention

4.1.4 Post-test results of the control group and experimental group

After eight weeks of intervention, the participants of the two groups took the vocabulary post-test, and the description of the scores was presented as follows:

Table 4.7 Descriptive Statistics of Vocabulary Post-Test Scores of the Two Groups

Std Error Mean Post_Test CG 35 6.0257 1.83549 31025

Table 4.7 shows that there is a noticeable difference between the mean scores of the two groups The mean score of the CG is lower than that of the EG (6.026 and 6.95 respectively) This means that after a period of taking part in video- making activities, the participants in the EG had a higher mean score than those who reread the lessons and redo the tasks in the CG

The independent samples t-test was run to find out whether the difference in the mean scores of the two groups was statistically significant or not

According to Table 4.8, the variances are equal with Sig = 0.145>0.05 and the Sig (2-tailed) value of the t-test for equality of means is lower than 0.05 (Sig (2- tailed) = 0.023) This means there is a statistically significant difference between the means of the vocabulary post-test scores of the participants in CG and EG after the intervention

After a period of 8 weeks of intervention, students who participated in the video-making activities got higher mean scores in comparison with those who were asked to review the lessons and redo the tasks and the difference is statistically significant

Table 4.8 Results of Independent Samples T-test of the Vocabulary Post-test Scores

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

95% Confidence Interval of the Difference Lower Upper

Post_Test Equal variances assumed

4.1.5 Students’ performance on the delayed vocabulary post-test

To investigate the reliability and whether the vocabulary retention rate changes, the students took a delayed vocabulary post-test Table 4.9 shows the description of the scores

As can be seen from Table 4.9, the mean of the delayed post-test scores of the CG is 5.72 which is lower than that of the EG with M=6.57 It means that the experimented group students who engaged in the video-making projects performed better than the students in the control group

Table 4.9 Descriptive Statistics of Delayed Vocabulary Post-Test Scores of the

Std Error Mean Delayed_Posttest CG 35 5.7171 2.00169 33835

Also, to discover whether the difference in means of the two groups’ delayed post-test scores were statistically significant or not, an independent sample t-test was computed and displayed in Table 4.10.

Table 4.10 Results of Independent Samples T-test of the Delayed Vocabulary Post-test Scores

Levene's Test for Equality of

Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper

Delayed_Posttest Equal variances assumed

As Table 4.10 shows, with the Sig value of 0.04 in the test for equality of variances, the result of the t-test for equality of means had the Sig (2-tailed) value of 0.044, which was lower than the standard alpha of 0.05 It could be concluded that the difference in the means of the two groups' delayed post-test was statistically significant

As a matter of fact, after 8 weeks of taking part in the video-making projects and a period of time after the intervention, the participants in the EG had better performance than those in the CG in the vocabulary tests Additionally, the difference between the test scores’ means was statistically significant

4.1.6 A comparison of the vocabulary test scores of the two groups

The effectiveness of the vocabulary teaching techniques and the extent of the differences in performance between the two groups’ participants can be visually seen in Figure 4.1

Figure 4.1 Comparison of means of the two groups Figure 4.1 Comparison of Means of the Two Groups

It can be seen from Figure 4.1 that participants in both groups make certain progress in learning English vocabulary Although the pre-test score mean of the

EG was a bit higher than that of the CG, the difference is considered not significant Consequently, before the intervention, the participants of the two groups had the same level of English vocabulary After the intervention, the students in the EG made more progress and performed better than those in the

CG in the post-tests Particularly, the post-test score mean of the EG was higher than that of the CG by 0.92 in the post-test and by 0.86 in the delayed post-test and the disparity was statistically significant In addition, the mean of the CG increased by 0.06 from 5.97 in the pre-test to 6.03 in the post-test while that of the EG increased by 0.92 from 6.03 in the pre-test to 6.95 in the post-test Accordingly, it could be concluded that the students who experienced the video- making projects achieved higher scores in vocabulary tests and made more progress in English vocabulary retention in comparison with those who were taught with conventional teaching techniques

In conclusion, the video-making project technique in teaching vocabulary had a positive impact on students’ vocabulary retention and appeared to be more effective than the conventional technique in terms of students’ performance in vocabulary tests.

