Using youtube videos in the lesson to enhance students’ listening comprehension

VIETNAM NATIONAL UNIVERSITY- HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************ TRỊNH THỊ HOÀNG MAI USING YOUTUBE VIDEOS IN THE LESSON TO ENHANCE STUDENTS’ LISTENING COMPREHENSION SỬ DỤNG YOUTUBE VIDEOS TRONG BÀI HỌC ĐỂ CẢI THIỆN KỸ NĂNG NGHE HIỂU CỦA HỌC SINH M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 8140231.01 HANOI – 2021 ` VIETNAM NATIONAL UNIVERSITY- HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************ TRỊNH THỊ HOÀNG MAI USING YOUTUBE VIDEOS IN THE LESSON TO ENHANCE STUDENTS’ LISTENING COMPREHENSION SỬ DỤNG YOUTUBE VIDEOS TRONG BÀI HỌC ĐỂ CẢI THIỆN KỸ NĂNG NGHE HIỂU CỦA HỌC SINH M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI – 2021 ` DECLARATION I, Trinh Thi Hoang Mai, hereby certify that this master thesis has been written on my own and it depicts my own research work All sources of information are clearly cited in the references and bibliography sections I also further declare that this thesis has not been submitted in any universities to get a degree Ha Noi, 2021 Trịnh Thị Hoàng Mai i ACKNOWLEDGEMENTS First and foremost, I want to express my genuine thanks and gratitude to my supervisor for detailed guidance, valuable suggestions and encouragement during the completion of this minor thesis In addition, I want to send my sincere thanks to all qualified and experienced lecturers from the Post Graduate Studies Faculty for their informative lectures, which lays a fundamental foundation for my thesis I am also thankful to all of my students who have taken part in the research, without them, it would be impossible to accomplish this thesis I am greatly indebted to my parents and siblings, who always stand by me and motivate me Last but not least, I would like to thank my baby, thank you for your kicks in my belly, which are my biggest motivation to complete this thesis A special word of thanks is also sent to my husband because of his incredible patience, whole-hearted support and motivational words ii ABSTRACT The research investigates the problems that students encounter at one English center in Ha Noi and the application of YouTube videos in tackling these issues The main purpose of the research is to explore the effectiveness of integrating YouTube videos in enhancing students’ listening comprehension and interests in listening Data from the study was collected through pre-test, post-test, questionnaire and teaching diary, and the results were analyzed quantitatively and qualitatively The final results indicate that most of the students made a significant progress in listening skill after the implementation of YouTube videos They also participated in the lessons more actively and felt more interested in listening through watching videos Moreover, the findings of the research also suggests some good ways the teacher can use to teach listening skills from YouTube videos more effectively For example, teachers can make use of some possible YouTube channels as supplementary materials, designing useful tasks or letting students work in pairs or groups iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF ABBREVIATIONS vii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aim and Objectives 1.3 Research question .2 1.4 Scope of the study 1.5 Significance of the study 1.6 Organization of the thesis CHAPTER 2: LITERATURE REVIEW AND THEORETICAL FRAMEWORK 2.1 Listening comprehension 2.1.1 Definition of listening 2.1.2 Definition of listening comprehension .5 2.1.3 Listening comprehension process 2.2 Listening strategies 2.2.1 Definitions of listening strategies .8 2.2.2 Classifications of listening strategies 2.3 YouTube videos 10 2.3.1 Overview of YouTube videos 10 2.3.2 Types of YouTube videos 10 2.3.3 YouTube videos as a good source of listening comprehension 11 2.4 Previous studies 13 2.5 Summary 14 iv CHAPTER 3: METHODOLOGY 15 3.1 Context of the study 15 3.1.1 Setting of the study 15 3.2 Research design 16 3.2.1 Action research .16 3.2.2 Participants 17 3.2.3 Research procedure 17 3.2.4 Materials 20 3.3 Data collection instruments 22 3.3.1 Preliminary Questionnaire .22 3.3.2 Pre-Test and Post-Test .22 3.3.3 Survey Questionnaire .23 3.3.4 Teaching Diary 24 3.4 Data analysis methods 26 3.5 Summary 26 CHAPTER 4: DATA ANALYSIS AND FINDINGS 27 4.1 Influence of YouTube videos on students’ listening comprehension .27 4.1.1 Analysis of test results: Pre-test and Post-test 27 4.1.2 Analysis of Survey Questionnaires 29 4.1.3 Analysis of the “Effectiveness” section in the Teaching Diaries .33 4.2 Students’ attitudes towards the teacher’s use of YouTube videos in the classroom .34 4.2.1 Analysis of Survey Questionnaire 34 4.2.2 Analysis of “The Attitudes” section in Teaching Diaries 37 4.3 Findings and Discussions .38 4.3.1 To what extent does the use of videos from Youtube influence students’ listening comprehension? 