ATTITUDES TOWARDS THE USE OF CAPTIONED VIDEOS IN ENGLISH CLASS OF NONENGLISH MAJORS

The thesis proposal at HUTECH, it is for master thesis. It relates to students attitudes towards captioned videos and listening strategies. It has three parts in the master thesis. For this proposal, students who are learning English course can use to make a reference.

THESIS PROPOSAL Master of Arts in English Language ATTITUDES TOWARDS THE USE OF CAPTIONED VIDEOS IN ENGLISH CLASS OF NONENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY AND TRADE COLLEGE NGUYEN DINH NHU HA HO CHI MINH CITY, January 2020 SUPERVISOR’S COMMENTS HCMC, January 2020 Supervisor’s Signature TABLE OF CONTENTS I INTRODUCTION page 1.1 Background to the study page 1.2 Statement of the problem page 1.3 Aims and objectives of the study .page 1.4 Research questions page 1.5 Scope of the study page 1.6 Significance of the study page 1.7 Definitions of the key terms page 1.7.1 Definition of listening page 1.7.2 Definition of captions page 1.7.3 Definition of attitude page II LITERATURE REVIEW .page 2.1 Introduction .page 2.2 Listening skills .page 2.2.1 Definitions of listening page 2.2.2 The importance of listening skills .page 10 2.2.3 Problems in listening skills page 10 2.2.4 Factors affect listening skills .page 12 2.3 Movies with captions and English listening skills page 13 2.3.1 Definitions of captions page 13 2.3.2 The relationship between captioned movies and listening skills .page 14 2.4 Attitude page 14 2.4.1 Definitions of attitudes page 14 2.4.2 The components of attitudes page 15 2.4.3 Attitude models page 16 2.5 Attitudes towards listening comprehension page 19 2.6 Previous research page 20 2.7 Conceptual framework page 21 III METHODOLOGY page 22 3.1 Research design .page 22 3.2 Research site page 22 3.3 Sample and sampling procedure page 23 3.4 Research instruments .page 24 3.5 Data collection procedures page 24 3.6 Data analysis procedures .page 24 IV WORK PLAN .page 25 REFERENCES page 26 LIST OF FIGURES Figure 1: Tripartite Model .page 17 Figure 2: ABC Model page 18 Figure 3: CAC Model page 18 Figure 4: Conceptual framework of the relationship between students’ attitudes towards captioned movies and listening skills page 21 LIST OF ABBREVIATIONS HITC: Ho Chi Minh City Industry and Trade college ATTITUDES TOWARDS THE USE OF CAPTIONED VIDEOS IN ENGLISH CLASS OF NON-ENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY AND TRADE COLLEGE I Introduction 1.1 Background to the study Listening is considered one of the most important skills for foreign language learners It results from the fact that listening plays a major role in everyday communication According to Morley (1991), “Listening is the most common communicative activity in daily life: we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write” (p.81) Moreover, it will be against the naturalistic approach of acquiring a language and cause “cognitive overload” if learners are forced to produce the forms that they have not acquired yet (Vandergrift, 1999) In other words, learners should receive input before switching to any other stage of language learning Listening, then, provides them with input However, listening is seen as one of the most difficult tasks to since the content and speed of the input not depend upon the listeners but on the speakers That is why English teachers must seek for some way to facilitate their learners’ listening process Traditionally, listening activities were believed to consist of only some typical tasks such as listening to a recording and some following tasks, listening to teachers and repeat, listening to songs, or dictation These kinds of activities somehow cause boredom in a language classroom Nowadays, with the support of technology, teachers are enabled and encouraged to apply innovative multimedia tools to their teaching, especially in teaching listening skills According to Baltova (1994), movies are effective and powerful tools to attract viewers’ attention and emotion and encourage them to improve listening skills for understanding the contents Videos, as a result, become an extremely useful source of listening materials since it provides learners with both audio and visual input Further than that, not only is the image added to the sound, but the captions can also be included to facilitate listening process The controversy arises around this is whether the use of captions in a video can enhance learners’ listening skills Although many studies have been conducted over this issue, the answer is still far from conclusive In reality, listening skills is a compulsory subject in most of universities in Vietnam It is one of components designed in each lesson In fact, the role of listening skills is considered as a vital skill in communication In addition, to enhance the study of English and the quality of English teaching, the Vietnamese Prime Minister issued the Decision No 1400/QT-TTg on approving the plan “Teaching and Learning Foreign Languages in the National Formal Educational System in the period of 2008-2020 Despite its importance in learning English, the teaching of listening skills has been ignored and given little attention In most of general classes, students focus on grammar, reading and vocabulary Listening skills is somehow neglected by the teachers Moreover, the lack of facilities in classrooms is an obvious obstacle for teachers conducting listening activities It is no doubt that there are many problems for teaching and learning listening skills The study will be conducted at Ho Chi Minh Industry and Trade College (HITC) Since 2005, the Faculty of Foreign Languages at HITC