The effectiveness of using youtube videos in listening comprehension for the second year english major students in foreign language faculty at HPU2

HANOI PEDAGOGICAL UNIVERSITY 2 FOREIGN LANGUAGES FACULTY --- ĐỖ THỊ CHỌN THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS

HANOI PEDAGOGICAL UNIVERSITY 2 FOREIGN LANGUAGES FACULTY

-

ĐỖ THỊ CHỌN

THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS IN FOREIGN

LANGUAGE FACULTY AT HPU2

(SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

OF THE DEGREE OF BACHELOR OF ARTS OF ENGLISH)

BA THESIS IN ENGLISH

HANOI PEDAGOGICAL UNIVERSITY 2 FOREIGN LANGUAGES FACULTY

-

ĐỖ THỊ CHỌN

THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS IN FOREIGN LANGUAGE

FACULTY AT HPU2

(SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

OF THE DEGREE OF BACHELOR OF ARTS OF ENGLISH)

BA THESIS IN ENGLISH

SUPERVISOR: NGUYỄN THỊ HÀ ANH, MA

ACKNOWLEDGEMENTS

For the completion of this thesis, I have received great assistance and support from many people without whom the work could not have been fulfilled

First and foremost, I would like to express my sincere thanks to

my supervisor Mrs.Nguyen Thi Ha Anh, M.A.; I would love to show profound gratitude to them for her scholarly instruction, critical comments, great encouragement and valuable materials Without these, this thesis could have probably uncompleted

I also would like to show my profound gratitude to all the lectures at Hanoi Pedagogical University N.o2, especially the lectures

in the Foreign Language Faculty for the tirelessly devoting time and efforts to enrich, broaden and deepen my knowledge over the past four years

Also, I am particularly grateful to the second year English majors coming from Course 41 of Foreign Language Faculty, Hanoi Pedagogical University N.o2 who help me a lot in completing the surveys and participating the experimental research so that I can get the data for my research

Last but not least, I owe a debt of gratitude to my beloved family, for their support, encouragement and love, which were extremely important for the completion of this thesis

STATEMENT OF AUTHORSHIP

Title:

THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS IN FOREIGN LANGUAGE

FACULTY AT HPU2

(Graduation paper submitted in partial fulfillment of the Degree of

Bachelor of Arts in English)

I certify that no part of above report has been copied from any other person‘s work without acknowledgements and that the reports is originally written by me under instructions of my supervisor

Date submitted: May 2017

Do Thi Chon Nguyen Thi Ha Anh,M.A

LIST OF TABLES

Table 1: Students’ opinions whether listening is difficult to improve Table 2: Students’ opinions about new techniques applying in listening Table 3: Frequency of practicing listening

Table 4: Students’ attitudes towards using YouTube videos

LIST OF GRAPHS

Graph 1: The marks of two groups in pre-test

Graph 2: The average marks of two groups in pre-test

Group 3: The marks of two groups in post-test

Group 4: Average marks of two groups in post-test

Group 5: Compare the marks of two groups between pre-test and post-test Graph 6: Students’ opinions whether listening skills is difficult

Graph 7: Students opinions about traditional ways of learning listening Graph 8: Frequency of Internet use

Graph 9: The popular visited websites of students

Graph 10: Frequency of using YouTube website

Graph 11: YouTube for educational purposes

Graph 12: Common ways to practice listening

Graph 13: The benefit of educational YouTube

Graph 14: YouTube-source for practicing listening

Graph 15: Videos are better than audio sound recording

Graph 16: Videos as a Teaching Material

ABSTRACT

This study investigates whether watching clips/videos from YouTube enhances the second year English major students’ listening comprehension and identify students' attitudes towards using YouTube videos in listening comprehension The population was 40 second-year students from the Course

41 at Foreign Language Faculty of Hanoi Pedagogical University No.2 Participants were divided in two groups; one group is given the treatment (watching YouTube videos) during five weeks and the results are gathered at the end; the control group receives no treatment, over the same period of time, but undergoes exactly the same tests The main methodology using in study is experimental research Videos used in this study were chosen based on the abilities and interesting of students and they were in various kinds of videos

in YouTube for students to practice Clips and comprehension exercises were introduced in classroom and they continue viewing at home In addition, one questionnaire was given at the end of the five-week project to determine students' attitudes towards their experience in using the YouTube clips Results indicate overall positive attitudes and effectiveness towards using the clips to supplement classroom instruction The majority of students agreed that watching English movie was very useful and that the clips helped them to improve their listening skills and better understand vocabulary and phrases used by native speakers

