An investigation into using video for out of class listening pactice among the 3rd year english majors at hanoi pedagogical university no 2

MINISTRY OF EDUCATION AND TRAINING HANOI PEDAGOGICAL UNIVERSITY Nº =====***===== NGUYEN THI THANH MUOI AN INVESTIGATION INTO USING VIDEO FOR OUT-OF-CLASS LISTENING PRACTICE AMONG THE 3RD-YEAR ENGLISH MAJORS AT HANOI PEDAGOGICAL UNIVERSITY N0 (GRADUATION PAPER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF ARTS IN ENGLISH) SUPERVISOR: TA THI THANH HOA, M.A Hanoi, May 2013 i ACKNOWLEDGEMENTS I would like to take this chance to express my greatest gratitude to my supervisor, Ms Ta Thi Thanh Hoa, M A., for her patience in providing continuous and careful guidance as well as encouragement, indispensable suggestions and advice I am greatly indebted to the teachers of English at Hanoi Pedagogical University N0.2 for their help and guidance while I was carrying out the survey I wish to thank all lecturers at Hanoi Pedagogical University N˚ 2, especially the lecturers in the Foreign Language Faculty for their instruction during my years of university work I would also like to take this opportunity to express my deepest thanks to 3rdyear English majors at Hanoi Pedagogical University N0.2 for their help in completing the survey questionnaires, and for the willingness to share their relevant problems with me I am particularly grateful to my close friends for their enthusiasm and kindness in sharing me valuable documents for my research Last but not least, I owe a debt of gratitude to my beloved family, for their whole- hearted encouragement and endless support ii ABSTRACT This study aims at surveying the benefits of using video in learning listening and suggests suitable techniques of using video which may help the students and teachers to improve the current situation The thesis consists of the theoretical background about listening comprehension, the role of listening, and the benefits of using video in listening practice Based on the data analysis and tests’ result analysis, the success of using video in English listening practice and the types of problems and causes have been found Solutions to the problems have been suggested iii STATEMENT OF AUTHORSHIP Title: An Investigation into Using Video for Out-Of-Class Listening Practice among the 3rd-year English Majors at Hanoi Pedagogical University N0.2 (Graduation paper submitted in partial fulfillment of the Degree of Bachelor of Arts in English) I certify that no part of this report has been copied or reproduced from any other person’s work without acknowledgements and that the report is originally written by me under strict guidance from my supervisor Date submitted: May 2013 Student Supervisor Nguyen Thi Thanh Muoi Ta Thi Thanh Hoa, M.A iv LIST OF TABLES AND CHARTS Tables: Table 1: The effectiveness of using video in listening practice Table 2: Some negative attitudes towards using video in listening practice Table 3: Students’ favorite while-listening activities Charts: Chart 1: Students’ difficulties in listening Chart 2.1: Students’ frequency of practicing listening English through video Chart 2.2: Students’ attitudes towards video listening Chart 3: Students’ while -listening activities Chart 4: Students’ application of effective techniques of using video for out-ofclass listening Chart 5: Raw marks in listening pre-test Chart 6: Raw marks in listening post-test v TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii LIST OF TABLES AND CHARTS iii STATEMENT OF AUTHORSHIP iv TABLE OF CONTENTS v PART ONE: INTRODUCTION I Rationale II Research presupposition III Research objectives IV Research scope V Research tasks VI Research methods VII Significance of proposed research VIII Design of the research work ……………….4 PART TWO: DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND I.1 Literature review in brief I.2 General concepts of listening comprehension I.2.1 Definition of listening comprehension I.2.2 Listening comprehension process I.2.2.1 Bottom- up process I.2.2.2 Top- down process I.2.2.3 Interactive process I.2.3 Stages of listening comprehension 10 I.2.3.1 Pre-listening 10 I.2.3.2 While-listening 10 I.2.3.3 Post-listening 10 I.3 The roles of listening in foreign language teaching and learning 11 I.3.1 Language acquisition 11 vi I.3.2 Speaking skill development 12 I.3.3 One of ultimate goals of learning a language 12 I.4 General concepts of video 13 I.5 Uses of video in learning language 14 I.5.1 For its own sake 14 I.5.2 For comprehension of spoken