Sử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao BằngSử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao BằngSử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao BằngSử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao BằngSử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao BằngSử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao BằngSử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao BằngSử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao BằngSử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ năng nói tại trường THPT chuyên Cao Bằng
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES –––––––––––––––––––––––––– NGUYEN THI LE THU THE USE OF VIDEO RECORDING TO HELP 11TH GRADE STUDENTS IMPROVE SPEAKING SKILL AT CAO BANG GIFTED HIGH SCHOOL (Sử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ nói trường THPT Chuyên Cao Bằng) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2018 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES –––––––––––––––––––––––––– NGUYEN THI LE THU THE USE OF VIDEO RECORDING TO HELP 11TH GRADE STUDENTS IMPROVE SPEAKING SKILL AT CAO BANG GIFTED HIGH SCHOOL (Sử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ nói trường THPT Chuyên Cao Bằng) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor 1: Dr Hoang Thi Ngoc Diem Supervisor 2: Dr Nguyen Trong Du THAI NGUYEN - 2018 DECLARATION I hereby certify that the thesis entitled “The use of video recording to help 11th grade students improve English speaking skill at Cao Bang Gifted High School” is the result of my own research for the Degree of Master of Arts It has not been submitted to any other university or institution wholly or partially Researcher’s signature Nguyễn Thị Lệ Thu i ACKNOWLEDGEMENTS I would like to express my deepest thanks to Dr Hoang Thi Ngoc Diem and Dr Nguyen Trong Du for their assistance, encouragement as well as their guidance they gave me while I was doing my research I would like to take this opportunity to express my gratitude to all lecturers at the Department of Post-graduate Studies, School of Foreign Languages, Thai Nguyen University, whose support and considerations have enabled me to pursue the course I am also thankful to selected 11th grade students from at Cao Bang Gifted High School for their whole-hearted participation in the study Last but not least, I owe my sincere thanks to my family members who have always inspired and encouraged me to complete this study Eventually, the study has been completed to the best of my knowledge; however, mistakes and shortcomings are unavoidable Therefore, I am looking forward to receiving comments and suggestions from readers for the perfection of the course work ABSTRACT ii Communicative Language Teaching (CLT) is now recognized as a popular teaching approach in Vietnam It puts much emphasis on developing students’ communicative competence While applying CLT into practice, teachers have been applying various techniques to increase students’ participation in English classes Among a variety of teaching techniques to stimulate students to talk, video recording is seen as a promisingly effective one This research aimed to find out the effectiveness of using video-recording on improving students’ speaking skill among 11th form students at Cao Bang Gifted high school The participants were 30 students in 11th grade at Cao Bang Gifted High School The data was collected by survey questionnaires, semi-structured interview, observations and speaking tests The research findings indicate that the application of using video-recording method can improve students’ speaking ability The results from the pre-test and post-test show the improvement of students speaking ability with regards to the use of grammar, vocabulary, pronunciation, fluency, and comprehension The study also proves that applying video-recording method in teaching speaking can raise students’ interest and motivation to speak and share ideas with their friends in groups TABLE OF CONTENT iii DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT ii TABLE OF CONTENT iii LIST OF ABBREVIATIONS vi LIST OF CHARTS AND TABLES vii CHAPTER 1: INTRODUCTION 1 Rationale Aims of the study 3 Research questions Scope of the study The significance of the study Methods of the study .4 Design of the study .5 CHAPTER 2: LITERATURE REVIEW 1.1 Speaking skill .6 1.1.1 Definition of speaking skill .6 1.1.2 The importance of speaking skill 1.1.3 Factors affecting English speaking abilities 1.2 Teaching speaking skill 1.2.1 Definition of teaching speaking 1.2.2 Assessing speaking skill 1.2.3 Techniques to improve speaking skill .10 1.3 Application of technology in language teaching 12 1.3.1 Video recording .14 1.3.2 Benefits of using video recording in speaking teaching 15 1.4 Previous studies……………………………………………………… …… 18 CHAPTER 3: METHODOLOGY 18 2.1 Research procedure 18 iv 2.2 Setting of the study 19 2.3 Subjects of the study 20 2.4 Intervention description .21 2.5 Data collection instruments 22 2.5.1 Questionnaire 22 2.5.2 Tests 23 2.5.3 Observations 23 2.5.4 Structured interview 24 2.5.5 Data synthesis 25 2.6 Data analysis procedure .25 2.7 Statistical Hypothesis 26 CHAPTER 4: FINDINGS AND DISCUSSIONS 28 3.1 Data analysis 28 3.1.1 Research question 1: The students’ attitudes toward English speaking skill? 