BACKGROUND OF THE RESEARCH
Current Situation of English-Speaking Teaching and Learning in Vietnam
Despite their proficiency in writing and reading skills, Vietnamese learners often lag in their command of spoken English and other foreign languages Even students with outstanding academic performance frequently encounter difficulties when engaging in face-to-face conversations with English speakers, indicating a disconnect between the language knowledge they acquire and their ability to apply it effectively in real-life situations This discrepancy can be attributed, in part, to negative transfer in pronunciation, where students’ native language influences their English pronunciation patterns Additionally, the pace at which textbooks are updated may not align with the rapidly evolving language trends, resulting in a gap between the content taught and the language used in actual social contexts Consequently, many educators have begun exploring the integration of short videos as a potential tool for enhancing students’ speaking skills
At the colleges where this study is conducted, the ability to speak English fluently remains a significant challenge that should not be overlooked in students’ language learning journeys Four prominent problems have been identified in the process of classroom teaching:
(1) Influenced by their mother tongue, the linguistic environment, and, to some extent, their teachers, many students exhibit local accents in their English pronunciation
Page | 12 (2) Students struggle to combine vocabulary effectively to communicate their ideas or thoughts In most cases, they can only provide simple “yes” or “no” responses and often find themselves stuck when asked to provide reasons or describe details
(3) Pupils lack the awareness to practice speaking with their peers and the confidence to speak English in public settings
(4) Due to the substantial workload of vocabulary and reading assignments, teachers have limited instructional time dedicated to specialized speaking instruction Moreover, locating appropriate resources for teaching speaking skills can be particularly challenging for senior teachers who may face difficulties with computer and internet usage
By acknowledging these challenges, educators can take proactive steps to address the deficiencies in students’ spoken English proficiency and explore innovative approaches, such as the integration of short videos, to enhance their speaking abilities and better prepare them for real-world communication in English.
The Change of the Requirements for English-Speaking Skills
Grammar, reading comprehension, and listening comprehension have traditionally been the primary areas of focus in English language instruction in Vietnam However, writing and speaking abilities have not been fully utilized or developed, leading to a significant gap in Vietnamese students’ overall English proficiency According to the 2020 EF report, which assesses English proficiency levels across 100 countries, Vietnam ranks 65th, placing it in the low proficiency category, lagging behind neighboring countries like Thailand (89th) and Cambodia (84th)
In recognition of this challenge, numerous efforts have been undertaken over the past decade to enhance Vietnamese students’ English language skills One notable initiative was the Vietnam National Foreign Language Project (VNFLP), established in 2008 and funded by the Ministry of Education and Training (MoET) with a substantial budget of over $400 million The primary objective of this project was to improve the English proficiency of Vietnamese students across various educational
Page | 13 levels However, critics have argued that the project has fallen short of achieving many of its 2020 goals, citing several reasons for this shortcoming, even after more than ten years of implementation
Consequently, in the current educational landscape, teaching in English has emerged as a “new inflexible need” and speaking proficiency has become a critical skill to enhance academic achievement Speaking can no longer be considered the least crucial aspect of a college education Therefore, one of the most pressing challenges in education today is finding effective ways to help college students communicate more fluently in English It is important to note that mastering a language is a gradual process that requires consistent practice and accumulation of experiences and knowledge This can only be achieved by incorporating English- speaking instruction into regular classroom activities and strengthening the connections between speaking, listening, reading, and writing skills
To address this challenge, educational institutions and policymakers must prioritize the development of comprehensive strategies that integrate speaking and communicative activities into the English language curriculum This could involve initiatives such as:
• Revising curriculum and assessment methods to place greater emphasis on speaking and communication skills
• Providing professional development opportunities for teachers to enhance their ability to teach speaking and communication effectively
• Incorporating authentic materials and real-life scenarios into English language classrooms to create immersive learning environments
• Encouraging extracurricular activities and language clubs that provide students with opportunities to practice speaking in a supportive and engaging setting
• Leveraging technology and multimedia resources, such as short videos, to create interactive and engaging speaking activities
By implementing a holistic approach that combines curricular reforms, teacher training, authentic learning experiences, and technological integration, educational
Page | 14 institutions in Vietnam can better equip students with the speaking and communication skills necessary to achieve proficiency in English and succeed in an increasingly globalized world.
The Prevalence of Short Videos Related to English Education
TikTok, a short video application designed for social interaction, was launched in October 2020 and has since surpassed 2 billion mobile downloads worldwide This platform allows users to create videos ranging from three to ten seconds in duration Once these videos are edited with filters, watermarks, and various special effects, they can be shared with a single click
The success of TikTok has paved the way for the introduction of other apps focused on creating short videos, such as YouTube, Cap Cut, and Pure Video However, TikTok has emerged as the most popular choice due to its powerful and evident social features Short videos represent a new form of social media that combines text, images, and other technical elements to cater to the diverse needs and desires for social expression and communication among a wide range of users
While the quality of these short films may vary, numerous educational bloggers support education and provide students with a wealth of readily available, high-quality learning resources Some of these bloggers, like Khanh Vy, who has amassed 1.7 million followers, have even attained the status of "educational network celebrities." Additionally, there are local English bloggers who are fairly fluent in the language, as well as foreign media individuals who run their channels Leveraging their proficiency as native English speakers or their exceptional command of the language, they record short English teaching videos and adopt a fragmented knowledge input mode to address the doubts and queries of English learners
Through watching these videos, English learners can imitate the standard pronunciation modeled by the creators and learn authentic spoken English Moreover, most of these short videos incorporate humor, which can stimulate students’ interest in learning The input of real social situations and dynamic audio and visuals also make it easier for learners to concentrate and leave a lasting impression These brief
Page | 15 English instruction videos utilize fragmented knowledge input methods and capitalize on the creators’ proficiency as native English speakers to allay the fears and concerns of English learners By watching these videos, English language learners can mimic the standard pronunciation and acquire real spoken English Furthermore, many of these short videos incorporate humor, which can pique students’ interest in learning The input of real-world social scenarios, lively audio, and captivating visuals also enhance learners’ ability to focus and become emotionally engaged
On the other hand, the entertainment and interest factors of short video platforms hold a strong appeal for teenagers According to a recent study published in the journal Psychiatry Research and reported by PsyPost on February 16, 2024, titled
“New Study Unpacks the Impact of TikTok and Short Video Apps on Adolescent Well- Being”, fascinating insights are provided into the ways that TikTok and other short- video apps impact teenagers’ lives The study categorizes the usage of these platforms into three groups: non-users, moderate users, and addicts It finds that addicts typically experience much worse mental health issues, poorer academic achievement, and weaker family connections compared to non-addicts
Nevertheless, if short films are implemented in English classes at school, they can function as a teaching tool that not only satisfies students’ preferences for enjoyment but also protects them from exposure to harmful content and low-quality resources on short video sites Additionally, it can foster a learning environment that is more analogous to a collegiate setting where native English speakers are utilized, which will enhance students’ English-speaking development
By incorporating short videos into the English language curriculum, educators can capitalize on the popularity and appeal of this medium while providing a structured and controlled learning environment This approach can engage students through entertaining and relatable content while simultaneously exposing them to authentic English spoken by native speakers or highly proficient individuals
Moreover, the integration of short videos can address various learning objectives, such as:
• Improving pronunciation and listening comprehension skills by exposing students to standard English pronunciation and intonation patterns
• Introducing real-life social situations and contextual language use, allowing students to observe and understand how English is utilized in practical settings
• Fostering cross-cultural awareness and understanding by showcasing diverse perspectives and contexts
• Promoting active learning and engagement through interactive and multimedia- based activities
• Providing opportunities for skill integration by combining speaking, listening, reading, and writing activities around the short video content
To ensure the effective implementation of short videos in English language teaching, it is crucial to develop a comprehensive framework that includes guidelines for selecting appropriate and high-quality content, designing engaging learning activities, and assessing students’ progress Additionally, professional development opportunities for teachers should be provided to equip them with the necessary skills and strategies to effectively integrate short videos into their instructional practices
By leveraging the power of short videos as a teaching tool, educational institutions can create an engaging and immersive learning environment that not only meets students’ preferences for entertainment but also fosters their English language proficiency and prepares them for real-world communication and academic success.
RESEARCH PURPOSE
This study aims to evaluate the effectiveness of utilizing short films as a teaching aid for improving the speaking skills of first-year students majoring in a specific field The research focuses on the following objectives:
(1) To explore the perceptions and opinions of first-year major students regarding the use of short films as a tool for enhancing their speaking skills
(2) To assess the impact of incorporating short videos into the curriculum on the speaking proficiency of first-year major students
Page | 17 (3) To determine whether the integration of short films as an instructional aid can facilitate the improvement of speaking abilities among first-year major students
(4) To identify the potential advantages and challenges associated with employing short videos as a resource for developing the speaking skills of first-year major students
(5) To provide valuable insights and recommendations regarding the use of short films as a teaching aid for developing speaking skills among first-year language learners, thereby informing curriculum development and future language education practices
Through this comprehensive investigation, the study aims to contribute to the understanding of the role that short films can play in enhancing the speaking competence of first-year students pursuing a specific academic major By exploring student perceptions, evaluating the impact on speaking proficiency, identifying benefits and challenges, and offering practical recommendations, this research seeks to provide a valuable resource for educators and curriculum developers in their efforts to incorporate innovative and engaging methods into language instruction.
RESEARCH QUESTIONS
This study involves a four-month experimental period conducted at a college setting The primary objective is to seek answers to the following research questions:
(1) What is the influence of using short videos in English-speaking teaching on students’ learning performance?
(2) How to apply short videos in English-speaking teaching to help improve students’ English-speaking proficiency?
THE RESEARCH SIGNIFICANCE
The investigation into the application of short videos in teaching speaking skills among major freshmen students holds significant importance for several reasons:
(1) Improving language learning outcomes: By evaluating the effectiveness of short videos as a teaching tool for speaking skills, this study has the potential to contribute to the development of more successful language learning programs The
Page | 18 findings may lead to the creation of more engaging and effective teaching resources that enhance students’ achievement of language learning objectives, ultimately improving their overall language proficiency
(2) Addressing the needs of major freshmen: Major freshmen students represent a unique group that is still adjusting to the demands of their academic coursework and the college environment This research can shed light on the instructional strategies and approaches that best cater to the specific needs and learning requirements of this student population, ensuring that their unique challenges and circumstances are addressed
(3) Exploring the integration of technology in language teaching: With the increasing prevalence of technology in educational settings, this study can provide valuable insights into the potential of short videos as a teaching aid for language instruction The findings may pave the way for the development of more innovative, dynamic, and technologically integrated teaching resources, aligning language education with the digital era and engaging students through mediums they are familiar with
(4) Fostering student engagement and motivation: short videos, with their visually appealing and concise nature, have the potential to capture students’ attention and increase their motivation for learning By investigating the use of this medium, the study may uncover strategies to enhance student engagement, which is crucial for effective language acquisition and retention
(5) Promoting authentic language exposure: short videos can provide students with exposure to authentic language use in real-life situations, bridging the gap between classroom instruction and practical communication This study may identify ways to leverage short videos as a means of immersing students in realistic language contexts, better preparing them for real-world interactions
The study on the use of short films to teach speaking skills to major freshmen students holds the potential to yield a wealth of information regarding student needs, effective teaching strategies, and the potential applications of technology in language
Page | 19 instruction The findings can contribute to improving learning outcomes, informing curriculum development, and shaping future language education practices to better align with the demands of the digital age and the unique needs of diverse student populations.
SCOPE OF THE THESIS
This thesis explores the innovative use of short videos as an instructional tool to provide advanced speaking opportunities for first-year students across various majors at Sonadezi College The research delves into the effectiveness of short videos in language learning programs, examining their impact on student engagement and potential educational benefits
Through the implementation of diverse teaching methodologies involving short videos and the analysis of student feedback, the study aims to provide empirical evidence on how this medium can foster learner motivation, enhance speaking proficiency, and create a more dynamic and interactive language learning experience
By investigating the responses and outcomes of the applied teaching approaches, the research seeks to shed light on how short videos can support learners’ motivation to improve their speaking skills, aid in their development as proficient speakers, and introduce a more engaging and interactive dimension to language acquisition
The findings of this thesis hold the potential to inform educational practices, offering insights into the effective integration of short videos as a valuable tool for enriching speaking instruction and creating a more immersive and stimulating learning environment for students across various academic disciplines.