language 14 I.5.3 As a language model 14 I.5.4 Cultural values 15 I.5.5 As a stimulus for input 15 I.5.6 As a moving picture book 15 I.6 The effectiveness of using video in listening comprehension enhancement 16 I.6.1 Generating interest, motivation and concentration in listening 16 I.6.2 Lowering anxiety in listening 17 I.6.3 Helping learners study on-verbal and non-verbal aspects of communication 18 I.6.4 Providing the background of communication 19 CHAPTER TWO METHODOLOGY AND RESEARCH FINDINGS II.1 Survey 20 II.1.1 Purpose of the survey 20 II.1.2 Population of the survey 20 II.1.3 Type of the survey 21 II.1.4 Construction of the test 21 II.1.5 Presentation of the survey 21 II.1.5.1 Test items 21 II.1.5.2 Arrangement of the test items 22 II.1.6 Administration of the try-out 22 II.1.6.1 Presentation of the try-out 22 II.1.6.2 Try out 22 II.1.7 Method of data analysis 22 II.2 Data analysis and discussion 24 vii II.2.1.Data analysis 24 II.2.1.1 Students’ difficulties in listening practice 24 II.2.1.2 Students’ attitudes towards the use of video in English listening practice 25 II.2.1.3 Students’ activities while practicing listening 30 II.2.1.4 Students’ application of effective techniques of using video for out-ofclass listening 31 II.2.2 Tests’ result analysis 32 II.2.2.1 Analysis of the pre-test 32 II.2.2.2 Analysis of the post-test 34 II.2.3 Discussion of the findings 35 II.2.3.1 Success in terms of applying video in listening practice 35 II.2.3.1.1 Developing confidence in listening 35 II.2.3.1.2 Improving pronunciation 36 II.2.3.1.3 Motivating students’ interest in listening 36 II.2.3.1.4 Increasing input comprehension 37 II.2.3.2 Problems 37 II.2.3.2.1 The mixed ability among the students 37 II.2.3.2.2 The choice of unsuitable video in listening 38 II.2.3.2.3 Inappropriate listening tasks designed from video 38 CHAPTER THREE: SUGGESTED SOLLUTIONS III.1 Selecting video materials 39 III.2 Some techniques of using video 40 III.2.1 Sound off/vision on (silent viewing) 40 III.2.2 Sound on/vision off (sound only) 40 III.2.3 Sound on and vision on (normal viewing) 41 III.2.4 Split viewing 41 III.2.5 Jumbled sequence 41 III.3 Varying tasks designed from video 42 III.3.1 Diagram labeling 42 III.3.2 Matching 42 viii III.3.3 Dictation 42 III.3.4 Gist listening 43 III.3.5 Note- taking 43 III.3.6 Predicting language 43 III.3.7 Spotting activities 43 PART THREE: CONCLUSION CONCLUSION 44 REFERENCES 46 APPENDICES 48 LISTENING PRE-TEST 48 LISTENING POST-TEST 49 SURVEY QUESTIONAIRE 51 ix PART ONE INTRODUCTION I Rationale English language has been recognized as a means of communication in the world It is the official language of many developed counties and is taught as the second foreign language in most of the countries across the world Today, knowledge of English language has become the basic requirement in most of the aspects such as economy, science, education, culture and so on Therefore, mastering English will help people enrich their knowledge about the world For its great importance, English has now a mandatory subject in all schools in Vietnam In recent years, with the prevalence of the communicative approach, English are taught as a tool of communication In this communicative process, listening comprehension plays an important role Foreign language listening comprehension is a complex process and crucial in the development of second language competence, and the importance of listening in language learning has only been recognized recently (Celce-Murcia, 2001) Because the role of listening comprehension in language learning was either overlooked or undervalued, it merited little research and pedagogical attention in the past But at present, some researchers have devoted some time to listening and believe it to be an important skill in teaching and learning Videos have become more and more popular in language practicing for decades Language skills, namely speaking, listening, reading, and writing, can be instructed with videos Videos are not only used for entertainment, but they also can provide a great approach for language teaching and learning In addition, videos can motivate students to engage in language learning The availability of videos for use in practicing listening is increasing Most often a video film is used to present communicative situations in context The video is an important resource that may be used by teachers of English Experience also shows that activities based on video materials encourage more communication among learners When