Students’ learning motivation after the intervention

4.2.1.1 Students’ interest in the content of the activities oriented for video-making projects

The eight questions in the first construct of the questionnaire were used to find out the students’ interest in the content of the video-making activities The results were collected and described in Table 4.11 and Figure 4.2 content of the video-making activities ranges from 3 (neutral) to 5 (very interested) and all of the mean scores were higher than 3.5, which means the students were quite interested in the activities of the video-making project

Moreover, compared to the activity of writing scripts, the video-making activity drew more attention from the students

In terms of writing video scripts, in the first video-making project (Unit 9), 62.86% of the participants were quite interested in this activity and 37.14% showed a neutral perception (M=3.63, Min=3, Max=4) In the second project (Unit 10), more students found this activity interesting with 20% being very interested, 62.86% somewhat interested, and 17.14% neutral (M=4.03, Min=3, Max=5) In the third project (Unit 11), the mean increased slightly to 4.06 (Min=3, Max=5), and 14.29% of students were very interested, 77.14% partially interested, and 8.57% found neutral about writing the video script In the last project (Unit 12), the mean score increased to 4.11 (Min=3, Max=5), and the percentage of the students who found writing the video script very interesting was 20%, quite interesting 71.43%, and neutral 8.57%

In terms of making videos in groups, in the first project (Unit 9), the mean score was 3.94 (Min=3, Max=5), and there were just 8.57% of the students found the activity very interesting, 77.14% found it quite interested, and 14.29% showed their neutral opinion However, in the next three projects of Units 10, 11, and 12, with a mean score of 4.43 (Min=4, Max=5), the percentage of students who were very interested in making the videos in groups was 42.86%, and 57.14% of the students found it quite interesting It can be concluded that the students in the experimental group gradually found making video in groups interesting

To sum up, the experimented students’ interest in the activities of writing the video scripts and making videos in groups was positive

Make video project in group (Unit 9)

Make video project in group (Unit 10)

Make video project in group (Unit 11)

Make video project in group (Unit 12)

Figure 4.2 Students' Interest in the Content of the Video-Making Activities

4.2.1.2 Students’ attitudes and motivation for video project assignments

The eleven questions in the second construct of the questionnaire were about the experimented students’ attitudes and motivation towards the video-making project assignments The results were statistically and graphically described in Table 4.12 and Figure 4.3 as follows

Table 4.12 Descriptive Statistics of Students' Attitudes and Motivation for Video

Producing a video clip in groups helps me to develop my English in terms of vocabulary

Producing this video clip in a group has helped me improve my level of understanding the vocabulary

I was able to retain vocabulary longer after making a video with my group

Learning vocabulary through role-play was more fun and less stressful

I prefer to produce videos in groups for studying vocabulary rather than traditionally reviewing alone

Making videos in groups was not easy, but it was effective for my English vocabulary retention

Making videos in groups increases my interest in studying vocabulary

Making videos in groups motivates me to self-study and seek knowledge

I intend to form a group to learn English vocabulary together via video-making projects and use our videos to inspire others

English classrooms in the next semester, the teacher should use a group video project as a teaching tool

Figure 4.3 Students’ Attitudes and Motivation for Video Project Assignments

It can be seen from Figure 4.3 that 40% of the students strongly agreed and 51.43% of them agreed that the activity of producing videos in groups helped them to develop their English vocabulary and only a small number of the students (8.57%) were not sure about its effectiveness However, a vast majority of the students strongly agreed that the activity of producing video clips in groups helped them improve their level of understanding of the vocabulary (M=4.83, 82.86% strongly agree, 17.14% agree) and that they were able to retain vocabulary longer after making a video with their groups (M=4.86, 85.71% strongly agree, 14.29% agree)

