INTRODUCTION
Statement of the problem and rationale of the study
The integration of technology in education, particularly through the use of videos, has been recommended to enhance learning opportunities for students, especially in second or foreign language acquisition Videos facilitate the creation of an immersive target language environment within the classroom, allowing learners to engage with live or prerecorded content such as news, music, and sports from around the globe Researchers in applied linguistics have acknowledged the significant advantages of using video in language teaching, highlighting its capacity to present authentic communicative situations and its effectiveness in covering non-verbal communication aspects, as well as enabling cross-cultural comparisons.
1990) In addition, using video in the classroom allows differentiation of teaching and learning according to students‟ abilities, learning styles and personalities
While videos offer significant advantages for language learners, the impact of these resources on reducing students' listening anxiety remains underexplored As an educator, I recognize that anxiety can hinder student participation, ultimately affecting their ability to acquire a new language Listening comprehension often induces anxiety for various reasons, highlighting the need for strategies to alleviate this stress Addressing student anxiety is crucial for fostering a more learner-centered approach to foreign language teaching.
Students often experience listening anxiety because they cannot see the speaker's face while listening to recorded messages, which prevents them from utilizing non-linguistic cues like facial expressions and gestures for better comprehension Incorporating video to visualize speakers and communication contexts can help alleviate this anxiety, enabling students to engage more effectively with listening tasks This approach serves as the foundation for the current study.
Research Aims and Research Questions
This action research investigates how the use of videos by teachers affects students' listening anxiety Specifically, it seeks to understand the extent to which video utilization can alleviate this anxiety among learners The study aims to answer key research questions related to this impact.
Question 1: To what extent does the use of video in teaching listening change the attitude of second year English non-majors toward learning listening skill?
Question 2: To what extent do the students’ changed attitudes to learning help to reduce their anxiety in doing listening comprehension tasks?
Significance of the study
This study investigates the effectiveness of video instruction in enhancing listening skills among second-year nursing students at THMC, addressing the challenges faced by both teachers and learners in this area By reducing student anxiety and providing a practical resource for understanding complex medical terminology, videos serve as a crucial tool for improving listening comprehension Additionally, the findings offer valuable insights for English teachers at other colleges facing similar teaching contexts, ultimately aiming to foster greater confidence and success in listening tasks among nursing students.
Scope of the study
This action research study explores how the use of videos in teaching listening comprehension can reduce students' listening anxiety and positively influence their attitudes towards the subject It posits that increased self-confidence in listening will enhance English learning, as understanding spoken language is crucial for mastering a foreign language The findings will inform strategies to leverage technology in alleviating learning anxiety among students While this study does not address other technological aspects or the effects of video-based instruction on listening performance, these areas may be considered in future research cycles.
Design of the study
This study is divided into five chapters:
Chapter 1 introduces the research problem, rationale, aims, scope, significance, methods, and design of the study Chapter 2 reviews literature on theories related to anxiety in listening comprehension and emphasizes the importance of incorporating video to enhance listening skills Chapter 3 outlines the methodology used in the study, detailing the participants, instrumentation, and research process.
Chapter 4, titled "Research Findings and Discussion," reveals and analyzes key results from the study Chapter 5, "Conclusions," summarizes these major findings, revisits the research objectives, highlights study limitations, and offers discussions and suggestions for future research.
LITERATURE REVIEW
Overview of anxiety and listening anxiety
Anxiety significantly hinders the learning process, manifesting through negative emotions like uneasiness, frustration, self-doubt, apprehension, and tension According to Heron (1989), existential anxiety in group settings includes three key components relevant to language classrooms: acceptance anxiety, which questions one's likability and acceptance; orientation anxiety, which concerns understanding the ongoing activities; and performance anxiety, which relates to fears about one's ability to perform effectively.
I be able to do what I have come to learn?”
For successful language acquisition, learners must effectively absorb relevant aspects of the input they receive However, there may be mental barriers that hinder individuals from fully utilizing this comprehensible input, impacting their ability to acquire the language.
