Impacts of video assisted teaching on truong dinh high school students perceptions towards the practice of listening a thesis submitted in partial fulfillment of the requirements for the

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY IMPACTS OF VIDEO- ASSISTED TEACHING ON TRUONG DINH HIGH SCHOOL STUDENTS’ PERCEPTIONS TOWARDS THE PRACTICE OF LISTENING A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Submitted by: LE THI KHUYEN Supervisor: LE THI THANH THU, Ed D HO CHI MINH City, October 2016 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Impacts of using video-assisted teaching on Truong Dinh high school students’ learning listening” is my own work Except where reference is made in the text of the thesis, the thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma This thesis has not been submitted for the award of any degree or diploma in other institutions as well as no other person’s work has been used without the acknowledge in the main text Ho Chi Minh City, October 2016 Le Thi Khuyen i RENTENTION AND USE OF THE THESIS I hereby state that I, LE THI KHUYEN, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master's Theses deposited in the Library In terms of these conditions, I agree that the original copy of my thesis deposited in the Library should be accessible for purposes of study and research in accordance with the normal conditions established by the Library for the care, loan and reproduction of theses Ho Chi Minh City, October 2016 Le Thi Khuyen ii ACKNOWLEGEMENTS I would like to express my deepest gratitude to my thesis supervisor, Dr Le Thi Thanh Thu, for her treasured and invaluable support over the course of this study With the insightful guidance and encouraging spirit, my supervisor helped me a lot to finish the thesis She was always available for reading and commenting on my work Thanks to her constant guidance and valuable comments, the thesis has become a complete piece of work I would also like to thank all the English teachers in the Open University for their valuable instructions during the course, as well as other staff at this university for their necessary support during my studies My gratitude also goes to all administrators of Truong Dinh high school, who created opportunities and good conditions for me to complete the course at Ho Chi Minh Open University I was thankful to my students at Truong Dinh high school, Tien Giang province for their cooperation Finally yet importantly, I am deeply thankful to my family, especially my husband whose encouragement helped me overcome difficulties during my conducting my thesis iii LIST OF ABBREVIATION DOET : Department of Education and Training MOET : Ministry of Education and Training GTM : Grammar-Translation Method CLT : Communicative language teaching CG : The control group EG : The experimental group Ss : Students iv ABSTRACT The purpose of the study was to explore students’ attitudes towards the use of video and the impacts of videos on students’ listening skill at Truong Dinh high school To achieve these purposes, an experimental research was employed This study lasted in three months with two- group design of 80 tenth grade students One set of questionnaire and two tests were used to as instruments for data collection The pre-test extracted from the listening part of the first term examination was used to divide 80 students into two groups After video materials were applied in four weeks of the treatment, Test was held to evaluate the ability of listening comprehension of two groups Next, Test was administrated to the students of the two groups at the end of the treatment Right after the Test 2, a set of questionnaire was delivered to only 41 students of the experimental group to find out their attitudes towards the learning listening through video The results proved that students learning with videos had significantly better results than students learning with cassette players Those students turned out to be active and engaged in their learning listening and had positive attitudes towards learning listening This led to the suggestion that videos should be implemented into the language learning in the classroom to help students develop their listening ability v TABLE OF CONTENTS Page No Statement of the authorship i Retention and use of the thesis ii Acknowledgements iii List of abbreviations iv Abstract v Table of contents vi List of tables x CHAPTER 1: INTRODUCTION 1.1 Rational for the thesis 1.2 The objectives of the study…………………… 1.3 Research questions 1.4 Scope of the study…………………… 1.5 Background to the study 1.5.1 Grade 10 teachers and students at Truong Dinh high school 1.5.1.1 Grade 10 teachers 1.5.1.2 Grade 