The results from the questionnaire also show that 25.71% of the experimented students and 65.71% of them liked producing video clips and only 8.57% were not sure about it (M=4.17, SD=0.568) Learning vocabulary through role-play was recognized as more fun and less stressful by 88.57% of the students (M=4.11, SD=0.583, 22.86% strongly agree, 65.71% agree, 11.43% neutral) Also, about 94% of the experimented students claimed that they preferred to produce videos in groups for studying vocabulary rather than traditionally reviewing alone (M=4.40, SD=0.604, 45.71% strongly agree, 48.57% agree, 5.71% neutral) Additionally, 65.71% of the respondents strongly agreed and 34.29% of them agreed that the activity of making videos in groups was not easy, but it was effective for their English vocabulary retention Making videos in groups was considered as a technique that increased the respondents’ interest in studying vocabulary (M=4.11, SD=0.58, 22.86% strongly agree, 65.71% agree, 11.43% neutral) and motivated them to self-study and seek knowledge (M=4.09, SD=0.658, 25.71% strongly agree, 57.14% agree, 17.14% neutral)

Furthermore, a significant portion of the respondents claimed that they intended to form a group to learn English vocabulary together via video-making projects and use their videos to inspire others (M=3.83, SD=0.664, 14.29% strongly agree, 54.29% agree, 31.43% neutral) Besides, the percentage of those who agreed that the teacher should use the group video-making project as a teaching tool in the English classrooms next semester (M=4.03, SD=0.514, 14.29% strongly agree, 74.29% agree, 11.43% neutral)

Substantially, the experimental group had positive attitudes and motivation towards the video-making projects

After the intervention, a semi-structured interview was conducted with six interviewees from the experimental group in order to understand thoroughly the entire process of students’ vocabulary retention via video projects and to support the researcher’s conclusion about students’ level of motivation in vocabulary learning apart from the data collected in the questionnaire The interviewees were coded as ST1, ST2, ST3, ST4, ST5, and ST6 when being mentioned to protect their identities

4.2.2.1 Students’ perceptions on the use of video-making projects

To begin with, the researcher asked the participants to share their perceptions after their experience with the video-making projects

When being asked whether the participants enjoyed the activity of making videos to memorize the vocabulary, four participants (ST1, ST2, ST3, and ST4) said that they enjoyed it, one participant (ST5) did not enjoy the activity and one participant (ST6) did not quite enjoy it

In reference to the participants’ experiences during the process of making videos in groups, while ST6 generally enjoyed working with others, there were three participants (ST2, ST4, and ST5) who shared the same view about what they enjoyed the most when getting engaged in the group video-making projects in that they enjoyed the activity of making the video scripts ST2 clarified:

“I enjoyed it when thinking about the video scripts with my teammates They were very creative and had comic ideas.”

Meanwhile, ST1 and ST3 enjoyed the activity of taking videos They even shared the same reason:

“It was because at that time, everyone was about to finish their assigned tasks and the filming process was fun.”

Following that, the researcher asked the interviewees about the difficulties they had in producing vocabulary videos

Interviewees ST1 and ST4 had the same difficulties with the making video scripts activity However, interviewee ST1 shared that it was because their vocabulary was inadequate that not all the team members wanted to write the scripts Meanwhile, ST4 frankly commented that they tried not to add extra words not included in the unit to the video scripts so that the weaker teammates could learn the scripts easily Besides, ST2 and ST3 shared the same thought about the video scripts in that they had difficulties with learning the scripts by heart As ST2 said:

“It was when I had to learn by heart the video scripts and memorized the vocabulary and the lines."

Another problem stated by interviewees ST5 and ST6 during the time they were filming was that some of the teammates did not cooperate seriously

Overall, apart from some difficulties the participants faced during the process of producing videos, most of them enjoyed and had positive perceptions about the video-making projects

4.2.2.2 Students’ motivation in vocabulary learning under the use of video- making projects

In terms of the effectiveness of the use of video-making projects, the first thing asked was whether the participants were motivated ST1 replied:

“It was working with my teammates and being creative to produce the video that motivated me to try to memorize the words and finish my part.”

“It was the fact that the work was shared by every member of the group that motivated me.”

“After this activity, I really liked learning vocabulary Working with my teammates motivated me to learn.” (ST4)

“Seeing weak students just like me being supported by others motivated me to learn.” (ST3)

In contrast, ST5 and ST6 said that they were demotivated to learn vocabulary Sharing more deeply, ST5 stated the reason was that the group members shifted the responsibility of writing the video scripts to each other Meanwhile, ST6 replied:

“It was because this (group) activity took more time than I learned vocabulary by myself."