The Affective Filter Hypothesis, proposed by Krashen in 1985, highlights the impact of psychological states on language acquisition, suggesting that factors such as lack of motivation, self-confidence, or anxiety can create a barrier known as the "affective filter." When this filter is "up," learners struggle to process comprehensible input, while an "open" filter allows for effective learning Notably, younger learners tend to excel in second language acquisition due to a decrease in the filter's strength before puberty, whereas older learners face challenges as the filter becomes more pronounced Krashen emphasizes that the interplay between comprehensible input and the strength of the affective filter significantly influences second language acquisition outcomes.
Foreign language learning often induces significant anxiety due to the vulnerability of expressing oneself in a new language While traditional methods like grammar-translation may minimize anxiety by requiring less personal investment, communicative approaches can heighten it if an emotionally safe environment isn't established This risk is amplified in high-stakes academic settings, where evaluations can have serious implications Anxiety creates a detrimental cycle: nervousness leads to poor performance, which in turn generates more anxiety This connection between fear and cognitive worry consumes mental energy that could otherwise enhance memory and processing, ultimately hindering language acquisition However, it is important to note that anxiety, while a substantial barrier to learning, can be effectively reduced.
Learners often experience anxiety related to various aspects of the teaching-learning process, including language proficiency, public speaking, peer interactions, competition, testing, and the speakers of the target language This anxiety can significantly hinder their performance, particularly for students with lower proficiency levels, who may find each class increasingly challenging Understanding these pressures is crucial for teachers Foss and Reitzel suggest that incorporating role play, drama, and oral interpretation can effectively alleviate communication anxiety, as students feel more comfortable performing rehearsed works rather than generating their own language output spontaneously.
Listening is a crucial skill in foreign language learning, as it enables learners to understand and process information effectively (Vogely, 1998) Both instructors and students recognize the significance of listening comprehension for achieving success in language acquisition (Ferris & Tagg, 1996; Ferris, 1998).
Anxiety can significantly hinder listening comprehension, as highlighted by Vogely (1999) and MacIntyre (1995), who noted that learners often fear misunderstanding and the embarrassment of misinterpreting messages (Chastain, 1979) Research indicates that such anxiety not only diminishes motivation but also fosters negative emotional responses toward learning a foreign language (Gardner et al., 1987) Consequently, tackling anxiety related to foreign language listening comprehension is increasingly recognized as a crucial focus in educational settings.
Gonen (2009) mentioned that the authenticity of the listening text, incomprehensibility of the listening material and other external environmental factors such as noise and inaudibility can create anxiety among L2 learners
Dunkel (1991) suggests that students lacking confidence are more prone to anxiety, a notion supported by Vogely (1998), who identified factors such as speed, difficulty, ambiguity, and insufficient visual support as key contributors to students' anxiety Kim (2000) found that a lack of confidence and concerns about listening were primary sources of anxiety for L2 learners, highlighting a moderate negative correlation between listening anxiety and listening proficiency Additionally, Chang (2008) discovered that English learners experienced higher levels of listening anxiety compared to speaking anxiety, particularly in testing situations rather than classroom settings.
Listening anxiety, as described by Scarcella and Oxford (1992), arises when students perceive a listening task as too challenging or unfamiliar This anxiety intensifies when learners mistakenly believe they must comprehend every single word Many students, according to Horwitz (1986), feel that achieving proficiency in a language requires flawless pronunciation, a vast vocabulary, comprehensive grammar knowledge, international experience, and an inherent talent for languages Consequently, this mindset contributes to the anxiety experienced during the listening process, as highlighted by Joiner.
(1986) calls a negative “listening self-concept,” that is, a low level of self- confidence in the area of listening
According to Gardner and MacIntyre (1995), anxiety is a significant factor that negatively impacts language performance Specifically, language classroom (LC) anxiety can hinder speech production, as effective verbal interaction requires the listener to comprehend the spoken content Thus, it is crucial to actively address and manage LC anxiety rather than overlook its effects.
