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 ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBRIVIATIONS LISTS OF FIGURES, TABLES AND CHARTS PART ONE: INTRODUCTION Rationale Aims of the study 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 1.1 Definition of vocabul 1.2 The importance of lea 1.3 The methods and stra Using video with caption modes 2.1 Application of inform 2.2 The effects of using v 2.3 Technique of using v Young learners 3.1 Characteristics of you 3.2 Teaching strategies to Previous studies Summary CHAPTER 2: METHODOLOGY The research setting 1.1 Research site 1.2 English textbooks 1.3 The facilities Participants 2.1 Teacher 2.2 Students Methods of the study 3.1 Mixed method resear 3.2 Action research 3.3 Action plan Data collection instruments 4.1 Pre-test and post-test 4.2 Questionnaires 4.3 Observation Data collection procedure Data analysis procedure Summary CHAPTER 3: FINDINGS AND DISCUSSION Pre-test and post-test Analysis 1.1 Pre-test 1.2 Post-test 1.3 Comparing results be Questionnaires Analysis Class Observation Analysis Discussion of all findings Summary PART THREE: CONCLUSION Recapitulation Implications Limitations of the study Suggestions for further study REFERENCES APPENDICES 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 11 Toothache 12 Umbrella 13 Hat 14 Ear 15 Vacation 16 Tree 17 King 18 Dancing 19 Basketball 20 White 11: 12: 13: 14: 15: IV/ Look at the pictures and complete the sentences 21 I go to school by _ A Bike B Bus C Motorbike 22 Can you D Car 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 D Tigers C Lions 25 Do you like this _? A T-shirt B Coat C Skirt D Pant 62 Name……………………………………… Class: 5A Choose the best answer We went to the cinema A Today A housewife often does A Homework It‟s hot in Summer, ? A Is it your birthday? It‟s in May A What‟s Would you like A An Can you swim, Mai? No, A I can What‟s time is it? It‟s seven- fifty- five A 55 What A Objects Why you like Music? Because I like A To read 10 What‟s the matter A For Matching questions 63 11 Kite 12 Windy 13 Snow 14 Green 15 Sports 16 Hurry up 17 Ice cream 18 Flower shop 19 Hungry 20 Park 11: 12: 13: 14: 15: IV/ Look at the pictures and complete the sentences 21 I‟m drawing trees _ D Birds A Houses B Trees C Bridges 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 D Tigers C Lions 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 Please circle the items below according to the following scales Strongly Agree (SA) Strongly Disagree (SD) No I Student’ general attitudes about watching captioned videos You are interested in watching video with captions in Engli 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 gra 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 inter 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 ar concrete and effective 10 Your teacher provided you the chance to practice new word in small groups or pairs Thank you for your cooperation! 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 c phụ đề Em thích xem video có phụ đề học tiếng A Video có phụ đề giúp việc học từ vựng trở nên dễ dà Em cảm thấy có động lực việc học từ vựn 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 APPENDIX F CLASS OBSERVATION CHECKLIST School: Mao Dien Primary School Observer: Review Section 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: Steps Warm –Up (10 mins) Presentation (25 mins) Vocabulary activity 1: Watching the video - Pay attention - Do as directed Ss follow T‟s instruction Vocabulary activity 2: Listen and answer T‟s questions Practical activities Note the words be heard Listen then work in pairs Exchange the answers - Present the answers in front of the class - Note down the correct answers Work in pairs or a group - Remember the speech of the characters that they play role - Prepare in minutes and perform before the class - Focus on the video - Prepare in minutes and perform before the class - Comment 71 Product ( 15 mins) Consolidation (3 mins) Homework (2 mins) 72 ... and using video with caption modes followed by theories relating to vocabulary learning and captioned videos Learning vocabulary 1.1 Definition of vocabulary and vocabulary use There are many... 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