Điều tra về mức độ hiệu quả của việc sử dụng video có phụ đề để dạy kỹ năng nghe cho sinh viên chuyên tiếng anh năm thứ nhất, trường cao đẳng sư phạm thái bình

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  *** *** TRẦN THỊ HIỀN AN INVESTIGATION INTO THE EFFECTIVENESS OF USING VIDEOS WITH SUBTITLES IN TEACHING LISTENING SKILL TO THE FIRSTYEAR ENGLISH MAJORED STUDENTS AT THAI BINH TEACHER TRAINING COLLEGE Điều tra mức độ hiệu việc sử dụng video có phụ đề để dạy kỹ nghe cho sinh viên chuyên tiếng Anh năm thứ nhất, trường Cao đẳng Sư phạm Thái Bình M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  *** *** TRẦN THỊ HIỀN AN INVESTIGATION INTO THE EFFECTIVENESS OF USING VIDEOS WITH SUBTITLES IN TEACHING LISTENING SKILL TO THE FIRSTYEAR ENGLISH MAJORED STUDENTS AT THAI BINH TEACHER TRAINING COLLEGE Điều tra mức độ hiệu việc sử dụng video có phụ đề để dạy kỹ nghe cho sinh viên chuyên tiếng Anh năm thứ nhất, trường Cao đẳng Sư phạm Thái Bình M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Hoàng Thị Hạnh HANOI – 2017 DECLARATION I certify that this minor thesis entitled “An investigation into the effectiveness of using videos with subtitles in teaching listening skills to the first-year English majored students at Thai Binh Teacher Training College” is the study of my own research and the substance of this research has not been submitted for a degree to any other university or institution Hanoi, 2017 Signature Trần Thi Hiệệ̀n i ACKNOWLEDGEMENTS I would like to express my deepest thanks to my beloved supervisor Ms Hoang Thi Hanh, PhD for the invaluable support, guidance, and timely encouragement she gave me while I was doing this research I am truly grateful to her for her advice, suggestions and useful materials right from the beginning when this study was only in its formative stage I would also like to send my sincere thanks to my colleagues at the Foreign Language Department, Thai Binh Teacher Training College, especially Ms Ha Thi Lan – the Dean and Ms Ha Thu Nguyet – the Vice Dean, for their helps and advice when I this work Additional thanks go to the students who actively participated in this study and willingly shared their experiences with me Special thanks go to all the lecturers who taught me throughout the MA Program, whose lectures were useful for my thesis and sources of my professional development Last, but by no means least, I would like to express my heartfelt gratitude to all the members of my family: my parents, my husband, my sons and my elder brothers as well as my sisters-in-law who have constantly supported, inspired and encouraged me to accomplish the thesis ii ABSTRACT This action research examines the effectiveness of using subtitled/captioned videos in teaching listening skill to elementary students and explores the students‟ attitudes towards this kind of listening activity The study was conducted at Thai Binh Teacher Training College in 2016 within nine weeks Ten first-year students in one class were involved in the study Different data sources, viz pre-tests, post-tests, progress tests, journal writing; and interviews were analyzed in triangulation with one another The findings reveal that using subtitled/captioned videos potentially has positive effects on listening in terms of listening comprehension, vocabulary acquisition, especially of the students who took notes while watching videos, and fostering students‟ interests and motivation However, sometimes subtitles/captions make students feel distracted because they had to watch the videos, listen to the sound and read the subtitles at the same time Accordingly, implications for appropriate video selection, and process and procedure of using videos with subtitles are proposed iii TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF FIGURES, TABLES AND CHARTS PART A: INTRODUCTION Rationale of the study Aims of the study Scope of the study Method of the study Significance of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Listening and listening comprehension 1.2 Multimedia language learning 1.3 Input from visual and auditory modali 1.4 Using videos with subtitles (captions) 1.4.1 Definition 1.4.2 Listening comprehension benefits from captioned vid 1.5 Summary CHAPTER RESEARCH METHODOLOGY 2.1 Research design 2.2 Research questions 2.3 Data collection instruments 2.3.1 Pre-test and post-test iv 2.3.2 Listening 2.3.3 Students’ 2.3.4 Interview 2.4 Situational analysis 2.4.1 The setting of the study 2.4.2 The first-year listening program 2.4.3 The cour 2.4.4 The teach 2.4.5 The teaching and learning approach 2.4.6 The parti 2.5 Action research procedure 2.5.1 Identifying a problem and collecting data 2.5.2 Analyzing data and generating hypothesis 2.5.3 Planning action and implementing the action plan 2.5.4 Collecting data to monitor change 2.5.5 Analyzing data and evaluating the change CHAPTER RESULTS AND DISCUSSION 3.1 The students‟ listening comprehension 3.2 Students‟ attitudes towards the teacher‟s using videos with subtitles (captions) in teaching listening skills 3.3 Discussion PART C: CONCLUSION Concluding remarks Implications Limitations and suggestions for further study REFERENCES APPENDIXES