they watch a video, learners are able to understand that gestures, facial expressions, III.2 Some techniques for using video In addition to selecting video materials carefully, it is necessary to use a variety of alternative techniques for out-of-class listening practice through video Tomalin, B (1986) in the book Video, TV and Radio in the English Class, Nunan, D & Miller, L (1995) in New ways in teaching listening, and Stempleski, S & Tomalin, B (1990) in Video in Action have focused on these techniques III.2.1 Sound off/vision on (silent viewing) This technique can be used either to stimulate language activity about what is seen on the screen (rather than what is being said) or to focus on what is being said, by a variety of guessing/predicting tasks The most common ways of using this technique are as follows:  Choosing scenes with short exchanges of dialogue, where the action, emotions, setting, situation, etc, gives clues to what is being said Students guess/predict the words and then compare afterwards while viewing with sound on  Using longer exchanges for students to guess the gist or situation rather than exact words  Playing whole sequences for students to try and write suitable screenplays, which can then be compared with the actual soundtrack  Asking students to produce an oral commentary on what they see III.2.2 Sound on/vision off (sound only) This technique can be used to get students to pay close attention to what they hear on the soundtrack Students can use what they hear on the soundtrack to make prediction about the setting, the situation, the characters and the action Some suggestions include:  Asking students to draw a picture, or a series of pictures, of what they expect to see on the screen  Asking students to respond to a series of questions about the scenes  Asking students to produce an oral or written commentary on what they hear 40 III.2.3 Sound on and vision on (normal viewing) Suggestions include:  Telling students what the sequence will be about and asking them to make a list of all the things they expect to see and hear on the screen  Giving students a list of comprehension questions before viewing a sequence and then getting them to answer the questions after viewing  Asking students to produce an oral or written commentary on what they saw and heard  Giving students a transcript of a sequence and asking them to practice acting it out before viewing the actual sequence III.2.4 Split viewing In this technique, some students, the viewers, see a video sequence but not hear the soundtrack; others, the listeners, hear the soundtrack but not hear the video This technique can be used as the basis for a variety of information gap procedures, for example:  The viewers describe what they have seen to listeners, and the listeners describe what they have heard to the viewers  The viewers and listeners work together to reconstruct the whole sequence from the elements they have separately seen and heard  The listeners ask the viewers questions about the scene and reconstruct it from the viewers’ answers and from what themselves have heard on the soundtrack III.2.5 Jumbled sequence A sequence is divided into sections and played out of order This technique is useful for stimulating discussion and getting students to focus on editing techniques and the actual storyline in a sequence:  Showing the beginning and the end of a sequence and asking students to guess what happen in the middle  Showing a number of sequences out of program order and ask students to order them 41  Choosing two short sequences each from different films and showing them in random order; students must allocate the sequences to the films and decide on the order of the sequences in each video III.3 Varying tasks designed from video In listening practice, students are expected to listen closely and remember afterwards what they hear However, if students are required to listen and questions are asked afterwards, these questions become difficult tasks Listening practice can be made easier by telling them beforehand what to expect and what to listen for this will help them to focus their listening One of the most effective ways of doing this is designing a variety of tasks from video III.3.1 Diagram labeling In this activity, students are provided with visual materials They have to view and follow a video sequence according to its graphic representation like a diagram, a picture or a map In this activity the teacher must make sure that the notes or illustrations are