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i VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tƣ liệu nghe-nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M.A Minor Thesis Field : English teaching methodology Code :601410 Hanoi - 2010 ii VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tƣ liệu nghe-nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M.A Minor Thesis Field : English teaching methodology Code :601410 Supervisor: Nguyen Thi Thom Thom, M.A Hanoi - 2010 i VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tƣ liệu nghe-nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M.A Minor Thesis Field : English teaching methodology Code :601410 Hanoi - 2010 ii VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI THỊ PHƢƠNG THẢO USING AUDIO-VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS’ SPEAKING SKILLS (Sử dụng tƣ liệu nghe-nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M.A Minor Thesis Field : English teaching methodology Code :601410 Supervisor: Nguyen Thi Thom Thom, M.A Hanoi - 2010 v TABLE OF CONTENTS DECLARATION AKNOWLEDGEMENTS ABSTRACT LIST OF TABLES AND CHARTS TABLE OF CONTENTS PART A INTRODUCTION Rationale of the study Aims of the study Scope of the study Method of the study Design of the study PART B DEVELOPMENT CHAPTER I LITERATURE REVIEW 1.1 Speaking and speaking skills 1.1.1 Speaking 1.1.2 Speaking skills 1.2 Materials 1.3 Audio-visual Materials 1.3.1 Definitions 1.3.2 Classification 1.4 The effect of audio-visual materials on learning English and learning speaking skills 1.5 Review of previous studies CHAPTER II THE STUDY 2.1 Participants 2.2 Instruments 2.2.1 Questionnaire vi 2.2.2 Pre-test and post-test design P.15 2.2.3 Observation P.15 2.3 The procedure of collecting the data P.16 2.3.1 Pre-test and Post-test P.16 2.3.2 Questionnaire P.16 2.4 The procedure of analyzing the data P.17 CHAPTER III RESULTS AND DISCUSSION 3.1 Results P.18 3.2 Further discussion P.26 3.2.1 Students’ awareness of the effects of audio-visual materials through P.26 questionnaire 3.2.2 Students’ performance in pre-test and post-test P.27 3.3 Recommendation P.30 PART C CONCLUSION Review of the study P.32 Application of the study in English language teaching P.32 Limitations of the study P.33 Recommendation for further study P.34 REFERENCE P.35 APPENDIX I APPENDIX - Survey questionnaire I APPENDIX - The scores of pre-test II APPENDIX - The scores of post-test IV APPENDIX - Topics for pre-test and post-test VI iv LIST OF TABLES AND CHARTS Table 1: Audio-visual materials are helpful for the students’ speaking-practice Table 2: Audio-visual materials help improve the students’ pronunciation Table 3: Audio-visual materials help the students recall and use vocabulary better Table 4: Audio-visual materials help the students reduce grammatical mistakes Table 5: Audio-visual materials help the students’ speaking become more fluent Table 6: The students feel enjoyable with a speaking lesson illustrated by sound and images Table 7: Audio-visual materials distract the students from practicing speaking skills Table 8: The quality of sound and image is good Table 9: The results of pre-test and post-test are analyzed by SPSS 10.0 Table 10: The collective figures from the questionnaire Chart 1: The final scores of pre-test and post-test p.22 PART A INTRODUCTION Rationale of the study English has become a world language It is the world‟s most widely spoken language and the common means of communication between the people of different nations There is no doubt that the process of teaching and learning language has recently experienced great changes by the continuous efforts of teaching forces and the support of new teaching methodology Nowadays, only “talk and chalk” is not enough for teaching and learning process Skilled crafts-man usually chooses his tools with care in order to accomplish certain tasks A teacher of English like a skilled crafts-man needs a teaching medium: especially when the process of teaching and learning English happens between non-native teachers and non-native learners Both will widely get benefits from the application of good materials Such materials will make the teacher teaches less and the learner learns more They will also enable students to listen, speak, read and write the foreign language well The role of materials in English-teaching process is indispensable, especially the implementation of audio-visual materials As a teacher of English at a lower secondary school, I realize that audio-visual materials are useful for teaching speaking-skill, an important productive skill in oral mode A learner cannot master language if there is a lack of creating communication in that language as Nunan (1991) wrote, "success is measured in terms of the ability to carry out a conversation in the (target) language” In other words, learning the language is as learning how to speak the language – the fundament to human communication Because of the importance of speaking skills, teaching speaking must reach the aim to make students dominate the process of learning speaking with personal activeness and creativeness However, the real speaking periods at my school show the students‟ hesitance to communicate in English for their shyness or the shortcoming in pronunciation, vocabulary, grammar, etc