With regard to employing video-making projects to improve participants’ vocabulary retention, ST1 replied:

“I feel that I memorize the vocabulary better Every time I forget a word, I think back to the process group activity to recall the word.” (ST1)

Similarly, other interviewees also claimed the effectiveness of the video- making projects on their vocabulary learning

“I feel that I memorize the lesson vocabulary better When I see the word, I remember the time when I worked in the group and remember the word (meaning).”

“I feel that I remember vocabulary more and retain vocabulary longer.”

“I feel I memorize the vocabulary better because I practiced during filming (in a group).” (ST6)

On the contrary, 2 out of 6 interviewees, ST3 and ST5, claimed that their vocabulary retention was not improved As ST5 frankly shared:

“I don't remember the vocabulary more, because after filming we do not review the words.”

“I haven't improved my vocabulary much, but I start to feel a bit interested in studying.”

Additionally, when the interviewees were asked if they wanted the teacher to require students to produce group videos as assignments instead of self-learning by heart the vocabulary for arbitrary checks in class, four of them (ST1, ST2, ST3, ST4) agreed enthusiastically Some of the reasons pointed out were that their teammates had the motivation to learn and could memorize the vocabulary better (ST1); the work was shared by all members effectively (ST2); the weak students were supported (ST3); and every group member enjoyed learning (ST4) Despite that, ST5 and ST6 would not like to and they also shared the same reason that some of the group members had to work more than others

From the data above, it can be seen that most of the participants expressed positive responses about the use of video-making projects and their effectiveness on students’ vocabulary learning This finding is in line with the results of the questionnaire

In conclusion, through the video-making projects, the students could practice and memorize the vocabulary better In addition, they could also be motivated to learn and feel more interested in learning English vocabulary.

Discussion

This section presents the discussion of findings based on the results of data analysis and interpretation in relation to the research questions

Regarding vocabulary retention, it is evident that video-making projects have a positive impact on EFL high school students’ vocabulary retention

Concerning vocabulary test scores, the two groups were nearly similar before the intervention, but the experimental group increased significantly When the EG engaged in the video-making activities in which they wrote the video scripts, learned the scripts by heart, and filmed the video, they had opportunities to memorize the words, use them in a particular context, and understand them better The words could be retained longer and more easily in that way The possible reason for the EG’s improvement is that the words were used in the real context The students were oriented to produce the words in real context Meanwhile, the

CG students simply gave the meaning of the words in Vietnamese or English on the mini paper test without context The teacher’s orientation for the CG students is to receive high scores for remembering the words without context, so the words were temporarily stored for the tests

This study results were similar to other studies using video-making projects by Oranpattanachai (2018) and Oleiwi and Bunari (2022) in that students benefit from video-making projects in terms of English vocabulary However, in the previous studies, the effectiveness of video-making projects in improving students’ vocabulary retention was not as profound and specific as other aspects

In terms of learning motivation, it is clear that video-making projects have a significant impact on how students are motivated when learning English vocabulary

Regarding their interest, this approach drew a lot of attention from the students when it comes to the activities of filming the videos In other words, when participating in the video-making projects, students found it enjoyable and increased their interest in studying vocabulary because they could be creative and make videos together with their teammates This finding is in line with a previous study by Ruchajat (2018) in that despite some challenges, the participants enjoyed video-making projects because it was fun and interesting

What is more, the experimented students also felt motivated to learn vocabulary when getting engaged in group activities and having opportunities to support their teammates Besides, the video-making projects motivate them in various ways from self-studying and seeking knowledge to feeling that learning English vocabulary was fun and less stressful These results are consistent with certain previous studies (Jung, 2021; Sari, Dardjito and Azizah, 2020; Arfiyantama, 2015; Oranpattanachai, 2018; Aksel and Gürman-Kahraman, 2014; and Hafner and Miller, 2011) Furthermore, students supported the future use of video-making projects and preferred this activity to the traditional approach of self-learning by heart the vocabulary for arbitrary checks in class.

