VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlles USING COMEDY SHORT VIDEOS ON YOUTUBE TO IMPROVE STUDENTS’ ENGLISH
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I hereby declare that this thesis (title) is my own work “I have read, researched, translated documents and synthesized knowledge to make this thesis and make sure not to copy it anywhere The theories in the thesis are used the same material as I have referenced in the reference section already in the thesis All data in the thesis are guaranteed to be truthful and have not been published in any other research work.
First of all, I would like to thank my thesis advisor - Dr Huynh Anh Tuan -
My direct instructor Thank you that the door to your office is always open when I run into trouble or have questions about my research problem The teacher always allowed me to freely express my views and gave me comments and suggestions, leading me in the right direction during my research and implementation of my master's thesis.
I would also like to thank the teachers in the Vietnam National University, Hanoi for imparting to me in-depth specialized knowledge during my study period so that I have a great supporting knowledge base for my students I am in the process of doing my master's thesis.
Finally, I would like to thank my family, especially my husband for their continued support and encouragement throughout my years of study and through the research and writing of this thesis This achievement would not have been possible without them.
The research aims to identify the potential effectiveness of using comedy short videos on YouTube on the improvement of the English speaking skills of young learners at a primary school in Hai Phong This study adopted action research approach in which both qualitative and quantitative data collected from classroom observations, survey questionnaires and semi-structured interviews were analyzed to seek answers to three research questions There were evidences that the application of YouTube short comedy videos could enhance young learners’ speaking skills What is more, according to the results, videos were positively evaluated by the students in all aspects according to ARSC model of Attention, Relevance, Satisfaction and Confident.
Keywords: YouTube, Short Videos, Speaking Skill, Improvement, Student ill
LIST OF ABBREVIATIONS Ác SH LH HH HH HH, vil
CHAPTER 1 INTRODUCTION - SG 2< 1S 29H HH HH he 1 LiL Rationale oe ùyếễỶŸ4Ÿ 1
1.2 Research aims and ODJ€CfIV€S 1 9 91T HH HH gi nh nành 2 1.3 Research QU€SfIOTIS - - -G s HH HH nh TT TH TH Hà HH HT nh nh 2 1.4 Scope of the 2 66-454 2
1.6 The significance of the Study c1 2.11 31 111111111 11 1111 1g ng ng 4 1.7 Structure of the th€S1S sọ TT HH HH HH ghi nnH 4
CHAPTER 2 LITERATURE REVIEWW SH He, 5 2.1 Overview of YouTube short comedy VI€OS - 5c 3S vs viserrrsrrrrrree 5 QLD YOUTUbE 1 a5 5
2.1.2 YouTube short comedy VI€OS - c2 22 221131111111 1111 115111 1 ket 6 2.1.3 Main types of YouTube channels for primary school students 8
2.2 Characteristics of primary school students 555cc ssssseseerserers 10 2.3 Teaching speaking to young learners c5 331321 EEEssrsrerssrrssrrses 11 2.4 Previous related Studies eceseccsseesesseeseeseeeecsecceeeeeceeseesesseeseesecsesaeeeeseaseneeaeeas 12 2.5 SUIMMALY 14 CHAPTER 3 METHODOLUOGY - S2 kSHH HH HH HH HH Hiệp 14 3.1 Research questions reinstated - - c1 11211211151 1511 1111111 11 1E rrree 15 3.2 Research approach: Action research - - + s + v3 v1 1 1 8 ng rry 16 3.2.1 Definition of an Action research - óc vn ng ệt 16 3.2.2 Model of an action r€s€arCHh - +c 1111112319111 119 1 vn ng HH rệt 16 3.2.3 Procedures of the Study c.cccccecsccsssccessecesceeeeceseecseeceeeeeaecseesseeseseeseneessaees 19 iv
3.3 Data Collection 0 20 3.3.1 The data collection instrument 2.0.0.0 ceeeesccseeeseseeeseeseeseeeesecseeseeeesenseaeaeens 20 3.3.2 Data collection DFOC€C[UT€S - (SG 321321111113 1111 151111111111 rree 22
3.5.1 Guess videos’ content after watching VId€O s5 cv sseseerssrrrses 24 3.5.2 (0/196 24
CHAPTER 4 DATA ANALYSIS, FINDINGS AND DISCUSSION 29
4.1 Data analysis of English speaking test (A1) eee eeceeeeseeeeeeeeeeeeeseeeneeeeeaeees 29 4.1.1 The result English speaking test of cycle Í - + ssxssskrsexeeresersre 29 4.1.2 The result English speaking test of Cycle 2 - xxx eerske 31 4.1.3 The result English speaking test of cycle Ẵ - ác nereeeesee 34 4.2 Data analysis of the student’s questionnaires .ce:cceseeseeseeeceeseeeseeeeeeteeeseees 38 4.3 Data analysis of the (Ì1AT1©S - 5 3 39 91H HH ng ng gưệp 40 4.3.1 Positive ÍACẨOTS HH HH HH nh TT TH HH HH Hà HH gà 41 S0) 42
4.4 Data analysis of the student’s IIfCTVICW - Án St HH ng re, 43 AS Finding n ' -.'-.-.- 43
4.5.1 The improvement of the students’ speaking skill with using YouTube short
4.5.2 The students’ opinion on using YouTube short comedy videos to learn English
4.5.3 The difficulty on using YouTube short comedy videos - 454.6 [D1SCUSSIOTI 0G G Hg gTT H H H H nưg 46
CHAPTER 5 CONCLUSION ng TH HH HH Hệ, 48 5.1 Summary of the findings cece eeecseeseceecseceeceeceseesesseeseeaessesaeesesseeeeseeeeeeeaes 48 5.2 Trp lications 1 - , Ả 49
EFL {English as a Foreign Language
ESL |English as a Second Language
IMMSlIInstructional Materials Motivation Survey vii
Table 1.1 Al Speaking RUDTIIC 5c E32 33213311 391115511 Eerrkrree 3 Table 3.1 Procedures of the Study - c1 2112112 1111151111111 Ekrree 19 Table 4.1 The result English speaking test of cycle è -ô++-sss+