has been responsible for teaching English programs The teachers at the faculty are expected to face a lot of difficulties in finding the effective ways and methods to teach the listening skills They are also at their beginning to seek for and establish effective syllabus and assessment system for the English courses Beside learning the experience from studies in this field, it is also important to carry out some investigation in the specific context of HITC That is why the researcher who is also one of the teachers in the Faculty of Foreign Languages at HITC and is in charge of teaching listening skills, wants to carry out this study 1.2 Statement of the problem With the requirements of achieving B1 level after the course and fluent capacity of using English for subjects as well as the future job, students at HITC have to use English language effectively in communicative situations However, it is a fact that most of speakers are from different areas and with different accents Therefore, they will have obstacles with listening skills if they not have chances to experiences different accents Besides that, most students at HITC find it difficult to be familiar with English teaching methods at the college It is because that students come from different rural areas in Vietnam and have different views to learning English They have little attention to listening skills that was always ignored during the years of secondary and high school It is the reason why they are facing obstacles to listening periods at the college In addition, learners are more excited to learn with authentic materials such as music and movies in the classroom Using these kinds of materials helps students become active in learning as well as enhance students’ listening skills Thus, the researcher decides to conduct this research to explore learners’ attitudes towards English movies with captions among non-English majors 1.3 Aims and objectives of the study From the theoretical and practical reason which are discussed above, this study therefore aims at: - Finding out students’ attitudes towards using English captioned movies in English classes at HITC 1.4 Research questions In order to investigate the students’ attitude towards using captions in listening comprehension at HITC, the following research questions were formulated: - What are the students’ attitudes towards using English movies with captions in listening classes at HITC? 1.5 Scope of the study The scope of this study will be conducted at Ho Chi Minh Industry and Trade College The study focuses on the investigation of attitude towards using captions in English listening comprehension of 250 students The participant of the study will be students who are learning in general English classes at HITC 1.6 Significance of the study This study when finished will hopefully be a useful source of information for English teachers at HITC It will provide the teachers with the new perspectives and insights regarding teaching listening skills in most general English classes It will also give teachers an opportunity to consider students’ expectations in listening periods In addition, the study is expected to be a helpful guide for those who are responsible for developing the syllabus and facilities at the college In fact, it will help principals as well as leaders of English faculty to have better solutions in designing the syllabus and install necessary equipment for teaching listening Another contribution of the study is to help students recognize their problems in listening skills It also helps to formulate students’ interest in watching captioned movies to improve their listening skills Furthermore, students will be more interested in listening periods at school Moreover, since there are not many studies focusing on this issue, this study is hoped to be a useful reference for later studies conducted in the same field Last but not least, the study is believed to enlarge the researcher’s knowledge and experience for doing research 1.7 Definitions of the key terms For the purpose of this study, the following key terms are defined to provide a specific perspective on the issues discussed 1.7.1 Definition of listening Listening is the ability to identify and understand what the speakers are saying It involves identifying the sounds and processing them into meaningful words or sentences 1.7.2 Definition of captions Captions are similar to the subtitles and give people access with the contents of spoken languages They are the words underneath a movie which helps viewers recognize the sounds and meanings of spoken sentences 1.7.3 Definition of attitude Attitude is an important factor that affects students’ learning process and perception It greatly impacts on students’ learning process and motivate them to acquire a new language II LITERATURE REVIEW 2.1 Introduction In this chapter, some reviews of related literature are going to be discussed in order that the researcher can give related evidences to support the topic of research The three keys terms mentioned in this study, including listening skills, movies with captions and English listening skills, and learners’ attitudes towards using captioned videos in listening skills 2.2 Listening skills 2.2.1 Definitions of listening Listening is one of the most important skill in acquiring a language Up to this point, there have been a lot of definitions of listening Howatt and Dakin (1974) defined that listening is the ability to identify and understand what the speakers are saying In another definition, listening is the process of receiving, attending to and assigning meaning to aural stimuli (Wolvin & Coakley, 1982) attitude object and subsequently associate with it” (p.272) These authors claim that affective component is mainly based on the emotional experiences and preferences A person can show their like or dislike to an activity The affective factor should not be judged in terms of only the beliefs because emotion works simultaneously with cognitive factor The combination of affect, including feelings and emotions and attitude, including the evaluative judgement on beliefs are proposed as an integrated model of attitude and choice (Agarwal & Malhotra, 2005) In term of listening, affective component involves the mental process of selecting messages to focus and then trying to understand them Watching a captioned movie will be effective if learners know what information they are interested in and are important to content of movies In addition, affective component will govern learners’ like or dislike to listening activity As a result, it will help learners become more interested in listening periods 16 Cognitive component Cognitive component of attitudes is the beliefs, thoughts and attributes that individuals pay attention to It refers that general knowledge of a person relates to part of attitudes In term of listening, whether sleeping or awake, humans constantly process sounds (Antony, Gobel, O’Hare, Reber & Paller, 2012) Some of these sounds are attended to consciously and unconsciously Cognitive process in listening includes receptive, constructive and interpretive spoken language (Rost, 2005) Some people have the belief of what they hear must be on screen or seen by eyes The information appeared on the screen helps them to receive easily and understandably Watching a video with captions, as a result is really valuable to learners who are not good at listening skills They need to read subtitles in order that they can easily receive and interpret important information Behavioral component Behavioral component refers to the listeners’ responses or feedbacks during the listening process According to Defleur and Westie (1963), it involves person’s response or reaction to something To listeners, behavioral approach helps them clearly locate the main ideas and then convert into meanings for understanding In case of listening, behavioral component of attitude reflects listeners’ interests on favorite topics Listeners often express their beliefs and positive attitudes towards wellselected and designed listening tasks Selecting a good movie with captions will help learners become interested in doing listening tasks 2.4.3 Attitude models Many researchers describe attitude models in various ways Three of relevant and wellorganized attitude models are chosen and demonstrated as follows: 17 Tripartite model As shown graphically below (Figure 1), Tripartite Model introduced by Spooncer (1992) is composed of three major components of attitudes The affective component refers to feelings with the activity The second element “beliefs” represents cognitive response with regard to verbal statements of belief while the last element “behavior” introduces overt actions with verbal statements about intended behavior “Feelings” and “belief” components affected by stimuli lead to “behavior” of individuals Figure 1: Tripartite Model ABC Model Accoring to Solomon, Bamossy, Askegaard, and Hogg (2010), one of the most common attitudinal modeling is ABC Model as in Figure 2, which includes affect, behaviour and cognition These authors give short explanations to each components as follows:  Affect refers to the way a learner feels an activity or an object This component is otherwise directly concerned with the feelings, sentiments, moods or emotions about an activity  Behavior involves the person’s intentions to something  Cognition refers to the beliefs a consumer has about an attitude object 18 Figure 2: ABC Model CAC Model In terms of CAC Model as can be seen in Figure 3, Schiffman and Kanuk (2004) indicate that attitudes are made up of three main factors: Cognitive component, Afffective component and Conative component In some ways, the components of CAC Model is relevant with those of ABC Model as Cognitive refers to beliefs, Affective refers to feelings and conative refers to behaviours Figure 3: CAC Model 19 All in all, the three models focus on supply the close relationship of the three components, which are composed of cognitive, affective and behavioral attitudes 2.5 Attitudes towards listening comprehension Attitudes can help learners be more confident and successful in their subjects In term of listening skills, attitude is considered as a vital and important guide which help students become better in doing listening tasks Attitude is known as an essential factor in academic success According to Gardner (1985), the learners’ success in learning a foreign language depends on their attitude It is known that attitude has three levels of positive, negative and moderate attitude Among these levels, positive attitude is a critical ingredient to help listening skills be more effective Hammerly (1982) and Mian (1998) asserted that positive attitude towards language learning plays an important role on the learners’ success As a result, learners’ attitude influences their learning styles and behaviors such as watching English movies, reading English documents or speaking with foreign teachers Goh and Taib (2006) concluded that being passive during the listening periods can make students become tired and bored Therefore, positive attitude towards listening is very necessary and vital for the development of listening comprehension skill It is clear that listening comprehension