The impact of video based listening activities on students listening comprehension at tan binh continuing education center a thesis submitted in partial fulfillment of the requirements for the degree of master of arts

STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The impacts of video-based listening activities on students’ listening comprehension at Tan Binh Continuing Education Center” is my own work Except where reference is made in the text of the thesis, this thesis contains no 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 No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institutions Ho Chi Minh City, 2016 Le Thi Ngoc Thuy i ACKNOWLEDGEMENTS To the thesis successfully, I have to rely on the following people’s help, cooperation, collaboration, instructions, and comments Firstly, I am very grateful to the teaching staff and students in Tan Binh Continuing Education Center I would like to thank Mr Tien, the principal, for allowing me to teach the listening course using designed videos and his encouragement I thank Ms Nhai, the viceprincipal, for her encouragement I am very grateful to Mr Dien for arranging the audiovisual room for me and Ms Ha for her supporting to arrange and checking my papers I would like to thank Ms Kim Nen, Ms Huyen, Ms Hien, and Mr Hoang - my colleagues, for their supporting during the listening course My study would not completely have been successful if there had not been the participation from the students in Class 11C2 and Class 11C5 whom I thank very much I also thank the teachers who were mainly responsible for managing these classes for encouraging the students to participate actively and sincerely in the training Secondly, I thank my fellow classmates in TESOL for their contributions of suggestions, thoughts, and views Most specially, I would like to express my gratitude to Dr Nguyen Thuy Nga for her careful supervision, deep commitment, and detailed instructions Besides, I am grateful to the professors and other doctorates for their comments and evaluations ii ABSTRACT Using video-based activities to train English foreign language students has been widely applicable around the world (Williams & Lutes, 2012); however, no study has been conducted in Tan Binh Continuing Education Center Hence, the purpose of the current study was to investigate whether the video-based activities were effective in enhancing students’ listening comprehension and their attitudes towards this teaching technique The study involved totally 86 eleventh-graders whose English proficiency was elementary and they are now being taught listening by relatively conventional method at TB CEC such as listening to the tape only one time and then memorizing transcripts to be able to listening exercises which will definitely appear on A Certificate Examination Class 11C2 was selected as the control group, and the experimental group came from Class 11C5 The control group was taught listening by the existing method in the school, and the experimental group was exposed to video-based activities The pretest, posttest, and questionnaire were employed to collect data The results of the study highlighted the positive effects of video-based activities in improving students’ listening comprehension as well as positive attitudes from the participants of the experimental group These lead to conclusions that adopting video-based listening activities indeed helped the students enhance their listening skills, activate students’ prior knowledge, and motivate students a lot in learning listening The study also mentioned several difficulties in applying video-based activities, creating videos as well as recommendations for better video treatment Finally, it addressed some implications and called for further research to investigate video-based activities in a wider context Key words: impacts, videos-based listening activities, listening comprehension iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS .ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES viii LIST OF TABLES ix ABBREVIATIONS AND SYMBOLS x CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Problem of the study 1.3 Statement of the purpose 1.4 Research questions 1.5 Significance of the study 1.6 Scope of the study 1.7 Overview of the thesis chapters CHAPTER LITERATURE REVIEW 2.1 Listening comprehension 2.1.1 Problems of learners’ in listening comprehension 2.1.2 Solutions to the listening problems 2.1.3 Methods of training 11 2.1.3.1 Aprroach of listening 11 2.1.3.2 Listening strategy 12 2.1.4 Measurement 13 2.2 Task-Based Language Teaching 13 2.2.1 Definition of task-based language teaching 13 2.2.2 Task types 14 2.2.3 Features of Task-based language teaching method 15 2.2.4 Task process 16 2.2.5 Criteria for listening tasks 17 2.3 Videos in language classroom 18 2.3.1 Concepts of videos 18 2.3.2 Classification of videos 19 iv 2.3.2.1 Authentic videos 19 2.3.2.2 Educational Videos 20 2.3.3 Benefits and drawbacks of using videos in language classroom 21 2.3.3.1 Benefits of using video in language classroom 21 2.3.3.2 Drawbacks of using videos in language classroom 26 2.3.3.3 Video Evaluation and Selection 27 2.3.4 Techniques and activities of using videos in language classroom 29 2.3.4.1 Techniques of using videos in language classroom 29 2.3.4.2 Video-based activities in language classroom 30 2.3.5 Implementing videos in teaching listening 32 2.4 Schema theory 33 2.4.1 Definition of schema 33 2.4.2 Classification of schema 33 2.4.3 Impacts of schemata on language learning 34 2.4.4 Correlation between video-based listening activities, schemata, and listening skill 34 2.5 Previous studies 35 2.6 Summary of the chapter 36 CHAPTER 37 METHODOLOGY 37 3.1 Research approach 37 3.2 Research setting 39 3.3 Participants of the study 40 3.4 Training procedures 40 3.4.1 Control group (Class 11C2) 41 3.4.1.1 Instructional materials 41 3.4.1.2 Teaching plan for listening periods of CG 42 3.4.1.3 Lesson plans for CG 43 3.4.2 Teaching listening in experimental group (Class 11C5) 44 3.4.2.1 Video-based listening course 46 3.4.2.2 Implementation of designed videos 48 3.5 Measures of the study 50 3.5.1 Tests of both CG and EG 50 3.5.1.1 Design of the tests 50 3.5.1.2 Administering the listening pretest and posttest 52 3.5.1.3 Scoring 52 3.5.2 Questionnaire instrument 52 3.5.2.1 Designing the questionnaire 53 3.5.2.1.1 Content of the questionnaire 53 3.5.2.1.2 Administering the questionnaire 54 3.6 Data collection 55 3.7 Analytical framework 55 3.7.1 The statistical tests 56 3.7.2 Descriptive data analysis 56 v 3.7.3 Qualitative data analysis 56 3.8 Summary of the chapter 57 CHAPTER 58 DATA ANALYSIS, FINDINGS AND DISCUSSION 58 4.1 Performance of both CG and EG on pretest and posttest 58 4.1.1 EG’s and CG’s performance on the pretest 58 4.1.2 Control group’s performance on the pretest and posttest 59 4.1.3 Experimental group’s performance on the pretest and posttest 60 4.1.4 Experimental group’s and control group’s performance on the posttest 62 4.2 Students’ attitudes towards video-based activities in class 63 4.2.1 Theme 1: video-based treatment’s benefits 64 4.2.2 Theme 2: Course design 65 4.2.3 Theme 3: Instruction effects 67 4.3 Evaluation of overall course 68 4 Discussion of findings 69 4.4.1 Summary of the main findings 69 4.4.2 Effect of using video-based activities by the CLT Approach on the students’ listening skill 70 4.4.3 Students’ attitudes towards video-based listening treatment 70 4.4.4 Students’ satisfaction with the overall course 71 4.5 Summary of the chapter 72 CHAPTER 73 CONCLUSION AND RECOMMENDATIONS .73 5.1 Overview of the study 73 5.2 Implications and recommendations 74 5.3 Limitations of the study 76 5.4 Suggestions for further research 77 5.5 Conclusion 77 REFERENCES 78 APPENDICES 84 APPENDIX A: PRE-TEST 84 APPENDIX B: TAPESCRIPTS OF PRE-TEST 85 APPENDIX C: POST-TEST 86 APPENDIX D: TAPESCRIPTS OF POST-TEST 87 APPENDIX E: LISTENING SCORES OF PRE- AND POST-TEST OF BOTH GROUPS 88 The listening scores of CG (Class 11C2) and EG (Class 11C5) on the pretest and posttest 88 APPENDIX F: QUESTIONNAIRE 91 vi Part 1: Video-based treatment’s benefits 91 Part 2: Course Design 92 Part 3: Instruction Effects 93 Part 4: Overall Course 94 APPENDIX G: DATA ANALYSIS OF POST QUESTIONNAIRE 99 APPENDIX H: LESSON PLAN FOR THE EXPERIMENTAL GROUP 102 APPENDIX I: LESSON PLAN FOR THE CONTROL GROUP 107 APPENDIX K: UNIT 52: THE EIGHT O’CLOCK NEWS 111 nd APPENDIX L: CONTENT OF LISTENING PERIODS IN SEMESTER 112 APPENDIX M: DESIGN OF THE VIDEO-BASED LISTENING COURSE 113 vii LIST OF FIGURES Figure Students’ rating of the overall course………………………………… 70 viii LIST OF TABLES Table 2.1 Task-based lesson plan model 17 Table 2.2 Task-Feedback Cycle 18 Table 2.3 Guidelines for Interactivity that Promote Learning from Video-based