TABLE OF CONTENTS

PART ONE 1

INTRODUCTION 1

I Reasonable of study 1

II Research questions 3

III Research objectives 3

IV Research scope 4

V Research methods 4

VI Significance of the proposed research 4

VI Design of the research work 5

PART TWO 6

DEVELOPMENT 6

CHAPTER ONE 6

THEORETICAL BACKGROUP 6

I Introduce to listening comprehension 6

1 Literature review in brief 6

2 Definition of listening 7

3 Listening comprehension 8

4 Process of listening comprehension 9

4.1 Bottom-up processing 9

4.2 Top-down processing 10

5 Listening stages 11

5.1 Pre-listening stage 11

5.2 While-listening stage 12

5.3 Post-listening stage 13

6 Some factors affect listening comprehension 14

6.1 The listeners 14

6.2 The speakers 16

6.3 The content 17

6.4 Physical settings 17

II The employment of audio visual aids 18

1 Audio Aids 18

1.1 Types of Audio Aids 19

2 Visual Aids 21

2.1 Types of visual aids 21

III Introduction YouTube 23

1 An Overview of YouTube 23

2 The Value of YouTube 23

3 Reasons for using YouTube in learning to listening 24

3.1 Cognitive reasons for the use of YouTube 25

3.2 Affective reasons for the use of YouTube 25

3.3 Authenticity reason for the use of YouTube 26

CHAPTER TWO 28

METHODOLOGY 28

I Research methods applying in the research 28

1 Experimental research (the main research method) 28

2 Survey questionnaires 28

II Aims of using methodology 29

III Participants 30

1 Principles of selecting participants 30

2 Construction of participants in experimental research 31

2.1 Experimental group 31

2.2 Control group 32

IV Tests in study 32

1 Pre-test 32

2 Post- test 32

3 Pre-test/Post-test control group design 33

V Procedures 34

1 Steps apply methodology 34

1.1 Step One: Select a Research Topic 34

1.2 Step Two: Review the Literature and Specify a Research Question 34 1.3 Step three: Select and Assign Participants to Groups 35

1.4 Step four: Administer the pre-test to all subjects in both groups 35

1.5 Step five: Administer Experimental Treatments 35

1.6 Step six: Administer the post-test to all subjects in both groups and survey for experimental group 35

1.7 Step seven: Formulate Conclusions 36

2 Processes of experimental research 36

2.1 Week one 36

2.2 Week two 37

2.3 Week three 37

2.4 Week four 38

2.5 Week five 38

CHAPTER THREE 40

FINDING AND DISCUSSION 40

I Experimental research 40

1 Description 40

2 Discussion 43

II Students’ questionnaire 44

1 Attitude of students to listening skills 44

1.1 Listening is a difficult skills 44

1.2 It is difficult to improve listening skills 44

1.3 Practicing listening by using traditional ways is boring 45

1.4 I want to be introduced some new techniques to be better in listening 46

Table 2: Students’ opinions about new techniques applying in listening 46

2 The learners ‘familiarity with the use of Internet 46

2.1 Frequency of using Internet 46

2.2 The visited websites of students 47

2.3 Students’ frequency of using YouTube Website 48

2.4 YouTube website for educational purposes 48

2.5 Students’ frequency and common ways of practicing listening 49

3 Attitudes of students toward using YouTube videos in listening comprehension 51

3.1 The benefit of Educational YouTube Videos in improving listening comprehension 52

3.2 YouTube-source for practicing listening comprehension 53

3.3 YouTube Videos are better than Audio Sound Recordings 55

3.4 Videos as a Teaching Material 56

4 Discussion 57

PART THREE 60

CONCLUSION 60

LIMITATIONS 62

RECOMMENDATIONS 64

REFERENCE 65

APPENDIX 68

APPENDIX ONE Error! Bookmark not defined STUDENTS’ QUESTIONNAIRE 68

PART ONE INTRODUCTION

I Reasonable of study

Nowadays, English language in the entire the world has become more and more important It is either the official language or an official language in almost 60 states in the world and is the native language of more than 350 million people It is the most widely learned as second language English is the international language of difference fields such as business, politics, science, technology, banking, tourism and other Therefore, English does not only become more popular but it is also a main international language

In Vietnam as well as in other countries, there is a great demand for learning English, from young to old, from male to female alike It cannot deny that English plays a necessary role in Vietnam Therefore, English is

a compulsory subject at the elementary level with the goal of providing students with a basic knowledge of using English as a foreign language and building on this knowledge at the junior and high school levels At the post-secondary level, English is a required subject for all majors However, in some universities, there are few opportunities for students to use English in real life situations As the results, there is lack of English ability in spite of learning English for a long time It is the challenge for teachers of courses to improve students’ listening and speaking skills Listening skills which is one of four necessary skills plays a crucial role

in daily life, is the key skills used in communication In the total time people spend on communicating, listening takes up 40-50%; speaking 25-30%; reading 11-16%; and writing about 9% (Gilakjani and Ahmadi,