easily comprehensible to the students so that the teacher will not suddenly have to stop to puzzle out what is meant III.3.2 Matching To practice this activity, students can be distributed distribute a series of pictures with blank speech which represent the speech or thought of the interlocutors in the sequence In the matching exercises, the students follow a narrative and link the events to the corresponding drawings which show different stages of the story III.3.3 Dictation This activity aims at identifying sentence stress and developing vocabulary Because dictation is an exercise to promote accuracy in language reception, the learners must break out a continuous flow of sound into component elements To this, learners must be able to identify words with stress Therefore, when choosing video materials it is important to select an excerpt in which the subject matter is not a special one, the speech is straightforward and the pronunciation is clear The video clip to be chosen should be a narration, either a commentary or documentary, or an introduction to a subject-matter 42 III.3.4 Gist listening The aim of this activity is to increase the learners’ knowledge of English sentence patterns, vocabulary and also paralinguistic features Multi-choice or True-False Statements to teach picking up the gist of a sequence should be prepared in such a way as to cover the amount of information we need to recall III.3.5 Note-taking This activity aims at training the learner how to sort information It also improves the learners’ ability in sentence building, and in recreating the gist of the viewed sequence from the notes taken It is important to note that the primary focus must be on how to listen and what to listen for There is a number of exercises to be employed to teach this skill are:  Taking short notes  Longer guided note-taking  Free note-taking III.3.6 Predicting language An important part of the skill of listening is being able to predict what the speaker is going to say next Getting students to predict the language being used can be useful and motivating  Give students the script with key items removed e.g expressions/verbs/key words/questions  View with sound off and students use the visual clues to brainstorm the missing items  View with sound to check predictions and complete View again if needed III.3.7 Spotting activities The aim of this activity is to increase the learners’ vocabulary In doing this activity, the learner would be given a sheet containing a list of words and phrases, some of which appear in the video sequence, some not The learner’ task is to spot the phrases he has just heard, when using this activity, it is preferable to choose dialogue or interview type material Any material used for this purpose should contain speeches at normal speed The video chosen for this task should not exceed ten minutes and it must be easily broken down into small segments for specific use 43 PART THREE: CONCLUSION SUMMARY OF THE STUDY This study is done with the hope of making a strong statement that listening is the most communicative language skill, plays an important role in the process of practicing English Therefore, it needs to be taught and studied carefully And with an experiment research on the effectiveness of using video for listening comprehension enhancement, a new application of video in learning English is found out and some suggestions on how to use video to enlighten the work of practicing listening are offered By collecting data through the questionnaires, the tests, and the informal interview, valuable findings were revealed, analyzed, discussed and the result can be summarized as follows: Firstly, it is asserted through the study that video can be used as an effective means to generate students’ interest and maintain their concentration in listening Almost all the participants were activated in the listening practice They were more active and involved in the listening tasks The atmosphere of the group work was, therefore, more joyful and exciting The students themselves agreed that they feel like listening much more than before Secondly, video also proves to be an effective approach to improve students ‘some top-down and bottom-up listening skills and therefore, enhance their comprehension in listening LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY In any research papers, limitations are unavoidable The study presented in this minor thesis is of no exception The first limitation is the author’ practical experience in using