Models Classified by Type 31 Table 3.1 Pre-test and Post-test Design 38 Table 3.2 Teaching plan for listening periods of CG 43 Table 3.3 A model of a lesson plan for CG 45 Table 3.4 Differences between listening course of CG and EG 47 Table 3.5 Design of the video-based listening course for EG 48 Table 3.6 A sample of lesson plan for video-based listening activities according to 49 Table 3.7 The design of the questionnaire 54 Table 4.1 Mean scores of listening pretests for EG and CG 59 Table 4.2 T-test value of listening pretest for experimental and control groups 59 Table 4.3 Mean scores of listening pre-post-tests for control group 60 Table 4.4 Correlation and t-test value of listening pre-post-tests for control group……… 61 Table 4.5 Mean scores of listening pre-post-tests for EG……………………………………….62 Table 4.6 Correlation and t-test value of listening pre-post-tests for EG………… ……… 62 Table 4.7 Mean scores of listening posttests for EG and CG………………………………… 63 Table 4.8 T-test value of listening posttests for experimental and control groups 63 Table 4.9 Students’ attitudes towards video-based treatment’s benefits 65 Table 4.10 Students’ attitudes towards course design 67 Table 4.11 Students’ attitudes towards the instruction effects 68 ix ABBREVIATIONS AND SYMBOLS TBLT Task-based Language Teaching CLT Communicative Language Teaching TB CEC Tan Binh Continuing Education Center EV Educational Video CG Control group EG Experimental group EFL English as a Foreign Language ex for example HCMC Ho Chi Minh City L1 First language L2 Foreign language N Total number No Number p Probability p Page pp Pages Q(s) Question(s) r Correlation S(s) Student(s) SD Standard deviation SE Standard error SEM Standard error of the mean x APPENDIX H: LESSON PLAN FOR THE EXPERIMENTAL GROUP UNIT 52: The Eight O’clock News Ho Chi Minh City Department of Education and Training Tan Binh Continuing Education Center Teacher: Le Thi Ngoc Thuy Class: 11C5 UNIT 52: The Eight O’clock News Listening Description  English level: Elementary  Number of student: 43  Teaching period: Listening  Duration: I Aims: this lesson aims to help students to listen about some II Objectives: at the end of the lesson, the students should be 45 minutes news able to:  Language: Learn new vocabulary related to the topic: news on broadcast  Nouns: Revolution, rebel, air force, search party, nil  Verb/phrases: attack, protest, burn  Adjectives/ adverbs: heavily, magnificent Skills: Listening  Develop a monologue within 100-150 words for general or specific information  Use the information they have listened to complete the exercises: T/ F statements, multiple choice questions, and short written responses III Recent work  Students have finished Unit 51 (Everyday Conversation) IV Approach and teaching aids 102  CLT (group-work, discussion, persuasion, report, presentation)  PowerPoint presentation, textbook, chalk, loudspeakers V Anticipated problems  Technical problems (teacher must arrive at classroom early to prepare and set up computer, loudspeakers)  Students may not know some new words using in broadcast news (teacher spent time pre-teaching vocabulary and structures)  Students may be tired and unwilling to participate (T may arouse their interests by warm-up activities) VI Teaching procedure  Greeting and attendance check  New lesson: Teacher’s activities Students’ activities Content Pre-stage (10’) Introduce to topic and tasks a Expected answers of Warm-up - T shows a very short video Look at the given video clip the warm-up clip (sound off, vision on) Say the name of the program activity: - Ask Ss to give the name of Brainstorm types of news, the -7 o’clock VTV the news list of news programs and their news b habits of watching news - Everyday, three Lead-in questions: T ask Ss about their times a day or frequencies of watching sometimes broadcast news and by which - On TV, on the of Mass Media - Pay attention  T lead-in and introduce the internet, on smartphone, … topic of the listening lesson - Read aloud new words after the New words: - T uses communicative teacher in chorus and revolution (n) techniques to teach some new individually rebel (n) and important words - the task individually air force - Check the vocabulary by a Take notes of the new words and search party 103 matching task phrases attack (n, v) Practice new vocab protest (v) burn (v) a While-stage (25’) Activities