2011) As for foreign language learning, listening is of paramount importance because it provides the language input (Rost, 1994) Without understanding input appropriately, learning simply cannot get any improvement Listening is very important because if you aren’t able to hear, you won’t understand what other means so you cannot know how to reply Therefore, without comprehension spoken input, no communication can be achieved (Cross, 1998)

In spite of that fact, it can be found that many students in universities failed in practicing listening skills Some of them complained that they felt unconfident and nervous with listening tasks so they hardly understand the content or spoken messages The second year students who still lack of experience and have no appreciate learning methods Traditional ways are listening to and repeating textbook CDs or recordings which may not be interesting or realistic examples of communication Teachers should find other methods of listening that are typically attractive to students such as listening to music and watching movies or videos Watching carefully chosen scenes and clips from English media can provide students with the opportunity to become engaged in both a visual and audio representation

of real life situations with the natural vocabulary, phrases, slang, and intonation used by native speakers As students become interested in the storylines and characters of what they are watching, their motivation to learn English may develop As scenes from English movies and TV series are readily found internationally on YouTube, it was the aim of the researcher to investigate a way to improve students’ listening skills Both teachers and students can use YouTube for uploading their personal videos and watching others’ videos, and in the recent years, they have learned to use it more and more productively in language learning and teaching

YouTube is especially useful for classroom use, as it is full of authentic material, which in turn has been proven to motivate students better than school activities (Peacock, 1997)

YouTube is one of the most common video-sharing websites in the Internet which is free, easy to access source of material that includes ordinary people taking their videos in many aspects such as music, movies, games as well as sports and education So there are enormous amounts of videos for English learning in general and for English listening comprehension learning It does not only provide leaners with the space to practice and test their listening ability but also gives them the chance to have opportunities of listening native English speakers and interacting with them

All these above reasons have inspired the writter to do research in

listening activities “The effectiveness of using YouTube videos in listening

comprehension for the second year English major students at Foreign Language Faculty of HPU2.”

II Research questions

Several principle questions are raised as follows:

1 How effective are YouTube videos in improving the students’ listening comprehension?

2 Which are the students’ attitudes towards using YouTube videos in listening comprehension?

III Research objectives

This study shows how the use of YouTube videos is very effective in the area of English language learning and teaching considering the wide spread of the Internet and the easiness of its use In addition to that, it can develop their comprehensive listening through YouTube videos;

furthermore, this research provides the proof to accept or deny the idea of using YouTube videos as a means of helping the learners and teachers to enhance the comprehensive listening of the learners

1 To investigate whether watching clips/videos from English movies, YouTube enhances the second year English major students’ listening comprehension

2 To find out what attitudes the second year English major students of HPU2 have towards English listening through media clips/videos on YouTube

IV Research scope

Within this study, the researcher only focuses the second year English major students at Hanoi Pedagogical University No.2 to investigate the attitudes and effectiveness that students have towards English listening through media videos on YouTube and then give them some material sources to practice and enhance students’ listening ability

The population involved in this research is forty English major of Course 41 of Foreign Language Faculty at Hanoi Pedagogical University No.2

V Research methods

1 Documents review

2 Experimental research

3 Survey questionnaires

VI Significance of the proposed research

After the research, it is hoped that the result will be useful:

1 For the learner of English, the research provides students an effective tool to overcome the difficulties and improve their listening skills- one

of the most importance and difficult skills

2 For the teacher of English, this study gives the valuable and useful information on new effect methods of teaching listening comprehension

3 This research is also beneficial to anyone who is interested in listening comprehension

VI Design of the research work

The research work has three main parts, namely: Introduction, Development and Conclusion The part of Development consists of three chapters

Chapter one is entitled “Theoretical background” which includes two sections Section one is about theoretical background of listening comprehension: definition, stages in listening comprehension, the process

of listening comprehension, as well as the factors effect to listening And section two is the generalization about information and communication technology (ICT) and YouTube

Chapter two is named “Methodology” introduces the methods were applied in the study: definition, aims, and procedure and participants of methodology

Chapter three discuss and analysis the result of methodology

PART TWO DEVELOPMENT CHAPTER ONE THEORETICAL BACKGROUP

I Introduce to listening comprehension

1 Literature review in brief

The issues of teaching and learning English listening skills have been researched by many researchers from all over the world Using language to interaction is a vital part of our daily lives and listening is an important factor

of this process and is comprised of a lots sub-skills As Rost (1994) determined that listening plays an important role in the second language teaching for some reasons In addition, Rost stated four principles for developing listening ability for learners such as the necessity of using face to face communication; focusing on meaning and trying to learn new and important content; working on comprehension activities; and acknowledging that listening is an internal process that cannot usually be directly observed (Rost, 1991: 70) Anne Anderson and Tony Lynch (1988) showed another point of view in listening: listening is not passive language skills it is active one and the listener acts as active model builders Yagang (1994) pointed out reasons why listening is difficult come mainly from four following factors: the message (content, linguistic features), the speaker, the listener and

physical settings In Teaching Listening (1989) Mary Underwood gave a clear

description about spoken language; she introduced three stages of listening comprehension: pre-listening, while-listening and post-listening stage and focus seven potential difficulties in learning English listening According