v LIST OF ABBREVIATIONS ALTE: Association of Language Testers in Europe CEFR: Common European Framework of Reference for languages FLD: Foreign Language Department IAAL: International Association of Applied Linguistics L1: First Language L2: Second Language KET: Key English Test TBTTC: Thai Binh Teacher Training College vi LIST OF FIGURES, TABLES AND CHARTS Table 1: Students‟ listening comprehension scores each week during the intervention 33 Table 2: Reported perceptions of listening to subtitled/captioned videos activity 35 Figure 1: Mayer‟s Cognitive Theory of Multimedia Learning 10 Figure 2: A generative model of Multimedia Learning 11 Figure 3: Action research cycle 20 Chart 1: The difference in the students‟ listening comprehension scores .32 Chart 2: The average percentage of listening comprehension scores 32 Chart 3: Changes in listening comprehension of the whole class during the intervention 34 vii Jones, L (2004) Testing L2 vocabulary recognition and recall using 22 pictorial and written test items Language Learning & Technology, 8(3), 122-143 Koshy, V (2005) Action research for improving practice: A practical 23 guide Paul Chapman Publishing Lemmer, R J (2009) A report on listening strategies, materials and 24 methods in a university advanced listening & speaking class Chugokugakuen Journal, 8, 1-5 Livingston, J (2013) Closed captions vs subtitles Closed Captioning 25 & a Subtitling Software https://cpcweb.zendesk.com/entries/25142571-Closed-Captions-vs Subtitles 26 Markham, P L (1993) Captioned television videotapes: Effects of visual support on second language comprehension Journal of Educational Technology Systems, 21(3), 183-191 27 Markham, P L (1999) Captioned videotapes and second-language listening word recognition Foreign Language Annals, 32(3), 321-328 28 Mayer, R E (1997) Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1–19 29 Mayer, R E (2005a) Cognitive theory of multimedia learning In R.E Mayer (Ed.), The Cambridge handbook of multimedia learning New York: Cambridge University Press 30 Mayer, R E (2005b) Introduction to multimedia learning In R.E Mayer (Ed.), The Cambridge handbook of multimedia learning New York: Cambridge University Press 31 Mayer, R E (2009) Multimedia learning (2nd Ed.) New York: Cambridge University Press 49 32 Meskill, C (1996) Listening Skills Development Through Multimedia Journal of Educational Multimedia and Hypermedia, 5(2), 179-201 33 Mueller, G.A (1980) Visual contextual cues and listening comprehension: An experiment The Modern Language Journal, 64(3), 335-340 34 Neuman, S B & Koskinen, P (1992) Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students Reading Research Quarterly, 27(1), 94-106 35 Nunan, D (1999) A foot in the world of ideas: Graduate study through the internet Language Learning & Technology, 3(1), 52-74 36 Paivio, A (2007) Mind and its evolution: A dual coding theoretical approach Mahwah, NJ: Erlbaum 37 Price, K (1983) Closed-captioned TV: An untapped resource MATESOL Newsletter, 12, 1-8 38 Rubin, J (1994) A review of second language listening comprehension research The Modern Language Journals, 78 (2), 199-221 39 Rubin, J (1995) The contribution of video to the development of competence in listening In D Mendelson, & J Rubin, A guide for teaching second language listening, 151-165 San Diego: Dominie Press 40 Salomon, G (1989) Learning from texts and pictures: Reflections on a meta-level In Mandl, H and Levin, J.R., editors, Knowledge acquisition from text and pictures Amsterdam: North-Holland, 73–82 41 Sydorenko, T (2010) Modality of input and vocabulary Language Learning & Technology, 14(2), 50–73 42 Taylor, G (2005) Perceived processing strategies of students watching captioned video Foreign Language Annals, 38(3), 422-427 50 43 Vandergrift, L (2002) Listening to learn or learning to listen Annual Review of Applied Linguistics, 24, 3-25 44 Vandergrift, L & Goh, C C (2012) Teaching and learning second language listening: Metacognition in action NY: Routledge 45 Vanderplank, R (1990b) A very quiet revolution: Teletext sub-titles and language learning TESOL Scotland iSATEFL Newsletter, 5(2), 1-2 46 Wagner, E (2007) „Are they watching? Test-taker viewing behavior during an a L2 video listening test‟, Language Learning and Technology, 11(1), 67-86 47 Winke, P., Gass, S., and T Sydorenko (2010) The effect of captioning videos used for foreign language listening activities Language Learning and Technology, 4(1), 65-86 51 APPENDIXES APPENDIX A: SAMPLE PRE-TEST/ POST-TEST PART QUESTIONS 1-5 You will hear five short conversations You will hear each conversation twice There is one question for each conversation For questions 1-5, put a tick (√) under the right answer - What are they going to buy for Pam? - When is the man's appointment? - Which is the aunt's postcard? I - What time will the plane to Milan leave? - What does Joe's father do? PART QUESTIONS 6-10 Listen to Sarah and Matthew talking about the people they met at a party What they say about each person? For questions 6-10, write a letter A-H next to each person You will hear the conversation twice - John: - Mary: - Bob: - David: 10 - Sally: II F Short