STRUCTURE OF THE THESIS
This thesis is structured into five chapters, each serving a distinct purpose in the research process and presentation of findings
The First Chapter provides an introduction to the study, outlining the background information, the purpose, and the significance of the research Additionally, it presents an overview of the overall structure of the thesis
Page | 20 Chapter Two comprises a comprehensive literature review It begins by defining English-speaking teaching and summarizing its characteristics and advantages Subsequently, the chapter introduces the theoretical framework underpinning the study Finally, it offers a synthesis of relevant studies investigating the use of short videos for English-speaking instruction, both domestically and internationally
Chapter Three is dedicated to the research methodology employed in the study
It is divided into five sections: research questions, description of the subjects, research methods, data collection instruments, the research procedures, and the teaching design implemented
Chapter Four presents the results and discussion of the research findings This chapter primarily focuses on analyzing the current state of short video applications in English-speaking teaching for major freshmen By investigating the teachers and major freshmen at Sonadezi College, who are deemed suitable participants for this research, the study draws general conclusions from the analysis of typical cases
Finally, Chapter Five concludes the thesis by summarizing the major findings and highlighting their implications Additionally, this chapter acknowledges the limitations of the study and provides recommendations for future research in this area
THEORETICAL FRAMEWORK
Constructive Learning Theory
Piaget’s theory of cognitive development (1981) emphasizes the crucial role of children’s active engagement in constructing their cognitive structures as they adapt to their environment He further highlights the indispensable nature of providing suitable circumstances that facilitate learners’ acquisition of knowledge Learning aids and information resources enable students to build knowledge systems and gain relevant knowledge effectively
In the context of English-speaking instruction, the incorporation of short videos as an additional resource can offer students a condensed yet powerful avenue to quickly grasp essential information This approach aligns with the student-centered design of teaching, where teachers construct learning situations based on educational objectives, curriculum standards, and teaching content, ensuring that the actual needs of students are not overlooked By integrating short videos into English-speaking instruction, educators not only provide students with a clear and engaging learning environment but also fulfill their educational requirements and enhance their independence in speaking
The application of short videos in college English-speaking instruction is significantly guided by the principles of constructivist learning theory Short videos designed to support English-speaking instruction are problem-based and student- centered, aimed at developing students’ capacity for inquiry-based learning Within this approach, students are placed in a specific learning environment, where they work individually or collaboratively to develop autonomous learning skills under the guidance, supervision, and organization of their teachers
Teachers play a crucial role in creating specific knowledge points based on the subject matter and facilitating students’ learning through the use of short videos By watching these videos, students can review and deepen their understanding of the
Page | 22 material after class Through guided activities presented in the short videos, students can actively construct a knowledge system that will enhance their ability to communicate effectively in English
The integration of short videos in English-speaking instruction aligns with the principles of constructivist learning theory, which emphasizes the active role of learners in constructing their knowledge and understanding By providing students with engaging and relevant learning resources, such as short videos, educators can create a student-centered learning environment that fosters inquiry-based learning, promotes autonomous learning skills, and facilitates the construction of a comprehensive knowledge system
Furthermore, the use of short videos addresses the diverse learning needs and preferences of students in the digital age With their concise and visually appealing format, short videos have the potential to capture students’ attention and enhance their motivation for learning By presenting information in an engaging and accessible manner, short videos can facilitate the acquisition and retention of knowledge, ultimately contributing to the development of effective English-speaking skills.
Microlearning Theory
The concept of microlearning gained prominence in the academic sphere around 2004 or 2005 when researchers like Lindner, Hug, and others formally defined the term According to Lindner (2014), the foundation of microlearning is built upon microcontent and micro resources Hug (2005) further elaborates that microlearning focuses on learning activities that occur within a short duration and involve relatively small learning units
Gabrielli (2005) highlights the benefits of microlearning, stating that it capitalizes on the creation of brief educational materials and the advancement of communication technology, allowing learners to easily access educational resources at specific times, such as during commutes or breaks Bruck (2006) posits that microlearning takes place within the context of new media and digital networks, with the content for microlearning being organized distinctly
Page | 23 Jomah et al (2016) assert that microlearning is one of the modern approaches and is regarded as a potential means to enhance students’ learning abilities compared to traditional learning methods
Gona Sirwan Mohammed, Karzan Wakil, and Sarkhell Sirwan Nawroly (2018) state, “Microlearning is a new teaching method with no definite rationale yet, strictly related to e-learning” Microlearning presents knowledge in small-scale and understandable portions In the current era, the internet has a beneficial influence on almost everyone Interestingly, smart mobile devices enable us to access the latest information instantaneously Additionally, due to the feasible elements of microlearning, students can progress at their own learning pace and desire Therefore, microlearning methods can equip students with the necessary knowledge and essential skills for their individual lives (Gutierrez, 2015)
The qualities mentioned above align with the attributes of short videos Short films can be considered a form of microlearning content, particularly when they are educational and contain highly integrated knowledge points condensed into a matter of minutes or even seconds, allowing learners to make the most of their limited study time Beyond providing the theoretical underpinning for the creation and application of short videos, microlearning serves as a significant factor in guiding the strategies employed in English-speaking instruction that utilizes these videos
The integration of short videos in English-speaking instruction aligns with the principles of microlearning, which emphasizes the delivery of concise and focused learning experiences By presenting information in bite-sized chunks through short videos, educators can cater to the modern learner’s preference for easily digestible and accessible content This approach not only accommodates learners’ limited attention spans but also enables them to engage with the material at their own pace, revisiting the content as needed
Moreover, the use of short videos in English-speaking instruction can facilitate the implementation of spaced learning, a technique that involves breaking down information into smaller units and presenting it at intervals This approach has been
Page | 24 shown to enhance long-term retention and retrieval of knowledge, as it allows learners to reinforce and solidify their understanding over time
Furthermore, short videos can be easily accessed and consumed on various devices, such as smartphones, tablets, or computers, aligning with the principles of microlearning and leveraging the ubiquity of technology in modern society This flexibility enables learners to engage with the content at their convenience, whether during commutes, breaks, or any other available time slots, promoting continuous learning and reinforcement
By embracing the principles of microlearning and incorporating short videos as a teaching tool in English-speaking instruction, educators can create an engaging and effective learning environment that caters to the needs and preferences of modern learners, while also promoting the development of essential communication skills in a convenient and accessible manner.
Communicative Language Teaching Approach
During the 1970s, British applied linguists proposed the communicative language teaching (CLT) approach, also known as the communicative approach This approach underscores the idea that teaching students a second language should equip them with the ability to become competent communicators The primary goal of teaching, therefore, is to impart language function The “do things with language” approach to teaching emphasizes the importance of using appropriate language to communicate effectively with different people in various situations
Hymes (1972) proposed that communicative competence encompasses four categories: (1) Language skill – including linguistic factors such as vocabulary, syntax, and word formation rules; (2) Social language skill – an individual’s competence in handling the four language skills (reading, writing, listening, and speaking) in everyday situations; (3) Textual competence – the ability to handle both context and grammatical forms into meaningful structures in both spoken and written forms, as well as achieving text unity through language convergence and semantic
Page | 25 coherence; (4) Strategic competence – the skill to enhance communication proficiency or to mitigate potential errors, both in verbal and nonverbal areas
Berns M (1990) stated that there are eight primary principles of the communicative approach, namely:
(1) The teaching of language was emphasized as a means of communication (2) Diversification was acknowledged and accepted as a part of language development
(3) Students’ proficiency was recognized as relative
(4) Language variation was acknowledged as a frequently occurring model (5) Culture was recognized as a potential instrument for forming communicative competence
(6) There was no single defined method
(7) The use of language was regarded as an essential service, possessing textual and international functions
(8) Students engage in versatile language usage for various purposes
To successfully apply the communicative approach in the classroom, teachers are required to deeply understand and adhere to these principles
According to CLT, communication in language needs to be appropriate for the context and the speakers’ roles As a result, communicative activities are crucial, and they ought to be presented in a setting or context that has a clear communication objective The use of short films can expose students to authentic social situations The role-play scenarios depicted in these films help students memorize the target language in specific situations, making it easier to achieve the goal of effective communication
The communicative approach to language teaching aligns with the principles of constructivist learning theory, as it emphasizes the active involvement of learners in constructing their knowledge and skills through meaningful and contextualized activities By engaging in authentic communicative tasks and simulated real-life
Page | 26 scenarios, students can develop their communicative competence more naturally and engagingly
Furthermore, the use of short films in language teaching aligns with the principles of the communicative approach by presenting language in a context-rich and situationally relevant manner Through the visual and auditory stimuli provided by short films, learners can observe and comprehend the nuances of language use, including pragmatic aspects, cultural references, and nonverbal cues, all of which contribute to effective communication
Short films can serve as valuable resources for creating communicative activities that foster the development of various language skills For instance, pre- viewing activities can enhance listening comprehension, while post-viewing discussions and role-plays can promote speaking and interaction skills Additionally, short films can be used as prompts for writing tasks, such as summarizing the plot, analyzing characters, or expressing personal opinions, thereby integrating multiple language skills within a single activity
Moreover, the use of short films can cater to diverse learning styles and preferences, as they provide a multi-sensory learning experience Visual learners can benefit from the visual cues and body language presented in the films, while auditory learners can focus on the spoken dialogue and intonation patterns This multi-modal approach can enhance engagement and comprehension, leading to more effective language acquisition
It is important to note that the selection of appropriate short films is crucial for achieving the desired learning outcomes Films should be carefully chosen based on their relevance to the target language, cultural context, and learners’ proficiency levels Additionally, the accompanying activities and tasks should be designed to facilitate meaningful communication and language practice, aligning with the principles of the communicative approach
By seamlessly integrating short films into the language classroom, educators can create an immersive and engaging learning environment that fosters the
Page | 27 development of communicative competence Through exposure to authentic language use, contextualized scenarios, and meaningful communicative activities, learners can acquire language skills more naturally and effectively, preparing them for real-world communication in diverse contexts.
DEFINING CONCEPTS
Defining Short Video
In the broad sense, any video that is short in length can be referred to as a “short video” However, in the era of the internet, this concept has evolved and transformed over time, giving rise to similar terms such as “short films”, “microfilms” and “micro videos” In the educational context, the term "micro lecture" is used to describe a brief video presentation of a specific topic with carefully curated content The primary distinction between “micro-video” and short videos lies in their duration and the platforms on which they are distributed Micro videos are primarily played on PCs and tend to have a longer duration than short videos Micro lectures are typically built around these micro-videos
Strictly speaking, the concept of "short video" emerged with the advent of new mobile media platforms As of yet, neither the academic community nor the business community has reached a consensus on a standard definition of a short video However, based on industry development reports and literature, a few widely accepted definitions have emerged
In 2020, a study titled “A Brief Study on Short Video Platform and Education” by Tongzi Zhang pointed out that a short video refers to a short, concise video form that is low-priced and easy to approach the ongoing fast-paced life and need for social communication Moreover, this study also defined a short video as any video that has a maximum duration of ten minutes Short videos tend to convey new information and knowledge while sharing various skills and crafts
In 2022, the journal Education Sciences published an article titled “A Decade of Short Videos for Foreign Language Teaching and Learning: A Review” by Yidi Zhang, Margarida Lucas, and Luís Pedro This article distinguished short videos from
Page | 28 traditional videos used in EFL teaching and learning The term “short video” derives from its unique characteristic of being concise in duration The difference between short videos and traditional videos lies not only in their duration but also in the reconstruction of multimodal factors
In 2013, Arum Mustikawati, from the English Education Department of the Faculty of Languages and Arts at Yogyakarta State University, claimed in her study
“The Effectiveness of Using Video in Teaching Speaking for the Eighth Grade Students of SMP N 1 Manisrenggo” that video clips are a better way to teach English speaking The study also defined short videos as videos that have been divided into brief segments within one to five minutes
In the book “Language and Learning in the Digital Age” (Gee and Hayes 2011), videos are characterized as texts that are integrated with images and sounds Moreover, Woolfitt (2015, p.4) defines video as “digitally recorded content that has sound and motion that can be stored or delivered live and can be streamed to a variety of devices It may or may not have the lecturer visible and can include an animated film, or a demonstration.”
In “The Practice of English Language Teaching" (3rd edition) by Harmer (2001), three main kinds of videos are identified for use in the classroom: (1) “Off- air” programs, which were taped off a television broadcast; (2) Real-world videos, which take advantage of the use of videos to enable learners to comprehend real-life communication, requiring teachers to choose relevant clips to the knowledge that students have learned; (3) Language learning videos, which were designed for students at a particular level
Based on the literature and experts’ explanations of short videos in the new media industry, the definition adopted in this study is as follows:
A short video is a type of video that lasts from a minimum of 10 seconds to a maximum of 10 minutes, can be rapidly shot, beautified, and edited, has an obvious theme, and is suitable for all mobile terminals (chiefly mobile phones) where people can watch, display, and share with others
Page | 29 This definition encapsulates the key characteristics of short videos, emphasizing their concise duration, ease of production and editing, thematic focus, and compatibility with mobile devices for seamless viewing, sharing, and dissemination By adopting this definition, the study aims to investigate the effective utilization of short videos as a teaching tool in the context of English-speaking instruction, leveraging their unique attributes to enhance language learning experiences.