The speaking periods cannot stir the students‟ learning inspiration Both teacher and students feel tired of such boring periods Consequently, my students‟ speaking results are not good Facing such a worrying situation, I use audio-visual materials in teaching speaking to expect a change Fortunately, the speaking periods become more enjoyable with students‟ active and self-confident participation In my point of view, Audio-visual materials are lively illustrations and a diverse source of information supporting the students‟ speaking-practice Therefore, in this writing I would like to conduct a research on the effect of using audio-visual materials to improve lower secondary students‟ speaking skills There are two benefits expected from this study Theoretically, it gives out useful references for further research on using audiovisual materials to develop lower secondary students‟ speaking skills Practically, the result of this research will suggest new directions for exploiting the effects of audio-visual materials to improve the quality of teaching English, especially the quality of teaching speaking The effect of using audio-visual materials on improving lower secondary students‟ speaking skills is investigated in this writing Although this is only the personal writer‟s study for limited time on certain participants, not all students of all lower secondary school, the findings and results still assure the objectivity of research process or at least, they are also beneficial to the writer‟s applying audio-visual materials in teaching speaking skills for lower secondary students Aims of the study The aims of this study are as follows: + Review the implementation of audio-visual materials to improve lower secondary students‟ speaking skills + investigate the effective ways to exploit audio-visual materials to improve lower secondary students‟ speaking skills To obtain the above aims, three research questions are addressed: - What are the benefits of using audio-visual materials to improve lower secondary students‟ speaking skills? - What are the limitations of using audio-visual materials to improve lower secondary students‟ speaking skills? - Is it effective to use audio-visual materials to improve lower secondary students‟ speaking skills? Scope of the Study Materials are very important with the existence in the form of textbooks, video and audio tapes, computer software, and visual aids, etc As the Allwright's point of view, textbooks are too inflexible to be used direct or Swales (1980) contends that any given course-book will be incapable of catering for the diversity of needs which exists in most language classrooms while the effect of audio-visual materials are confirmed by many researchers variance of 29 difference t-value p The students‟ pronunciation and grammatical performance have great differences when pvalue is < 0.05 We can confirm that the students have improvement in pronunciation and grammatical performance when seeing the mean value (pre-test: 1.34 / post-test: 1.49 for pronunciation; pre-test: 1.19 / post-test: 1.33 for grammar) The outstanding improvement of pronunciation and grammar is also recognized in survey questionnaire by the students The result from table and table in the questionnaire is in conformity with the result of pre-post test 87.5% think that their pronunciation better, and 85% think that they make fewer grammatical mistakes The disappointing results, here, are the students‟ performance in terms of vocabulary, fluency and comprehension Firstly, we discuss the result of vocabulary performance from the students It is likely that the students not have any progresses in vocabulary use when the p-value is over 0.1 This result obviously makes both the teacher and the students disappointed The criterion of vocabulary is expected to get big improvement According to the information collected from the questionnaire, 92.5% think that they can recall and use vocabulary to speak about one topic better with the help of audio-visual materials Frankly, the teacher has the same expectation, because the students have many chances to improve their use of vocabulary by listening to the pronunciation of words, seeing how people speak the words, and their speaking-practice with those words However, surprisingly the students cannot prove their improvement in vocabulary, which brings blue color to both the teacher and the students themselves The cause can be predicted like that the students have the awareness of improving their vocabulary when seeing audio-visual materials, but their performances need more time to get higher achievements Vocabulary is something not easy to remember but easy to forget The next disappointment is about the students‟ fluency The students seem to have no progress in terms of fluency, which is a disappointment to the teacher but not a surprise There is a coincidence: p-value of pre-post test is over 0.1 and only 70% students agree 30 with table in the questionnaire that their speaking become more fluent, while 30% have no idea or disagree Many people know that fluency requires long time for practice, but pilot teaching periods with audio-visual materials is not enough As a result, the students can not get good achievements in pre-post test The third issue is about comprehension No big differences