video to apply for 3rd-year English majors, therefore, the suggestions in the last chapter are likely to be subjective and incomplete, leaving the issue open for debate Another thing is that the study was carried out to examine the effective use in listening skill only, not taking care of other skills such as speaking, reading and 44 writing It is, therefore, important that studies on these three skills should be carried out for better English teaching and learning with video Finally, the study has already dealt with the application of video use in promoting some top-down and bottom-up listening skills However, it has not gone deeply into how and in what way video can improve each of these sub-skills The researcher, therefore, really hopes that this paper can call for further research and applications 45 REFERENCES Anderson, A & Lynch, T (1988) Listening Oxford: Oxford University Press Arthur, P (1999) “Why Use Video? A Teacher’s Perspective” VSELT, 2:4,4 Baltova, I (1994) Impact of Video on the Comprehension Skills of Core Friend Students Canadian Modern Language Review, 50:3, 506-531 Boyle, J.P (1981) Factors Affecting Listening Comprehension ELT Journal, 38 (1), 34-38 Brown, G (1999) Listening to Spoken English London: Longman Buck, G (2001) Assessing Listening Cambridge, UK: Cambridge University Press Canning, C & Wilson (2000) “Practice Aspects of Using Video in the Foreign Language Classroom” The Internet TESL Journal http://iteslj.org/Articles/Canning-Wilson-Video.html Cooper, R., Lavery, M & Rinvolucri, M (1991) Video Oxford University Press Doff, A (1988) Teach English- a Training Course for Teachers Cambridge: Cambridge University Press 10 Griffin, L (2001) Using Video in the Classroom Library Video Company http://www.libraryvideo.com/articles/article13.asp 11 Hanley, J., Heron, C., & Cole, S (1995) Using Video as an Advance Organizer to a Written Passage in the FLES Classroom Modern Language Journal, 79, 57-66 12 Harmer, J (1991) The Practice of English Language Teaching London: Longman 13 Harmer, J (1999) How to Teach English Malaysia: Longman 14 Hemei, J (1997) Teaching with Video in English Class Journal of English 15 Katsiashviki (2010) The Role of the Video Player in Language Learning Telavi State University 16 Krashen, S (1981) Second Language Acquisition and Second Language Learning Pergamon Press 46 17 Lebedko, M.G (1999) Video as a Recourse for Teaching American Culture TESL Reporter 18 Lonergan, J (1984) Video in Language Teaching Cambridge: Cambridge University Press 19 Lynch, T (1983) Study Listening Cambridge: Cambridge University Press 20 Michaelides, P (2004) TESOL Video News TESOL 21 Nunan, D & Miller, L (1995) New Ways in Teaching Listening TESOL Publications 22 Nunan, D (1990) Designing Tasks for the Communicative Classroom Cambridge: Cambridge University Press 23 Nunan, D (1999): Second Language Teaching and Learning Boston: Heinle & Heinle Publishers 24 Richard, J., & Rodgers, T (2001): Approaches and Methods in Language Teaching, United Kingdom: Cambridge University Press 25 Rost, M (1994) Introducing Listening London: Penguin 26 Sherman, J (2003) Using Authentic Video in the Language Classroom Cambridge: Cambridge University Press 27 Stempleski, S & Arcario, P (1990) Video in the Second Language Teaching: Using, Selecting, and Producing Video for the Classroom Alexandria, VA: TESOL 28 Stempleski, S & Tomalin, B (1990) Video in Action UK: Prentice-Hall International Teaching Forum 29 Tomalin, B (1986) Video, TV and Radio in the English Class London: Macmillan Publishers Ltd 30 Underwood, M (1990) Teaching Listening Hong Kong: Longman 47 APPENDICES LISTENING PRE-TEST SECTION 3: QUESTIONS 21-30 Questions 21 and 24: Choose the correct letter A, B or C Honey Bees in Australia 21 Where in Australia have Asian honey bees been found in the part? A Queensland B New South Wales C Several states 22 A problem with Asian honey bees is that they: A Attack native bees B Carry parasites C Damage crops 23 What point is made about Australia bees? A Their honey varies in quality B Their size stops them from pollinating some flowers C They are sold to customers abroad 24 Grant Freeman says that if Asian honey bees got into Australia, A The country’ economy would be affected B They could be used in the study of allergies C Certain areas of agriculture would benefit Question 25-30: complete the summary below (write one word only): Looking for Asian honey bees Birds called Rainbow Bee Eaters eat only (25)………… , and cough up small bits of