Using video with caption modes to improve vocabulary learning for students at a primary school in vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN THỊ NỤ USING VIDEO WITH CAPTION MODES TO IMPROVE VOCABULARY LEARNING FOR STUDENTS AT A PRIMARY SCHOOL IN VIETNAM Sử dụng Video có phụ đề để cải thiện việc học từ vựng cho học sinh trường tiểu học Việt Nam M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi – 2018 VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN THỊ NỤ USING VIDEO WITH CAPTION MODES TO IMPROVE VOCABULARY LEARNING FOR STUDENTS AT A PRIMARY SCHOOL IN VIETNAM Sử dụng Video có phụ đề để cải thiện việc học từ vựng cho học sinh trường tiểu học Việt Nam M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Dr Dương Thị Nụ Hanoi – 2018 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBRIVIATIONS iv LISTS OF FIGURES, TABLES AND CHARTS v PART ONE: INTRODUCTION 1 Rationale Aims of the study Error! Bookmark not defined Research questions Methods of the study Scope of the study Significance of the study Design of the study PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Learning vocabulary Error! Bookmark not defined 1.1 Definition of vocabulary and vocabulary use 1.2 The importance of learning vocabulary 1.3 The methods and strategies to develope vocabulary for students Using video with caption modes 2.1 Application of information technology and multimedia 2.2 The effects of using video with caption modes 2.3 Technique of using videos in classroom 11 Young learners 13 3.1 Characteristics of young learners 13 3.2 Teaching strategies to young learners 14 Previous studies 16 Summary 17 CHAPTER 2: METHODOLOGY 18 The research setting 18 1.1 Research site 18 1.2 English textbooks 18 1.3 The facilities 19 Participants 18 2.1 Teacher 18 2.2 Students 18 Methods of the study 22 3.1 Mixed method research 22 3.2 Action research 23 3.3 Action plan 26 Data collection instruments 28 4.1 Pre-test and post-test 28 4.2 Questionnaires 29 4.3 Observation 18 Data collection procedure 30 Data analysis procedure 31 Summary 18 CHAPTER 3: FINDINGS AND DISCUSSION 33 Pre-test and post-test Analysis 33 1.1 Pre-test 33 1.2 Post-test 34 1.3 Comparing results between pre-test and post-test 34 Questionnaires Analysis 36 Class Observation Analysis 41 Discussion of all findings 42 Summary 43 PART THREE: CONCLUSION 44 Recapitulation 44 Implications 45 Limitations of the study 46 Suggestions for further study 47 REFERENCES 49 APPENDICES 52 DECLARATION I hereby certify that the thesis entitled “Using Video with Caption Modes to Improve Vocabulary Learning for Students at a Primary School in Vietnam” is the result of my own research for the Degree of Master at the University of Languages and International Studies, Vietnam National University, and this thesis has not been submitted for any other degrees Hanoi, May 2018 Nguyễn Thị Nụ i ACKNOWLEDGEMENTS I would like express my deepest thanks to my supervisor, Dr Duong Thi Nu who has given me suggestions on how to shape the study and always been most willing and ready to give me valuable advice, helpful comments as well as correction of my research paper This paper would not have been possible without her constant support and encouragement Her patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having her as my dissertation supervisor I would also like to express my gratefulness to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and International Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge I am thankful to all the extension officers, Principals and teachers of Mao Dien Primary School, Thuan Thanh District, Bac Ninh Province for their precious guidance and suggestion to fulfill the objectives of this study My special thanks to 56 grade-5 students who have helped me enthusiastically in English lessons by using video with caption modes to improve vocabulary learning for students I would be glad to thank my dear husband Mr Ngo Ngoc Son and my son Ngo Minh Tu without whose unconditional support this task would not have been accomplished Thank you dears for being every time and everywhere with me Finally I wish to thank everyone