are made between the pre-test and post-test about comprehension when p < 0.1 Although the content of the speech for checking the students‟ comprehension is easy, but the students still not know how to process the obtained information We can give them sympathy because they are just changing from passive speaking to active speaking As a whole, audio-visual materials bring about the positive changes for the students‟ speaking skills, especially big strides in pronunciation and grammatical usages However, there are existing difficulties in enhancing vocabulary, fluency, and comprehension performance, which require both the teacher and the students‟ attempts to create a change 3.3 Recommendation On the base of my observation during pilot teaching duration and the results of the survey questionnaire and the pre-post test, I think that the existing limitations of audio-visual materials should be solved There are many solutions for these limitations First, the teacher should use audio-visual materials appropriately It means that the teacher needs to prepare good-quality audio-visual materials to ensure good sound and vision for the class Moreover, the teacher should choose the audio-visual materials with suitable content so that the students can easily understand and remember the lesson Secondly, the teacher should have an alternative use of other types of materials Audio-visual materials are good for teaching process, but it must be utilized in coordination with other types of materials to make the lesson interesting and effective Thirdly, the allocated time for using audio-visual materials in each period should be well-balanced Too much sound or too many images can make students feel tired and boring Audio-visual materials only keep the supporting role to facilitate the students‟ understanding or to motivate the students in lesson The center of teaching and learning process is the students with their study Next, the students should be encouraged to practice speaking but there must be teacher‟s good control over them to avoid students‟ neglect from the lesson 31 In summary, the audio-visual materials manifest their role and effect in teaching speaking However, the result of exploiting audio-visual materials depends on the teacher‟s experience and method Therefore, the teacher needs to have careful considerations when choosing and applying audio-visual materials for specific students 32 PART C CONCLUSION Review of the study This study aims at investigating the effects of using audio-visual materials to improve lower secondary students‟ speaking skills, and finding out certain limitations of these materials as well Based on the instrumentations such as the questionnaires and the pre-post test, this research has obtained the significant findings to enhance the effects of applying audio-visual materials and to reduce the existing limitations The audio-visual materials are of many benefits to improve students‟ speaking skills Firstly, they give students the opportunities to listen to people who speak English and then students can imitate their pronunciation Secondly, they help students enhance their vocabulary and grammar Thirdly, they bring „a slice of living language‟ into the classroom and make students enjoyable and creative in the speaking lessons Next, audiovisual materials with the combination of moving pictures and lively sound is better than any other teaching medium to help the teacher present language comprehensively with less verbalism It helps giving clear concepts with pictures because “One picture is worth one thousand words” It also attracts the learners‟ attention on the language in detail because the teacher can step in the process or rewind the audio-visual materials for several times wherever necessary Besides advantages, the disadvantages of audio-visual materials should also be taken into consideration The main disadvantages are the quality of the sound and vision, and the risks of distracting students from the main task of study To overcome these limitations, the teacher needs to have a good preparation of teaching materials before the class and a good management of students in the class to avoid the disorder Generally, audio-visual materials have both benefits and limitations However, the benefits surpass and make significant contributions to develop the quality of teaching and learning language, especially the process of teaching and learning speaking Application of the study in English language teaching Audio-visual materials are regarded as vivid teaching materials with various sound and colors This study asserts the effects of audio-visual materials to improve speaking skills in many aspects Especially, audio-visual materials bring remarkable changes to the students‟ pronunciation and they can stir the students‟ inspiration in speaking periods As a result, the students are enjoyable to practice speaking The above-mentioned active influences by 33 audio-visual materials on the students‟ speaking deserve the teachers‟ reference for their real teaching At the same time, the study shows the disadvantages in using audio-visual materials: the bad quality of sound and images as well as the risk of distracting the students from the lesson Besides, the study reflects the lower secondary students‟ awareness and assessment of