Michael Berman (2003) there are some listening strategies to improve the effectiveness in listening

Finally, several researchers have found out some additional factors to be considered when designing lessons for the development of listening skills for the second language learners Most of them are related to the special characteristics of spoken language such as colloquial language, idioms, slang, reduced forms, and shared cultural knowledge (Dunkel, 1991; Ur, 1984) In addition, the learners’ perception that the natives speak too quickly can block comprehension Students need to be exposed to language delivered at varying rates and speeds in a natural context without pauses (Brown, 1994)

2 Definition of listening

There are many distinct definitions of listening, and there is little agreement about which is the best Each definition represents a different perspective of listening, and with a lot of approaches to listening there is bound to be a number of definitions

Bulletin (1952) identified that listening is one of the basic language skills It is a medium through which children, the young and adults gain a huge portion of their education, information, understanding of the world and

of human affairs, their ideals, sense of values, and appreciation So listening plays an important role in receiving knowledge of every people

According to Howatt and Dakin (1974) listening is ability to identify and understand what people are saying This process involves understanding the speakers’ accent and pronunciation, their grammar and vocabulary; and comprehension of meaning An able listener is capable of doing these things

at once

In addition, Lesley Barker (2001) defined listening is not only the ability

to hear and understand what others say but also it is skills involving a good

manners, asking for clarification, showing empathy an providing an appropriate response

Listening is considered one of the most important processes of the oral communication Rubin (1991) pointed out that listening as “the active and dynamic process of attending, perceiving, interpreting, remembering and responding to the expressed verbal and non-verbal needs, concerns and information offered by the human beings” This definition is more specific, emphasizing the need for attention, perceiving and interpreting and remembering In addition, it focuses our attention on the all needs and concerns of real people

In conclusion, listening is an active process, involving mind and body, with verbal and non-verbal processes working together, and listening allows

us to be receptive to the needs, concerns, and information of others, as well as the environment around us It is an important skills so people need to practice and acquire skills to be good listeners

3 Listening comprehension

Recently, listening comprehension became a matter of a huge importance after it was only a casual and a shallow subject to be thought of According to Gary Buck, he defined that listening comprehension is an active process of constructing He concluded, “Comprehension is affected by a wide range of variables and that potentially any characteristic of the speaker, the situation or the listener can affect the comprehension of the message” In other words, comprehension of a spoken message can either be isolated word recognition within the sound stream, phrase or formula recognition, clause or sentence, and extended speech comprehension Littlewood (1981) also show the same point of view to Gary Buck He determines that the listening demands active involvement from the hearer To construct the message that

the speaker intends, the hearer must actively contribute knowledge from both linguistic and nonlinguistic sources

Anderson and Lynch (1995) had different viewpoint They defined the listener as active model builder They said that in order for successful listening they have to construct own “coherent interpretation” of any spoken message

Rost (2002) considered listening comprehension is an inferential process It means that linguistic knowledge and world knowledge interact as listeners create a mental representation of what they hear There are two processes which are bottom up and top down processes They are applied to get to this mental representation and achieve comprehension

To sum up, in order to be successful in listening, we need to remember that listening comprehension is not a simple skills which can be mastered once and for all and then did not pay attention then ignore while other skills are developed It must be daily practiced with increasingly difficult material.” (Rivers Wilga, M., 1986)

4 Process of listening comprehension

Considering how the listeners process input, researchers have classified listening process into two types: bottom-up processing and top-down processing (Buck, 1994)

4.1 Bottom-up processing

According David Nunan (1999), bottom-up processing is a process in which listener try to make sense of what we hear by pay attention on several parts: the vocabulary, the grammar and functional phrases, sound, etc In other words, the listener tends to divide the speaker’s speech into small constituents to understand what is said

In addition, Richards and Renandya (2000) explained the bottom-up processing in an analytical way and affirmed that the bottom-up processing model assumes that listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units (phonemes) to complete texts From to this view, phonemic units are decoded and linked together to form words, words are linked together to form phrases, phrases are linked together to form utterances, and utterances are linked together to form complete meaningful texts, so meaning is arrived at as the last step in the process Therefore, the bottom-up processing functions by breaking the speech into small units and then gathering them piece by piece and move from this level to another level until those small pieces form a text or a speech that is meaningful

According to Richards and Renandya (2000) the top-down processing is that the listener actively recreates the meaning of the speaker’s utterance and uses the sounds as stimuli to waken his/her prior knowledge and understand the input utterances, they state that “In this reconstruction process, the listener

uses prior knowledge of the context and situation within which the listener takes place to make sense of what he/ she hears” Therefore, the knowledge that the listener owning in his memory plays a major role in understanding the speaker ‘massage