who directly or indirectly helped me in this endeavor ii ABSTRACT Vocabulary is one of the most important parts of language learning and teaching Being an English teacher in a primary school, I deeply understand and sympathize with difficulties that students usually encounter in study and use of English vocabulary Additionally, vocabulary classes are also quite boring with traditional teaching methods Using video in teaching English is also a new and modern method However, when students watch teaching videos provided by teachers, they grasp very poorly Obviously, it is necessary to find out an effective way to improve vocabulary learning for students in English lessons by using video with caption modes This study is aimed at examining the effects of watching a video with caption modes on incidental vocabulary learning in a pre-test post-test experimental design; and introducing some new innovative applications in English teaching method that use video for elementary students The participants included one English teacher and 56 grade-5 students at a primary school in Bac Ninh The data were gathered through qualitative and quantitative data The qualitative data were gained by analyzing the class observation result and quantitative data were obtained from the students‟ vocabulary scores of pre-test, post-test and questionnaire for students As a result of the research, it was seen that the use of subtitled video affects the student's vocabulary learning Students feel more excited about the lesson, memorize new words faster, and learning vocabulary becomes easier Moreover, the study also indicated that most of the students had positive attitudes toward this new technique The findings, suggestions, suitable and effective ways are given for teachers in using video with caption modes to make certain positive changes in their teaching methodology as well as to help students improve their English vocabulary iii LIST OF ABBRIVIATIONS ESL: English as a Second Language L2: Second language Q1: Question Q2: Question Q3: Question Q4: Question Q5: Question Q6: Question Q7: Question Q8: Question Q9: Question iv LIST OF FIGURES, CHARTS AND TABLES Figure 1: The screen shot of the video with regular caption ……………… Figure 2: The screen shot of the video with highlighted caption ………… Figure 3: Action research cycle…………………………………………… Chart 1: Result of the Pre-test……………………………………………… Chart 2: Result of the Post-test……………………………………………… Chart 3: Comparing mean score between pre-test and post-test…………… Chart 4: The mean score in each section of tests………………………… Chart 5: The interest in watching captioned videos …………………… Chart 6: The aspects of the process watching videos…………………… Chart 7: The appropriateness of using video with caption modes………… Chart 8: The student‟s attitudes to teacher‟s activities…………………… Table 1: The study procedures Table 2: Scores of pre-test and post-test v PART ONE: INTRODUCTION Rationale Vocabulary is important across the curriculum from language arts and social studies to mathematics and science It is intimately connected to both effective reading and writing skills, and these skills in turn are necessary for doing well in school Furthermore, a vocabulary is anybody of words someone knows and uses to express themselves in a language In order to support the mastery of English, it is essential to learn vocabulary Underscoring the importance of vocabulary acquisition, Schmitt (2000, p.55) emphasizes that “lexical knowledge is central to communicative competence and to the acquisition of a second language” Nation (2001) further describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge British linguist Wilkins (1972: 111) once said, “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed” Truly thanks to vocabulary, sentences, texts and language can be made and become richer English is one language with a rich vocabulary; therefore, learners and users have many difficulties However, employing multimedia has recently intruded the process in easing or complicating manners There has always been a rising stress on English language teaching as a mechanism for communication, and technology