Characteristics and Advantages of Short Video on English-Speaking Teaching 29
Garber and Holmes (1981) pointed out that short videos could be helpful for FL students to enhance both written and spoken English They showed the same instructional content with the same narrative but one was performed by the teacher reading aloud and the other was by a short video As a result, showing a short video was considered more effective in improving teaching and learning
Harmer (2007: 308) states that a video can put language to use For instance, it is obvious to listen to the intonation combined with facial expression and body language Another wonderful advantage of a short video is that it provides students with authentic language input Harmer (2007: 282) states that learning a language through a video can increase motivation
Owing to the short length of the videos, users will not form psychological fatigue easily Compared with a micro lecture, a short video is more vivid and close to real life Micro lectures are usually made of a video recording of a teacher’s teaching process, or even merely converted from a PPT (PowerPoint) What is presented to students is still boring text, asides, and explanations, in the way knowledge cannot be presented strongly and the teaching effect is not satisfactory Students have a natural avid passion for platforms such as TikTok They not only love all kinds of rich videos in TikTok but also prefer this free and interesting platform
Thus, introducing TikTok in classroom teaching is conducive to activating the classroom atmosphere and optimizing the teaching effect
PREVIOUS STUDIES
Studies Abroad
According to Yidi Zhang, Margarida Lucas, and Luís Pedro (2022), the literature review concentrates on the use of brief videos for foreign language (FL) instruction and learning from 2013 to 2022 This is an area of study that is becoming more and more popular Three categories were created based on the length of the research-related short videos: (1) short videos as a medium, (2) short videos as an intervention, and (3) short videos as the main subject of study We were able to identify current trends in FL teaching and learning by using this categorization to determine that short videos have emerged as an independent research term The inherent qualities of short videos in today’s multimedia and educational contexts are explored, specifically the rationale behind the use of short videos as an open educational resource (OER) and as a learning tool produced by young students Finally, to emphasize their creative contributions to FL teaching and learning, they compare and contrast short videos with more conventional audiovisual materials
Triana Novelia in her research paper “Improving Speaking Skill by Using Short Conversation Videos”, showed that one of the ways to improve students’ speaking skills is by using media of short conversation videos The purpose of using this media is to generate opportunities for the students to understand more about the learning process In this case, the students will be engaged in pairs and group discussion and whole class discussion activities by showing them a short conversation video which related to the material subject with text of conversation and clear illustration and sound
Johnson, D W., Johnson, R T., & Smith, K A (1991) concluded that short video helps students with self-study and preview of the learning resources before class, students with an independent learning task list to determine learning objectives and research method suggested, watch teachers upload short videos of the language points and complete the specific exercises for a class of formal reading words and
Page | 31 grammar foundation, also facilitate the teaching of reading teachers focus on discourse analysis, reading strategies to guide and train thinking ability.
Studies in Vietnam
Van Ngoc Khanh Truong and Thao Quang Le (2022) in their research they showed that EFL tertiary students can practice speaking on YouTube to improve their performance There are thousands of available sources for them to use on YouTube Most of the time, vocabulary and grammar are the primary sources from which new words can be easily found and learned EFL learners must continue to study vocabulary and grammar to communicate with others effectively Pronunciation is also an essential skill for students to learn, and they can practice by listening to what the foreigner says, and then naturally trying to mimic the voice and accent Furthermore, the reflex on communication is the most preferred in the questionnaire, which allows students to practice reflexes such as foreign communication via YouTube Moreover, almost all students are interested in using YouTube for learning EFL university learners can gain experience by watching movies, listening to music in English, finding a suitable source to practice fluency controlling the speed of speaking like a native speaker, and understanding information when a partner speaks English through YouTube Thus, YouTube is indeed an amazing tool in the learning process for those who aspire to improve their speaking skill and performance
Lai Thanh Van and Le Hoang Duong (2022) proposed that the majority of participants in their research agree that Mobile-Assisted Language Learning (MALL) is not only an efficient study aid and successfully supports them in developing the four fundamental skills in English but also useful in building a wide range of vocabulary and adjusting their pronunciation Therefore, applying MALL, especially short videos in the context of English teaching and learning in Vietnam’s higher education institutions is highly recommended
Nguyen Thi My Nhu (2022) stated that using Computer-Based Activities (CBA) in speaking classes can provide students with many chances to join the conversation, individually, in pairs, in teams, and in presentations Thus, it is
Page | 32 vigorously suggested to use in teaching and learning English in Vietnam’s high schools In addition, by editing various CBA in the classroom, and using images and videos in lessons, both teachers and learners can enjoy themselves and achieve advancement with audio-visual lectures
Ho Thanh Vy and Le Thanh Thao (2023) revealed that video materials provided the learners with authentic content Furthermore, animated videos with brilliant sounds promisingly upgraded the learners’ interest Video materials were greatly encouraged to be regularly used in English classes because they help cultivate learners’ motivation for learning as well as their learning achievements.
CONCEPTUAL FRAMEWORK
The conceptual framework for this thesis incorporates findings from a variety of research projects on the use of brief videos in language learning, as seen in the previously mentioned studies These studies stress the use of short videos as a medium, an intervention, and a main focus, emphasizing how they can improve speaking abilities, student engagement, and pedagogical efficacy Based on these discoveries, the framework will investigate how short films affect students’ motivation, speaking ability, and learning objectives It will examine approaches from research conducted in Vietnam and overseas, evaluating the usefulness of multimedia in teaching foreign languages, incorporating mobile assistance in language acquisition, and employing computer-based exercises to enhance speaking abilities The investigation into how short videos can be used at Sonadezi College to help freshmen develop their speaking skills will be guided by this synthesis of prior research.
SUMMARY OF THE CHAPTER
The literature review section critically examines the utilization of short videos in language education, highlighting their transformative role in enhancing English speaking skills It discusses various definitions and the evolution of short videos in the educational landscape, underscoring their effectiveness and advantages in teaching spoken English The review explores theoretical frameworks such as Constructivist
Page | 33 Learning Theory, Microlearning Theory, and the Communicative Language Teaching Approach, providing a solid theoretical foundation for the study Additionally, it synthesizes findings from previous studies both internationally and within Vietnam, illustrating the growing recognition of short videos as a valuable medium, intervention, and focal point in language learning research This section sets the stage for investigating the application of short videos at Sonadezi College, aiming to improve freshmen’s speaking proficiency through innovative pedagogical methods
This chapter outlines the research methodology employed in the study It covers the guiding research questions, the methods utilized, details about the subjects involved, the instruments employed for data collection, and the procedures followed during experimentation Additionally, it delves into the teaching design, featuring a teaching case example that illustrates the practical implementation of instruction using short video clips The chapter also sheds light on the data collection process and the analytical techniques applied to the gathered data.
Research Design
This research is grounded in a teaching experiment that employed a mixed- methods approach, integrating both quantitative and qualitative research methodologies, to investigate the impact of short videos on English-speaking instruction Quantitatively, the study utilized questionnaires and proficiency tests to measure and quantify the changes that the incorporation of short video-assisted English-speaking teaching brought about in students This approach aimed to capture numerical data and discern patterns related to the effects of this teaching method
On the qualitative front, the research leveraged literature analysis and interviews to explore and discuss, in a more descriptive and interpretive manner, the outcomes associated with utilizing short videos in English-speaking pedagogy This qualitative dimension allowed for a deeper understanding of the nuances and contextual factors influencing the observed effects, complementing the quantitative findings with rich, detailed insights.
RESEARCH SUBJECTS
The participants involved in this research study were freshmen students from Sonadezi College, located in Bien Hoa City Specifically, the study focused on two major English classes comprising a total of 82 students One class had an enrollment of 40 students, while the other consisted of 42 students These two classes were carefully selected to represent the target population for the research, which aimed to
Page | 35 investigate the impact of a particular instructional approach or intervention on English language learning outcomes
By drawing participants from these two freshmen English classes at Sonadezi College in Dong Nai Province, the researchers sought to obtain a representative sample of the student population at the college This selection process ensured that the findings of the study would be relevant and applicable to the broader context of English language education at the institution.
RESEARCH METHOD
Research Methods
This study is based on a teaching experiment conducted by both quantitative and qualitative research methods to explore the effect of short videos on English- speaking teaching Quantitatively, questionnaires and proficiency tests are adopted to scale the changes that short video-assisted English-speaking teaching brings to students By collecting quantitative data through questionnaires, you can assess students’ perceptions, preferences, and learning outcomes Proficiency tests provide objective measures of language proficiency before and after exposure to short videos Qualitative methods, such as literature analysis and interviews, provide valuable insights into the effects of using short videos in English-speaking teaching By examining literature related to language learning and conducting interviews with students and educators, you can explore nuances, student experiences, and pedagogical implications.
Questionnaires Survey Method
The participants in this research were two major freshman classes at Sonadezi College in Dong Nai Province, comprising a total of 82 students One class had 40 students, while the other had 42 Table 3.1 presents their demographic information, including details about gender distribution, home locations (villages, cities, or urban areas), and other relevant characteristics These two classes were carefully selected as
Page | 36 the target population to investigate the effects of a specific instructional approach or intervention related to English language learning
Frequency Percent gender male female
61.0 39.0 home location village city urban area
Table 3.1 Demographic Information of the 107 Students
The demographic composition of the study participants, as outlined in Table 3.1, reveals some interesting characteristics When it comes to gender representation, male students constitute a significant majority, accounting for 61% of the total number of students, while female students make up the remaining 39% This gender distribution reflects the broader trends observed in the student population at the institution
Regarding the geographic origins of the students, the data shows a diverse mix
A sizeable portion, 24.4%, hails from rural villages, likely reflecting the institution’s commitment to providing educational opportunities to students from various backgrounds However, the largest contingent, comprising 58.5% of the total, originates from urban centers and cities This urban-centric demographic is perhaps unsurprising, given the institution’s location and accessibility to major metropolitan areas Additionally, 17.1% of the students call urban areas their home, further contributing to the overall diversity of the student body
In this study, one of the two classes involved was designated as the experimental class (EC), where a novel instructional approach involving the use of short videos was implemented to support English-speaking teaching The other class served as the control class (CC), where traditional, more conventional methods of teaching English speaking skills were employed It is noteworthy that both classes were taught by the same instructor, Ms Diep, ensuring consistency in the overall teaching approach and
Page | 37 minimizing potential confounding factors related to variations in teaching styles or methodologies
To ensure a rigorous and representative selection of participants for the experiment, a stratified sampling method was employed This approach aimed to ensure that the participants chosen from each class were representative of the overall student population in terms of English proficiency levels The process began by calculating the average scores of the last three English tests for both classes and sequentially ordering the scores from highest to lowest
Based on this ordering, each class was divided into five distinct groups, or tiers, labeled Tier 1, Tier 2, Tier 3, Tier 4, and Tier 5 The first four tiers comprised eight students each, while the remaining students were assigned to the fifth tier This stratification ensured that students within each tier possessed similar levels of English proficiency, allowing for a more meaningful comparison and analysis of the experimental intervention’s effects
From each tier of each class, six students were then carefully selected as participants for the experiment The selection process aimed to ensure that the chosen students from one class had similar grades and proficiency levels to their counterparts in the corresponding tier of the other class To further enhance the validity of the sample, students with scores that were significantly higher or lower than the majority within each tier were excluded from consideration
Through this rigorous stratified sampling approach, a total of 30 students were ultimately selected from each class, resulting in a final sample size of 60 participants for the experiment This sample size was deemed sufficient to provide statistically meaningful results while ensuring a diverse representation of student proficiency levels across both classes
The stratified sampling method employed in this study ensured that the selected participants were representative of the broader student population, minimizing potential biases and increasing the generalizability of the findings By carefully controlling for factors such as English proficiency levels and ensuring consistency in
Page | 38 teaching personnel, the study aimed to isolate the effects of the experimental intervention and draw meaningful conclusions about the impact of short videos on English-speaking teaching.