skeleton and other products in a pallet Researchers go to the locations the bees eaters like to use for (26)……… They collect the pellets and take them to a (27)………….for analysis Here (28)……… Is used to soften them, and the researchers look for the (29)…….of Asian bees in the pellets The benefit of this research is that the result is more (30)…… than searching for live Asian bees 48 LISTENING POST-TEST SECTION 4: Questions 31- 40 Questions 31-34: choose the correct letter A, B or C 31 Compared to introducing new business processes, attempts to copy existing processes are: A More attractive B More frequent C More straightforward 32 Most research into the reception of success in business has: A Been done outside the United States B Produced consistent findings C Related to only a few contexts 33 What does the speaker say about the consulting experts? A Too few managers ever it B It can be useful in certain circumstances C Experts are sometimes unwilling to give advice 34 An expert’s knowledge about a business system may be incomplete because: A Some details are difficult for workers to explain B Workers choose not to mention certain details C Details are sometimes altered by workers 49 Questions 35-40: complete the note below (write one word only for each answer): Setting up systems based on an existing process Two mistakes Manager tries to:  Improve on the original process  Create an ideal (35)………… From the best parts of several processes Causes of problems  Information was inaccurate  Comparison between the business settings was invalid  Disadvantages were overlooked, e.g effect of changes on (36)……… Solutions  Change (37)…………  Impose rigorous (38)……………  Copy original very closely:  Physical features of the (39)…………  The (40)…………………of the original employees 50 SURVEY QUESTIONARE This survey questionnaire is designed for 3rd-yearEnglish majors of English at HPU2 with the aim of serving my study of the effectiveness of using video for listening comprehension enhancement Your help in completion of the survey is highly appreciated Thank you very much! Choose the answer (one only) How often you practice listening English through video? A Always B Often C Sometimes D Rarely E Never What difficulties you have in listening through video? A Vocabulary B Grammar structure C Stress and intonation D Speaker’ accent E Speaking speed F Other difficulties How much you like learning listening through video? A Very much B Much C I don’t know D Not much E Not at all F Other ideas What you normally while you are practicing listening through video? A Taking notes B Trying to grasp the overall meaning C Watching and trying to get every word D Just watching for fun 51 E Other activities How you like the following activities while watching? Circle one figure according to your preference: (1: the least interest and 5: the most interest) A Gap filling 12345 B Dictation 12345 C Matching 12345 D Answering comprehension questions 12345 E Note-taking 12345 F Multiple choice 12345 G True/false 12345 H Predicting language 12345 What techniques you apply for using video in learning listening? A Vision on/off (silent viewing) B Sound on/vision off (sound only) C Sound and video on (normal viewing) D Split viewing E Jumbled sequence F Other techniques 52 In what ways does video help to improve your listening comprehension skill? Put a tick in the appreciate column: Learning listening through Strongly video…… agree …makes the listening lesson more enjoyable and relaxing …makes me concentrate more on the listening lesson …helps me recognize key words better …helps me understand stress patterns and intonation …help me discriminate English sounds better …helps me study verbal and non-verbal aspects of communication …helps me generate predictions and develops my guessing skill …helps me clarify the setting of the listening …helps me infer ideas before listening …helps me develop my confidence in listening …helps me listen to English better 53 agree Don’t Strongly know disagree disagree What you think of the disadvantages of video to your listening skill? The visual distracts me form concentrating on the yes no Long video sequences make me tired yes no Some listening tasks are inappropriate yes no listening -the end- 54 [...]... the 3rd- year English majors at Hanoi Pedagogical University N0 2 (HPU2)? 2) What are the causes of the problems of using video in listening practice faced by the 3rd- year English majors at HPU2? 