CONCLUSION

Conclusions

The goal of the study was to see the effects of video-making projects on English vocabulary learning of EFL high school students The researcher investigated the effects of video-making projects on high school students' vocabulary retention, as well as their motivation level during the implementation The dependent variables were measured via tests, questionnaires, and interviews in order to meet the study objectives As a result, some crucial findings can be concluded

As regards the first research question, “To what extent do video-making projects affect EFL high school students’ vocabulary retention?”, it is evident that the video-making projects helped improve the students’ vocabulary retention At first, there was a little disparity in the mean scores between the two groups However, this disparity was not statistically significant The implication of the video-making projects helped the experimented participants achieve a significant increase in their scores on the vocabulary test Students who participated in producing the videos had better performance in the vocabulary test than those who did not

When it comes to research question 2, “How much are EFL high school students motivated when learning with video-making projects?”, it is clear that the participants responded positively about the video-making projects In particular, despite some difficulties, most of the respondents support the application of video- making projects after-class in that they find the video-making projects interesting and agree that this approach helps motivate them to learn English vocabulary.

Pedagogical implications

After the conduct of the study, it can be concluded that video-making projects can provide students with a lot of benefits in their learning vocabulary and vocabulary retention They not only increase their vocabulary retention but also have a positive attitude and motivation to learn vocabulary Therefore, the study has some implications that may be helpful for practitioners who intend to use video- making projects to enhance students’ vocabulary retention in the future

Firstly, video-making projects assist in retaining vocabulary efficiently Therefore, if teachers have to focus on the aspect of vocabulary, video-making projects are worth trying

Secondly, the process of cooperating among students should be well- monitored so that the students can be motivated and work as a team effectively when they make the videos Thus, video-making projects can arouse students’ motivation in their learning vocabulary

Finally, teachers should make students become more aware of the necessity of learning vocabulary outside class as well as usefulness of the video-making projects This encourages them to become more autonomous and effective learners.

Limitations of the study

Despite the researcher’s efforts, the present study also has certain limitations due to unavoidable constraints

Firstly, the number of participants is only limited to 70 high school students Therefore, the findings cannot draw the overall picture of using video-making projects in trying to enhance students’ vocabulary retention and their learning motivation in high school education in Vietnam

Therewith, due to this shortage, the education level of the participants was also restricted to Grade 11 Thus, it is hard to generalize the findings to other contexts such as for Grade 10 or Grade 12

Next, there is a note of the experiment’s limited time frame The treatment only lasted 8 weeks during the second semester of the school year The findings of the study would have been more significant if it had lasted longer

These are some limitations of the study It is hoped that future studies can avoid these limitations to obtain more significant findings.

Recommendations for further research

Based on the aforementioned restrictions, the following recommendations for further research are made:

To begin, a larger sample size may be used in future studies to improve the accuracy of the research’s conclusions

Second, the study was only implemented for 11 th grade students and not for other grades Therefore, it is suggested that further studies related to the implementation of video-making projects be undertaken for all three grades at high school so that the results will be more objective

Finally, the study was limited in the time of conducting the study Therefore, the interpretation and generalizability of the study were limited Future research may be administered over a longer period of time instead of only eight weeks to check the effectiveness of the trial approach over time

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PRE-TEST Choose the best answer A, B, C or D to complete the sentences