This processing refers to use of background knowledge in understanding the meaning of the message Background knowledge consists of context, that

is, the situation and topic, and co-text or physical environment, in other words, it means what came from and before

In conclusion, Flowerdew and Miller suggest that the beginners need to work on their bottom-up basics and develop their skills of decoding the language units, whereas the learners who have more advanced level, and are good at phonology and syntax, it is better for them to develop their top-down skills because of the more appropriate without forgetting that the bottom-up skills are required even in advanced levels like in fast speech (Flowerdew & Miller, 2005).This means that in spite of their differences in terms of function, they are both necessary for the learners in their process of developing their listening comprehension

relationship between the speakers Thus, teachers need to help their students

to arouse their expectations and know the purposes before a listening lesson This kind of work is described as “pre-listening activities”

Its aims are not only to introduce the topic they may be setting the context, generating listeners ‘interest, activating current knowledge and language which related to the listening as well, predicting the content, understanding the listening tasks Pre-listening activities may expose students something but not too much, about little content of the passage by mentioning some information, vocabulary about the topic

In conclusion, the pre-listening activities play important role in helping students partially understand about the content of the massage As Penny Ur affirms that “It would seem a good idea when presenting a listening passage

in class to give students some information about the content, situation and speakers before they actually start listening.” (1992, P.4)

5.2 While-listening stage

The while-listening stage involves activities that students are asked to do during the time that they are listening the text The purpose of while-listening activities is to help learners develop the skills of eliciting messages from spoken language

This stage helps students learn to recognize how the language sounds in term of pronunciation of words, the stress, the rhythm, the intonation that they can use what they hear as a model for their own speech

According Mary Underwood (1989) recommend some while-listening activities:

 Marking/checking items in pictures

 Multiple- choice question

 Putting pictures in order

while-levels and in different cases As Underwood show in Teaching Listening

“Good while-listening activities help learners find their way through the listening text and build upon then expectations raised by pre-listening activities.” (1990)

Thus, while-listening activities need to be followed two criteria Firstly, they should be interesting to motivate students listening and related activities The exciting activities in this stage will be very useful for the students in listening lesson because they attract their attention, help them enjoy the lesson And the second one is that while listening activities should be fit with the level of the most students If the activities are too difficult, student may not pay attention the task

5.3 Post-listening stage

Post-listening stage refers to activities are done after the listening is completed Besides, some post-listening activities are extension of the work done at the pre-listening and while-listening stages and some relate only loosely to the listening text itself

The purpose of them are: to check whether the learners have understood what they need to or not; to see why some students have missed parts of the

message or fail to understand the message; to give the students the opportunity to consider the attitudes and the manners of the speakers of the listening text; to expend on the topic or language of the message; and to transfer learned things to another context and to make introduction for the planned work

6 Some factors affect listening comprehension

Listening is one of four important skills in learning foreign language, but

it is very difficult to master this skills There are a lot of studies have researched not only to find out the way to teach and learn listening skills effectively but also consider which factors affect listening comprehension

In conclusion, there are several factors that affect listening comprehension

6.1 The listeners

6.1.1The listeners’ background knowledge

Anderson and Lynch (1988) express that lack of sociocultural, factual and contextual knowledge of the target language can present an obstacle to comprehension because language and culture have inseparable relationship; language is used to express its culture In some cases, it is not easy to understand the inside or transference meaning of the message, event misunderstand it if the learner is from different culture Therefore, the cultural background of listeners plays an important role to understand the listening message

Besides, a student’s background knowledge on a topic affects his listening comprehension Without adequate background knowledge, the student with poor listening skills will be difficult to access information So the teacher should prepare students for new materials by reading books,

newspapers or magazines; showing videos and breaking down difficult vocabulary to which they can relate This is especially helpful for students whose background knowledge may be limited

To sum up, listeners who have difference background knowledge such as collocations, culture and intonation may face many troubles in learning English listening skills

6.1.2 The listeners’ linguistic knowledge

The listeners’ linguistic knowledge means the listener’s vocabulary and pronunciation If the listeners pronounce correctly, master grammar well and have wide lexical, they will better at listening than people who have limited vocabulary or have trouble about pronunciation

Marywood (1989) finds that the leaners cannot grasp the words or phrases they are going to listen because their vocabulary is limited It refers that one of problem in listening is the lack of vocabulary When listeners search some strange or new words, their attention may be interrupted It makes listeners unable to catch the meaning of listening text Besides when meeting an unknown words or phrases, it takes students much time to find out the meaning of those words than infer them in the context and then make them miss the next part of the speech Thus, in order to improve listening skills, it is necessary to widen the vocabulary and develop the ability to identify the main ideas without understand all of particular words