10 students 1.5.2 Teaching and learning listening at Truong Dinh high school 1.5.3 Materials…………………… 1.6 Significance of the study 1.7 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 The basic concept of listening 11 2.1.1 Definition of listening 11 2.1.2 Procedure of learning listening 12 vi 2.1.3 Listening process 13 2.1.4 Factors affecting learning listening 14 2.1.4.1 Learners’ attitudes 14 2.1.4.1.1 Definition 14 2.1.4.1.2 The effects of learners’ attitudes on the language learning 15 2.1.4.2 Attention in the learning listening process 17 2.1.4.3 Relevant of listening inputs 17 2.1.4.4 Fundamental knowledge used in students’ listening 19 2.2 Videos 19 2.2.1 Types of videos 20 2.2.2 Advantages of using videos 21 2.2.3 Disadvantages of using videos 23 2.2.4 Selecting videos 24 2.2.5 Implementing videos in the classroom 25 2.3 Previous studies 27 CHAPTER 3: METHODOLOGY 3.1 Research design 31 3.2 Research site 31 3.3 Participants 32 3.4 Application of videos 34 3.4.1 Research procedure 34 3.4.2 Teaching/ Learning materials 36 3.4.2.1 Teaching/ Learning materials of the control group 36 3.4.2.2 Teaching/ Learning materials of the experimental group 38 3.5 Data collection instruments 39 3.5.1 Questionnaire 39 3.5.2 Tests 41 3.6 Data collection procedures 41 3.7 Data analysis 42 vii CHAPTER 4: DATA ANALYSIS AND INTERPRETATION 4.1 Data analysis methodology 43 4.2 Questionnaire analysis and discussion 44 4.2.1 Students’ general perceptions on learning listening 44 4.2.2 Students’ perceptions on the benefits of the use of videos and their feelings towards it 46 4.2.3 Students’ desire to learn listening through videos 53 4.3 Test analysis and discussion 54 4.3.1 Pre-test between CG and EG 55 4.3.2 Pre-test and Test 56 4.3.2.1 Comparison of CG Pre-test and Test 57 4.3.2.2 Comparison of EG Pre-test and Test 58 4.3.3 Test and Test 59 4.3.3.1 Comparison of CG Test and Test 59 4.3.3.2 Comparison of EG Test and Test 60 4.3.4 Comparison of Tests between CG and EG 62 4.3.4.1 Comparison of Test between CG and EG 62 4.3.4.2 Comparison of Test between CG and EG 63 4.4 Chapter summary 66 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 5.1 Summary of the study 67 5.2 Implication 70 5.3 Suggestions for the further studies 71 REFERENCES 73 APPENDICES APPENDIX 1: Questionnaire for experimental students (English version) 81 APPENDIX 2: Questionnaire for experimental students (Translated version) 85 APPENDIX 3: Test 89 APPENDIX 4: Test 93 viii APPENDIX 5: Training procedure for CG and EG 96 APPENDIX 6: Lesson plans for the experimental teaching practice 100 APPENDIX 7: Scores of the control group 122 APPENDIX 8: Scores of the experimental group 124 ix Week 5: Lesson plan: UNIT 5: FREE TIME Aim: - Develop students‟ listening skill through listening to a video between Danielle and Soon- Mi about their activities in their free time Objective: -At the end of the lesson, students can master the listening lesson content and are able to talk about their activities they often in their free time Teaching aids: teaching material, board, chalk, video, laptop, projector,… Time: 45 minutes Procedure: Steps Time Pre-listening 10‟ Teacher’s activities Students’ activities - Lead Ss into the lesson by asking -Groups work students to make a list of activities people often in their free time - Support students some new words before they start their listening lesson 111 Whilelistening 25‟ Activity You will watch and listen to the - Watch and listen to conversation between Danielle and Soon_ the videos and Mi Put the right name, Danielle or Soon- complete the tasks Mi with these activities afterwards a eating out for a birthday party b driving or walking for her travelling -Pair work and then c singing karaoke students give out d going dancing their answer orally e hanging out at home f cooking g watching DVD h playing video games Activity - Ask students to work in groups or pairs, - Take notes, and watch and listen to the clip again and independently answer these questions below construct their a Where does Danielle live? How is it? answers b What makes Soon- Mi surprised? c Does Danielle like singing karaoke? - Group work d What does Soon- Mi at the -Some students weekend? answer the questions e What does Danielle in her free time? orally -Control, monitor and give help -Other students -Ask students to watch the video again listen and give Postlistening 10‟ and give feedback comments - Students goes around the class and take - Individual work an interview with other students about and then some 112 their activities in their free time students will report -Control, monitor and give help if what they know necessary about their friends‟ activities