Exercises: T/ F statements, - Divide the class into groups - understand the Multiple choice questions - Tell them that they are going requirement of the to watch a video times for teacher about working Section I: Watch the video and decide each exercise (both sound and in pairs (the person vision on) right/ left next to them, - Ask Ss to watch video, listen or sit in front of them, to the transcript and the or behind them) or in exercise individually and make divided groups decision on the tasks (on the - Pay attention to view Content column), then the video as well as compare their answers in pairs listen to the transcript to ( exercise + 2), in groups ( fulfill the given exercise 3) exercise whether each statement is TRUE or FALSE The British police are looking for two climbers in the Highlands The climbers left yesterday afternoon It began to rain heavily yesterday afternoon The police sent out a search party yesterday evening The police didn’t find the climbers Watch the video and choose the best option (A, B or C) - Pay attention to T’s instruction b Planning - Underline keys words: - Have Ss understand the British police, yesterday requirement afternoon… - Guide Ss to find key words - Ss watch each video - Play the video times for and the exercise each exercise (both sound and individually vision on) - Next, exercise +2, - Walk around the class to help Ss compare their Ss if neccessary answers in closed pairs; * short written responses: Watch the video and give short task 3, Ss play a game in groups to find which groups give the short 104 answers written response in the Key: shortest time but has the * 1: most correct answers F ( British  Scottish) F (afternoon  morning) c Report * +2: - Call some pairs to present their answers after discuss and come to an agreement * +2: F (rain  snow) - some voluntary pairs T of students present *2: their answer (One C A reads the statements, B 10 A one reads their decided answers) - Assign role for each group member For instance, who will be * 3: - Allot each group with a place to perform their written the secretary, or performance, who will be supporters responses by ask and answer questions (one reads the questions, the other reads the group’s answers) - Ask for feedback from other groups * After the report of each exercise - Pay attention to the video and check their answers themselves - Be engagement - Play the video again with subtitles one time and pause at exact where to elicit the answers (freeze-frame control and slit viewing for feedback) - Give feedback carefully and slowly 105 T A * 3: 11 the rebels 12 United States 13 United Nations 14 two 15 yesterday afternoon Post-stage (10’) - Example: * Summarizing: - Ask Ss to summarize the - work individually; perform in The rebels burn the listening text basing on the writing, hand in some works for palace and shot the questions of exercise 1, 2, the teacher gives feedback President in Mandanga … - Give examples * Analysis and Consolidation - Write or elicit some valuable Take notes these new language The simple past words, phrases or sentences items tense with regular appeared in the transcripts on and irregular verbs the board - The air force - Ask Ss to give remarks about Make examples with new bombed the capital these sentences and make language items - They didn’t find some examples in pairs to climbers reinforce the newfound language items * Homework: - Learn Vocabulary - Take notes - Make sentences with new words - Prepare new lesson: Listening 106 - Prepare the next two pieces of news in Unit 52: The Eight Oc’lock News (prepare new words and background about football match between England and Wales; about Queen Elizabeth) APPENDIX I: LESSON PLAN FOR THE CONTROL GROUP UNIT 52: THE EIGHT O’CLOCK NEWS Ho Chi Minh City Department of Education and Training Tan Binh Continuing Education Center Teacher: Le Thi Ngoc Thuy Class: 11C2 UNIT 52: THE EIGHT O’CLOCK NEWS LISTENING Description  English level: Elementary  Number of student: 43  Teaching period: Listening  Duration: 45 minutes I Aims: this lesson aims to help students to listen about some news II Recent work  Students have finished Unit 51 (Everyday Conversation) III Approach and teaching aids  Traditional method  PowerPoint presentation, textbook, chalk, loudspeakers VI TEACHING PROCEDURE  Greeting and attendance Check  New lesson: Teacher’s activities Stages and contents Students’ activities * Warm – up: Brainstorming(2’) politic society Favorite news 107 - Gives instructions - Brainstorm - help Ss write down their ideas on the board - read aloud their ideas  lead into the new lesson - Pay attention Culture entertainment I Before you listen: (10’) Pre – teach Vocabulary:: revolution (n): cách mạng Explanation Eliciting by pictures rebel (n): kẻ loạn - Explanation air force: lực lượng không quân - Explanation search party: đội tìm kiếm - Situation - Repeat and copy attack (n, v): (kẻ) công - Explanation protest (v): phản đối - Eliciting by pictures burn (v): đốt cháy Checking: Rub out and remember * Reads out the words; gets ss to repeat and copy II While you listen: (20’) - Play the audiotape - Pay attention - Guide students to - translate the tape script the tape script Memorize into Vietnamese - Give exercises -Do exercises Section I: Listen to the recording and decide whether each The teacher runs through - Read statement is TRUE or FALSE the requirement of the statements The climbers left yesterday afternoon listening exercise silently It began to rain heavily yesterday afternoon - Let Ss read statements individually * Exercise 1: The British police are looking for two climbers in the Highlands The police sent out a search party yesterday evening and then The police didn’t find the climbers - Guide Ss to underline underline key key words that will help words them complete the - Two exercises better voluntary Ss - gets ss to answer go to the - T gives the key board and write down - The teacher runs through their answers 108 * Exercise 2: the requirement of the - Pay attention listening exercise - Let Ss read multiple - Read choice questions questions - Then gets them to the silently exercises individually - gets Ss to answer Two - T gives the key voluntary Ss write down - The teacher runs through their answers * Exercise 3: the requirement of the on the board listening exercise - Pay attention - Let Ss read questions - Read questions - Then gets them to the silently exercises individually - gets Ss to answer - Two - T gives the key voluntary Ss - The class will give write down congratulations to the their answers student with the most on the board correct answers III After you listen: (10’) - Summarize the two pieces of news basing on T gives an example: the three exercises above - Last night, the - Give the handouts of the tape script President’s palace in - Ask Ss to memorize the script Mandanga was burnt in - Check their memorization the attack… IV Consolidation: (2’) - highlight the The simple past tense with regular verbs and grammatical points: irregular verbs shoot  shot; * Homework: (3’) burn  burnt; - Learn by heart vocabulary and the transcript protested, bombed, … 109 - Pay attention to the teacher’s example and the same to summarize the news Take notes of unit 52 Take notes - Prepare new lesson: Listening 110 APPENDIX K: UNIT 52: THE EIGHT O’CLOCK NEWS 111 APPENDIX L: CONTENT OF LISTENING PERIODS IN 2nd SEMESTER Date Content Week Unit 52: The Eight O’clock News Unit 52: The Eight O’clock News (continue) Unit 54: The boss and the secretary Unit 54: The boss and the secretary (cont) Unit 56: An investigation Unit 56: An investigation (cont) Unit 58: A spy story Unit 58: A spy story (cont) Unit 59: Everyday Conversation Unit 59: Everyday Conversation (cont) Unit 64: Town and Country Unit 64: Town and Country (cont) Unit 65: Europa tours Unit 65: Europa tours (cont) Unit 66: A call from home Unit 66: A call from home (cont) Unit 67: Have you ever…? Unit 67: Have you ever…? (cont) Unit 69: A hard life Unit 69: A hard life (cont) Unit 71: Brutus Cray-the greatest Unit 71: Brutus Cray-the greatest (cont) Unit 72: George and Brenda Unit 72: George and Brenda (cont) Unit 75: Four lives Unit 75: Four lives (cont) Unit 77: The election results Unit 77: The election results (cont) Week2 Week3 Week4 Week Week6 Week Week Week9 Week 10 Week 11 Week 12 Week 13 Week 14 112 APPENDIX M: DESIGN OF THE VIDEO-BASED LISTENING COURSE  Course title: A video-based listening course  Periods: Two periods a week  Instructor: Le Thi Ngoc Thuy  Schedule: 8:50  10:20 a.m, Tuesday  Starting date: 15/12/2015  Venue: Audiovisual room  Prerequisites: Completion of the first part of Streamline English – Departures (from Unit to Unit 40)  Learners: Class 11C5 Course overview: The course applied the principles of CLT Approach with