has played a serious role in facilitating authentic communication Therefore, considering videos with caption modes in English as a foreign language would provide solutions to facilitate the process of learning According to Danan, 2004, captions facilitate language learning by helping learners visualize what they hear, especially if the input is slightly beyond their linguistic ability Video with captions is increasingly used in English lessons because of its formidable features and benefits Therefore, using video with captions to facilitate vocabulary learning and is taken for granted by many teachers and researchers Many teachers recommend their students to watch TV and movies with captions because they believe that being in this way, their students will increase the language proficiency level Being an English teacher in Mao Dien Primary School, the researcher deeply understands and sympathizes with difficulties that students usually encounter - Can you help me? - Nhà giúp ta khơng? - Sure I can - Chắc chắn - How nice! Thank you! - Đẹp quá! Cảm ơn nhé! - You‟re welcome - Khơng có - Put on your hat, please - Hãy đội mũ lên - Great! - Tuyệt quá! - How are you? - Anh khỏe không? - Are you okay? - Anh ổn không? - I‟m okay - Anh không - The king has big ears - Nhà vua có đơi tai to - What‟s wrong? - Cháu có vấn đề vậy? - I have a toothache - Cháu bị đau - Open your mounth and say “Ahh” - Há miệng nói "Ahh" - Ahh - Ahh - Hmm - Hmm - You have a bad tooth - Cháu có đau - Ah, ah - Ah ah - Good Don‟t eat too many sweets and - Tốt Không ăn nhiều đồ brush your teeth three times a day đánh ba lần ngày - Yes, Mr Smith Thank you - Vâng, thưa ông Smith Cảm ơn ông - You‟re welcome See you in two days - Khơng có Hẹn gặp lại sau hai ngày - Okay - Vâng Video 8: English transcription Vietnamese version of the transcription - I don‟t like the red coat - Ta khơng thích áo đỏ - Do you like this coat? - Ngài có thích áo không? - No, I don‟t - Không - They can make a good coat - Họ may áo đẹp - Great! Make a good coat - Tuyệt quá! Hãy may áo đẹp cho ta - Okay - Được - Stand up, please - Xin ngài đứng lên 58 - Put on this coat, please - Mời ngài mặc áo - Okay - Được - How nice! - Đẹp quá! - Good I like this coat - Tốt Tathích áo - It‟s raining - Trời mưa - It‟s windy, too - Cũng có gió - It‟s okay Umbrella, please - Khơng Đưa ô - Haha Put on your coat, please - Haha Ngài mặc áo vào - It‟s too cold! - Lạnh quá! 59 APPENDIX B PRE-TEST Name……………………………………… Mark Class: 5A Choose the best answer A works in a hospital A Teacher B Worker C Nurse D farmer What subject is he now? Vietnamese A To learn B Learn C Learning D Learned did she go yesterday morning? She went to the bookshop A What B Where C When D Why Are you free the evening? Yes, I am A In B On C At D to She is going to television tonight A Sing B Play C Stay D Watch C Where D How is that ? It's my teacher A What B Who Does she like sandwiches ? A Yes, she B Yes, she is C Yes, she does D Yes, she like This is Mai mother is a doctor A His B She C Her D his C To want D wantes C Eraers D a eraser She a banana A Wants B Want 10 What is it ? It is A Eraser B An eraser Matching questions A B 60 11 Toothache a Cái mũ 12 Umbrella b Nhà vua 13 Hat c Tai 14 Ear d Nhảy múa 15 Vacation e Đau 16 Tree f Màu trắng 17 King g Cái ô 18 Dancing h Kỳ nghỉ 19 Basketball i Cái 20 White j Bóng rổ 11: 16: 12: 17: 13: 18: 14: 19: 15: 20: IV/ Look at the pictures and complete the sentences 21 I go to school by _ A Bike B Bus C Motorbike D Car 22 Can you make a _? A Cake B Candy C Snowman D Circle 61 23 What is your favourite food ? I like A Chicken B Fish C Vegetables D Rice 24 How many _? There are three A Bears B Birds C Lions D Tigers 25 Do you like this _? A T-shirt B Coat C Skirt D Pant 62 APPENDIX C POST-TEST Name……………………………………… Mark Class: 5A Choose the best answer We went to the cinema A Today B Yesterday C Tomorrow D Next Sunday C Hardwork D Exercises C Do it D Does it C It‟s D Where‟s A housewife often does A Homework B Housework It‟s hot in Summer, ? A Is it B Isn‟t it your birthday? It‟s in May A What‟s B When‟s Would you like milk? No, thanks A An B A C Some D one