in their free time -Listen to their classmates‟ practice and give comments 113 Week 6: Lesson plan: UNIT 6: WORK AND PLAY Aim: - Develop students‟ listening skill through listening to a video clip about conversation of three students talking their hidden talents Objective: -At the end of the lesson, students can master the listening lesson content and are able to talk about their special feature of their own Teaching aids: teaching material, board, chalk, video, laptop, projector,… Time: 45 minutes Procedure: Steps Teacher’s activities Time Students’ activities Pre10‟ listening - Lead Ss into the lesson by writing the names of -Groups work some celebrities and asks students to give some information about them as well as what they are famous for - Support students some new words before they start their listening lesson While25‟ listening Activity You will watch and listen to the conversation - Watch and among the four people Put a cross (X) for the listen to the 114 name of each person with their talent Name of Emiko Alicia Christine Joey videos and complete the tasks afterwards the talent singing speaking -Pair work and French then students dancing stick a cross (X) mining for their answer playing kazoo playing harmonica Activity - Ask students to work in groups or pairs Watch - Take notes, and and listen to the clip again and then they discuss independently in groups and report the hidden talent of each construct their answers person in the clip -Control, monitor and give help - Group work -Ask students to watch the video again and give -Some students answer the feedback questions orally -Other students listen and give comments Post10‟ listening - Students goes around the class and take an - Individual work interview with other students about their hidden and then some talent students will 115 -Control, monitor and give help if necessary report what they know about their friends‟ hidden talent -Listen to their classmates‟ practice and give comments 116 Week 7: Lesson plan: UNIT 7: FOOD Aim: - Develop students‟ listening skill through listening to a video clip about Ben‟s description of the way he prepares for his breakfast Objective: -At the end of the lesson, students can master the listening lesson content and are able to talk about their eating habits as well as how to prepare for their meals Teaching aids: teaching material, board, chalk, video, laptop, projector,… Time: 45 minutes Procedure: Steps Teacher’s activities Time Pre10‟ listening Students’ activities - Lead Ss into the lesson asking students to -Groups work work in groups, discussing about the kinds of food people often have for meals Make a list of the names of these kinds of food - Support students some new words before they start their listening lesson While25‟ listening Activity -Watch and listen to the clip and then they - Watch and listen discuss in groups or pairs to select the things to the videos and that Ben uses to prepare for his breakfast complete the tasks a oats afterwards 117 b milk c bread -Groups work or d yogurt pair work, discuss e raisin and make a list of f eggs things that Ben uses g banana for his breakfast h nuts i honey j biscuit Activity Watch and listen to the video clip again and then put the steps in his preparation for his - Take notes, and breakfast in the right order independently a add some nuts and some raisins construct their b add a banana answers d add some honey - Group work e put oats in a bowl -Some students f add some yogurt answer the -Control, monitor and give help questions orally -Ask students to watch the video again and -Other students give feedback listen and give comments Post10‟ listening - Students report what kind of food they have - Individual work for one of their meals (breakfast, lunch or and then some dinner) and the way to prepare for it students will report -Control, monitor and give help if necessary what they will for their meal -Listen to their 118 classmates‟ practice and give comments 119 Week 8: Lesson plan: UNIT 8: PAST EXPERIENCES Aim: - Develop students‟ listening skill through listening to a video clip in which Marco talks about his birthday party he had Objective: -At the end of the lesson, students can master the listening lesson content and are able to talk about their past experience Teaching aids: teaching material, board, chalk, video, laptop, projector,… Time: 45 minutes Procedure: Steps Teacher’s activities Time Pre10‟ listening Students’ activities - Lead Ss into the lesson asking students to -Pair work work in pairs in which they take turn talking about their past experience - Support students some new words before they start their listening lesson While25‟ listening