audio-visual materials in the lesson The teachers with concerns about innovating teaching method and enhancing the students‟ speaking skills can draw useful references from the analyzed results of this study so that the benefits of audio-visual materials are multiplied while the limitations are reduced by many times The effects of applying audio-visual materials in teaching other basic skills, not only speaking skill, are also presented in this study The study comprises a suggestion that the teachers have a reasonable method of utilizing audio-visual materials, including the appropriately allocated time for material application, the content revision, the material exploitation to teach specific students The drawn lessons from this study are useful for the writer in the real teaching process, and they are also expected to be useful for other teachers who are concerned about utilizing audio-visual materials to improve the methods of teaching speaking Theoretically, the study probably makes a small contribution to language teaching methodology Limitations of the study Due to the limitation of time and the writer‟s limited knowledge, this writing mainly focuses on using audio-visual materials to improve speaking skill, which goes hand-in-hand with other basic language skills, but the writer cannot investigate the benefits of audio-visual materials for teaching all language skills, just speaking skill Moreover, the investigated participants in the study are only lower secondary students, not students of all levels The certain disadvantages of audio-visual materials in teaching are also presented in the writing However, the mentioned disadvantages are just minor ones The writer cannot explore all of disadvantages This study is carried out at the school where the writer is working It should be investigated in many other situations because the result can be different when there are changes in investigated participants, scope of the study and time for the study There are limitations in this study, but its benefits to the writer‟s real teaching process are undeniable The writer can draw useful experiences to adjust the process of applying audio-visual materials in teaching speaking 34 Recommendation for further study Audio-visual materials manifest their role and effect in improving students‟ speaking skills Anyone who is concerned about the effects of audio-visual materials in teaching can exploit this matter in many aspects: + the effects of audio-visual materials in teaching listening + the effects of audio-visual materials in teaching reading + the effects of audio-visual materials in teaching writing + the application of audio-visual materials in teaching grammar + the application of audio-visual materials in teaching phonetics + the application of audio-visual materials in teaching vocabulary + how to exploit audio-visual materials in teaching language effectively + building a system of audio-visual materials serving teaching-process + the limitations of audio-visual materials in teaching language and the solutions + applying audio-visual materials in teaching language for levels of education + using audio-visual materials in coordination with other type of teaching materials In summary, the process of teaching speaking needs to become more enjoyable and more interesting to attract and encourage students in their study, and audio-visual materials is a useful solution to reach these aims In this writing, the writer tries to explore the benefits of audio-visual materials in teaching speaking At the same time, the writer also gives out suggestions to overcome certain disadvantages of using audio-visual materials However, due to the writer‟s limited knowledge, the shortcomings or mistakes in this study are unavoidable Therefore, the writer expects the constructive ideas and comments from readers and those who may have concerns about this study 35 REFERENCE Bagulia, A.M (2005) Modern Education Audio-visual Aids, Anmol publisher Allan, M (1985) Teaching English with Video, Longman: London Allan, M (1986) Teaching English with Video, Longman: Avon English Language Curriculum Guide (2004) Allwright, R L (1990) What We Want Teaching Materials for? In R Rossner and R Bolitho, (Eds.), Currents in language teaching Oxford University Press Benda, N (1982) Exploiting Recorded Radio Programs for Teaching Conversational English English Teaching Forum, E.U.A: vol xx, no 2, Pp 21- 28 Brown, H.D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Burns, A., & Joyce (1997) "Focus on Speaking" Sydney: National Center for English Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K-8 Boston: Allyn&Bacon Dale, E (1946) Audio-visual Methods in Teaching New York: Dryden Press Dewing, M (1992) Beyond TV Activities for Using Video with Children ABC-CLIO, Inc Dike, V.W.(1993) Library Resources in Education Enugu, Abic Publishers Edgar Educational Research Bulletin Finocchiaro, M (1968) Visual Aids in Teaching English as a Second Language English Teaching Forum, vol vi, no 3, Pp 11- 17 Finocchiaro, M (1989) English as a Second Foreign Language: Making Effective Use of Video New Jersey: Prentice Hall Regents Gunter, B., Jones, C., & Moss, R (1991) Television in Schools University of Luton Press Kritzer, R (1976) The Application of Videotape to the Teaching of Reading: Implications for Global Education NY: Exposition Press Leestma, R (1954) Audio-visual Materials for Teaching Reading Slater‟s Bookstore in Ann Arbor Littlejohn, A., & Windeatt, S (1989) Beyond Language Learning: Perspective on Materials Design In R K Johnson (Ed.), The second language curriculum Cambridge: Cambridge University Press Lonergan, J.