RESEARCH INSTRUMENTS AND MATERIALS
Questionnaire
This study intends to investigate how students’ learning attitudes are affected by short video-assisted English-speaking instruction using a questionnaire survey
There are two sections to the questionnaire (see Appendix A) The first section includes a survey about students’ usage of short videos and their circumstances for learning English There are a total of 12 questions in the survey, including multiple- choice, single-option, and semi-open questions
The second part of the research instrument is a survey designed to assess students’ attitudes towards learning This survey employs a five-point Likert scale, comprising 12 questions, each with five response options: 1 = totally disagree, 2 disagree, 3 = uncertain, 4 = agree, and 5 = totally agree The construction of these questions is grounded in the tripartite model of attitude proposed by Rosenberg and Hovland in 1960 According to this model, an attitude is composed of three interconnected elements: behavioral, affective, and cognitive
The affective component encompasses the emotions or sentiments associated with the attitude object, reflecting the emotional or feeling aspect of the attitude Recognizing the multidimensional nature of attitudes, the researchers have strategically grouped the 12 questions into three distinct categories – cognitive, affective, and behavioral – with the questions presented in a randomized order to minimize potential response biases
The cognitive category of questions aims to capture the beliefs and thought processes underlying the attitude towards learning This dimension is represented by questions 1, 4, 6, and 11 in the survey On the other hand, the affective category, comprising questions 2, 3, 7, and 12, is designed to assess the emotional or sentimental aspects of the students’ attitudes towards learning
Page | 39 The behavioral component, which relates to the beliefs and actions associated with the attitude object, is addressed through questions 5, 8, 9, and 10 These questions seek to gauge the behavioral manifestations or intentions stemming from the students’ attitudes towards learning
To investigate how the use of short videos in English-speaking teaching influences students’ learning attitudes, the researchers have implemented a pre-test and post-test design for this survey The pre-test serves as a baseline measurement, capturing the students’ initial attitudes before the introduction of the short video intervention Subsequently, after the implementation of the short video-assisted English-speaking teaching method, a post-test is administered to reassess the students’ attitudes
By comparing the pre-test and post-test results, the researchers aim to identify any significant changes or shifts in the students’ attitudes towards learning, particularly in relation to the cognitive, affective, and behavioral dimensions This approach allows for a comprehensive evaluation of the impact of the short video intervention on the multifaceted nature of attitudes, as conceptualized by the tripartite model
The inclusion of both pre-test and post-test measures enhances the robustness of the study by enabling a within-subject comparison, where each student serves as their own control This design minimizes the influence of individual differences and external factors, allowing for a more precise assessment of the intervention’s effects on the specific aspects of learning attitudes targeted by the survey questions
Overall, the survey on learning attitude, grounded in the tripartite model of attitude and employing a pre-test and post-test design, aims to provide a comprehensive understanding of how the integration of short videos in English- speaking teaching impacts the cognitive, affective, and behavioral dimensions of students’ attitudes towards learning This multidimensional approach acknowledges the complexity of attitudes and seeks to capture the nuances and interplay between the
Page | 40 various components that shape students’ perceptions, emotions, and behaviors related to the learning process.
Interview
In order to have a comprehensive and in-depth study, teachers are interviewed before and after the experiment
Before the experiment, a teacher of English at the school from class S4QTDN1 is interviewed on the current situation and problems of English-speaking teaching The interview guidelines are as follows:
(1) Have you heard about short videos and do you use them in speaking teaching?
(2) How is normal speaking taught?
(3) What impact do you believe the present speaking teaching methods have? (4) What do you consider to be the main challenge in teaching speaking?
(5) What do you assume about teaching English to foreign language learners using short-lived videos?
After the experiment, the English teacher of CC and EC, Ms Ngoc, is interviewed again about his opinions on the four-month short video-assisted English- speaking teaching The interview guidelines are as follows:
(1) What impact do you believe short videos have when used in the classroom? (2) Are there any issues or challenges when using short videos to support English-speaking instruction?
(3) What aspects of creating and implementing a brief video-assisted English- speaking class do you believe need special consideration?
All the interviewers are done face to face and the sound is recorded by a mobile phone A proofreader is set to ensure the accuracy of transcription.
English Speaking Proficiency Test
English proficiency tests are performed in the experimental class at the start and end of the study to see if the brief video-assisted instruction has an impact on the
Page | 41 students’ English teaching proficiency There are two tests administered, one before and one after The test involved sixty students selected from the two classes
Appendices B and C contain two sets of test papers (pre-test and post-test) for English speaking proficiency intended for first-year students The test questions were developed using a wide range of literature and resources about proficiency in English, including the English Curriculum Standard for Compulsory Education’s learning objectives and contents for first-year college students, the Public English Test System’s oral exam, certain provinces’ college entrance exams, and more
One examiner test paper and three student test papers are included in each set of test papers The paper consists of three parts and has a thirty-point total score Words and pronunciation (5 points) is the first section where students must read the provided words; simple dialogues (10 points) is the second section where students must provide a brief response to questions; and teacher describing (15 points) is the third section where students must describe the picture, provide a brief response, and engage with the examiner Although the contents of the pre-test and post-test papers differ, their structures are the same The subjects covered in the second and third sections of each student’s test paper vary as well, but they are all of the same level of difficulty and are all based on material that students have already studied and are familiar with
The International English Language Testing System (IELTS) establishes the scoring criteria for the English Speaking Proficiency Test (Appendix D), and this study refers to the PETS scoring standard’s requirement for speaking competence when scaling the test.
The Criteria for Assessing Speaking Skills
When analyzing someone’s speaking abilities, several facets of their spoken language are assessed Important standards frequently applied to evaluating speaking ability are:
Page | 42 (1) Pronunciation and fluency Pronunciation: distinct, unmistakable sounds Effective message conveying requires the consistent employment of stress, rhythm, and intonation; Fluency: The natural flow of words and ease of communicating
(2) Coherence and cohesiveness Coherence: The ability of the speaker to put ideas together logically and convey a message; Cohesion: The seamless flow of thoughts and phrases
(3) Vocabulary and grammar Vocabulary Range: The variety and accuracy of words used; Grammatical Accuracy: Correct use of grammar structures
(4) Interactive communication Capacity to think quickly, react correctly, and participate in meaningful conversations
Based on several key criteria commonly used for assessing speaking proficiency, it can be shown that short videos can extremely assist students in meeting the criteria Students’ pronunciation can be enhanced by modeling correct pronunciation, shadowing techniques, and contrastive listening By watching videos of natural conversations or interviews and observing how speakers transition between ideas, maintain flow, and connect sentences
Pay attention to linking phrases (e.g., “Moreover,” “On the other hand,” “In conclusion”) that enhance coherence Moreover, short videos can be a valuable resource for enhancing both vocabulary and grammar skills For example: Learning through imitating speech patterns, expressions, and vocabulary from native speakers or context clues which is using context to guess the meaning of new words Videos provide rich context for learning vocabulary There are also plenty of short video resources that focus on specific grammar areas, and demonstrate grammar in natural conversations Lastly, interactive communication can be boosted by watching short videos because students can observe how speakers engage the audience, maintain eye contact, convey complex ideas, and the way they analyzing their body language and tone Students also have a chance to explore their videos on various topics to broaden their worldview, and they are offered videos with interactive exercises to practice
To sum up, short videos are beneficial for students to improve their speaking
Page | 43 skills Because short videos have all the elements that can help students strengthen their speaking ability.
The Selection of Short Video Materials
The class topic is closely related to the short videos that were chosen based on the criteria of usefulness, appropriate value, and entertainment The researcher searches and downloads short videos from the Internet, taking into account the features of the teaching process and the materials Then, using specialized software or apps like Camtasia Studio, Windows Movie Maker, CapCut, and VivaVideo, the researcher edits and rearranges the short videos, trying to incorporate them into the experimental class’s layout
To guarantee successful learning experiences, evaluating the quality of videos used to teach speaking is essential Researchers have created a trustworthy metric to evaluate the caliber of video explanations Twelve criteria total, divided into five categories: language, learner orientation, representation and design, video content, and process structure This framework can work as a guideline when creating or selecting video explanations for your classroom Teachers can create rubrics that focus on specific aspects of video quality, such as clarity, volume, tone, and engagement Furthermore, attending webinars that provide insights into speaking assessment and video quality For example, Cambridge English offers webinars on understanding speaking assessment and effective assessment principles
Native speakers’ videos are frequently used to teach speaking in my classroom because of the following reasons:
(1) Idiomatic phrases, natural intonation, and cultural allusions are used by native speakers Students who are exposed to real language can communicate more naturally
(2) Proper pronunciation is modeled by native speakers, which is crucial for language learners Pupils can become more articulate by imitating native accents
Page | 44 (3) Videos offer insights into social interactions, gestures, and cultural customs Students’ understanding is enhanced beyond words by the body language and facial emotions of native speakers
(4) Seeing native speakers in real-life situations motivates students It makes language learning more exciting and relevant
(5) Native speaker videos showcase practical language use in various contexts (e.g., interviews, travel, business) Students learn how English functions beyond the classroom.
DATA COLLECTION AND DATA ANALYSIS
Pre-Test of the Questionnaire
To minimize experimental errors and guarantee the validity of the questionnaire, a pre-test consisting of all 82 students from both classes is administered with the entire questionnaire (both sections) at the onset of the experiment The names of the students are listed on the electronic whiteboard before the distribution of the questionnaire The names of the sixty students who were chosen to take part in the experiment are indicated with particular background colors among them Students in the control class have their names marked in blue, and those in the experimental class have their names marked in red Questionnaires printed on red or blue paper, depending on the color of their names, are to be given to the students The remaining pupils are asked to have their questionnaires printed on regular white paper, with their names left unmarked with no background color This is being done to identify which students on the questionnaire are from CC and EC The students are all informed unequivocally that the questionnaires are anonymous, so they shouldn’t write down their names, and that they have no bearing on their grades They can complete the questionnaires honestly and without concern However, none of the students understand why the colors of their names and the questionnaires differ
For the pre-test, a total of 82 questionnaires were distributed, and all 82 were successfully recovered, yielding a 100% recovery rate, indicating an effective data collection process The overall reliability and validity of the second part of the questionnaire, which focused on learning attitudes, were evaluated using SPSS (Statistical Package for Social Sciences) software The results of this analysis are presented in Table 3.2 and Table 3.3, providing insights into the questionnaire’s psychometric properties and ensuring the quality and trustworthiness of the data collected
Table 3.2: Reliability Statistics of the Questionnaire
Page | 46 The reliability of the questionnaire data is a crucial aspect that ensures the trustworthiness and consistency of the findings Table 3.2 presents the results of the reliability analysis, which is commonly assessed using Cronbach’s alpha coefficient The overall Cronbach’s alpha value for the questionnaire is 0.826, which falls within the range considered highly reliable This high value indicates that the questionnaire items consistently measure the intended construct, in this case, the students’ learning attitudes A reliable instrument is essential for drawing valid conclusions from the data and making meaningful comparisons between different groups or conditions
To further analyze the data and investigate potential differences in learning attitudes between the control class (CC) and the experimental class (EC), the researchers employed an independent samples T-test This statistical technique is particularly useful when comparing the means of two independent groups on a continuous variable In this study, the independent samples T-test was applied to the different dimensions of learning attitude, such as cognitive, affective, and behavioral components
By utilizing the independent samples T-test, the researchers aimed to determine whether there were significant differences in the mean scores of learning attitudes between the CC and EC groups This analysis would reveal if the introduction of the short video-assisted English-speaking teaching method in the experimental class had a substantial impact on the students’ learning attitudes compared to the control class, where traditional teaching methods were employed
The independent samples T-test was conducted using SPSS (Statistical Package for Social Sciences), a widely used software for statistical analysis in social sciences research SPSS provides a robust and user-friendly platform for performing various statistical tests, including the independent samples T-test, and generating comprehensive reports and visualizations for interpreting the results.