28 3.1.2 Research question 2: The effectiveness of using video recording on improving English speaking skill for 11th gradestudents at Cao Bang gifted high School .32 3.2 Findings and discussions 38 CHAPTER 5: CONCLUSION .41 REFERENCES 45 APPENDICES I v LIST OF ABBREVIATIONS CEFR : Common European Framework of Reference for Languages CLT : Communicative Language Teaching EFL : English as a Foreign Language ESL : English as a second language FL : Foreign language ICT : information and communication technology MALL : Mobile- Assisted Language Learning MoET : Ministry of Education and Training OHPs : Overhead projectors vi LIST OF CHARTS AND TABLES CHARTS: Chart 3.1 The importance of learning English speaking skill 29 Chart 3.2 Students’ difficulties in learning speaking English 31 Chart 3.3 The Comparison between the Students’ Pre-test 34 and Post-Test MeanScores 34 TABLE: Table 3.1 Students’ attitude towards the learning of speaking English 30 Table 3.2 The Students’ Pre-test and Post-Test MeanScores 32 Table 3.4 Paired Samples Statistics 34 Table 3.5 Paired Samples Test 35 vii CHAPTER 1: INTRODUCTION Rationale Nowadays, English has become more and more important as an international language In Vietnam, a large number of students are required to learn it through compulsory programs in schools and universities With the crucial role of English in the path of industrialization and modernization of the country as well as in the process of integration and globalization in the world, in 2008, the Prime minister approved the project entitled “Teaching and Learning Foreign Language in the National Education System, Period 2008-2020” to thoroughly reform foreign language teaching and learning in the national education system (MoET, 2008).This major aim of the project is to completely change teaching and learning method in national education system with the aim that most of the young graduated from vocational school, college and university can use foreign language indecently, confidently in communication, learning and working in integrated, multi- language, multi- cultural environment by 2020; make foreign language the strong point of Vietnamese (MoET, 2008) Specifically, required by Project 2020, by the year 2010, students graduate from primary school, they need to reach A1 level in the Common European Framework of Reference for Languages (CEFR); students finish secondary school, they are compelled to get A2 level in CEFR and students have to qualify B1 level in CEFR when they graduate from high school However, many of them fail to learn it successfully It can be said that these objectives of the Project 2020 are ambitious and hard to achieve In many English classrooms, specially in an EFL (English as a Foreign Language) classroom students have few opportunities to speak English According to KateBell (2011), “An EFL classroom is in a country where English is not the dominant language Students share the same language and culture The teacher may be the only native English speaker they have exposure to Students have very few opportunities to use English outside of the classroom” In many EFL classrooms, the 16 Gerlach, V.S and Elly D.P.(1980) Teaching Media, a Systematic Approach New Jersey: Prentice Hall, Inc 17 Harmer J (2001), The practical of English language teaching, (3rd ed.) Harlow: Longman 18 Harmer,Jeremy.