is the multiple process involved recognizing and making sense of spoken words Thus, learners not only sharpen their listening skills but also formulate positive attitude in order that they can have suitable and effective strategies to understand the meanings of spoken language Harmer (2006) believed that giving students chances to hear different accents and activities is the main motivation of teaching listening It is clear that the learners always have clear attitude towards listening comprehension In addition, some previous studies point out the learners’ positive attitude towards their listening skills However, these theorical studies need to assert in practical 20 situation Therefore, there is a need to have a practical study to identify the correlation between the attitude and listening skills 2.6 Previous research In order to explore students’ attitudes towards using captioned movies in listening periods, many researchers have recently conducted this kind of research Many researchers have shown that English movies with captions are effective for learning a second language Many universities have been implementing captioned movies for their foreign language learning course (Blake, 2005; Chenoweth, Ushida & Murday, 2006; Sanders, 2005; Scida & Saury, 2006) The captioned movies are widely used to teach second languages According to Garza (1991), captioned movies can assist learners to connect auditory and visual input It is a fact that the advantages of captioned videos are clearly identified Mansory (2015) conducted a research on attitude towards using subtitles while watching movies at Eastern Mediterranean University The data was collected through questionnaires to find out 118 masters’ degree students The results revealed that the most of participants (60%) believed having captions or subtitles in movies helps them focus on the movies and be more confident in listening skills Most of the participants agreed that second language captions are useful for them in terms of listening comprehension Another research conducted by Safranj (2005) aimed to explore 38 students at a private school in Novi Sad about attitude towards using movies with or without subtitles in learning listening comprehension The results showed that more than a half of the like watching English movies with subtitles They reported through short interviews that they found it easy to understanding the movie and expand their vocabulary and structures Pimsamarn (2011) studied 80 senior students’ attitudes on developing listening skills by using English movie The results showed that these participants could understand the dialogue better when watching movies with subtitles and have correct pronunciation of 21 unfamiliar words They also agreed that these kinds of movies can develop their listening skills To confirm the effects of movies with captions, Mclornan & Guichon (2008) supported that the use of captions helps to improve listening comprehension skill Listeners obtained higher scores in listening tests thanks to the access to captioned movies Wang & Liu (2011) conducted a search on Chinese students’ attitude toward using English movies with captions It indicated that movies with captions help them improve pronunciation, vocabulary and cross-cultural communication ability In a word, various studies have detected the learners’ attitude towards using captions in English listening comprehension However, most of these few investigations were pursued recently, indicating that this topic is still new to researchers Besides few of them had the focus on the English-majored students although it is clear that listening skills is a requisite subject in general English classes That is one of the reasons why the researcher of this study decided to carry out his own investigation focusing on attitude towards using captions in English listening comprehension 2.7 Conceptual Framework It should be noticed in this research, students’ attitudes including affective, cognitive and behavioral elements may affect watching captioned movies By watching captioned movies, it is supposed to help students to improve their listening skills Through all of the literature presented and discussed in the previous sections, the researcher finally comes to the conceptual framework of the study which is described in the following diagram STUDENTS affective ATTITUDES cognitive CAPTIONED MOVIES LISTENING SKILLS behavioral 22 Figure 4: Conceptual framework of the relationship between students’ attitudes towards captioned movies and listening skills III METHODOLOGY 3.1 Research design In this study, the quantitative approach will be used for the reason of gathering a collection of data to find the solution to the research questions Among various quantitative designs, the survey research will be chosen and carefully constructed in this study so that the variables under investigation can be controlled and manipulated This type of research, by nature, is concerned with the use of questionnaire to investigate the characteristics and views of the respondents about the nature of language or language For this kind of study, the research is independent of the researcher As a result, the data is used to objectively measure the students’ attitudes towards captioned movies in improving listening skills According to Creswell (2003), the quantitative research “employ strategies of inquiry such as experimental and surveys, and collect data in predetermined instruments that yield statistical data” (p.18) As a fact, the findings from this kind of research can be used to predict, explain and confirm the given conceptual framework 3.2 Research