C He can D He can‟t Can you swim, Mai? No, A I can B I can‟t What‟s time is it? It‟s seven- fifty- five A 55 B 15 C 25 D 45 What does Peter study at school? - He has Maths, English, Art… A Objects B Subjects C Food D drink Why you like Music? Because I like A To read B To draw C To write D To sing C With D On 10 What‟s the matter you? A For B To Matching questions A B 63 11 Kite a Kem 12 Windy b Màu xanh 13 Snow c Thể thao 14 Green d Cơng viên 15 Sports e Có gió 16 Hurry up f Cái diều 17 Ice cream g Cửa hàng hoa 18 Flower shop h Nhanh lên 19 Hungry i Đói 20 Park j Tuyết 11: 16: 12: 17: 13: 18: 14: 19: 15: 20: IV/ Look at the pictures and complete the sentences 21 I‟m drawing trees _ A Houses B Trees C Bridges D Birds 22 They are _? 64 A Watching B Jumping C Talking D Dancing 23 They are from A Singapore B Vietnamese C English D American 24 How many _? There are three A Cat B Birds C Lions D Tigers 25 I play every day A Soccer B Basketball C Badminton 65 D Tennis APPENDIX D SURVEY QUESTIONNAIRE (for students) Dear participants: I am Nguyen Thi Nu This survey questionnaire is designed for my master research “Using Video with Caption Modes to Improve Vocabulary Learning for Students at a Primary School in Vietnam” I would be grateful if you could spend some of your precious time completing this questionnaire 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 Please use either English or Vietnamese Thank you very much for your cooperation Please circle the items below according to the following scales Strongly Agree (SA) Agree (A) Neutral (N) Disagree (D) Strongly Disagree (SD) No I Student’ general attitudes about watching captioned videos You are interested in watching video with captions in English lessons Captioned videos make learning vocabulary easy You feel more motivated in learning vocabulary II The appropriateness of video with caption modes The difficulty of captions is appropriate to the student‟s grade level The captions are understandable and relevant Vocabulary in videos are for the purpose of daily life use The target words respond the students‟ real needs and interests The font size and color of captions is easy to see III Teacher’s activities You are able to follow the learning of vocabulary through meaning - focused interaction thank to practice exercises are concrete and effective 10 Your teacher provided you the chance to practice new words in small groups or pairs Thank you for your cooperation! 66 SA A N D SD APPENDIX E CÂU HỎI ĐIỀU TRA DÀNH CHO HỌC SINH Những câu hỏi sau nhằm phục vụ cho Đề tài nghiên cứu “Sử dụng Video có phụ đề để cải thiện việc học từ vựng cho học sinh trường tiểu học Việt Nam” Xin em vui lòng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy khoanh trịn vào mà em lựa chọn với SA “hoàn toàn đồng ý”, A “đồng ý” , N “ trung bình”, D “ khơng đồng ý”, SD “ hồn tồn khơng đồng ý”, STT I Thái độ chung học sinh việc xem video có phụ đề Em thích xem video có phụ đề học tiếng Anh Video có phụ đề giúp việc học từ vựng trở nên dễ dàng Em cảm thấy có động lực việc học từ vựng II Kỹ sử dụng từ vựng Độ khó phụ đề phù hợp với trình độ học sinh Phụ đề dễ hiểu phù hợp Từ vựng video có mục đích sử dụng hàng ngày Từ vựng đáp ứng nhu cầu quan tâm thực người học Kích thước phơng chữ màu sắc phụ đề dễ nhìn III Hoạt động giáo viên Em học từ vựng thơng qua tương tác có ý nghĩa - tập trung nhờ tập thực hành cụ thể hiệu 10 Giáo viên cung cấp cho em hội thực hành từ nhóm nhỏ cặp 67 SA A N D SD APPENDIX F CLASS OBSERVATION CHECKLIST School: Mao Dien Primary School Class: Observer: Date and Time: Review Section Description/Comments SUBJECT MATTER CONTENT (shows good command and knowledge of subject matter; demonstrates breadth and depth of mastery) ORGANIZATION (organizes subject matter; evidences preparation; is thorough; states clear objectives; emphasizes and summarizes main points, meets class at scheduled time) RAPPORT (holds interest of students; is respectful, fair, and impartial; provides feedback, encourages participation; interacts with students, shows enthusiasm) TEACHING METHODS (uses relevant teaching methods, aids, materials, techniques, and