To date, there are numerous explanations on causes of listening anxiety identified by different researchers
Vogely (1998) identified four primary sources of foreign language listening comprehension (LC) anxiety through a student self-reported questionnaire The first source relates to characteristics of LC input, such as the nature of speech, difficulty level, absence of visual support, and insufficient repetition The second source involves process-related factors, including the use of inappropriate strategies, lack of processing time, inability to study LC, and the challenge of checking answers The third source pertains to instructional factors, which encompass insufficient practice, the pressure of testing, and uncomfortable learning environments Lastly, personal and interpersonal attributes, such as fear of failure, nervousness, and the personality of instructors, contribute to LC anxiety.
In a study conducted by Kim (2000) involving 235 Korean university EFL learners, it was found that a significant number of participants experienced foreign language listening anxiety, characterized by two main factors: tension and worry regarding English listening, and a lack of self-confidence Qualitative data from open-ended questions and interviews highlighted specific areas of concern for learners, including the listening text's speed, pronunciation, intonation, acoustic conditions, length, and vocabulary level Additionally, factors related to interlocutors, such as their gender, number of speakers, prior knowledge, and learners' individual learning styles, were identified as sources of anxiety Lastly, the effectiveness and choice of listening strategies also contributed to the overall listening anxiety experienced by the learners.
2.1.4 Effects of foreign language anxiety (FLA) on listening comprehension
Foreign Language Anxiety (FLA) is the apprehension students feel when required to use a second or foreign language This emotional state can impact learning positively or negatively, as highlighted by MacIntyre (1995) While anxiety may hinder performance by discouraging participation or public use of the language, it can also serve beneficially by keeping students alert and motivating them to prepare adequately for learning activities.
Anxiety significantly impacts second and foreign language learning, as highlighted by MacIntyre (1999) Firstly, high levels of language anxiety are strong predictors of low academic achievement, indicating a direct correlation between anxiety and language proficiency Secondly, socially anxious learners tend to avoid interpersonal communication, hindering their engagement in language practice Cognitively, anxiety can manifest at any stage of language acquisition, acting as an affective filter that obstructs information processing Additionally, anxiety can disrupt communication quality, as anxious learners may struggle to retrieve information effectively Lastly, language learning can become a traumatic experience for some, negatively affecting their self-esteem and confidence as learners (Crookall and Oxford, 1991).
2.2 Definition and the need of using videos in learning English in general and in learning listening skill in particular
According to Lonergan (1994), the term "video" has dual meanings: it can refer to simply replaying television programs on a video recorder for educational purposes, or it can signify the use of video cameras in the classroom to record and playback students' activities and achievements in a foreign language Additionally, Lonergan defines "video film" as a photographic process that utilizes light and chemicals on sensitive paper.
According to Dusenbury, Hansen, & Giles (2003), video-assisted instruction has the benefits of standardizing messages, so it might be able to increase the fidelity of implementing instruction
The M.A thesis conducted by Ta.,V., D (2003: 19) generalized some advantages of video clips in language teaching as follow:
Previous studies
In Vietnam, particularly at ULIS, research on the use of video and its impact on enhancing students' listening skills is limited A notable study by Nguyen, M.T (2005) titled "Design a Listening" explores this area, highlighting the potential benefits of video-assisted instruction for improving listening competence among students.
The study on the "Speaking Syllabus Using Video for English Language Non-majors at Pre-Intermediate Level" emphasizes the development of an effective syllabus that incorporates audio-visual aids This approach aims to enhance students' listening and speaking skills, providing a dynamic learning experience tailored for non-major learners.
The study focused on enhancing listening and speaking skills for pre-intermediate, non-major students through fundamental techniques and video activities in a language classroom at May School in Hanoi Utilizing qualitative methods, including observations and discussions, the research highlighted valuable insights for language teaching in Vietnam However, limitations were noted, such as the distinct differences between the students at a foreign language center and those in universities regarding classroom dynamics and English proficiency Additionally, the lack of presented questionnaires in the thesis raised concerns about the reliability of the data collected and the effectiveness of the needs analysis.
Another thesis conducted by Bach, T., H., Y., (2009) studied on the effectiveness of video-assisted instruction on teaching listening for non-English majors at Phuong
A quasi-experimental study conducted at Dong University involved second-year non-major students divided into two groups: a control group (A) and a treatment group (B) Initial pre-test results indicated that class A had superior listening competence compared to class B However, after one semester of implementing video-assisted instruction in class B, the students demonstrated improved listening skills, surpassing those in class A who did not receive video-based instruction The study's primary limitation was the reliance on pre-test and post-test instruments, which lacked sufficient validity and reliability; incorporating additional assessment tools, such as journals or observation checklists, would enhance the research quality.