Activity -Watch and listen to the clip and then they - Watch and listen discuss in groups or pairs to make out the list to the videos and of people that Marco invited to his birthday complete the tasks party in the right order and the reason why he afterwards invited them 120 -Groups work or pair work and then some students will present their work Activity -Students answer the questions - Take notes, and Did Marco have a quite birthday party? independently Where did Marco meet Nick and Ben? construct their When did Marco meet Alicia and Joey? answers Why did Marco invite his classmates? - Individual work What did Marco and his friends at his -Some students party? answer the Did Marco like his party? questions orally What did Nick and Ben give Marco on his -Other students birthday? listen and give -Control, monitor and give help comments -Ask students to watch the video again and give feedback Post10‟ listening - Students will present one of their unforgettable experience they got -Control, monitor and give help if necessary - Individual work -Listen to their classmates‟ practice and give comments 121 APPENDIX 7: SCORES OF CLASS 10 13 (Control group) No Name Class Pre-test Test Test Truong Thi Loan Anh 3.08 4.50 4.50 Nguyen Huynh My Dung 4.00 4.50 4.50 Dinh Thi My Duyen 4.30 4.50 4.50 Doan Huynh Kim Duyen 3.80 4.50 4.50 Nguyen Thi Thuy Duong 3.50 3.50 4.00 Nguyen Thi Ngoc Giau 4.50 4.00 4.50 Tran Nhat Hao 4.00 4.50 450 Le Trong Hieu 6.00 4.50 5.50 Bui Thanh Hong 3.30 4.50 4.50 10 Tran Bao Hoi 2.80 3.50 4.50 11 Phan Thi Ngoc Huyen 4.30 5.00 6.00 12 Le Thi Huynh Huong 5.00 5.50 6.00 13 Nguyen Hong Khanh 4.80 5.50 5.50 14 Nguyen Thi Van Khanh 5.50 4.00 4.50 15 Nguyen Ngoc Chau Khoa 3.50 2.50 4.00 16 Tran Hoang Kiet 2.50 3.00 4.50 17 Lam Ngoc Bao Kim 4.00 3.50 4.50 18 Nguyen Thi Ngoc Lan 3.30 5.00 4.50 19 Huynh Hong Long 4.80 4.00 6.00 20 Le Thi Diem Huong 4.00 5.50 6.00 21 Nguyen Thi Thanh Ngan 3.50 4.00 4.50 22 Nguyen Minh Nghi 7.30 7.50 7.50 23 Huynh Ngoc Kim Nhi 5.00 5.00 6.00 122 24 Tran Pham Hai Nhi 4.50 6.00 6.00 25 Giang Tien Phat 3.00 3.50 4.00 26 Bui Ngoc Minh Phong 4.80 4.00 4.50 27 Pham Ngoc Phung 4.00 4.00 4.50 28 Nguyen Ngoc Yen Phong 4.50 3.50 400 29 Nguyen Thi Nhu Quynh 3.50 4.50 4.50 30 Nguyen Hai Son 4.80 5.00 5.00 31 Nguyen Tan Tai 5.30 6.50 7.50 32 Tran Duc Thanh 4.30 3.50 4.50 33 Nguyen Thi Thanh Thuy 5.80 5.50 6.50 34 Tran Nguyen Thanh Thu 5.50 5.50 4.50 35 Nguyen Thi Cam Tien 5.80 4.50 4.50 36 Pham Quang Vinh 6.50 7.50 7.50 37 Nguyen Bach Xuan Vy 4.50 5.50 5.50 38 Nguyen Thi Tuong Vy 5.00 4.50 5.50 123 APPENDIX 8: SCORES OF CLASS 11 (Experimental group) No Name Class Pre-test Test Test Le Ngoc Thuy An 4.80 5.50 5.50 Tran Thi Lan Anh 4.30 5.00 5.00 Pham Thien An 300 5.50 5.50 Nguyen Thi Thuy Duong 3.50 4.00 4.50 Le Thi Hong Dao 4.30 5.00 5.50 Nguyen Tien Dat 5.80 7.50 8.00 Kieu Nhat Dong 7.50 9.00 9.00 Nguyen Thi Thao Hien 4.50 6.00 6.00 Tran Minh Hieu 380 4.50 4.50 10 Nguyen Khai Hoang 7.00 8.00 7.50 11 Tran Thi Ngoc Hue 2.50 4.00 4.50 12 Pham Thi Thanh Khiet 2.00 5.00 6.00 13 Nguyen Tong Khanh Ly 7.00 8.00 8.50 14 Nguyen Thi Ngoc Mai 4.30 5.50 600 15 Luong Minh Man 4.00 3.50 4.50 16 Nguyen Thi Kieu My 3.50 5.00 4.50 17 Nguyen Ngoc My 5.80 6.00 6.50 18 Nguyen Thao Hai Ngan 4.30 6.50 6.50 19 Le Thi Hong Ngoc 4.80 6.50 6.00 20 Tran Thi Yen Nhi 2.80 2.00 3.50 124 21 Nguyen Thi Cam Nhung 4.80 5.00 6.00 22 Ngo Minh Sang 4.80 7.50 8.00 23 Nguyen Thi Dieu Thanh 480 6.00 6.50 24 Do Quoc Thai 4.00 3.50 4.00 25 Nguyen Thi Thu Thao 3.80 5.50 5.50 26 Nguyen Viet thang 5.00 6.00 7.50 27 Nguyen Thi Ngoc Tham 3.30 5.00 5.50 28 Vo Hoang Cam Thi 4.00 4.00 5.50 29 Huynh Ngoc Thinh 5.50 8.00 8.00 30 Tong Thi Thanh Tho 5.30 5.50 5.00 31 Pham Thi Anh Thy 3.50 4.50 5.50 32 Le Thi Cam Tien 3.30 3.50 3.50 33 Le Thi My Tien 3.30 5.00 5.50 34 Tran Ngoc Ngan Tien 4.30 6.00 6.50 35 Vo Minh Tien 5.30 6.00 7.00 36 Nguyen Thi Thuy Trang 4.00 3.00 4.00 37 Ngo Nguyen Bao Tran 3.80 3.50 4.50 38 Tran Huu Tri 5.80 5.50 5.50 39 Dang Thi Nha Truc 5.50 4.00 5.50 40 Nguyen Thi Thanh Tuyen 3.30 4.50 5.00 41 Dang Anh Tu 5.00 4.50 5.50 125 ... and a set of questionnaire investigating students? ?? reflections on their attitude towards the application of videos in the learning listening Finally, the data collection procedures and data analysis... learning listening and make them feel that learning listening is one of most difficult and boring aspects in their learning English language 1.5.2 Teaching and learning listening at Truong Dinh. .. presents the data analysis and discussion as well as the findings about the impact of using videos on Truong Dinh high school students? ?? listening comprehension Finally, Chapter offers implications and