(2007).ThePracticeofEnglishLanguageTeachingFourth Edition.Edinburgh: Pearson EducationLimited 19 Justine, R (2007) Designing lesson for EFL listening comprehension classes TESOL Journal, 31 20 Kate Bell (2011) How ESL and EFL classrooms differ Oxford University Express ELT.Retrieved on July, 12th 2011 from https://oupeltglobalblog.com/2011/07/12/how-esl-and-efl-classrooms-differ/ 21 Kayi, H (2006) Teaching Speaking: Activities to Promote Speaking in a Second Language The Internet TESL Journal, Vol XII, No 11 2006 Retrieved on November 11th, 2008 Available on http://iteslj.org/Techniques/Kayi- TeachingSpeaking.html 22 Le Xuan Mai & Vo Kim Hong (2014) Factors Affecting Secondary-School English Teachers' Adoption of Technologies in Southwest Vietnam.Language Education in Asia, Volume 5, Issue 2, 2014 23 Le Van Canh and Roger Barnard (2009).Curricular innovation behind closed classroom doors: A Vietnamese case study 2009, Volume24, No 24 Lynch, T (2001) Seeing what they meant: Transcribing as a route to noticing ELT Journal, 55(2), 124-132 25 Lynch, T (2007) Learning from the transcripts of an oral communication task ELT Journal, 61(4), 311-320 26 Martha Castaneda and Eva Rodriguez-Gonzales (2011) L2 Speaking Self-Ability Perceptions through Multiple Video Speech Drafts, Hispania, 94 (3), 2011, pp 483-501 27 Mennim, P (2003) Rehearsed oral L2 output and reactive focus on form ELT Journal, 57(2), 130-138 47 28 MoET (2008) Retrieved from http://jpf.org.vn/iwtcore/uploads/2012/08/1- 3Decision_1400_QD-TTg-Eng.pdf 29 Nicholas Gromik (2013), Investigation of the Cellphone Video Recording Feature by Japanese Undergraduated EFL Learners Ph.D Thesis, James Cook University, 2013, pp.1-286 30 Nunan, D (1992) Research Methods in Language Teaching Cambridge: CUP 31 Nunan, D.(1996) Language Teaching Methodology Phoenix ELT & Prentice Hall Macmillan 32 Nunan, D (1998) Second Language Teaching and Learning Heinle ELT 33 Nunan, D (2003) Practical English Language Teaching NY: McGraw- Hill 34 Nguyen Lan Trung (2002) “The classrooms of Tomorrow”, Ky yeu Hoi Thao Quoc Te; Giao duc ngoai ngu- Hoi nhap va phat trien, p.61-65 35 Pattison, P (1992) Developing Communication Skills Cambridge University Press 36 Pop, A., Tomuletiu, E A., & David, D (2011) EFL speaking communication with asynchronous voice tools for adult students Procedia Social and Behavioral Sciences, 15, 1199-1203 37 Quach,T.N.(2004).Internetande-learning:ThecaseofVietNam.Retrievedfrom http://gauge.u-gakugei.ac.jp/apeid/apeid04/country_papers/Vietnam.pdf 38 Rubin, J (1987).Learner Strategies: Theoretical Assumptions, Research History and Typology In Learner Strategies in Language Learning, edited by A Wenden and J Rubin, pp 29-42 New York: Prentice Hall 39 Seliger, H.W., & Shohamy, E (1995) Second Language Research Methods (3rd) Oxford: OUP 40 Spratt, M., et al (2005) The Teaching Knowledge Test (TKT) Course Cambridge: Cambridge University Press 41 Tarone, E (1983)." Some Thoughts on the Notion of Communication Strategy" In C Faerch & G Kasper (Eds.), Strategies in Interlanguage Communication London: Longman.Pp 61-74 42 Thornbury,S (2005) How to Teach Speaking New York: Pearson Education Ltd 48 43 Tuan, N.M (2005),Designing a listening and speaking syllabus using video for English language non- majors at pre intermediate level Unpublished manuscript Hanoi: Library of - College of Foreign Languages Vietnam National University 44 Warschauer, M & Meskill, C (2000) Technology and second language learning, In J Rosenthal (Ed), Handbook of undergraduate second language education (pp.303- 318), online,Retrieved Mahwah, New Jersey: on Lawrence April, Erbaum, 08th Available 2010 fromwww.gse.uci.edu/person/markw/tslt.html 45 Walker, R (2005).Using student-produced recordings with monolingual groups to provide effective, individualized pronunciation practice TESOL Quarterly,21(1),550 - 558 49 APPENDICES APPENDIX QUESTIONNAIRE FOR STUDENTS DEAR ALL STUDENTS, This survey questionnaire is designed for my research into “The use of video recording to help 11th grade students improve English speaking skill at Cao Bang Gifted High School” Your assistance in completing the survey is highly appropriated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your corporation! Personal information Name:………………………………………………….Gender:………… Age:………………… Please choose the answer(s) you think it is correct How much you feel interested in learning speaking English? A very interested B interested D not very interested C quite interested E not interested at all How you think of the importance of learning speaking English? A Very important B Important C quite important D not very important E not important at all How is your effort in learning speaking English? A very high B high D low E very low C quite high How much time you spend learning speaking English everyday? A Under one hour C hour - hours B hours -4 hours D over hours What are your main difficulties in learning English speaking skill? (You can choose more than one ) A Lack of vocabulary C Problems of pronunciation B Lack of confidence D Unsuitable topics E Other idea:…………………………………… I APPENDIX PHIẾU ĐIỀU TRA (CHO HỌC SINH) Hãy lựa chọn (những) phương án bạn cho đúng: Mức độ thích học nói Tiếng Anh bạn nào? C bình thường A thích B thích D khơng thích E khơng thích chút 2.Bạn nghĩ tầm quan trọng