Post-test of the Questionnaire
Only the sixty students who were chosen to participate in the experiment were required to complete the questionnaire post-test after the study The 12 questions are
Page | 47 still the same, and the post-test only includes the second section of the original questionnaire The independent samples T-tests of the difference between CC and EC from the pre-test to the post-test are conducted using SPSS after the post-test Following four months of brief video-assisted English-speaking instruction, all T-tests are applied across various dimensions to determine whether there have been any notable changes in the learning attitudes of the experimental class’s students
Three measurements are assessed or clarified to guarantee the level of quality of test papers This study uses the Vietnamese Language Proficiency Scale, the English Curriculum Standard for Compulsory Education’s requirement for college students to be proficient in speaking, the PETS and IELTS scoring standards, and the actual circumstances of the experimental class to scale the English speaking proficiency test The results are then set as follows:
(1) Reliability of the test papers
Every test topic has been thoroughly examined by college students and is appropriate for the candidates With every question, there are clear instructions The researcher is the only one who administers the tests; as the examiner, they are responsible for recording the entire testing procedure using a cell phone Nobody else administers the test or determines the scores; the researcher evaluates the student’s performance and determines their scores by the scoring criteria after the exam
After the pre-test and the post-test are finished and marked, the scores of each part are inputted into SPSS for more accurate reliability evaluation, including all 60 cases from both EC and CC, the results are shown in Table 3.3 and Table 3.4
Table 3.3 Reliability Statistics of the Pre-test Paper
Table 3.4 Reliability Statistics of the Post-test Paper
Page | 48 The reliability of the assessment instruments used to measure students’ English speaking proficiency is of paramount importance in ensuring the validity and trustworthiness of the study’s findings Tables 3.3 and 3.4 present the reliability coefficients for both the pre-test and post-test papers, respectively
For the pre-test paper, the reliability coefficient, as indicated by Cronbach’s alpha, is 0.815 Similarly, the post-test paper exhibits a reliability coefficient of 0.809 These values, both exceeding the 0.8 threshold, are considered highly reliable in the realm of social sciences research
A high reliability coefficient suggests that the test papers consistently and accurately measure the intended construct, which in this case is the students’ English speaking proficiency level This level of reliability is crucial because it ensures that the test results are a true reflection of the students’ actual abilities, rather than being influenced by random errors or inconsistencies within the assessment instrument itself
When an assessment tool demonstrates high reliability, it means that the scores obtained from the test are stable and consistent across different administrations or raters Consequently, the researchers can have confidence that the observed differences in test scores are attributable to genuine variations in the students’ proficiency levels, rather than being an artifact of measurement errors or irregularities
The strong reliability coefficients for both the pre-test and post-test papers provide assurance that the results obtained from these assessments are trustworthy and can be relied upon for drawing valid conclusions about the impact of the instructional intervention on students’ English speaking proficiency
(2) Validity of the Test Papers
The purpose of the English proficiency test dictates that content validity is the primary component of test paper validity The paper is divided into three sections that assess students’ proficiency in three areas: comprehensive language use, responding to social conversations, and pronunciation and vocabulary The weighting of the scores for each section is 16.67%, 33.33%, and 50.00%, which aligns with the
Page | 49 requirements of English education and emphasizes language use skills The majority of social contexts and the textbook’s contents are also covered by the chosen topics, which is beneficial for the study’s ability to fully understand the student’s level of English speaking proficiency
To further ensure the validity of the test papers, the school’s English test assessment team and university experts strictly reviewed them before administering the tests
(3) Difficulty of the Test Papers
As outlined by Bu Aihua (2011), the difficulty coefficient of a test paper can be computed using the following formula:
M denotes the mean score obtained for a particular question;
F signifies the full credit or maximum score allocated for the corresponding question
This formula provides a standardized approach to quantifying the level of difficulty associated with each question in a test paper, enabling a comprehensive analysis of the overall test difficulty
In the context of test analysis, the difficulty coefficient, denoted by P, is a measure that provides insights into the level of challenge presented by a particular test or assessment This coefficient is calculated based on the mean score (M) of a single question and the full credit (F) allotted for the corresponding question The value of P ranges between 0 and 1, with higher values indicating a lower level of difficulty and lower values signifying a higher level of difficulty
The ideal range for the difficulty coefficient P is generally considered to be between 0.3 and 0.7 A value around 0.5 is often regarded as the most suitable, as it strikes a balance between being too easy and too difficult When the difficulty coefficient falls within this optimal range, it typically results in a desirable distribution of scores, where a majority of students achieve a passing grade or above, a few exceptional students excel, and a small proportion of students fail the exam
Page | 50 This balanced distribution of scores is not only advantageous for fostering a healthy competitive environment but also helps prevent the devaluation of scores If a test is too easy, with most students scoring exceptionally high, it becomes challenging to differentiate between varying levels of proficiency Conversely, if a test is excessively difficult, it may discourage students and fail to provide an accurate assessment of their abilities
Tables 3.5 and 3.6 present the results of the difficulty coefficient analysis for the pre-test and post-test papers, respectively These tables provide valuable insights into the level of challenge posed by each individual question, allowing for a comprehensive evaluation of the overall test difficulty By examining these results, the researchers can identify questions that may need to be revised or adjusted to achieve the desired level of difficulty and ensure a fair and effective assessment of students’ English speaking proficiency
Table 3.5 Difficulty of the Pre-test Paper
Table 3.6: Difficulty of the Post-test Paper
SUGGESTIONS FOR THE IMPLEMENTATION OF SHORT VIDEO-
Independent English-speaking classes should have been taken to increase the effectiveness of English-speaking instruction Still, most colleges are overburdened with coursework and lack the time necessary to conduct an English-speaking class in
Page | 52 its entirety Consequently, it is important to incorporate English-speaking instruction into the design of instruction and have it show up at every stage of the process Here are some ideas:
(1) For the introduction of new lessons, use brief videos To give pupils a fresh learning experience, the instructor could select brief, engaging videos that are linked to the course’s theme but aren’t very in-depth;
(2) To help students learn keywords, use brief videos To encourage students to mimic and learn proper mouth shapes and pronunciation, teachers can select brief videos that feature real words being pronounced by Collins English and other credible organizations Additionally, there are some intriguing little films about words and movie scenes that can be utilized to enhance students’ learning experiences and improve word recall;
(3) Use short videos to overcome the challenges of teaching English The qualities of the “condensed essence” of the brief video should be fully utilized by the teacher when outlining the challenging aspects of a unit The teacher can play a brief video that clarifies complex technical concepts and aids in students’ understanding and internalization of information more vividly after going over related material
(4) Practice speaking and listening in English by watching brief videos Short and engaging English dialogue films can be shown by the teacher, who can then assign speaking and listening exercises to the class To increase their sense of involvement in the lesson and to liven up the classroom environment, the instructor can also arrange for the pupils to see a brief film on stage;
(5) Take advantage of short films to review and consolidate your information
To help students remember what they have learned, teachers might occasionally utilize short movies to recap and summarize what they have taught To further boost students’ passion for studying, teachers can also encourage cooperative students to write, direct, and perform short movies in private They can also share outstanding student work with the entire class By doing this, pupils might feel happy and accomplished as well as consolidate their information
In addition, these are suggestions about how to apply short videos in teaching English-speaking It is important to think about the goals and objectives you want to accomplish by introducing videos into your classes before you start utilizing them to teach English The following which I like to refer to as RAT should be kept in mind:
Relevance: Pick films that correspond to the language skills and general English competency of the students While intermediate and advanced learners can manage more complex information, novices should stick to simple, uncomplicated content
Authenticity: For older students, authentic movies can be very helpful, but they might not be suitable for younger students Frequently, they favor cartoons! For older pupils, on the other hand, movie trailers, news broadcasts, or YouTube vlogs provide insight into language use in everyday situations They introduce pupils to a variety of settings, tones, and accents You can use them based on what your lessons cover
Target language skills: Which linguistic aspects are they targeting? Do you want to assist them with speaking, listening, grammar, or vocabulary? This is only a small sampling of the many ways films may be used to teach English There are many more Selecting videos that align with the language abilities you are aiming for and your students’ learning objectives is essential
Let’s take a closer look at the various ways that video can be used to teach speaking English in the classroom:
(1) Speaking Practice Sessions: You can create specific speaking practice sessions based on video content You can practice your conversational English by watching videos that feature dialogue, conversations, or interviews Students can improve their speaking skills by participating in role-playing, having discussions, or sharing their thoughts after seeing a film
(2) Debates and Conversations: Utilize films to present interesting subjects that can act as a basis for discussions and debates Urge your students to participate in group discussions, present arguments, and voice their thoughts
(3) Storytelling and Narrative Skills: You can teach narrative skills through the use of cartoons, short films, or videos that tell gripping tales Encourage storytelling
Page | 54 and creative speaking by having students write their own stories or recount the narrative in their own words after watching
(4) Talking in Context: Students can practice speaking in context by watching videos that depict real-life situations, such as conversations in social settings, job interviews, or customer service settings
(5) Self-assessment and Improvement: Encourage students to record themselves speaking about a topic or answering questions after watching a video This allows them to self-assess their speaking skills, identify areas for improvement, and track their progress over time
To facilitate effective short video-assisted English-speaking classes, the following teaching case’s lesson plan is provided:
Table 3.7 The Teaching Plan for a Short Video-Assisted English-Speaking Class
Topic All kinds of people
Section 2B Class Type Listening and speaking
Analysis of the Textbook Unit 2 All kinds of people
Section 2B From Let’s Talk 1- Leo Jones (Second Edition)
The theme of this unit is “Describing personality characteristics”
Analysis of Students Most of the students in this class come from cities Although they have been learning English as a compulsory subject for 11 years, their proficiency in English is at the pre- intermediate and intermediate levels, especially since they do not do very well in listening and speaking Some students are passive in group cooperative learning but they can actively
Page | 55 participate in the classroom and after-school practice
TECHNIQUES OF USING SHORT VIDEOS IN CLASSROOM
According to Harmer (2006), there are a few methods that may be applied in video-based lessons: listening (and mixed) methods (pictureless listening, picture or speech) and viewing strategies (fast forward, silent viewing, freeze framing, partial viewing) The description that follows provides a basic overview of the techniques: Viewing techniques
Getting pupils excited about what they will learn by making predictions is one of the key goals of watching approaches There are several methods to put these strategies into practice:
The movie may be shown to the students by the EFL teachers by pausing it for a little while and then quickly navigating through it You should keep doing those things till the video ends Subsequently, the instructor requests that the pupils share the knowledge they have gained from the film In this instance, the students can infer what the speakers discussed
Page | 64 The teachers can play the voice-free video at this phase There is no information included in the silent presentation of the video In this instance, the pupils’ capacity for information prediction is necessary
The teachers must repeatedly pause the film in this manner When the video ends, the students are invited to share their ideas Since the students can predict what will happen after watching certain portions of the film, it will be more effective to help them grasp the text
Additionally, it serves to pique students’ curiosity by allowing them to watch a portion of the film and asking them to make predictions about the type of knowledge they will learn
Next, Berk (2009) outlines a few standard practices for using a video clip in a lesson:
(1) Select a certain video clip to serve as the video’s main point of emphasis When using a video, teachers don’t always have to view the entire thing; instead, they might discuss with the class the key points that they feel are important to see
(2) Create conversation topics and activity instructions for the students based on what they need to hear, see, and search for Often, when a video is shown in class, there are no clear instructions for the students on when they should learn from it or what they should do afterward This material has to be arranged properly to help the students meet their learning goals
(3) Give a quick introduction to the video It is crucial to tell students about the content they must view to boost their background knowledge and aid in their comprehension of the material
(4) Start the video Instructors need to help the students to focus on the videos they are watching
(5) You may pause the movie at any time to emphasize a subject or play it again for exercises Helping the pupils comprehend what they study will be beneficial
Page | 65 (6) Designate a period for them to consider what they have seen This is an extremely helpful task to collect data related to the student’s comprehension of the content they have viewed Additionally, it can help students develop their communicative skills, particularly when it comes to giving oral presentations of material
(7) Create a task that involves active learning
CHAPTER FOUR: RESULTS AND DISCUSSION
This chapter presents the collected data, encompassing the results of the questionnaire, the scores from the English proficiency tests, and the content obtained from interviews The data is analyzed through both quantitative and qualitative methods to determine whether the four-month experiment, which incorporated short video-assisted English-speaking learning, had an impact on students’ attitudes towards learning and their proficiency in English speaking skills The analysis aims to provide insights into the effectiveness of this instructional approach and shed light on its potential implications for enhancing language acquisition and engagement in the classroom.
THE INFLUENCE OF USING SHORT VIDEOS IN ENGLISH-SPEAKING
The Situation of Students’ English-Speaking Learning
The first part of the questionnaire aimed to gather insights into the students’ background and self-perceptions regarding their English language learning journey Question 6 specifically inquired about the stage at which students started learning English, and Table 4.1 presents the results of this query
Table 4.1 Descriptive Statistics of the Time When Starting Learning English
Frequency Percent primary school secondary school high school
According to Table 4.1, a significant majority of 67.1% of the students began their English language education during high school Additionally, 26.8% of the respondents reported starting to learn English in secondary school, while only a small fraction of 6.1% had the opportunity to commence their English studies as early as primary school These findings suggest that most students in the sample population initiated their English language learning relatively late, with the majority having studied English for only one to three years
Moving on to Question 8, which asked “Are you participating in off-campus English (spoken language) training (online or offline)?” the results, as depicted in Table 4.2, reveal a striking observation
Table 4.2 Descriptive Statistics of Participation in Extracurricular English-Speaking Training
According to Table 4.2, only a meager 3.7% of the students indicated that they were engaged in off-campus English-speaking training, either online or offline This statistic highlights the fact that very few students in the sample population took advantage of supplementary English-speaking training opportunities outside of their regular coursework This situation, where a limited number of students pursue additional English-speaking training, may be considered unusual in urban college settings However, in the context of this study, several plausible explanations can be
Page | 68 offered Firstly, many of the students’ parents are not local residents, which could potentially lead to a lack of awareness regarding the importance of investing in their children’s English language education Secondly, the prevailing economic conditions of the students’ families may not allow for the financial resources necessary to enroll in expensive training programs Thirdly, the local area’s education and training industry may be underdeveloped, resulting in limited publicity and a potential shortage of high-quality English language instructors
Question 9 delved into students’ self-evaluations of their English-speaking abilities, with respondents asked to rate themselves according to the criteria of
“excellent, good, average, and poor” The results, as presented in Table 4.3, offer valuable insights into the students’ self-perceptions and confidence levels regarding their English proficiency
Table 4.3 Descriptive Statistics of Self-evaluate English Speaking Proficiency
Frequency Percent excellent good average poor
Strikingly, only 2.4% of the students considered themselves to be excellent in English speaking, while 24.4% rated their skills as good The majority, 56.1%, evaluated their English-speaking abilities as average, and a concerning 17.1% perceived their proficiency as poor These findings suggest that most students lack self-confidence in their English competence and may even harbor negative self- perceptions regarding their language skills
The data gathered from these initial questions paint a comprehensive picture of the students’ backgrounds, experiences, and self-evaluations concerning their English language learning journey The late start in English education, coupled with limited
Page | 69 exposure to supplementary training opportunities and a general lack of self-confidence in their English-speaking abilities, highlight potential areas of concern that could impact their language acquisition and proficiency
These insights underscore the importance of addressing these challenges and providing students with appropriate support and resources to enhance their English language learning experiences Effective interventions and instructional strategies, such as the incorporation of short videos in English-speaking teaching, may prove beneficial in fostering greater engagement, motivation, and confidence among students, ultimately contributing to improved language proficiency and cross-cultural competence.