(1984) Video in Language Teaching, Cambridge University Press, 36 McDonough, Jo, Shaw, Christopher (1993) Materials and Methods in ELT: A Teacher’s Guide Great Britain: Blackwell Mulgrave, D.I (1946) Speech for the Classroom Teacher Prentice-Hall, inc in New York Nunan D (1991) Language Teaching Methodology UK: Prentice Hall International Nunan, D., 2003 Practical English Language Teaching NY: McGraw-Hill O'Neill, R (1990) Why Using textbooks? In R Rossner and R Bolitho, (Eds.), Currents in language teaching Oxford University Press Prytherch, Ray (1987) Harrod's Librarians' Glossary Worcester: Gower Shumin, K (n d.) Factors to Consider: Developing Adult EFL Students’ Speaking Ability Forum, 35(3), 8-13/29 Stempleski, S., & Tomalin, B (1990) Video in Action New York: Prentice Hall Stoller, F L (1990) Films and Videotapes in the Content-Based ESL/ EFL Classroom Selected Articles from the English Teaching Forum, 1989- 1993, P.62- 69 Swales, J (1980) ESP: The Textbook Problem ESP Journal The New Encyclopedia Britannica (1995) Norton, P.H (ed) Chicago.Britannica inc vol Thomas, M, Kobayashi (1987) Educational Technology - Its Creation, Development and Cross-Cultural Transfer Tomalin, B (1990) 'Teaching Young Children with Video' in Stempleski S & Arcario P (eds) Tomlinson, Brian (1998) Materials Development in Language Teaching London: Cambridge University Press Voller, P., & Widdows, S (1993) Feature Films as Text: A Framework for Classroom Use ELT Journal, vol 47, no 4, Pp 340- 348 Witte, R S & Witte, J.S (2009) Statistics (9th Edition), John Wiley & Sons Websites: http://does.google.com/viewer?a=v&q=cache:gr4Pfcbbbbg http://www.calico.org/html/article_436.pdf http://auspace.athabascau.ca:8080/dspace/bitstream/2149/1682/1/fullTJ.doc http://www.readingmatrix.com/articles/berardo/article.pdf http://www.aare.edu.au/05pap/deh05013.pdf http://www.kh-sdh.udn.vn/zipfiles/so3/bai30_15_LVLONG.doc http://www.kh-sdh.udn.vn/zipfiles/so29/23.5.loc-thao.pr1.tram.pdf http://www.kh-sdh.udn.vn/zipfiles/so30/20.6.nng.long-nguyenvan.pdf 37 I APPENDIX APPENDIX - SURVEY QUESTIONNAIRE This questionnaire aims to serve a study on the effect of using audio-visual materials in improving students’ speaking skills Please use 1-4 scale to assess the following statement Circle the number that you think represents your answer the best Then, provide specific comments for items you would like The more detailed comments you provide the more exact the study is Scale Guide: Strongly disagree Disagree Neutral Agree Strongly agree Audio-visual materials are helpful for your speaking-practice Imitating the sound from the audio tapes improves your You can recall and use vocabulary to speak about one topic better after seeing a film You have fewer grammatical mistakes in speaking English with the aid of audio-visual materials Audio-visual materials help you become more familiar with the communicative style in English and your speaking becomes more You feel enjoyable with a speaking lesson illustrated by sound and Audio-visual materials distract you from practicing speaking skills The quality of sound and image is good enough Please add any additional comments or suggestions ……………………………………………………………………………………………… ……………………………………………………………………………………………… Thank you for your assistance! I 38 I APPENDIX – The scores of pre-test Subjects Pronunciation 1,25 0,75 1,5 0,75 1,5 1,5 1,75 10 1,75 11 12 0,75 13 14 15 1,75 16 1,75 17 0,75 18 0,5 19 1,75 20 21 1.5 22 1,5 23 1,5 24 1,5 25 1,75 II 39 I 26 1,75 27 28 0,75 29 1,75 30 31 1,5 32 1,25 33 1,25 34 1,5 35 36 1,75 37 1,5 38 1,5 39 1,25 40 40 IV APPENDIX – The scores of post-test Subjects Pronunciation 1,5 1,5 1,25 1,25 1,75 1,75 1,75 1,75 10 1,75 11 1,25 12 13 1,25 14 1,25 15 1,75 16 1,75 17 1,25 18 19 1,75 20 1,5 21 1.75 22 1,25 23 1,5 24 1,5 25 1,75 26 1,75 V 41 27 28 29 1,75 30 31 1,75 32 1,5 33 1,25 34 1,5 35 36 1,75 37 1,75 38 1,5 39 1,25 40 1,25 VI 42 APPENDIX - TOPICS FOR PRE-TEST AND POST1 Give a description of your house and the chores you often Tell about your childhood Tell about your habit of learning English What you prefer, city life or country life? And give out the reaso Why and how we protect the environment? Tell about your trip around Vietnam Tell about one of festivals in Vietnam Tell about the benefits of computer ... audio- visual materials are divided into three categories: visual materials, audio materials and both audio- visual materials (Abdul Mannan Bagulia, 2005) Classification: Audio Materials, Visual Materials. .. PHƢƠNG THẢO USING AUDIO- VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS? ?? SPEAKING SKILLS (Sử dụng tƣ liệu nghe- nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M. A Minor Thesis Field... USING AUDIO- VISUAL MATERIALS TO IMPROVE LOWER SECONDARY STUDENTS? ?? SPEAKING SKILLS (Sử dụng tƣ liệu nghe- nhìn để nâng cao kỹ Nói cho học sinh Trung Học Cơ Sở) M. A Minor Thesis Field : English teaching
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