G Tall H Young PART QUESTIONS 11-15 Listen to Anne asking her friend about going to a shopping centre For questions 11-15, tick (√) A, B or C You will hear the conversation twice 11 At the moment, the shopping centre sells 12 You can take a coach to the shopping centre on 13 Anne‟s coach ticket will cost 14 The nearest coach stop to Anne‟s house is 15 The coach journey takes PART QUESTIONS 16-20 You will hear a telephone conversation about a journey to New York Listen and complete questions 16-20 III You will hear the conversation twice JOHN LOCKE TRAVEL Travelling to: New York Name: (16) …………… Will leave on: (17)……………… Will return on: (18)……………… Price: (19)……… pounds Travel to airport by: (20) …………… PART QUESTIONS 21-25 You will hear Susanna leaving a phone message for her mother Listen and complete questions 21-25 You will hear the information twice Message From: Buy: Name of shop: In High Street, next to: Size: Price: IV APPENDIX B: SAMPLE PROGRESS TEST WITH “YOU’VE GOT MAIL” Choose the best answer for the following questions Underline or circle the best answer Choose only one answer Kathleen‟s e-mail friend says he‟s in the middle of a project that needs tweaking What you think tweaking means? A money B assistance C clarification D modification When Kathleen asks her keypal if he‟s married, how does he answer her? A He says yes B He says no C He doesn‟t answer the question When Joe asks, “What‟s his handle?” what does he mean? A What kind of car does he drive? B What‟s his e-mail name? C How many e-mail names does he have? D There‟s a mosquito near your face How many suggestions about the meaning of 152 they give? A One of the suggestions about the meaning of 152 is correct A True Which of these things is something Kathleen says she couldn‟t tolerate about her keypal? A if he was divorced B if he‟d spent time in jail C if he was fat D all of the above What kind of work is Kathleen doing now? A Writing a children‟s book B Editing a children‟s book C Writing letters D Nothing Who does Kathleen say started her on her current work? A Joe Fox B Her keypal C an editor V D children When is Kathleen going to meet her keypal? A Saturday at noon B Saturday at lunchtime C Saturday at p.m D Tomorrow 10 Where is Kathleen going to meet her keypal? A At Riverside Park st B At 91 Street C In a garden D All of the above VI APPENDIX C: SAMPLE JOURNALS I find the lesson today more interesting and I like it When I watch subtitled videos, I read the subtitles and watch the images as well as listen to the sound Subtitled videos make it easier for me to understand the content of listening While I was listening and watching the video, I paid more attention to the subtitles The lesson today is quite interesting I like the lesson today Before watching the video with subtitles, I read the questions to know what the video was about Then, I paid attention to watch the video for the first time and took notes the key words on the paper; VII in the second time, I answered the questions while watching I think that it was easier for me to follow and understand the content of the video when subtitles were on; therefore, I would the listening tasks more easily However, I mainly paid attention to read the subtitles at the bottom rather than to listen I could not combine the sound and the subtitles at the same time VIII APPENDIX D: SAMPLE INTERVIEW Teacher: What is your opinion about the teacher’s using videos with subtitle? Student: I think the teacher’s using videos with subtitles helps us more in practicing listening Teacher: Does it make you more/less interested in listening? Student: Yes, I find the lessons more interesting which makes me feel more interested in listening Normally, if there are not subtitles, I cannot understand the content of listening, which makes me frustrated I not want to listen any more However, when there are subtitles, I like listening more Teacher: How you feel about listening and watching the video at the same time? Describe your feeling, reactions Student: When watching subtitled videos, I usually concentrated on the subtitles rather than to listen because they made me understand the content more However, I also watched the image to see the speakers’ gestures or facial expressions; and listened to their voice This sometimes made me distracted Teacher: Can you make any suggestions for the next lesson? Student: I think you should let us watch the video without the subtitles and the listening tasks first; then let us watch subtitles to check our answers I think the result will be better IX ... VIDEOS WITH SUBTITLES IN TEACHING LISTENING SKILL TO THE FIRSTYEAR ENGLISH MAJORED STUDENTS AT THAI BINH TEACHER TRAINING COLLEGE Điều tra mức độ hiệu việc sử dụng video có phụ đề để dạy kỹ nghe. .. tra mức độ hiệu việc sử dụng video có phụ đề để dạy kỹ nghe cho sinh viên chuyên tiếng Anh năm thứ nhất, trường Cao đẳng Sư phạm Thái Bình M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology... subtitled/captioned videos From week four to eight, the researcher applied using subtitled/captioned videos in teaching listening The videos were the series of Extra English on the website englishcoursevideo.com