38 4.3.2 What are the attitudes of students towards practicing listening via Youtube videos? 38 4.4 Summary 39 v CHAPTER 5: CONCLUSIONS 40 5.1 Recapitulation 40 5.2 Concluding remarks 40 5.3 Limitations of the current research 41 5.4 Recommendations for further research 42 REFERENCES 45 APPENDICES I vi LIST OF TABLES Table 4.1.1.1: The comparison between the results of the pre-test and post-test .28 Table 4.1.1.2: The scores of students in both tests 28 Table 4.1.2.1: Students’ opinions about the effectiveness of YouTube videos towards their listening comprehension 29 Table 4.1.2.2: Students’ awareness of listening strategies after YouTube videos are applied 31 Table 4.2.1.1 : Students’ attitudes towards applying YouTube videos in the classroom and audios in textbooks .35 Table 4.2.1.2 : Students’ attitudes after the YouTube application in the listening classroom 36 vii LIST OF ABBREVIATIONS IELTS: The International Language Testing System VNU: Vietnam National University viii APPENDIX H SYLLABUS Week The content YouTube videos (in-class and homework) - Pre-test (30 ● Pre-test minutes) ● In-class videos: - Form Video 1: Job Interview completion type https://www.youtube.com/watch?v=PPpIJ7HHTdU Video 2: Internship Interview https://www.youtube.com/watch?v=1ME0IwESgJQ ● Homework: Video 3: Interview with a prodigy pianist (Ellen show) https://www.youtube.com/watch?v=LddeI0sAGkY - Table completion ● In-class videos: Video 1: Cook Island Beach https://www.youtube.com/watch?v=KWY4z4NFkkI Video 2: Cambridge-more than a university town https://www.youtube.com/watch?v=-y_NmpxZPjM ● Homework: Video 3: Hong Kong Travel Guide https://www.youtube.com/watch?v=72 Mdioty8 - Map labelling ● In-class videos: - Flow-chart Video 1: How noodles are made completion https://www.youtube.com/watch?v=I5P2dI0HiPM Video 2: Road instructions https://www.youtube.com/watch?v=vB2HWzg-rjs XXV ● Homework: Video 3: How vitamins are made https://www.youtube.com/watch?v=Sdvlhgqfpkk Video 4: Brain games https://www.youtube.com/watch?v=5Ikl_1f-aYQ - Matching and ● In-class videos: multiple choices Video 1: Top ten happiest countries in the world questions https://www.youtube.com/watch?v=n4x9hBhzD4A Video 2: What if we lost the Amazon forest? https://www.youtube.com/watch?v=pRZKGLIc9DA ● Homework: Video 3: Top ten happiest countries in the world https://www.youtube.com/watch?v=n4x9hBhzD4A Video 4: Why MC Donald flopped in Vietnam? https://www.youtube.com/watch?v=l9pthhpd7So - Summary completion ● In-class videos: Video 1: How to grow cucumbers https://www.youtube.com/watch?v=Ua1TbZAyqjc Video 2: How to grow apples https://www.youtube.com/watch?v=UWLmEh1HIBw ● Homework: Video 3: Benefits of a bilingual brain https://www.youtube.com/watch?v=3HFqBulqjR8&t=29s - Note ● In-class videos: completion Video 1: What if we could refreeze the Arctic? - Post-test (30 https://www.youtube.com/watch?v=28QUkxheyCc minutes) Video 2: The history of cheese XXVI https://www.youtube.com/watch?v=QKae1k1BDdA ● Homework: Video 3: How to make stress your friends? https://www.youtube.com/watch?v=RcGyVTAoXEU ● Post-test (Cambridge IELTS Practice Test 14) XXVII APPENDIX I LISTENING TASKS FROM YOUTUBE VIDEOS LESSON 6: NOTE COMPLETION ACTIVITY 1: Listen to a video named “What if we could refreeze the Arctic” Complete the note below WITH NO MORE THAN THREE WORDS AND A NUMBER WHAT IF WE COULD REFREEZE THE ARTIC Because of global warming, one day in the future, it is predicted that all the ice on the arctic would be melted completely When all of the ice is gone, the world won’t be the same However, there are some ways people can to prevent this from happening, for example, geoengineering some (1) ……………………… icebergs During the last 30 years, the Arctic has lost all of its oldest, thickest ice It is estimated that if the weather continues to grow hotter, all the ice could be lost by the year 2030 and this has negative impacts on our life Why? The Arctic is like a global (2) ………… and it keeps our planet cool Therefore, if all the ice is taken away, the weather (3) …………… around the world would change unpredictably ● Geoengineering: - The ice could be brought back with about (4) …………… huge wind-powered (5) ………………… Besides forming the ice, the machines also add (6) ……………… to the ice caps For some governments, the amount of money spent on geoengineering is extremely (7) ………………… ● (8) …………………… more sunlight - It is done by covering it with a small shiny silica microsphere It costs (9) ………………… but only covers less than 1% of all the ice there XXVIII ● (10) ………………… silica over the Arctic It would sink to the ocean bottom, but over a long-term period, what (11) ……………… effects that it might cause has not been known yet As the temperature is becoming hotter, the Arctic permafrost would melt, which would lead to an increasing amount of carbon dioxide released to the atmosphere and cause global warming Some scientists believe that the loss of