việc học nói Tiếng Anh? C bình thường A quan trọng B quan trọng D không quan trọng E khơng quan trọng chút 3.Nỗ lực học nói Tiếng Anh bạn nào? A cao B cao C bình thường D thấp E thấp Bạn dành thời gian để học nói Tiếng Anh ngày? A < 1h B 1h-2h C 2h-3h D > 3h Những khó khăn chủ yếu bạn học kĩ nói Tiếng Anh gì? (Có thể lựa chọn nhiều ) A Vốn từ vựng B Thiếu tư tin C Phát âm khơng chuẩn D Chủ đề khơng thích hợp E Lí khác:…………………………………… Cảm ơn nhiều hợp tác bạn! II APPENDIX Questions for the interview Personal information: Name: Gender: Age: Content: Do you like learning English by using video recording? (Em có thích học Tiếng Anh việc sử dụng ghi hình video khơng? Do you think that using video recording can help students improve their speaking skill? Yes or No? Why? (Em có nghĩ việc sử dụng ghi hình video giúp bạn học sinh cải thiện kĩ nói khơng? Tại sao?) Do you think using video recording is very interesting and creative? Why? (Em có nghĩ việc sử dụng ghi hình video thú vị sáng tạo không? Tại sao?) Do you think using video recording can help students develop their vocabulary? Why? (Em có nghĩ việc sử dụng ghi hình video giúp bạn học sinh phát triển từ vựng không?) Do you think using video recording can help students improve their pronunciation? Why? ( Em có nghĩ việc sử dụng ghi hình video giúp bạn học sinh phát triển phát âm không?) Do you think using video recording can help students develop their group work? Why? ( Em có nghĩ việc sử dụng ghi hình video giúp bạn học sinh phát triển hoạt động nhóm khơng?) Do you agree or disagree if the teachers use video recording as a method in teaching and learning English? Why? ( Em đồng ý hay không đồng ý giáo viên sử dụng ghi hình video phương pháp dạy học Tiếng Anh? Tại sao?) THANK YOU FOR YOUR CO-OPERATION! III APPENDIX INTERVIEW FOR STUDENTS Student – Female-16 years old The researcher: Hi! I am very happy to know that you had got chances to use video recording in learning speaking skill Now, I am conduting a research about the use of video recording to help 11th grade students improve English speaking skill at Cao Bang Gifted High School So I would like to make an interview with you about this issue (Chào em Cô vui biết bạn có hội sử dụng ghi hình video việc học nói Hiện nghiên cứu đề tài việc sử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kĩ nói tiếng Anh trường THPT Chuyên Vì muốn vấn em vấn đề ) Student 1: Yeah! That’s very interesting (Vâng Thật thú vị ạ.) The researcher: Ok, listen to my questions and you can answer in your opnion (OK, nghe câu hỏi cô trả lời theo quan điểm em nhé) Do you like learning English by using video recording? (Em có thích học Tiếng Anh việc sử dụng ghi hình video khơng? Dạ Em có Yes, I Do you think using video recording can help students improve their speaking skill? Yes or No? Why? (Em có nghĩ việc sử dụng ghi hình video giúp bạn học sinh cải thiện kĩ nói khơng? Tại sao?) Sử dụng ghi hình video lựa chọn tốt Chúng ta kiểm tra việc nói chúng ta, ngôn ngưc thể dùng tay kết nối với người nghe Using video recording is a good choice! We can check our speaking and our body language such as hand movement or our contact to the listeners Do you think using video recording is very interesting and creative? (Em có nghĩ việc sử dụng ghi hình video thú vị sáng tạo không? Tại sao?) IV Câu trả lời em có Như em nói, thực cách tốt để học Tiếng Anh Nó thực thú vị em xem nhóm thiết kế nói họ video thấy sáng tạo bạn ý My answer is yes As I have said, it’s really a good way to learn English It is really interesting because I can watch the designs of other groups’ presentation and their creativity Do you think using video recording can help students develop their vocabulary? (Em có nghĩ việc sử dụng ghi hình video giúp bạn học sinh phát triển từ vựng khơng?) Ghi hình video Video khơng giúp phát triển từ vựng nhiều em nghĩ học từ nhìn thấy lỗi sai hi xem video Recording does not help so much but I think we still can learn something through it as we can see our mistake when we watch our video recording Do you think using video recording can help students improve their pronunciation? ( Em có nghĩ việc sử dụng ghi hình video giúp bạn học sinh phát triển phát âm không?) Em thử ghi âm giọng em sau tìm lỗi phát âm sai đọc lại theo cách đúng, em nghĩ giúp phát triển phát âm I have tried to record my voice then find out the wrong pronunciation and read it in the right way so yes, it helps me Do you think using video recording can help students develop their group work? ( Em có nghĩ việc sử dụng ghi hình video giúp bạn học sinh phát triển hoạt động nhóm khơng?) Có Sau xem xong video, bạn học sinh thảo luận với tìm vài vấn đề Yes, after watching video