some tasks and activities, the principles of teaching listening and the principles of the use of videos to activate prior knowledge in order to improve the listening skill Course objectives: The objectives of this course are leaners’ listening skill (listen for gist, listen for details and for general ideas), students’ high marks in doing listening test at A certificate examination Methodology: CLT Approach with some tasks and activities Instructional materials: e Lessons plans (Appendix H) f Streamline English - Departures textbook g Designed videos h Worksheets, assignments, and presentations Equipment: A laptop, a projector, a white board, handouts, a marker, two loudspeakers etc Assessment: The learners’ performance was assessed by posttest Course contents SESSION (15/12/2015) Introduction Pretest 113 Lesson (22/12/2015) Video-based listening treatment Unit 52: Task type and exercises: The Eight + task: information-gap (exchanging information) O’clock + exercises: T/F statements, multiple choice questions and News answering questions + summarizing (29/12/2015) Unit 54: Task type and exercises: The boss and + task: sharing personal experience the secretary + exercises: T/F statements, multiple choice questions, answering questions, and form filling + problem-solving task (negotiating) Unit 56: An Task type and exercises: (5/1/2016) Investigation + brainstorming + exercises: T/F statements, multiple choice questions, matching and answering questions + creative task (role-play) (12/1/2016) Unit 58: A Task type and exercises: spy story + task: Sharing personal experience + exercises: T/F statements, multiple choice questions, answering questions and labelling +post-task: opinion-gap (about a difficult situation of a spy) (19/1/2016) Unit 64: Task type and exercises: Town and + brainstorming Country + exercises: T/F statements, multiple choice questions, and answering questions +task: sharing personal experience (26/1/2016) Unit 65: Task type and exercises: Europa Tours + task: comparing task (about travel services of different countries) + exercises: T/F statements, multiple choice questions, 114 answering questions + listing things needed when people travel (16/2/2016) Unit 66: A Task type and exercises: call from + task: sharing personal experience home + exercises: T/F statements, multiple choice questions, answering questions, and form-filling + creative task (role-play) (23/2/2016) Unit67: Task type and exercises: Have you + Asking some lead-in questions ever…? 10 (1/3/2016) + exercises: T/F statements, multiple choice questions, answering questions +task: sharing personal experience Unit 69: A Task type and exercises: hard life + brainstorming + exercises: T/F statements, multiple choice questions, answering questions + problem-solving task (about a hard situation in life) 11 (8/3/2016) Unit 71: Task type and exercises: Brutus Cray- + task: sharing personal experience The Greatest + exercises: T/F statements, multiple choice questions, answering questions + summarizing 12 (15/3/2016) Unit 72: Task type and exercises: George and + brainstorming Brenda + exercises: T/F statements, multiple choice questions, answering questions +task: sharing personal experience 13 Unit 73: Task type and exercises: (22/3/2016) Everyday + exercises: T/F statements, multiple choice questions, Conversation answering questions +task: role-play 115 14 (29/3/2016) Unit 75: Four Task type and exercises: Lives + brainstorming + exercises: T/F statements, multiple choice questions, answering questions + task: opinion-gap (about a different lives) 15 (5/4/2016) Unit 77: The Task type and exercises: election +task: comparing task result + exercises: T/F statements, multiple choice questions, answering questions + summarizing 16 (12/4/2016) Questionnaire Posttest Closing 116 ... Observation Elaboration Observation Elaboration Observation Elaboration Induction Elaboration Induction Observation Imitation Imitation Elaboration Induction Self-control Selfregulation Reflection... the complex ideas that cannot practically illustrated in the language classroom Atakli (2013) also indicated that videos can help retain long-lasting information, and create a language environment... in English language teaching and learning in Vietnam as the application of information technology in education and training in schools started to be mobilized (Vietnam Ministry of Education and