The Situation of Students’ Use of Short Videos
4.1.2.1 Students’ Use of Mobile Phones
Questions 4, 5, and 6 of the questionnaire delved into the modes of transportation utilized by students to commute to school and their access to mobile phone devices Specifically, the findings related to Question 4, which inquired about the various means employed by students to travel to school, are presented in Table 4.4 This data offers valuable insights into the proportion of students who reside on campus as boarders versus those who commute from off-campus residences, known as day students Understanding this breakdown is significant, as it may have implications for mobile phone usage patterns and the potential integration of mobile learning strategies within the educational context
Table 4.4 Descriptive Statistics of Means to Go to School
The data in Table 4.4 reveals that a minority of 26.8% of students reside in on- campus accommodations, while the majority, 73.2%, commute from off-campus residences This disparity in living arrangements has implications for mobile phone
Page | 70 usage Students residing on campus face fewer restrictions on using their devices after classes, as they can access them freely in dormitories Conversely, day students are subject to stricter regulations prohibiting the use of mobile phones and other electronic devices within classrooms, thereby reducing their overall opportunities for device usage during school hours
Table 4.5 presents the findings related to the inquiry “Do you have your own mobile phone/tablet computer?” This stark contrast highlights the prevalent ownership and usage of mobile technology among the surveyed population, with nearly ubiquitous adoption of smartphones and tablets as personal computing and communication tools
Table 4.5 Descriptive Statistics of the Ownership of Mobile Phones
Table 4.5 reveals that a substantial majority of 70.7% of students own mobile phones or other electronic devices, while the remaining 29.3% do not possess such devices This data indicates that most students have access to personal electronic gadgets
Shifting focus to Table 4.6, it presents the findings related to the query “Can you use your own or parents’ mobile phones to access the Internet at night or during the weekend?” The table encapsulates the responses received from students regarding their ability to access the internet via mobile devices outside of regular school hours
Table 4.6 Descriptive Statistics of the Accessibility to Mobile Phones
Page | 71 The data presented in Table 4.6 reveals that a substantial majority of 74.8% of students responded affirmatively to the question of whether they can use their own or their parents’ mobile phones to access the internet at night or during the weekend Conversely, only 25.2% of students indicated that they do not have this capability, highlighting that most students have the means to connect to the internet via mobile devices outside of regular school hours
The ability to access mobile phones is a crucial prerequisite for students to engage in autonomous learning of English speaking skills through the use of short videos outside of the classroom setting However, the aforementioned results suggest that there are insufficient opportunities for students to leverage this learning approach after school hours Consequently, it becomes imperative for teachers to effectively utilize classroom time to guide students on the appropriate utilization of short videos for language learning purposes By doing so, teachers can instill the mindset that when students have access to mobile devices, their inclination should be to seek out and engage with educational short videos as a means of enhancing their English proficiency, rather than squandering their time on unproductive mobile games or mindless entertainment content
4.1.2.2 Students’ Preferences for Short Videos
Tables 4.7 presents the findings related to the inquiry “The main purpose of watching short videos on TikTok and other apps” This question aimed to uncover the primary motivations and preferences driving students’ consumption of short video content across various platforms and applications By analyzing the responses, insights can be gained into the diverse reasons, ranging from entertainment to educational purposes, that influence students’ engagement with this increasingly popular form of digital media
Table 4.7 Descriptive Statistics of the Main Purpose of Watching Short Videos
Frequency Percent entertaining and relaxing promoting learning
Page | 72 following friends’ latest updates others never watch short videos
As revealed in Table 4.7, a significant majority of 57.3% of students reported watching short videos primarily for "entertainment and relaxation" purposes, surpassing all other options This indicates that the primary motivation for students engaging with short video content is centered around leisure and amusement However, it is noteworthy that 8.5% of students leverage short videos as a tool to facilitate their learning process, suggesting a recognition of the educational potential of this medium Interestingly, a small subset of students disclosed that they have never watched short videos before, implying a lack of interest or exposure to short video platforms among this group In other words, watching short videos is not a universal habit or hobby across the entire student population
Question 11 investigates the number of English short video bloggers followed by students, the result is shown in Table 4.8
Table 4.8 Descriptive Statistics of the Number of English Short Video Bloggers
100 The data presented in Table 4.8 reveals that a substantial majority of 62.2% of students do not follow English short video bloggers, indicating a lack of interest or awareness in this type of content Furthermore, only a modest 14.6% of students report following fewer than four such bloggers, while a mere 7.3% of students follow more than ten English short video creators These findings suggest that only approximately one-third of the student population has developed an awareness or inclination towards consuming English-language short video content Consequently, it can be inferred that
Page | 73 a relatively small number of students are likely to cultivate and maintain a habit of actively watching videos related to the English language, as the majority appear to be disengaged from this specific genre of content
Table 4.9 presents the results of a question where students were asked to indicate their familiarity with seven well-known short video bloggers across various fields The question listed the names of these bloggers, and students were required to tick the ones they recognized This data provides insights into the level of awareness and exposure students have to prominent short video content creators, which can inform strategies for leveraging such influencers in educational contexts
Table 4.9 Descriptive Statistics of the Bloggers Known by Students
Name of the bloggers Frequency Percent of Cases
Don’t know any of them
Table 4.9 illustrates that the top three bloggers whom students are most familiar with are Khánh Vy Official (an idol blogger), Cô Tiên Tinker (a creative video blogger) and Lê Tiêu Linh (a funny blogger) The percentage of students who are familiar with the three bloggers is 17.1%, 24.4%, and 20.7%, in that order It validates the answer to Question 10, which is that watching quick films is mostly done for enjoyment and relaxation
Furthermore, every student admitted to knowing at least one of the blogs included in the survey There are significant differences in the content and styles of
Page | 74 short videos that students personally appreciate A list with a big number of blogs was not provided due to survey restrictions.
The Situation of English-Speaking Teaching
The following is a summary of the state of English Speaking Teaching, based on interviews with two instructors from various classes:
(1) Both educators and pupils are unaware of ways to get better at speaking English On the one hand, speaking is not tested, and instructional challenges are always with grammar, reading, and writing However, there are no reliable resources or manuals for teaching speaking; instead, students are simply guided to complete the objectives found in the textbook during class, with speaking activities limited to the textbook’s “listening and speaking” section
(2) Simple instructional techniques are used to teach speaking Typically, the instructor plays the listening recordings and assigns students to repeat the speaker’s words or does mechanical exercises where students repeatedly read the conversation Occasionally, students participate in role plays, while other times they just stand in front of the class and read aloud from a script As a result, there is little learning impact and difficulty in memorization for students
(3) While most teachers disregard the short video’ instructional value, it is well- acknowledged as a time-killer Although the teachers may be aware of brief films, they have never used them in the classroom In addition, a teacher expressed concern that children may become distracted by short movies, saying, “Even though the activity is long over, they will continue to think about the short video’s plot.”
(4) One teacher thought that getting children to open their lips was the hardest part of teaching speaking Poor speakers typically lag from the start of their English language studies They are quickly undermined by others’ remarks and are highly perceptive A fellow educator brought out their inadequacy in terms of downloading, editing, and using short movies in the classroom In higher education, few instructors possess computer or smartphone app proficiency
Page | 75 (5) The effectiveness of short films in educating English-speaking students is debatable The concept of teaching speaking using brief films seems like a wonderful idea, but if the speaking instruction is poorly executed, it will be difficult to determine whether the approach is effective For instance, if the usage of quick films isn’t done often enough, the speaking instruction will just focus on offering the students something new Can every student participate in the brief video-based activities when the class size is too big? As a result, the two educators have an impartial stance on brief video-assisted English-speaking instruction
The usage of short films and English-speaking learning and teaching both have the following issues, according to the aforementioned data
First, students’ inferior English-speaking abilities are caused by their comparatively late start to learning the language and lack of organized English- speaking instruction Students are mostly allowed to use their smartphones or other electronic devices for Internet browsing on the weekends; they are not permitted to watch short movies in class Some students dislike watching short films, or they are unaware that there is any available English-speaking instruction The majority of students who view short films merely to pass the time and unwind both emotionally and physically won’t actively consider the educational value of these mediums
Second, factors like the state of the economy, teacher credentials, classroom environments, and so on restrict the amount of English that can be taught in college Teaching English to students who are predominantly from rural areas is more challenging Furthermore, there is no direct pressure on English-speaking instruction because it is not currently assessed as part of the college admission test, and students and their families are unaware of the importance of speaking The teaching approach used in the classroom is straightforward and perhaps even dull for the students At the moment, the most popular method for teaching speaking and listening is audio recordings Students can’t seem to take their eyes off the writing as they repeatedly mimic and recount the audio recordings and occasionally participate in role-playing
Page | 76 exercises Sincerely, it is a mechanical technique that hinders students’ ability to engage in authentic interactive experiences.
USING VIDEOS IN ENGLISH SPEAKING TEACHING HELPS IMPROVE STUDENTS’ ENGLISH-SPEAKING PROFICIENCY
Analysis of the Differences in Dimensions between CC and EC in the Pre-test
The second part of the pre-test questionnaire aimed to analyze the differences in various factors influencing learning attitudes between the Control Class (CC) and the Experimental Class (EC) The findings of this analysis are presented in Table 4.10 and Table 4.11 These tables provide a comprehensive overview of how the two groups, CC and EC, differed in their attitudes and perceptions across multiple dimensions related to learning By examining the data in these tables, one can gain insights into the initial disparities or similarities between the control and experimental groups prior to the implementation of any interventions or treatments This baseline assessment of learning attitudes serves as a crucial starting point for further investigation and comparison throughout the study
Table 4.10 Class Statistics of the Pre-test of the Questionnaire
Class No Mean Std Deviation Std Error Mean
Table 4.11: Independent Samples Test of the Pre-test of the Questionnaire in CC and EC
Levene’s Test for Equality of Variances
T-test for Equality of Means
95% Confidence Interval of the Difference Lower Upper
An examination of Tables 4.10 and 4.11 reveals that, in the pre-test, there were no significant differences between the Control Class (CC) and the Experimental Class (EC) across the three dimensions of learning attitude: cognitive, affective, and behavioral Specifically, for the cognitive factor, the mean score of CC was 3.29, while that of EC was 3.21, with a corresponding p-value of 0.724 (p > 0.05) Regarding the affective factor, CC had a mean score of 3.10, and EC had a mean score of 3.23, with a p-value of 0.527 (p > 0.05) As for the behavioral factor, the mean score of CC was 2.71, and that of EC was 2.89, with a p-value of 0.446 (p > 0.05)
These results indicate that, prior to any interventions or treatments, both classes exhibited similar average levels across the three dimensions of learning attitude The lack of significant differences suggests that any potential disparities observed in the post-test could be largely attributed to the application of short videos in English speaking teaching, which was the experimental treatment introduced in this study
To further analyze the differences between the pre-test and post-test results for the questionnaire, an independent sample T-test was conducted In this analysis, the variable was set as the dependent variable, representing the difference between the post-test score and the pre-test score These values were calculated for each dimension of learning attitude, and the results are presented in Tables 4.12 and 4.13
By examining these tables, researchers can gain insights into the changes that occurred within each class (CC and EC) from the pre-test to the post-test, as well as the potential impact of the short video intervention on the various dimensions of learning attitude This analytical approach allows for a comprehensive understanding of how the introduction of short videos in English speaking teaching may have influenced students’ cognitive, affective, and behavioral aspects of learning
Table 4.12 Group Statistics between the Pre-test and Post-test of the Questionnaire
Table 4.13: Independent Samples Test between the Pre-test and Post-test of the
Questionnaire in CC and EC
Levene’s Test for Equality of Variances
T-test for Equality of Means
(2- tail ed) Mean Diffe rence
Confidence Interval of the Difference Lower Upper
An analysis of Tables 4.12 and 4.13 reveals distinct patterns in the changes observed in students’ learning attitudes from the pre-test to the post-test, both for the Control Class (CC) and the Experimental Class (EC) While both classes exhibited a tendency for improvement, the extent of this improvement differed significantly between the two groups
In the case of CC, where no interventions were introduced, the changes in learning attitude scores were relatively minimal The cognitive factor score remained unchanged, while the affective and behavioral factor scores increased slightly by 0.008 and 0.1, respectively This suggests that without any specific interventions, the learning attitudes of students in the control group underwent only marginal positive shifts
In contrast, the Experimental Class (EC), which received the intervention of short video-assisted English speaking teaching, exhibited substantial improvements in learning attitude scores Notably, the affective factor score increased by a remarkable 0.7, and the behavioral factor score increased by 0.62, indicating significant enhancements in students’ emotions, interests, and behaviors related to learning Even the cognitive factor score showed a modest increase of 0.28
Furthermore, the p-values for all three factors (cognitive: 0.027, affective: 0.000, behavioral: 0.002) were less than 0.05, indicating that the differences in learning attitude changes between CC and EC were statistically significant This finding suggests that the implementation of short video-assisted English speaking teaching in the experimental class positively influenced students’ learning attitudes
Page | 80 Notably, the most substantial improvements were observed in the affective and behavioral aspects of learning attitudes, revealing the key function of short video application in influencing emotions such as interest, confidence, and dislike These emotional changes, in turn, appeared to stimulate corresponding behaviors toward the learning objects, further enhancing the overall learning experience and engagement.