1 Time was up, and the announced the results

2 Most of fresh water is _ at the North and South Poles

3 Some scientists say that there are enough resources to 8 billion people

4 Can you explain the for changing salt water to fresh water?

5 On the first days of Tet, people often visit relatives and friends to _ New Year wishes

6 I am pleased to _ the winner of the final competition It's Group B

7 On the days of Tet, everyone tries to be nice and to each other

8 One-third of the world’s _ consumes two-thirds of the world’s resources

9 The practice of controlling the number of children a person has is called

A family planning B birth control C standard D A and B are correct

10 Claire is a at the homeless shelter

11 The aim of the competition is to _ the spirit of learning English among the students

A stimulate B find out C explain D complete

12 A(n) _ is place where children without parents live

A orphan B orphanage C nursing home D association

13 Students help people who have badly in wars or natural disasters

14 The winner will be a gold cup

15 John me on passing the exams

16 There is a(n) of serious medical care in mountainous areas

17 Jane is a very sociable girl She likes parties and

18 For work to flow _, proper preparations must be made

19 He _ thousands of dollars to charity

A co-operated B organised C donated D found

20 Women were allowed to in the races in 1967

21 is a type of sport such as running and jumping

22 The report highlights the between the two groups

23 The second solution is to provide safe, birth-control methods

24 A(n) , is a person who is killed because of their political beliefs

25 There is now intense between schools to attract students

26 He his poem in front of the whole school

27 She her difficulties to win the game

A took care of B joined C provided D overcame

Choose the best word/phrase that best replaces the underlined word

28 Lindo prefers to help poor children by providing them with education

29 One of the solutions to overpopulation is to carry out population education programmes

30 The race will officially take place in May

A in all B smoothly C formally D quickly

31 They quickly read the questions and tried to find out the answers

32 All students can take part in the annual English-speaking Competition

A happening once a year B happening once a month

C happening once a term D happening every six months

33 Pressure on natural resources will rise as we face a population explosion

34 Tet is also the time for children to receive lucky money put in red envelopes

36 Agrarian people depend on the lunar calendar to prepare for their crops

37 After convincing myself that the result didn't matter, I felt oddly depressed when we lost

39 People are now raising money for flood victims

40 Some high school students take part in helping the handicapped

POST-TEST/DELAYED POST-TEST

(The order of the items and alternatives in the delayed post-test was scrambled so that it looked different from the post-test)

Choose the best answer A, B, C or D to complete the sentences

1 We offer a wide range' of goods at very _ prices

2 If you are _ with our service, please write to the manager

3 The staff is _, so they work professionally

A original B rapid C changed D well-trained

4 Taylor Swift now has more than 50 on Youtube

5 It didn’t him that the waiter was not nice to him

6 If you want to send a document and do not want to lose its original shape, our _ service will help you

A express mail B commune C facsimile D parcel

7 The new office requires _technology to work effectively

8 The health of our children is being _ by exhaust fumes

9 She tried to herself from the wind

10 Dinosaurs became millions of years ago

11 The chemical from cars and factories make the air, water and soil dangerously dirty

12 Many plant and animal are found only in the rain forest

13 The _ that farmers spray on their crops kill harmful insects, but they can also damage people’s health

14 If people stop destroying animal's natural habitat, more species will survive and produce

15 Coal, gas and oil are forms of energy that can not be replaced after used

A alternative B potential C renewable D non-renewable

16 We could make better of our energy resources

17 Many newer cars have a much lower fuel

18 Carbon dioxide is produced in huge amounts when fuels are burned

19 The sun _ large amounts of energy everyday

20 Solar installed on the roofs of houses create enough energy to heat or cool an entire house

21 People originally coming from Viet Nam, Korea, China and Japan are

22 Human beings have made to protect the environment

23 The Vietnamese participants took part in this event with great

24 The flight lasts 5 hours The plane takes off at 7:30 and _ at 12:30

25 At 6 pm, I go to the _ with my little girls, and we have great fun

26 His talents have been in the contest

27 _ is a sport of fighting with long thin swords

28 is a person who competes in sports such as running or jumping

29 A _ is a medal given as third prize in a competition or a race

Choose the best word/phrase that best replaces the underlined word

30 The staff is required to be polite to customers

31 The hotel has a large and pleasant hall

32 This speedy and secure service of transferring money can be useful

33 Many birds didn't survive the severe winter

A have enough food B surprise C devastate D continue to live

34 The bomb devastated much of the old part of the city

35 In some countries environmental organizations have been set up to inform people and gain their support

A maintained B established C notified D co-existed

36 Hunting animals for recreation should be prohibited

37 People in this region cultivate mainly rice and vegetables

38 Solar energy is not only plentiful and infinite but also clean and safe

39 Duel supplies are completely used

40 Swimming, surfing and kayaking are water sports

QUESTIONNAIRE ON EFL HIGH SCHOOL STUDENTS’ PERSPECTIVES

ON THE IMPLEMENTATION OF VIDEO-MAKING PROJECTS IN

The survey questionnaire attempts to identify EFL high school students’ perspectives on the application of video-making activities in vocabulary retention Thus, this questionnaire is delivered to you in the hope of contributing to the accuracy and reliability of the results of the research Please answer the questions as well as you can All responses you provide will be kept confidential Thank you for your cooperation

Years of studying English: ……… years

How much time each week did it take you and your group to complete a video?