When the target language is spoken in certain places, learners do not face

to difficulties in pronunciation because of having opportunities to listen or to imitate the words they listen to However, in the case of countries where English is considered to be a foreign language, it is difficult for learners to imitate English language speakers One of the most popular challenges is how words are pronounced Another trouble concerning this matter is the teachers

who lack of focusing on teaching pronunciation Kolokdaragh (2009) states that “Pronunciation is neglected and teachers think that learning/teaching pronunciation should be left to higher levels” and this is a wrong decision was made by the teachers; pronunciation should be taught from basic levels so the learners get used to it and practice it from an early stage

6.1.3 The listeners’ interest in the subject

If the topic and the content of the massage in which students are interested, it will help encourage listening They also pay much attention to the text so they can understand better In the contrast, a boring subject will cause the listeners’ distraction In addition, when the listening text is too long, listeners will feel tired, stress and ignore the text The longer message is, the poorer listeners’ attention become

6.2 The speakers

6.2.1 The speakers ‘accents

English is a very common language in all over the world Many countries and states consider English as the first language As the result, there are a lot of English’s forms such as: Britain English, American English and Australian English, Canada English so in each English form has other accent/dialect Therefore, the learners need to understand the variety accents

of these English forms

Accents relate to pronunciation, stress, rhythm, and intonation patterns Learners tend to be used to their teacher’s accent or to the standard variety of British or American English They find it hard to understand speakers with other accents In this case, student should access to various kinds of accents

6.2.2 The speech‘s style

The manner of speakers may have an effect on listening comprehension Spoken prose, as in news broadcasting and reading aloud written texts, is characterized by an even pace, volume, pitch, and intonation Natural dialogues, on the other hands, are full of hesitations, pauses, and uneven intonation Students used to the former kinds of listening materials may sometimes find the latter difficult to understand

6.3 The content

Some troubles of listening may come from the message If listening materials are made up of everyday conversation, they may contain a lot of colloquial words and expressions, such as stuff for material, guy for man, etc.,

as well as slang Students who have been exposed mainly to formal or bookish English may be unfamiliar with these expressions

In spontaneous conversations people sometimes use ungrammatical sentences because of nervousness or hesitation This type of language is usually use in everyday talk, gossip and family quarrels They may omit elements of sentences or add something redundant While in the lesson, students are always taught the Standard English or informal language This may make it difficult for the listener to understand the meaning

Unfamiliar topics often bring about a problem in listening comprehension In the contrast, if the topic is close with listeners, they can integrate their background knowledge, experience and then understand the text easier

6.4 Physical settings

Listening can be affected by environmental factors such as noises, listening materials, unclear sounds can cause us to focus our attention on other factors besides what the speaker is saying We must try to control environmental factors whenever possible

Noises, including both background noises on the recording and environmental noises, can take the listener’s mind off the content of the listening passage They are very difficult to pay attention on listening and catching the message because of those sounds

Listening materials on tape or radio lack visual and aural environmental clues Because of not seeing the speaker’s body language and facial expressions, it is more and more difficult for the listener to understand the speaker’s meaning

II The employment of audio visual aids

There is a number of ways that educational institutions employ in order

to make learning for the learners easily There are huge amounts of new inventions were made in the technological fields nowadays and people who enjoy the educational domain started making use of those inventions in order

to enhance their knowledge The International Journal of Scientific Research explained the importance of integrating technology tools such as Audio Visual aids in the process of learning Using Audio Visual aids may be helpful for making learning easier, more effective and permanent

1 Audio Aids

Usually when we talk about audio aids, we mention immediately the visual aids as well because they are directly connected to each other, but sometimes, audio aids could be used separately and could be effective without the use of visual aids

The use of audio in the aspect of education is not something newly discovered; in fact it has been used for decades Middleton claimed the importance of the use of audio aids in education and how useful it is Audio also proved an ability to facilitate authentic engagement, allowing learners to connect in a range of ways to the outside world, both as listeners and publishers The ease and speed with which digital audio can be deployed was used to help timely interventions and in some situations promoted information currency and responsiveness (2009, p.153)

Students gained benefits from the use of audios in various ways It makes them play the role of publishers of audio recordings and also as listeners to the teacher’s voice and this made them involve in the process of learning as passive as well as active contributors in the classroom

1.1 Types of Audio Aids

1.1.1 Audio Cassette

This form of audio material is one of the most common equipment that is now being used in educational institutions It has a lot of benefits in the educational field The first one is the capacity for students to have a control over the way of using the material by having the power to listen how, where, when, and as they want The second benefit is that technology provided the students with the ability to stop, fast forward, and re-wind the tape through the audio cassette’s player and that paved the way for students to use audio easily with other learning materials and also activities such as reading and writing, and also discussing ideas and expressing opinions The third good point of the tool is the cost of such tool which is not expensive and it is very convenient Multi-copying, packaging, and distribution of audio cassettes are

cheap for the learners and educational institutions can afford providing them easily (Tomas, 2001)