COMPARATIVE ANALYSIS OF THE SCORES OF THE ENGLISH
Analysis of the Differences in Scores between CC and EC in the Pre-test
To analyze the pre-test scores of the Control Class (CC) and the Experimental Class (EC), an independent sample T-test was employed The results of this analysis, which compared the initial performance levels between the two groups prior to any interventions, are presented in Table 4.14 and Table 4.15
Table 4.14 Group Statistics of the Scores of CC and EC in the Pre-test
Table 4.15 Independent Samples Test of the Scores of CC and EC in the Pre-test
Levene’s Test for Equality of Variances
T-test for Equality of Means
Confidence Interval of the Difference Lowe r Up per Pre-test Equal variances assumed
Page | 81 Equal variances not assumed
The data presented in Tables 4.14 and 4.15 reveal that in the pre-test, there was no statistically significant difference in English proficiency levels between the Control Class (CC) and the Experimental Class (EC) Specifically, the mean score of CC was 16.03, while the mean score of EC was 15.83, with a corresponding p-value of 0.918 (p > 0.05) This p-value greater than 0.05 indicates that the two classes exhibited comparable average levels of English proficiency prior to any interventions or treatments
Consequently, if significant differences in English proficiency are observed between the two classes in the post-test, these disparities can be largely attributed to the application of short video-assisted English speaking teaching in the experimental class As the pre-test established an equivalent baseline for both groups, any subsequent divergence in performance can be reasonably associated with the introduction of the short video intervention in the EC, while the CC served as a control group without such an intervention.
Analysis of the Differences in Scores between CC and EC from Pre-test to Post-
Consistent with the approach employed in the questionnaire analysis, the differences in scores between the pre-test and post-test for the Control Class (CC) and the Experimental Class (EC) were examined using an independent sample T-test This analysis focused on the variable , which represented the difference between each student’s post-test score and their corresponding pre-test score By evaluating across the two groups, insights could be gained into the relative improvements or changes in performance from the initial pre-test to the final post-test assessment The comprehensive results of this independent sample T-test analysis, shedding light on
Page | 82 the extent of score differences between CC and EC, are presented in Table 4.16 and Table 4.17
Table 4.16 Class Statistics between the Pre-test and Post-test of the English Proficiency Test
Class N Mean Std Deviation Std Error Mean
Table 4.17: Independent Samples Test between the Pre-test and Post-test of the English Proficiency Test in CC and EC
Levene’s Test for Equality of Variances
T-test for Equality of Means
Confidence Interval of the Difference
An examination of Tables 4.16 and 4.17 reveals distinct patterns in the changes observed in students’ English speaking proficiency from the pre-test to the post-test, both for the Control Class (CC) and the Experimental Class (EC) While both classes exhibited improvements, the extent of this progress differed significantly between the two groups
In the case of the CC, where no interventions were introduced, the mean score increase from pre-test to post-test was relatively modest at 0.23, suggesting a slight improvement in English speaking proficiency However, the EC, which received the intervention of short video-assisted teaching, demonstrated a substantial mean score
Page | 83 increase of 4.33, indicating a much more pronounced enhancement in students’ English speaking abilities
Furthermore, the p-value for the variable (the difference between post-test and pre-test scores) was 0.000, which is less than the significance level of 0.05 This finding suggests that the difference in the degree of improvement between CC and EC was statistically significant, confirming the positive impact of the short video intervention on students’ English speaking proficiency
These results provide empirical evidence that the application of short video- assisted teaching in the experimental class facilitated significant progress in students’ English speaking skills, while the control class, without such an intervention, experienced only marginal improvements Consequently, it can be reasonably concluded that the integration of short videos into English speaking instruction can serve as an effective pedagogical approach to enhance students’ proficiency in this critical language domain.
ANALYSIS OF THE INTERVIEW AFTER THE EXPERIMENT
The main idea is as follows, per the English teachers’ interview conducted after the experiment with students in CC and EC:
(1) Short videos positively affect students’ interest in speaking English, as they provide vivid, situational, and flexible communication scenes that encourage active participation in class activities, and most students can develop an after-class habit of independent learning A short film has a significant impact on college students’ learning outcomes in addition to changing their attitudes toward learning
(2) Ms Ngoc brought out the issue of some pupils watching short films and focusing more on the humorous content than the language as one of the issues with the teaching method Furthermore, playing short films for extended periods might cause students to lose attention in class and sometimes even fail to finish the lesson plan Teachers must be careful when creating lesson plans because this goes against the basic idea of utilizing short movies to teach speaking
Page | 84 (3) The creation and implementation of short video-assisted speaking instruction requires teachers to provide pupils with a short film containing essential information In addition to selecting a theme and resources that align with the lives of the students, they should adhere to the learning objectives and the real-world learning environment of the students Assist students with their speech difficulties to increase their proficiency in speaking English
This chapter provides an overview of the study’s conclusions, consequences, limitations, and recommendations for further research.
MAJOR FINDINGS
Because of the research questions, the major findings for the application of short videos in English-speaking teaching are presented as follows
(1) The use of short videos in English language teaching has gained attention and shown positive effects on students’ learning performance A more interesting way to communicate information is through short movies, which provide learners with written text, acoustic effects, and visual pictures all at once, strengthening comprehension and retention Additionally, pronunciation action, grammar, vocabulary, speaking abilities, and cultural awareness are all enhanced by the use of video blogging By giving priority to their video selections, students foster learning autonomy
(2) The questionnaire survey results indicate that following the short video- assisted English-speaking instruction, the students in the experimental class developed a greater interest in and confidence in their ability to learn the language Additionally, they developed an awareness of the possibility of learning English speaking independently through short videos that they could watch both inside and outside of the classroom The use of short movies in English-speaking instruction has a favorable effect on students’ attitudes toward learning the language in terms of cognition, affect, and conduct, with an emphasis on effect and behavior
(3) The use of short clips in English-speaking instruction helps enhance students’ language skills Student performance in the experimental class has improved as a result of the use of brief video-assisted instruction, according to an examination of the results of the English proficiency exams The students in the experimental class improved their overall English-speaking competency as a result of watching brief
Page | 86 videos The test paper assesses pronunciations, daily conversational skills, and the capacity to describe things, express opinions, and engage with others
To put it briefly, using short films in place of traditional, traditional English- speaking instruction helps college students become more proficient speakers and have a better attitude toward learning.
IMPLICATIONS OF THE STUDY
Theoretical Implications
College students may learn to talk in a dynamic, engaging, and efficient way by watching this brief video It is a novel teaching strategy that modifies the form and approach of conventional English instruction Given the prevalence of multimedia tools in English education in most schools today, the trend toward teaching mode change will probably be the widespread use of short videos to support English- speaking instruction.
Practical Implications
The effective use of short movies in English-speaking classroom instruction may revitalize both educators and learners and significantly alter the educational outcome The use of brief video-assisted instruction, however, stresses that short video-assisted instruction should be utilized to support students’ independent learning rather than negating the need for all conventional teaching methods After all, it is only a method of teaching, not the end goal
When instructors explore and choose from short video resources, they may benefit from great instances related to the implementation of short films in English- speaking instruction Teachers will find inspiration and direction in the language skills and instructional strategies shown in these well-produced short videos Teachers can attempt to create one on their own, or they can learn straight from them The usage of short films in the classroom will encourage educators to develop their professional abilities and their grasp of contemporary information technology to create more high-
Page | 87 quality educational resources This will create a positive feedback loop between the creation and use of short movies in the classroom.
LIMITATIONS OF THE STUDY
First off, further empirical research is required to bolster the dependability of the findings because the experimental samples for this study were restricted to two classes at Sonadezi College out of a total of sixty samples The College of Technology and Management Sonadezi is the school where the experiment was carried out The students there have a relatively weak foundation in English speaking, and the teaching strategy of using short videos to teach English is not detailed enough Additionally, there are still some gaps in the scope and depth of the research
Second, while the research was limited to a single semester, further surveys and tests may have been conducted to obtain more in-depth findings and identify more issues During the experiment, there were other issues as well For instance, the interview questions were not sufficiently flexible, and some teachers gave evasive replies, which led to the collection of inaccurate data
Thirdly, because the studied school is located in a city, there are differences in the survey respondents’ English proficiency and learning capacity compared to students at other colleges Put another way, this study is not thorough enough to gather information from students in other areas and draw broad conclusions
Fourthly, while native speaker videos have their benefits, there are valid reasons to consider other options as complexity and intimidation Because native speakers often use advanced vocabulary, idiomatic expressions, and rapid speech For beginners or lower-level students, this can be overwhelming and discouraging Diverse accents are the next constraint English has a wide range of accents (British, American, Australian, etc.) Native speaker videos also may unintentionally reinforce cultural biases or stereotypes Sometimes non-native speaker videos provide clearer explanations or focus on specific language points relevant to learners
Lastly, students who watch too many short films may become weary and its negative aspects should not be disregarded Short movies may not always be helpful
Page | 88 Establishing a balance between watching and learning is necessary for the long-term growth of brief videos that support English-speaking instruction.
RECOMMENDATION FOR FUTURE STUDIES
The following paths for further research are suggested in light of the limits and issues discovered during the experiment:
(1) Studies comparing the impact of using short films in English instruction in big and small classes, as well as in rural and urban schools, can be conducted
(2) To get more thorough results, more demographic variables might be included in the study for correlation analysis, ANOVA, and other statistical techniques More research is required on additional aspects of English-speaking instruction and learning
(3) Will there ever be a situation when students get tired of the short speaking lessons supported by videos? What is that, and how may the issue be resolved?
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Yidi Zhang, Lucas M, & Pedro L (2022) A Decade of Short Videos for Foreign Language Teaching and Learning: A Review.
Dear students, the purpose of this questionnaire is to carry out a survey of students’ English-speaking ability in Sonadezi College and help improve English-speaking teaching This document is for research purposes only, so your name and class are not required Each option is neither right nor wrong, please choose according to your actual circumstances, and do not discuss it with others Thank you for your cooperation
(Các bạn học sinh thân mến, mục đích của bảng câu hỏi này là để khảo sát khả năng nói Tiếng Anh của sinh viên trường Cao Đẳng Sonadezi nhằm giúp cải thiện việc dạy nói tiếng Anh Tài liệu này chỉ dành cho mục đích nghiên cứu, vì vậy bạn không cần phải ghi tên hay lớp Mỗi lựa chọn đều không có đúng hay sai, hãy chọn đúng theo trường hợp của bạn và đừng thảo luận với người khác Cảm ơn vì sự hợp tác của bạn.)
Please circle to choose the option that is the most appropriate to your actual circumstances or fill in the blank if necessary Except for questions marked "multiple choice", all questions are single-choice
(Hãy khoanh tròn vào lựa chọn phù hợp với tình huống thực tế của bạn hoặc điền vào chỗ trống nếu cần thiết Ngoại trừ các câu hỏi được đánh dấu là “đa lựa chọn”, tất cả câu hỏi còn lại đều chỉ có một sự lựa chọn.)