recording, students can discuss with each other and find out some problems Do you agree or disagree if the teachers use video recording as a method in teaching and learning English? Why? ( Em đồng ý hay không đồng ý V giáo viên sử dụng ghi hình video phương pháp dạy học Tiếng Anh? Tại sao?) Em đồng ý Đây phương pháp sáng tạo Các bạn học sinh cải thiện việc nói thầy đánh giá hỗ trợ cho bạn Yes, I quite agree! It’s such a creative method! Students can improve their speaking and teachers can evaluate and support students easier THANK YOU FOR YOUR CO-OPERATION! VI APPENDIX Observation Checklist of the Teaching-Learning Process Filled by the collaborator and teacher Observation Items A Opening The teacher greets the students The teacher checks students’ condition and attendance The teacher reviews previous materials The teacher tells the material that will be learned The teacher informs the learning objectives The teacher is well prepared and well organized in the class B Main Activities The students are ready to learn the materials The students watch and listen to the video The teacher observe the class The teacher asks other group to listen and observe The teacher checks the students’ understanding C Closing The teacher and students reflect and summarize the lesson The teacher gives feedback to the students The teacher says goodbye to the students Yes v v v v v v v v v v v v v v D Class Situation The students have enthusiasm or motivation v during the learning process The time allocation is appropriate The media used by the teacher are sufficient in v the teaching and learning process The teacher’s instructions are clear v VII No v Comments APPENDIX SPEAKING RUBRIC Scor e Aspects Grammar Fluency Grammatical and lexical accuracy are extremely high Speak fluently without hesitation or searching for words Quite accurate; some errors, but meaningis alwaysclear Some hesitations andsometime s has to search for words Frequent errors; meaning is not always clear Very frequent errors; difficulty in making meaning clear Quite hesitant, limited range of vocabulary and structure Extremely hesitant; very limited range of language available Pronunciatio n Very clear, stress and intonation help to make meaning clear Generally clear; reasonable control of stress and intonation Vocabulary Frequent errors; not always clear enough to understand Frequently errors in words choice Effective words choice Mostly effective words choice Very Ineffective frequenterrors; words often very choice difficult tounderstand VIII Comprehensio n Understand everyday conversation at normal speech Understand nearly everything at normal speech Although occasional repetition may be necessary Understand most of what is said at slower speed with repetition Difficult to understand what is said Able to comprehend only social conversation spoken slowly and with frequent repetition Almost unable to communicat e Almost unable to communicate Almost unable to communicate Almost unable to communicat e Almost unable to understand even simple conversation Adapted from Brown (2001) APPENDIX 6: STUDENTS’ PRE-TEST (WEEK 1) AND POST TEST SCORES (WEEK ) Pre-test Scores No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Name G 1 3 2 1 2 1 2 2 Student Student Student Student Student Student Student Student Student Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 IX F 2 2 2 2 4 2 2 2 3 P 3 3 3 3 1 1 3 2 2 2 V 2 3 2 3 2 2 2 2 C 1 2 3 2 2 3 1 2 2 30 Student 30 Mean Total Mean Score G=GrammarV = VocabularyF=Fluency C = Comprehension P =Pronunciation X 2 Post-test Scores No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Name G 2 4 3 2 2 3 2 3 3 Student Student Student Student Student Student Student Student Student Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Mean Score Total Mean Score G=GrammarV = VocabularyF=Fluency C = Comprehension P =Pronunciation 11 F 3 5 5 3 3 4 3 4 4 4 P 4 2 4 4 4 3 2 4 2 3 4 4 V 3 4 5 3 4 3 4 4 C 5 4 4 4 3 4 2 3 5 XÁC NHẬN CỦA CÁN BỘ HƯỚNG DẪN TS Hoàng Thị Ngọc Điểm XÁC NHẬN CỦA CÁN BỘ HƯỚNG DẪN TS Nguyễn Trọng Du 12 ... OF VIDEO RECORDING TO HELP 11TH GRADE STUDENTS IMPROVE SPEAKING SKILL AT CAO BANG GIFTED HIGH SCHOOL (Sử dụng ghi hình video để giúp học sinh lớp 11 cải thiện kỹ nói trường THPT Chuyên Cao Bằng) ... effectiveness of using video recording on improving English speaking skill for 11th grade students at Cao Bang Gifted High School? Scope of the study Due to the limit of the thesis, only Cao Bang Gifted... effectiveness of video recording in teaching and learning English 2.2 Setting of the study The study was conducted at Cao Bang Gifted High School, which is situated in the centre of Cao Bang city, Cao Bang