In conclusion, I was motivated to explore the effects of video-assisted instruction on students at The THMC, specifically focusing on listening anxiety My investigation centered on how video resources can effectively reduce listening anxiety among students in the listening class.
This chapter offers a comprehensive overview of the study's background, highlighting essential concepts and theories relevant to the research topic It also examines prior studies in the field to identify existing research gaps that require attention These identified issues will be revisited in the following chapter.
METHODOLOGY
Action Research
Action research is defined in various ways within the literature, with Corey (1953) describing it as a method for teachers to scientifically study their own challenges to evaluate and enhance their practices Tsui (1993) emphasizes its effectiveness, noting that action research encourages teachers to reflect on their teaching methods and develop their own strategies for improvement.
Grebhard and Oprandy (1999) define action research on two levels: within the classroom and beyond At the classroom level, it involves teachers identifying problems, addressing related issues, and working towards understanding and resolving these challenges through goal-setting and action planning, followed by reflection on the effectiveness of their strategies At the broader level, action research also encompasses addressing educational practices that extend beyond individual classrooms.
In the “ Longman Dictionary of Language Teaching and Applied linguistics”
Rechards and Platt give the following definition of action research:
Research aimed at problem-solving and promoting social change focuses on practical actions, contrasting with traditional research that seeks to uncover scientific principles and formulate general laws and theories.
In summary, action research is a scientific approach conducted by teachers or educators to address practical classroom challenges This method emphasizes the actions of both students and teachers, enabling the resolution of issues related to classroom activities The solutions derived from action research are typically practical and beneficial for educators.
3.1.2 Rationale for the use of an action research
Action research, as defined by Milss (2003), is a systematic inquiry conducted by teacher researchers to collect information about their school's operations, teaching methods, and student learning outcomes The purpose of this research is to gain insights, enhance reflective practices, implement positive changes in the educational environment, and ultimately improve student performance.
According to 1988, action research is characterized by being conducted by practitioners, collaborative in nature, and focused on enacting change Eileen Ferrance (2000, p.22) proposed a cyclical process for action research, emphasizing a systematic progression through its steps.
According to her cycle, the first step of an action research is to identify the problem
Then, data must be collected through means of interview, questionnaires, diary, etc
The data analysis phase identifies problems, leading to the development of a targeted action plan aimed at implementing and studying necessary changes Following the intervention, the research must evaluate its effectiveness to determine if the desired outcomes were achieved A key characteristic of action research is its situational nature, offering tailored solutions to specific issues within various contexts Unlike traditional research that tests existing theories, action research focuses on enhancing real-world situations, making it particularly advantageous for the teaching and learning process.
Action research in educational institutions addresses practical challenges faced by teachers, focusing on real-world issues rather than abstract theoretical problems identified by non-teaching researchers This approach should be conducted by the teachers themselves or by individuals they appoint to assist them.
By equipping teachers with action research training, they can effectively address their own challenges or collaborate with peers to find solutions According to Tsui (1993), there are three compelling reasons why teachers need action research, enabling them to take charge of their professional growth and development.
To solve own problems in a scientific process and improve own practice
To adapt theory (findings of conventional research) to practice (own problems) Share the results of action research with other teachers
Action research plays a crucial role in teachers' professional development, enabling educators to identify and address their teaching challenges through scientific methods This approach fosters a proactive and imaginative teaching style, ultimately leading to improved teaching effectiveness.
This study aims to investigate how a video-based approach to teaching listening comprehension can alleviate listening anxiety among students Conducted by the author in their own classroom, the findings will contribute to personal teaching practices and professional growth Therefore, an action research methodology is deemed suitable for this study's objectives and characteristics.
The context of teaching and learning listening skill at THMC
At THMC, the majority of students are non-English majors, yet they are required to achieve fluency in English communication The English program spans two years, with the first year focusing on building a general foundation in English proficiency In the second year, the curriculum shifts to concentrate on English for specific purposes, particularly tailored to the nursing field.