site This research will be carried out at Ho Chi Minh City Industry and Trade College (HITC) which is located at 20 Tang Nhon Phu Street, Phuoc Long A Ward, District 9, Ho Chi Minh City HITC has a total area of 20 hectares including its buildings with about 320 classrooms which are clean, well-lit and equipped with modern facilities such as projectors or audio equipment In such a good condition, students would expect to study in modern studying practice In addition, the school has 60 workshops and laboratories, a library with many up-to-date books, newspapers and magazines written both in English 23 and Vietnamese There is also a dormitory which can accommodate for 2000 students with the football court, sports and recreation area The study will be conducted in the college in the second semester of the school year 2019 - 2020 The teaching staff at HITC consists of 347 teachers, among which are 16 teachers of English with B.A and M.A degrees The teachers teach English according to their own lesson plans made to suit the English Curriculum, the school year teaching plan and the school year schedule of the school In the school year 2019 - 2020, the school consist of 12 departments, with the total of over 4000 students The students of HITC come from every part of the country Most of them learnt English according the instruction of the seven-year English Curriculum of Vietnamese Ministry of Education and Training through formal classes in secondary and high schools Indeed, they learnt English with the textbooks of Vietnam Ministry of Education and Training, and the supplementary materials on vocabulary, grammar, reading and sentence writing that were often compiled for the common use in the whole grade However, at college, the students currently learn in the class of around 40-50 students Each course is divided into credits including 45 periods Besides that, students have to learn listening skills in around 30 to 45 minutes for periods The listening tasks are originally adapted from the course book They have the chances of listening and completing each task under the instruction and design of each lesson However, to improve students’ listening skills, teachers may design and choose their lessons and activities 3.3 Sample and sampling procedures This study will be carried out to investigate HITC first-year students because the researcher personally think that students of this stage especially are unfamiliar with listening periods in term of teaching styles and methods At the time of conducting this study, the participants are going to take their English course 24 In this study, the second - year students (4000 students) in HITC are chosen as the population because the population are taking the general English course which is compatible with the aim of my study I will proceed the convenience sampling The purposive sampling will be employed to draw the students as the sample from the five classes (two classes of the researcher’s and three from colleagues’) 250 second - year students will be chosen to take part in this research come from various departments such as Mechanics, Information Technology, Accounting, Electronics, and Business Administration The ages of the participants will range from 18 to 20 with an average of 18 3.4 Research instruments In this study, I will employ the questionnaire to collect the data of attitude towards using captions in English listening comprehension from the students in the college The questionnaire is a popular data collect tool in most of fields In this study, it will be a powerful tool to help me deal with the education field In addition, the design of the questionnaire will be based on the five-point Likert scale The statements in the questionnaire will be written upon the research questions and relevant literature 3.5 Data collection procedures The questionnaire will consist of about 20 closed-ended statements to explore the main aspects It may take students 10 minutes in total The researcher is going to translate the questionnaire into Vietnamese so that students can understanding the meaning of statements Data collected from the questionnaire will be calculate using SPSS software 3.6 Data analysis procedures Data will be analyzed by using SPSS software In this kind of research, the researcher will calculate the Cronbach’s Alpha, frequencies, percentage, means and standard deviations Basing on this analysis, the researcher hopes to find out the learners’ attitude towards using captions in English listening comprehension 25 IV WORK PLAN No Chapter Chapter 1: Introduction Time From 2nd to 19th January, 2020 Chapter 2: Literature Review From 19th to 24th January, 2020 Chapter 3: Research Methodology From 1st to 8th February, 2020 Finding, Discussion and Conclusion From February 10th to February 20th, 2020 Thesis Submission February 22th ,2020 Tasks The researcher will review, adjust and complete the introduction chapter in detailed The researcher will review and adjust the chapter The research will continue reading and finding more related studies to grasp the research problem Lastly, the researcher will finish the chapter The researcher will review and adjust the chapter The researcher will carry out the pilot questionnaire (students come back school on 03/02/2020) The researcher will collect the data from the participants in the study The research will analyze the data by using SPSS software The researcher will analyze and discuss the data to support the remaining parts of the study The researcher will ask the supervisor’s permission for submit the thesis to the faculty 26 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