1.1.2 Radio

No one can deny that radio is one of the most widespread audio materials

in the world It is a very extensive network, and covers huge aspects with its signals and this means that everyone can use it because of its expansion The field of electronic media is also witnessing a noticeable development as well Nowadays there is enormous number of radio channels has emerged by either public or private initiatives (Arulchelvan, 2006) Radio has always been really useful for people in almost every area especially the educational field

Radio is as a popular medium for information and communication to the masses is predicted to retain its relevance and potency In particular its reach and efficacy as an educational medium is finding growing relevance in the wake of information explosion and multiplication of choices available to a student in recent times (Arulchelvan, 2006, p.18)

This means that the radio with its power of reaching almost every individual, group and community is playing a massive part in providing knowledge through its waves and making itself a favorite option for learners

to be their source of learning One of the advantages in the use of radio is its ability to reach a large number of listeners with its nature of covering large geographical spaces Another benefit of it is low cost so that different people with different social statuses could benefit from its use Radio has the benefit

of bringing new and up-to-date information and news in the different fields such as political news, social events, and festivals to the learners from far distance and they are involved in open learning Another advantage the radio

is accustomed to which is providing motivation for learners because it relies

on people’s voices and this makes it a direct and personal medium It can encourage and support learners when they need to be supported

2 Visual Aids

One of the methods which are helpful for teaching learners is using technological means and specifically using the visual aids: “Visual materials help young learners to motivate them to speak, to create a context with which their speech will have meaning” (Konomi, n.d.) It means that the use of visual materials will encourage the students to involve themselves in the learning process instead of staying passive without making any efforts to engage in the classroom activities

Visual aids are not newly discovered and they are not found with the foundation of technology, they have been discovered since ages ago but in different and traditional forms

2.1 Types of visual aids

2.1 1 PowerPoint

PowerPoint is one of the devices that are widely used in educational institutions and business; it is useful for helping develop the slide-based presentation format and is currently one of the most commonly used slide-based presentation programs available PowerPoint is a presentation computer program which contains a series of slides Slides are represented in form of pages that the teacher designs It is important that the teacher do the designing

of the PowerPoint slides because the design is very essential for the teachers

to receive positive results from the learners Pictures, charts, diagrams or text can be added in slides and make the presentation be attractive and illustrating

2.1.2 Overhead Projector Slides/Transparencies

Overhead projector (OHP) is a very important and a widely used device which has a function of presenting overhead projector slides/transparencies This instrument should exist in the lectures and seminar rooms OHP projects make the slides large with the size of screen or a wall without requiring the light to be switched off

The teacher can produce the slides in three ways The first one is prepared slides which are in form of images that are drawn by computer that are hand written by the teacher The second way is spontaneously produced slides which can be written as the teacher speaks to illustrate his points and also to record comments and opinions from the learners The final way is a mixture of each of the two previous ways and in this way the teacher adds to pre-prepared slides while doing the presentation in order to show movements

pre-or to highlight changes

2.1 3 Videos

Nowadays, people are addicted to what television it airing because when they watch movies and shows and TV programs, they gain knowledge through entertainment Videos are no less entertaining than TVs, now the Internet has invaded every house and people can use it to watch videos Videos can be a source of creating a model for good behavior and also they can be used to motivate learners The teacher can use videos for introducing a topic, also revising a previous lessons and giving further information Motivation is where the importance lays so that the learner stays involved in the learning session (Denning, n.d.) Since videos are beneficial for all types

of people, students with special needs may find their way to learning through the use of videos a helpful way Denning shown how useful is the use if videos for students who suffer from difficulties in learning

Videos may help to promote learning in students with high visual orientation in their learning styles Video can also provide visually-compelling access to information for the learners with learning difficulties who might miss learning opportunities provided solely by print-based materials In this respect, videos provide important learning opportunities to students working in a second language (p.2) Teachers may find comfort in the use of videos while teaching students who have some special difficulties and somehow videos can be more efficient and useful than the teacher in such matter

III Introduction YouTube

1 An Overview of YouTube

Today, Internet is considered to be individual’s interest since people’s lives are now directly connected to this type of online technology Economic investments are growing faster and faster; people started to be attached to this online world to a level that makes it be a part of their lives The Internet world

is a wide virtual space that contains many sections concerning many aspects

of the human’s hobby YouTube is one of most important parts in the Internet and a World Wide Web source The source, Youtube.com, is a website that exists in the web It is considered to be an online reservoir for digital video files, and the videos, clips are stored and can be exhibited for free by anyone (Watkins & Wilkins, 2011)

If you want to search any YouTube videos, you can find videos on YouTube in one of some ways The most easy and popular way is searching

by keyword, you browse by topic, or you can scan the list of the most popular

videos Or if you find a video producer you enjoy, you can subscribe to that

user's videos in order to get alerts the next time they upload a new video

2 The Value of YouTube

YouTube is now a website that is made to publish short videos At first, the designer did not think it is going to become very famous, but by the time, the numbers of YouTube users rose in a fast way, today it is one of most popular the websites on the Internet