First-year English non-major students utilize "New Head Way" as their primary learning material Many students hail from various provinces where English is often undervalued, yet they are provided with comprehensive access to develop all four language skills This foundational stage emphasizes enhancing these skills, ensuring students acquire a solid background in English proficiency, as outlined in our curriculum.
In listening lessons, students engage with audio texts or conversations from the radio, followed by completing tasks in their textbooks However, I believe this approach often leads to increased stress and anxiety among students, rather than yielding positive outcomes.
The ESP materials, crafted by English teachers from the Foreign Language Department, primarily target nursing-related content Each lesson emphasizes the development of four key language skills, aiming to elevate students' English proficiency to an advanced level by the end of the course.
Students at THMC encounter significant challenges with their listening skills, primarily due to limited exposure to diverse ESP materials and insufficient practice opportunities This lack of resources, combined with time constraints during listening exercises, contributes to heightened anxiety among students when tackling listening tasks.
Participants
This study focuses on English non-major students at THMC, specifically selecting 50 second-year students for convenience, as the author frequently teaches this class The author identified listening skills as a significant concern among students during the first term, supported by observations and survey results The choice of second-year students is crucial, as they have over a year of experience learning listening skills through traditional audio-only methods This background allows for a comparative evaluation of the effectiveness of video materials versus audio-only materials in enhancing students' listening competence.
Moreover, the third year students are busy with their subjects major in nursing That is why it is very feasible to choose the second year students.
Classroom setting
In the classroom, a computer connected to a video projector will stream live video from the teacher, allowing the entire class to view it on a large screen The audio will be played through two fixed speakers positioned at opposite corners, ensuring that all students can hear clearly without the use of cabins or headphones Students will sit two per table, fostering interaction and communication with the teacher, who will guide them through listening tasks and manage all activities from their computer Despite limited facilities, the use of video-assisted instruction enhances the learning experience, as the teacher prepares and saves the necessary video content beforehand.
Instruments
Four Vietnamese students were interviewed for 10 to 15 minutes to gather insights on their perceptions of video-assisted instruction in listening Conducting the interviews in their native language enhanced clarity and understanding, ensuring reliable data collection The students’ feedback is invaluable for my self-evaluation and for identifying potential issues to improve listening instruction Moreover, incorporating their comments will enhance the credibility and richness of the findings in my reports.
Two questionnaires were designed and administered: one prior to the use of the videos in teaching listening comprehension and the other after the intervention
The questionnaires aimed to gather insights into students' attitudes towards listening comprehension and their levels of listening anxiety Each question was carefully crafted based on data obtained from prior interviews and relevant literature on listening anxiety.
The pre-intervention questionnaire includes three key questions designed to assess students' attitudes towards listening skills and identify the causes of listening anxiety The first two questions focus on students' perceptions of their listening abilities, while the third question aims to uncover the underlying factors contributing to their anxiety in listening situations.
Following the implementation of a video-based approach to teaching listening comprehension, a post-questionnaire consisting of twelve questions was administered to students This questionnaire aimed to gather insights into students' attitudes and opinions regarding the effectiveness of videos in alleviating their listening anxiety, as well as to assess any changes in their perceptions of listening comprehension.
Elliot (1991) refers to the diaries as a valuable research tool as they can include
"observations, feelings, reactions, interpretations, reflections, hunches,explanations" of the students and the teachers, in other words as they include insights
In a study conducted by McDonough (1994), students were encouraged to write diaries reflecting on their listening lessons to gather insights into the perceived benefits of a video-based approach for teaching listening comprehension The data analysis involved three steps: first, identifying common feedback from the diaries; second, highlighting statements from both teachers and students regarding the impact of video on reducing listening anxiety; and third, analyzing the diaries to assess comments on how video usage contributed to alleviating listening anxiety.
Research procedure
The chronological steps of the study are summarized in five steps as follows:
Step 1: Initiation (Identify the problem)
During the first term of the school year, I noticed that my students experienced anxiety during listening classes, leading to reluctance in participating in listening activities To gain insight into their concerns, I engaged in informal conversations with them during breaks Many students expressed their fears about not being able to hear or understand the material, while others identified listening skills as their greatest challenge.