technology; includes variety, balance, imagination, group involvement; uses examples that are simple, clear, precise, and appropriate; stays focused on and meets stated objectives) MANAGEMENT (uses time wisely; attends to course interaction; demonstrates discipline and leadership control; ability; maintains maintains effective management) 68 LEVEL OF STUDENT PARTICIPATION (Concentration on video, interaction with teacher questions and contribution to the lesson) PHYSICAL ASPECTS OF CLASSROOM (optional) (state location and physical attributes of classroom, number of students in attendance, layout of room, distractions if any; list any observations of how physical aspects affected content delivery) Strengths observed: Suggestions for improvement: Overall impression of teaching effectiveness: 69 APPENDIX G SAMPLE OF LESSON PLAN Lesson plan School : Mao Dien Primary School Subject : English Class : 5A Language Aspect: Vocabulary Time Allocation: 45 minutes Date:  Objectives: By the end of the lesson, SS will be able to: - Enrich the vocabulary related to the specific topic - Master the uses of the words in practical exercises  Materials: text book, lesson plan, board, video  Teaching procedures: T’s activities Steps Ss’ activities Warm –Up (10 mins) - Greeting - Greeting - Calls the roll - Monitor answers - Asks Ss to play game: - Listen and answer T‟s - List the words related to the questions specific topic - Calls on some volunteers to share the ideas with the whole class Presentation (25 mins) - Introduces new related words - Copy in the notebook - Draws attention to the form - Pay attention and then explains the meaning - Do as directed of the new words Vocabulary activity 1: 70 Watching the video - Asks the students about the - Pay attention volume level and adjusts - Do as directed - Plays the video - Ss follow T‟s instruction - Pauses video to explain, asks - Listen and answer T‟s for prediction questions - Replays 2nd time - Note the words be heard Vocabulary activity 2: Option 1: Exercises Practical activities - Guides ss to this task - Listen then work in pairs - Ask ss to work in pairs then - Exchange the answers exchange the answers with your - Present the answers in friends front of the class - Calls on some students to - Note down the correct present the answers answers - Checks the answers with the whole class and gives feedback Option 2: Role- play - Asks the students to - Work in pairs or a group implement role-play - Remember the speech of - Replays the scene in the video the characters that they so that students can choose their play role favorite conversation - Asks the students to memorize the words in the conversation - Calls a pair/ group to perform - Prepare in minutes and - Directly corrects wrong perform before the class vocabulary for students Option 3: Retelling - Replays the scene in the video - Focus on the video - Asks students to retell any - Prepare in minutes and conversation perform before the class - Asks the other students to - Comment comment 71 Product ( 15 mins) - Asks the following question to - Listen and give answer sum-up the lesson + Which new words have you - Go to the boards learned to day? - Remember the words + Call on three SS go to the and write down them on board and write the words with board their meaning Consolidation - T sums up the main contents (3 mins) of the lesson Homework - Learn new words by heart (2 mins) Prepare some new words related necessary to topic in the next lesson 72 - Listen to the teacher - Listen and take note if ... learning vocabulary and using video with caption modes followed by theories relating to vocabulary learning and captioned videos Learning vocabulary 1 Definition of vocabulary and vocabulary use... elementary students The participants included one English teacher and 56 grade-5 students at a primary school in Bac Ninh The data were gathered through qualitative and quantitative data The qualitative... think that using tales is a great way to learn vocabulary in English language classes Because teachers can create a variety of scenarios for students to communicate with each other, exchange information