1 What is your gender? (Giới tính của bạn là gì?)
2 What is your nationality? (Quốc tịch của bạn là gì?)
A Vietnam (Việt Nam) B others (khác)
3 Where does your family live? (Gia đình bạn đang sống ở đâu?)
A village (nông thôn) B town (thị trấn) C urban area (thành thị)
A boarder (học sinh nội trú) B day student (học sinh học trong ngày)
5 Do you have your own mobile phone/ tablet? (Bạn có sỡ hữu điện thoại hay máy tính bảng riêng không?)
6 Can you use your own or your parent’s mobile phone to access the Internet at night or at the weekends? (Bạn có thể dùng điện thoại của mình hoặc của ba mẹ để sử dụng Internet vào ban đên hay cuối tuần không?)
7 When did you start learning English? (Bạn bắt đầu học tiếng Anh khi nào?)
A primary school (trường tiểu học)
B secondary school (trường trung học cơ sở)
C high school (trường trung học phổ thông)
8 Are you participating in off-campus English (spoken language) training (online or offline):
(Bạn có đang tham gia lớp đào tạo nói tiếng Anh nào ngoài giờ học hay không (online hoặc offline)
A Yes (please write down the name of the training institution ) (Có Hãy viết tên của tổ chức đào tạo đó.)
9 What do you think of your English (spoken) level? (Bạn nghĩ trình độ nói tiếng Anh của mình như thế nào?)
A Excellent, I can use English fluently and proficiency to talk to others
(Xuất sắc, tôi có thể sử dụng tiếng Anh một cái trôi chảy và thành thạo để giao tiếp với người khác.)
B Good I can use the spoken language I have learned, however I am not fluent enough
(Tốt Tôi có thể sử dụng được ngôn ngữ nói mà tôi được học, tuy nhiên vẫn chưa đủ lưu loát.)
C Generally, I can speak simple sentences, but often cannot understand what others are saying or cannot express myself
(Nhìn chung, tôi có thể nói vài câu đơn, nhưng thường thì tôi không hiểu người khác đang nói gì và không thể bày tỏ được bản thân.)
D Poor, I can hardly say anything and can hardly understand what others are saying
(Tệ, tôi hầu như không nói và không hiểu được người khác đang nói gì.)
10 If you use short video applications (APPs) such as Facebook or Tiktok, (mostly) it is for:
(Nếu bạn sử dụng những ứng dụng có video ngắn như Facebook hay Tiktok, (đa phần) bạn sử dụng để:)
A Entertainment and relaxation (following celebrities and idols, watching funny videos, listening to music, etc.)
(Giải trí và thư giãn (theo dõi người những nổi tiếng và thần tượng, xem video hài hước, nghe nhạc,…)
B Learning and improvement (learning knowledge, talents, specialties, etc.)
(Học và cải thiện bản thân (dung nạp kiến thức, tài năng và chuyên ngành,…)
(Theo dõi tin tức mới nhất của bạn bè)
D Others (please fill in briefly )
(Việc khác (hãy điền ngắn gọn _)
(Không bao giờ coi video ngắn)
11 How many (English) short video bloggers do you follow on Facebook or TikTok and other short video apps?
(Bạn theo dõi bao nhiêu blogger làm video ngắn tiếng Anh trên Facebook hoặc TikTok hoặc các ứng dụng khác?)
A No one (Không ai cả) B Less than 4 (Ít hơn 4)
C 5-10 people (5-10 người) D more than 10 (Hơn 10 người)
12 Please check the following video bloggers you know (you can select multiple or just select H)
(Hãy chọn những blogger làm video dưới đây mà bạn biết (bạn có thể chọn nhiều đáp án hoặc chỉ học đáp án H)
C englishwithlucy D Speak English with Vanessa
E Lê Tiêu Linh F Khánh Vy Official
G Cô Tiên Tinker H Don’t know anyone (Không biết ai cả)
For the following questions, please use ✓ to select the answer that best suits your situation based on the meaning of each number You can only choose one
(Đối với những câu hỏi dưới đây, hãy sử dụng dấu ✓ để chọn đáp án phù hợp với trường hợp của bạn nhất dựa theo ý nghĩa của từng con số Bạn chỉ có thể chọn một đáp án.)
1- Completely disagree (Hoàn toàn không đồng ý)
5- Completely agree (Hoàn toàn đồng ý)
1 I think it is important to learn spoken English well
(Tôi nghĩ rằng việc nói Tiếng Anh tốt thì quan trọng.)
2 I have sufficient confidence in oral English learning
(Tôi có đủ sự tự tin trong việc học nói tiếng Anh.)
3 I have a strong interest in oral English learning
(Tôi có niềm yêu thích lớn với việc học nói tiếng Anh.)
4 I think the current oral English teaching method can help me learn spoken English well
(Tôi nghĩ rằng phương pháp học nói tiếng Anh hiện tại có thể giúp tôi học nói tiếng Anh tốt.)
5 I only practice speaking with my classmates
(Tôi chỉ luyện nói tiếng Anh với bạn cùng lớp.)
6 The country should add a speaking test to the English college entrance examination
(Quốc gia nên thêm kỳ thi nói Tiếng Anh vào kỳ thi đầu vào cao đẳng.)
7 I get excited whenever I have the opportunity to speak
(Tôi cảm thấy hào hứng bất kể khi nào tôi có cơ hội nói tiếng
8 If I meet a foreigner, I dare to go up and speak English to them, even if I may not speak English well
(Nếu tôi gặp một người nước ngoài, tôi sẵn sàng đến và nói tiếng Anh với họ, thậm chí có thể là tôi nói tiếng Anh không tốt.)
9 I will take the initiative to speak English and interact with teachers in class
(Tôi sẽ xung phong để nói và giao tiếp tiếng Anh với giáo viên trong lớp.)
10 When asked by the teacher, I can answer the questions in
(Khi giáo viên hỏi, tôi có thể trả lời câu hỏi bằng tiếng Anh.)
11 I think most people are good at speaking English because they study hard and practice diligently
(Tôi nghĩ hầu hết ai giỏi nói tiếng Anh bởi vì họ chăm học và luyện tập chăm chỉ.)
12 I like watching short English-speaking teaching videos on
TikTok or Facebook and other apps
(Tôi thích xem video dạy nói tiếng Anh trên Tiktok hoặc
Facebook trên các ứng dụng khác.)
The questionnaire ends here, thank you very much for your participation and support
(Bảng câu hỏi đến đây là hết, cảm ơn bạn rất nhiều vì đã tham gia và hỗ trợ.)
English Speaking Proficiency Test Paper (Pre-test)
English Speaking Proficiency / Pre-test
Part 1 / Words and Pronunciation (5 points, 30 sec)
Students read the following words aloud
Part 2 / Simple Dialogues (10 points, 2 min)
3 What is your favorite subject? / sports? / food?
5 How do you go to school every day?
6 What do you usually do on weekends?
Part 3 / Picture Describing (15 points, no more than 5 min)
1 Ask students: What can you see in the picture?
2 Ask students a question flexibly according to his/her description
Page | 99 English Speaking Proficiency / Pre-test
Part 1 / Words and Pronunciation (5 points, 30 sec)
Read the following words aloud
Part 2 / Simple Dialogues (10 points, 2 min)
Briefly answer the examiner’s questions
Part 3 / Picture Describing (15 points, no more than 5 min)
Look at the picture and:
1 Describe the people or things you see in the picture as much as possible, you can expand appropriately
Page | 100 English Speaking Proficiency / Pre-test
Part 1 / Words and Pronunciation (5 points, 30 sec)
Read the following words aloud
Part 2 / Simple Dialogues (10 points, 2 min)
Briefly answer the examiner’s questions
Part 3 / Picture Describing (15 points, no more than 5 min)
Look at the picture and:
1 Describe the people or things you see in the picture as much as possible, you can expand appropriately
Page | 101 English Speaking Proficiency / Pre-test
Part 1 / Words and Pronunciation (5 points, 30 sec)
Read the following words aloud
Part 2 / Simple Dialogues (10 points, 2 min)
Briefly answer the examiner’s questions
Part 3 / Picture Describing (15 points, no more than 5 min)
Look at the picture and:
1 Describe the people or things you see in the picture as much as possible, you can expand appropriately
English Speaking Proficiency Test Paper (Pre-test)
English Speaking Proficiency / Pre-test
Part 1 / Words and Pronunciation (5 points, 30 sec)
Students read the following words aloud
Part 2 / Simple Dialogues (10 points, 2 min)
Briefly answer the examiner’s questions
Part 3 / Picture Describing (15 points, no more than 5 min)
Look at the picture and:
1 Describe the people or things you see in the picture as much as possible, you can expand appropriately
Page | 103 English Speaking Proficiency / Pre-test
Part 1 / Words and Pronunciation (5 points, 30 sec)
Read the following words aloud
Part 2 / Simple Dialogues (10 points, 2 min)
Briefly answer the examiner’s questions
Part 3 / Picture Describing (15 points, no more than 5 min)
Look at the picture and:
1 Describe the people or things you see in the picture as much as possible, you can expand appropriately
Page | 104 English Speaking Proficiency / Pre-test
Part 1 / Words and Pronunciation (5 points, 30 sec)
Read the following words aloud
Part 2 / Simple Dialogues (10 points, 2 min)
Briefly answer the examiner’s questions
Part 3 / Picture Describing (15 points, no more than 5 min)
Look at the picture and:
1 Describe the people or things you see in the picture as much as possible, you can expand appropriately
Page | 105 English Speaking Proficiency / Pre-test
Part 1 / Words and Pronunciation (5 points, 30 sec)
Read the following words aloud
Part 2 / Simple Dialogues (10 points, 2 min)
Briefly answer the examiner’s questions
Part 3 / Picture Describing (15 points, no more than 5 min)
Look at the picture and:
1 Describe the people or things you see in the picture as much as possible, you can expand appropriately
Scoring Criteria for the English Speaking Proficiency Tests
Part 1: Words and Pronunciation (5 points)
5 points Read out all words and pronounce them correctly
3-4 points Read out 4-6 words with recognizable pronunciation
1-2 points Read out 1-3 words but with poor pronunciation
Null Do not answer or read all words in the wrong way or with poor pronunciation
9-10 points Correct grammar and vocabulary, standard pronunciation;
Being able to respond to questions quickly, give appropriate and complete answers, and express own real ideas
7-8 points Correct in grammar and vocabulary and standard in pronunciation;
Being able to respond to questions relatively quickly, and propose appropriate and complete answers
5-6 points There are some mistakes in grammar and vocabulary, but they do not affect successful communication;
Being able to answer questions after thinking, but the language is not fluent enough sentences are not fluent enough and sentences are not complete enough
3-4 points There are some mistakes in grammar and vocabulary, which affect successful communication;
There are pronunciation defects, which sometimes affect communication;
Being able to answer questions after thinking, but the language is fragmentary and there are many pauses
1-2 points With the help of the examiner, students can say relevant words, but cannot provide necessary information
Null Unable to understand the examiner’s instructions and answer questions
13-15 points Correct grammar and vocabulary; authentic pronunciation, natural tone;
Use a wide range of vocabulary in expression, being able to use many sentences with complex grammatical structure and make a long speech with coherent language and natural pauses; Answer questions persuasively and to the point; Being able to communicate with the examiner freely and have full interaction
10-12 points Correct in grammar and vocabulary and standard in pronunciation; Rich vocabulary in expression, being able to use some sentences with complex grammatical structures and speak coherently with occasional pauses; Answer questions persuasively and to the point; Being able to answer questions quickly and actively interact with the examiner
7-9 points There are some mistakes in grammar and vocabulary, but they do not affect successful communication;
The pronunciation is recognizable; Master basic vocabulary for expression, being able to insert one or two sentences with complex grammatical structure among the normal simple ones; Answers are basically correct and to the point; Being able to answer a question after thinking but the language is not fluent enough and can interact with the examiner normally
4-6 points There are unignorable grammatical and lexical errors, which sometimes affect successful communication; There are pronunciation defects, which sometimes affect others’ understanding; Vocabulary is not rich enough in expression and the grammatical structure is simple; Pauses, change of words are repeat sentences frequently occur when the student is organizing ideas or searching for words; Answers are bare to the point but some irrelevant content is mixed in the answer and the answer is disorganized; Think for a long time before answering and need the examiner to guide the interaction
2-3 points There are a lot of errors in grammar and vocabulary; Poor pronunciation, which hinders others’ understanding; Lack of necessary vocabulary and coherence, have difficulty in expression; Unable to express opinions clearly; Disordered thinking and language organization; Unable to communicate smoothly and expand information; Not good at interacting with the examiner
1 point With the help of the examiner, the student can say some related words but cannot state them in sentences
Null Unable to understand the examiner’s instructions and answer questions.