YouTube is a website that is considered to be an attractive social medium which has many contributions in education According to June 2009 report, in each minute, 13 hours are posted to YouTube There is also estimation that Internet users watched 13 billion videos only in November

2008 and 136 million people have watched videos with professional contents

in January 2009 Educators can search and find a huge number of helpful videos that because of millions of educational videos which are available for free

“In March 2009, YouTube announced the launch of YouTube EDU (http://www.youtube.com/edu).YouTube EDU is an organized collection of YouTube channels produced by college and university partners At the end of its first year, YouTube EDU had grown to include over 300 colleges and universities and approximately 65,000 videos of lectures, news, and campus life were freely available for public viewing” (Greenberg cited in Snelson,

2011, p.159)

After that, a number of YouTube channels emerged such as Big Think, Nomadsland, Link TV, Howcast, Wonderhowto, CNN Vidoes, TeacherTube, and BBC Audio and Video There are many educational institutions that have their own channels in YouTube (Bonk, 2009)

YouTube will be the best source for educators in their way of pursuing knowledge because of its availability and its ease of work; all what needs to

be done is to have an Internet connection

3 Reasons for using YouTube in learning to listening

3.1 Cognitive reasons for the use of YouTube

Listening activities using YouTube typically require students to listen to and answer comprehension questions based on a, interaction, conversation, lecture or discussion between two people or more If videos involve human speech in an interactive context, students are able to success in interpreting body language, or other non-verbal, paralinguistic information, which may help their comprehension Herron (1995) suggests that when a visual stimulus

is used in conjuncture with spoken language, student comprehension scores enhance dramatically A lot of researches also support the use of video in language learning based on the importance of including non-verbal, paralinguistic components of communication to assist learners in their understanding and construction of meaning when conducting listening activities (for example Gruba, 2004; Hasan, 2000; Shin, 1998)

Besides, when we interact or converse with other people, we always see their faces If we do not use the way of face-to-face interaction such as in computer-mediated-communication – for both synchronous and asynchronous interactions, a huge range of emotion icons and other visual representations of paralinguistic cues are employed as a substitute for face-to-face contact, implying that paralinguistic or non-verbal language cues are an important part of communication (Joy, 2009)

Additionally, the multi-sensory aspect of video may help reduce the cognitive demands on learners, where the more senses utilized when acquiring new language, this knowledge may enter our long-term memory (Swafar & Vlatten 1997)

3.2 Affective reasons for the use of YouTube

According to the Input Hypothesis of Krashen (1985), teachers have the duty to give learners with not only a plenty of interesting, meaningful and relevant learning materials, but also build a learning environment that aids to lower their affective filter It links to the theories of motivations that suggest learner motivation to be directly related to language acquisition, and the higher a learner’s motivation is; the easier a language is acquired

It is believed that YouTube may provide suitable learning materials to effect students’ motivation and affective filter in a positive way Among a lot

of results of a recent statistical analysis of YouTube, two statistics in particular show implications regarding how YouTube may be exploited in the language classroom, according to Metekohy (2010)

The first statistic shows us that students may be familiar well with YouTube If they are familiar with the medium, it may help lower the affective filter (Krashen 1982), and in turn rise student motivation Unlike a compulsory textbook, students may assess YouTube with having fun in their free time – a factor that may develop student motivation

To second statistic shows that there is a richness of material available from YouTube, some of which may be of use for pedagogical purposes In spite of too much choice which may make it hard to choose suitable teaching material, with in-built search facilities and related videos appearing on the same web page, YouTube can be navigated intuitively, and videos can be found easily Therefore, YouTube may show language learners with a useable medium for language points, searching topics for discussion, or finding examples of authentic English, with proper guidance and suggested videos available on the site

3.3 Authenticity reason for the use of YouTube

Authenticity, using authentic materials, has many benefits for language learning in generally and listening learning in specifically In using authentic materials, such as videos or clips, students are able to listen to language used

in real situations The material also usually somehow informs students about the culture of the target language, which gives the task for which the authentic material is used for a whole new educational addition Students also seem to

be more motivated when using authentic materials (Peacock 1997) Base on Peacock’s (1997) study, the students’ concentration on the task, on-task behavior, was higher when using authentic materials than when using artificial materials It is the teacher who creates the tasks around the authentic material; it is also possible to use the material several times for different kinds

of purposes One can just take the same authentic material and create different kinds of task around it Authentic materials, as they can be for example amateur videos from some social media websites, can also have some mistakes in their language use, or the language can be somehow improper, which can show to the students that even native speakers’ language use is not always flawless This again can further motivate them to use the language as they do not have to fear making mistakes as much With authentic materials it

is possible to bring something new to every lesson