Part A: How much are you interested in the following required video-making activities?

2 Make video project in group

4 Make video project in group

6 Make video project in group

8 Make video project in group

Part B: Attitudes towards implementing video-making projects in learning vocabulary

Below is a list of statements Please indicate how you feel about each statement by indicating your degree of agreement or disagreement with each statement

1 Producing a video clip in groups helps me to develop my English in terms of vocabulary

2 Producing this video clip in a group has helped me improve my level of understanding the vocabulary

3 I was able to retain vocabulary longer after making a video with my group

5 Learning vocabulary through role-play was more fun and less stressful

6 I prefer to produce videos in groups for studying vocabulary rather than traditionally reviewing alone

7 Making videos in groups was not easy, but it was effective for my English vocabulary retention

8 Making videos in groups increases my interest in studying vocabulary

9 Making videos in groups motivates me to self-study and seek knowledge

10 I intend to form a group to learn English vocabulary together via video-making projects and use our videos to inspire others

11 English classrooms in the next semester, the teacher should use a group video project as a teaching tool

PHIẾU KHẢO SÁT Ý KIẾN CỦA HỌC SINH VỀ VIỆC THỰC HIỆN CÁC

DỰ ÁN LÀM VIDEO HỖ TRỢ GHI NHỚ TỪ VỰNG TIẾNG ANH

Phiếu khảo sát nhằm xác định quan điểm của học sinh THPT đối với việc thực hiện các dự án làm video giúp học sinh ghi nhớ từ vựng Tiếng Anh Vì vậy, phiếu khảo sát này được gửi đến bạn để kết quả nghiên cứu có độ chính xác và tin cậy hơn Mời bạn trả lời các câu hỏi sau đây Các câu trả lời của bạn đều được bảo mật Cảm ơn sự hợp tác của bạn

Số năm học Tiếng Anh: ……… năm

Em và các bạn trong nhóm mỗi tuần mất thời gian trng bình bao lâu để hoàn thành một video?

Phần A: Em hứng thú với các hoạt động làm video hàng tuần bắt buộc đến mức độ nào?

Hoàn toàn không hứng thú

Phần B: Thái độ đối với việc thực hiện các dự án làm video trong việc học từ vựng Tiếng Anh

Dưới đây là một bảng các câu phát biểu Các em vui lòng cho biết mức độ đồng ý của các em đối với các nhận định bằng cách đánh dấu vào các ô tương ứng

Hoàn Không Không Đồng Hoàn toàn không đồng ý đồng ý ý kiến ý toàn đồng ý

1 Làm video theo nhóm giúp em phát triển từ vựng Tiếng Anh

2 Làm video nhóm giúp em hiểu từ vựng hơn

3 Em có thể nhớ từ lâu hơn sau khi làm dự án video nhóm

4 Em thích làm dự án video nhóm

5 Học từ vựng qua đóng vai vừa vui vừa ít căng thẳng

6 Em thích học từ vựng bằng cách làm dự án video nhóm hơn là tự học từ một mình theo phương pháp truyền thống

7 Làm video nhóm không dễ, nhưng ghi nhớ từ vựng hiệu quả

8 Làm video nhóm tang hứng thú học từ vựng

9 Làm video nhóm tạo động lực cho em tự học và tìm kiếm kiến thức

10 Em dự định sẽ hình thành một nhóm học từ vựng Tiếng Anh, sử dụng phương pháp làm dự án video nhóm và dùng các sản phẩm video của mình để truyền cảm hứng cho các bạn khác

11 Ở học kì sau, giáo viên Tiếng Anh nên áp dụng phương pháp làm dự án video nhóm

The interviewees will give answers to the following questions:

1 Did you enjoy making videos in groups to memorise the vocabulary?

2 Were you motivated to learn English vocabulary while producing weekly videos?

If yes, what made you motivated? If not, what made you demotivated?