3) What effectiveness of using video for out- of- class listening practice is achieved by the 3rd- year English majors at HPU2? Based on the questions above, I am eager to learn about the effectiveness and make... discriminate English sounds better Strongly disagree Disagree Don’t know Agree Strongly Agree 0% 4% 12% 36% 48% 8% 16% 8% 40% 28 % 12% 20 % 16% 28 % 24 % 4% 12% 12% 52% 20 % 0% 12% 12% 28 % 48% 16% 16% 20 % 28 % 20 % 12% 8% 12% 32% 32% 0% 20 % 28 % 28 % 12% 16% 8% 32% 44% 16% 20 % 20 % 32% 20 % 12% 12% 20 % 24 % 28 % 16% Helping me paying much attention to stress patterns and intonation Table 1 indicates the effectiveness of. .. minimize the problems in the use of video for listening comprehension enhancement II.1.1 Purpose of the survey The purpose of the study is to investigate the benefits of using video for outof -class listening practice among the 3rd- English majors at HPU2 II.1 .2 Population of the study The number of students participating in the survey questionnaire is thirty 3rdEnglish majors HPU 2 There are some reasons for. .. carry out the investigation into using video for out- of- class listening practice among 3rdyear English majors at Hanoi Pedagogical University N0 2 It is hoped that the results of this investigation will cast some light on this issue and pave the way for better listening II RESEARCH QUESTIONS Some questions are raised: 1) What problems of using video in listening practice are most often faced by the 3rd- year. .. effectiveness of using video for out- of- class listening comprehension enhancement Considering the importance of this issue, it is essential to conduct a comprehensive investigation into using video for out- ofclass listening comprehension enhancement I .2 General concepts of listening comprehension I .2. 1 Definition of listening comprehension Many researchers agreed that language is the tool of communication,... events and behavior, regardless of the language used Canning and Wilson (20 00) illustrate that video provides stimuli such as environment and this can lead to and generate prediction of the listening and a chance to activate background schemata.” To this extent, the use of video helps students predict information; infer ideas and analyze the world brought into the classroom In conclusion, video offers foreign... for the selection First of all, the researcher chose 3rd- English majors at HPU2 because the advanced level of the students can benefit most from the application of video In addition, the male and female students under investigation have at least five terms learning English at Foreign Language Faculty Thus, students have enough knowledge of listening as well as using video in listening practice to answer... at the pre -listening stage, the teacher will need to tune into the context and the topic of the text, perhaps express attitudes towards that topic, certainly bring to the front of their minds anything that they already know about the topic and most probably hear and use some of the less familiar language in the text which would otherwise distract or create anxiety during listening. ” I .2. 3 .2 While -listening. .. comprehension and viewers Katsiashviki (20 10) in the book the Role of the Video in Language Learning mentions the history of using video In addition, they focus on advantages of using video in EFL classroom Besides, he pays his attention to the role of video in language learning In the book Video in Action: Recipes for Using Video in Language Teaching, Barry Tomalin and Stempleski, S (20 01) focuses his attention... listening language Arthus, P (1999) in Why Use Video? A Teacher’ Perspective describes the current theory on the use of video as an Education Medium of Instruction He also gives ways of using video in the F/SL classroom Moreover, he focuses on considerations for using video in the classroom with nonnative speakers In the book using Authentic Video in the Language Classroom, Sherman, J (20 03) describes the ... suggested iii STATEMENT OF AUTHORSHIP Title: An Investigation into Using Video for Out- Of- Class Listening Practice among the 3rd- year English Majors at Hanoi Pedagogical University N0 .2 (Graduation paper... 20 % 28 % 20 % 12% 8% 12% 32% 32% 0% 20 % 28 % 28 % 12% 16% 8% 32% 44% 16% 20 % 20 % 32% 20 % 12% 12% 20 % 24 % 28 % 16% Helping me paying much attention to stress patterns and intonation Table indicates the. .. at Hanoi Pedagogical University N0 (HPU2)? 2) What are the causes of the problems of using video in listening practice faced by the 3rd- year English majors at HPU2? 3) What effectiveness of using