Arctic ice would bring more (12) …………………… winters to Europe and North America There are some ways people can to protect the environment and save the Arctic ice: - Switch to use (13) ……………………… energy sources - Cut down on the amount of meat every day - Stop throwing food away, wasting water - Buy fuel (14) ……………… cars - Have a right to demand policies from the governments ACTIVITY 2: Listen to a video and complete the note below WITH ONE WORD ONLY AND/ OR A NUMBER THE HISTORY OF CHEESE Who invented cheese? - As early as 8000 BC, the Neolithic (1) ………………who settled in Fertile Crescent began making cheese How did they discover it? - In ancient times, people discovered cheese by harvesting milk from (2) …………… sheep and goats and leaving it in warm temperature for a few hours Benefits of cheese The discovery of cheese brought numerous (3) …………… benefits to Neolithic people: - It was rich in protein, fats and minerals XXIX - Because people could preserve and stockpile cheese, cheese can be eaten throughout (4) ……………………… and long winters The spread of cheese: - By the end of the Bronze Age, cheese became the standard (5) ……………… in maritime trade, to the east of Mediterranean - In Mesopotamia states, it is a staple of (6) …………… and (7) …………………… life Cheese production: - In many cultures, cheese is added to their own (8) …… ……… - Byaslag: hard, sundried wedges - Egypt: milk (9) ……………cheese - South Asia: coagulated milk with food acids fried soft mild cheese as a quick (10) ………………food - Greeks: cheese bricks ACTIVITY 3: Listen to a Ted Talk video and fill in the blank with NO MORE THAN TWO WORDS AND/ OR A NUMBER HOW TO MAKE STRESS YOUR FRIENDS General findings about stress: - People who are stressful in those last years had to suffer from (1) ………… risk of dying - There are (2) …………………… within a year in the United States The researcher’s findings about stress: When you change your mind about stress, your (3) ………… to stress will be changed and it becomes healthier XXX In a study conducted at Harvard University: - The participants were taught the stress reaction was helpful to their performance because it made them less stressed, (4……………… and more (5) ……………………… Underappreciated side and stress reaction Stress makes you more social because of a stress hormone, oxytocin Oxytocin: - Makes you desire for (6) ……………………… with friends and families - Improve your (7) …………………………… - Makes you more (8) …………………… and caring - Motivate you to look for (9) ………………………… - Help your (10) ………………… recover from damage XXXI APPENDIX K LESSON PLAN LESSON 6: NOTE COMPLETION Class description: - 13 students in the Listening Course (Pre-intermediate- Intermediate) Time: 90 minutes Objectives: By the end of the lesson, students are able to: - Recognize the note completion listening types and apply listening strategies in doing this kind of task - Remember vocabularies in the videos Assumed knowledge: - Students have already known this type of listening question and how to it - Students have already known the vocabulary of the lesson Predicted problems in the class: - There are many academic words in the videos that make listening more difficult for students The teacher should provide some new words with its meanings in advance/ encourage them to focus on doing listening tasks Teaching aids: Textbooks, laptop, paperclip, whiteboard, projector Teaching procedures: Stage Pre-stage (6 minutes) Time minute Teacher Activities Students’ Activities - The teacher shows the first - Students answer the picture in the video “What if we question could refreeze all the ice for the Answer: It is the Arctic” ask them the question: Arctic XXXII minutes minutes “Where is it?” - Students discuss and - The teacher requires students answer the question: to work in pairs and discuss the Answers: question: What is the - Keep the planet cool importance of the Arctic? - Fight the climate - The teacher asks one or two change pairs to give their ideas - The teacher leads students to the note completion task in the handout and introduces the video Listening Activity (30 While minutes minutes) stage - Before listening, the teacher (1 hour divides the class into groups of - Ss listen to the and 28 three teacher’s instructions minutes) - The teacher explains the rule of the challenge “Bomb game” for students: Ss the listening task and then discuss in their own groups After correcting the answers, each group minutes chooses one square box in the PowerPoint that is equivalent to the score of one correct answer Ss have to be careful because if they choose a bomb, they will XXXIII lose all points In the end of the lesson, the teacher will count - Ss read the questions the points and decide which in the listening task team is the winner and have and guess the words small presents for them forms with the teacher - The teacher guides students to this type of listening question: + Read the instructions minutes carefully + Skim