3 Do you think your vocabulary retention is improved? If yes, how is your vocabulary improved? If no, give detailed reasons

4 What did you enjoy the most when implementing video projects in groups?

5 What difficulty did you and your group have in producing vocabulary videos?

6 Would you like teachers to require students to produce group videos as assignments instead of self-learning by heart the vocabulary for arbitrary checks in class? Why, or why not?

Học sinh sẽ trả lời những câu hỏi sau trong cuộc phỏng vấn:

1 Em có thích hoạt động quay video nhóm để nhớ từ vựng không?

2 Em có thích thú hơn với việc học từ vựng qua các hoạt động quay video?Nếu có, điều gì tạo động lực cho em? Nếu không, điều gì khiến em mất động lực?

3 Em có thấy mình cải thiện việc nhớ từ vựng hơn không? Nếu có, cải thiện như thế nào? Nếu không, nêu nguyên nhân cụ thể

4 Em thích điều gì nhất khi thực hiện quay video cùng các bạn trong nhóm?

5 Em và nhóm bạn có khó khăn gì khi tạo dựng video học từ vựng?

6 Em có muốn giáo viên giao dự án tạo video như bài tập thay vì tự học thuộc từ vựng để được kiểm tra ngẫu nhiên trên lớp? Tại sao?

APPENDIX D: TRANSCRIPTION OF THE INTERVIEW

T: Em có thích hoạt động quay video nhóm để nhớ từ vựng không?

T: Em có thích thú hơn với việc học từ vựng qua các hoạt động quay video? Nếu có, điều gì tạo động lực cho em? Nếu không, điều gì khiến em mất động lực?

ST1: Làm việc chung với các bạn và được sáng tạo qua các video tạo nhiều động lực cho em cố gắng nhớ từ để hoàn thành phần việc của mình

T: Em có thấy mình cải thiện việc nhớ từ vựng hơn không? Nếu có, cải thiện như thế nào? Nếu không, nêu nguyên nhân cụ thể

ST1: Em cảm thấy nhớ từ vựng hơn Mỗi khi quên 1 từ nào đó, em nhớ lại quá trình làm nhóm để gợi nhớ từ

T: Em thích điều gì nhất khi thực hiện quay video cùng các bạn trong nhóm?

ST1: Em thích lúc quay vì ai cũng gần hoàn thành phần việc được giao, quá trình quay rất vui

T: Em và nhóm bạn có khó khăn gì khi tạo dựng video học từ vựng?

ST1: Đó là viết kịch bản, ít bạn muốn viết vì tụi em thiếu từ vựng.

T: Em có muốn giáo viên giao dự án tạo video như bài tập thay vì tự học thuộc từ vựng để được kiểm tra ngẫu nhiên trên lớp? Tại sao?

ST1: Dạ có vì như vậy các bạn có động lực học và nhớ từ vựng hơn.

T: Em có thích hoạt động quay video nhóm để nhớ từ vựng không?

T: Em có thích thú hơn với việc học từ vựng qua các hoạt động quay video? Nếu có, điều gì tạo động lực cho em? Nếu không, điều gì khiến em mất động lực?

ST2: Mọi người được chia nhỏ việc đã tạo động lực cho em.

T: Em có thấy mình cải thiện việc nhớ từ vựng hơn không? Nếu có, cải thiện như thế nào? Nếu không, nêu nguyên nhân cụ thể

ST2: Em cảm thấy nhớ từ trong bài học hơn Khi thấy từ đó, em nhớ lại lúc làm nhóm và nhớ từ

T: Em thích điều gì nhất khi thực hiện quay video cùng các bạn trong nhóm?

ST2: Em thích lúc nghĩ ra ý tưởng quay, các bạn rất sáng tạo, đưa ra ý tưởng hài hước.

T: Em và nhóm bạn có khó khăn gì khi tạo dựng video học từ vựng?

ST2: Dạ là lúc học kịch bản, phải nhớ từ vựng và câu thoại

T: Em có muốn giáo viên giao dự án tạo video như bài tập thay vì tự học thuộc từ vựng để được kiểm tra ngẫu nhiên trên lớp? Tại sao?

ST2: Dạ có vì công việc được chia nhỏ nhưng hiệu quả

T: Em có thích hoạt động quay video nhóm để nhớ từ vựng không?