the title and the content - Ss note the words in + Guess the word forms/ pay their notebook attention to the grammar in the text - The teacher provides students with some words with explanations: - Geoengineering (n) - Ice cap (n) - Unpredictable (adj) minutes - Layer (n) - Silica microspheres (n) minutes minutes - Toxic (adj) - Ss listen and the - Permafrost (n) listening task - Release (v) - Ss have discussions - Collective efforts (n) in their own groups - Cut back on something (ph.v) and write the answers - The teacher lets Ss watch the videos twice and the task XXXIV - Ss corrects the - The teacher asks Ss to work answers in the handout within the group, discuss the and marks their answers for minutes and go group’s scores to the board and write the groups’ answers - The teacher corrects and demonstrates the answers for students - Each group chooses one square box on the PP to mark their group *** KEYS: minutes 1) artificial 2) freezer 3) - Ss read the questions patterns in the listening task 4)10 million 5) pumps 6) and guess the words thickness forms with the teacher 7) high 8) reflecting 9) $300 million 10) dumping minutes 11) ecological 12) harsher 13) renewable 14) efficient - Ss listen and the listening task Listening Activity (24 minutes) - The teacher asks and introduces Ss two small listening activities from - After that, Ss the textbook (One listening audio task, compare the about mountain gorilla and one answers in groups and XXXV minutes for America bullfrog) one person will write - The teacher requires Ss to their group’s answers guess the words forms/ words in on the board the listening task 10 - The teacher plays the audios - Ss corrects the minutes and students are allowed to answers in the handout listen to the audios only one and marks their time group’s scores - The teacher plays the audios again minute - The teacher corrects and explains the answers for students - Each group chooses one square box on the PP to mark their group - The teacher counts the points, announces the current winner, and encourages all the team to try their best KEYS: A mountain gorilla 1) ground minutes 2) grey 3) black - Ss answer the T’s backs questions: It is cheese 4) water 5) hunting and it is made from American bullfrog milk XXXVI 1) 19th century 2) 750 3) head 4) yellow 5) snakes 6) 100,000 Listening Activity (28 minutes) - Ss the vocabulary - The teacher shows a picture in tasks with their the video and asks students partner “What is it? What is it made from?” - The teacher introduces the video and provides Ss with a list of new words with its meanings They have to matching vocabularies with their partners in minutes LIST WORDS: 1/ Legacy (n) 2/ Sour (v) 3/ Coagulate (v) / Coagulation (n) /Clump (n) 5/ Curd (n) 6/ Stockpile (v) 7/ Sophisticated (adj) 8/ Embrace (v) 9/ Reed mat (n) XXXVII LIST OF MEANINGS: a If a way of thinking, a system, or a machine is sophisticated, it is complicated or made with great skill b Something that is a part of your history or that remains from earlier time c Have a sharp, unpleasant taste or smell, not sweet d A solid mass of something e A flat piece made from tall, stiff plants like grasses near minutes water f To change from liquid to a - Ss correct their task more solid state or cause something to this g To accept something minutes enthusiastically h To store a large supply of minutes something for future use - Ss the listening i The solid substance that forms task, then discuss in minutes when milk turns sour groups and write the - The teacher corrects the group’s answers on the vocabulary task, explains words board in Vietnamese and guides minutes students about the pronunciation - Ss correct the - The teacher plays the video XXXVIII listening task twice - The teacher requires Ss to compare the answers and - Ss choose one square discuss with each other box for their - The teacher plays the video again and corrects the group answers - The teacher let Ss choose the square box for their group and counts the points to decide the winner KEYS: 1) farmers 2) domesticated 3) survival 4) scare famines 5) commodity 6) culinary 7) religious 8) local flavors 9) cottage 10) vegetarian - Review what Ss learn in this - Ss listen to what the (2 lesson teacher says minutes) - Assign listening homework Post-stage minutes XXXIX ... done to examine the effectiveness of YouTube videos in the listening classroom The pre-test was taken before YouTube videos are applied in the class and after integrating YouTube videos in the listening. .. on incoming information, manipulating it in ways that enhance learning” They entail imagining, rehearsing, elaborating, inferencing, summarizing, translating, transferring, deducting/inducting,... the lesson, they seem to feel tired and bored As a result, this leads the researcher to the study ? ?Using YouTube videos in the lesson to enhance students’ listening comprehension? ??, which integrates