Step 2: Preliminary Investigation (Collect data through a variety of means)
To confirm the problems, I gave the pre-questionnaire to fifty students in my class
It helps me to gain the students‟ attitude toward listening, how they are worried and the reasons of their anxiety
Step 3: Intervention (Devise strategies and innovation to be implemented)
Recognizing the advantages of using video in education, I carefully selected videos that aligned with both the lesson content and the proficiency levels of my students for my listening lectures I incorporated various listening activities and video techniques to create a comfortable and effective learning environment The selection criteria focused on ensuring that the activities and exercises matched the students' abilities, while the videos remained clear and practical Over the course of eight weeks, I conducted 45-minute listening lessons utilizing these videos, following a structured action plan outlined in the accompanying table.
Step 4: Evaluation (Collect data and analyze it to work out the findings)
To assess students' attitudes after the training period, I administered a post-questionnaire and conducted informal interviews with four selected students, allowing them to express their thoughts in Vietnamese for clarity These interviews were recorded, transcribed, and analyzed Additionally, I collected students' diaries to gain insights into their reflections on listening lessons with videos By integrating data from the questionnaire, interviews, and diaries, I analyzed the findings and provided conclusions and suggestions for future studies based on the results.
After finishing the study, I shared the results with my colleagues to reconfirm the effectiveness of the study and justified some necessary information.
Research program
10 WEEK PLAN OF ACTION FOR IMPLEMENTING VIDEOS IN LISTENING CLASS
IN THE CLASS OUT OF THE CLASS
- Unit 8: Parts of the body
- Video: parts of the body Diary
- Video: Stages of giving birth Diary
- Video: Types of skin lesion Diary
- Video: Instruments in operating theatre Diary
- Collect the students‟ diaries Interview
The results of the study were based on data collected through interviews, questionnaires, diaries The stage of data collection happened during the second
The process of data collection was carried out in five main steps:
Step 1: The pre- questionnaire was conducted among the students to generate and reconfirm the problems the researcher identified before The delivery of pre- questionnaire was carried out at the beginning of the second semester of school year and post- questionnaire right after the final lesson finished
Step 2: Listening lessons using videos were administered to fifty students
Step 3: I randomized four students for interview
Step 4: I collected all diaries from students Through reading information students wrote, I can understand what they think about the lesson day by day, what has changed and what problems students get
Step 5: I classified and analyzed the data, information collected from interviews, questionnaires, diaries
The data analysis employed both quantitative and qualitative methods, with the majority of questionnaire responses evaluated quantitatively through percentage calculations, while diaries and interviews were subjected to qualitative analysis.
This chapter provides a concise overview of action research definitions and the rationale behind my choice It outlines the context of teaching listening skills to second-year students at THMC Additionally, the chapter details the research methodology, including participant selection, research procedures, the research program, instruments used, and the processes for data collection and analysis.
Data analysis procedure
The data analysis involved both quantitative and qualitative methods, with questionnaire responses primarily analyzed using percentage metrics, while diaries and interviews were examined qualitatively.
This chapter provides a concise overview of action research, outlining its definitions and justifying my choice of this approach It also discusses the context of teaching listening skills to second-year students at THMC Additionally, the chapter details the methodology used in the study, including participant selection, research procedures, the research program, instruments utilized, as well as the data collection and analysis processes.
RESEARCH FINDINGS AND DISCUSSION
Possible explanations for the students‟ listening anxiety
All these factors are believed to be influenced on the students‟ anxiety in the listening lessons
Table 3 highlights the primary causes of students' anxiety during listening lessons, revealing that unfamiliar topics, the speed of speech, and the speaker's pronunciation significantly impact their comprehension and comfort levels.
B The speed of the speech
F The times that the listening text is read
A significant 90% of students experience anxiety related to listening skills, primarily due to the speed of speech Additionally, 80% cite unfamiliar topics and the speaker's pronunciation as contributing factors, while nearly two-thirds attribute their anxiety to vocabulary challenges Furthermore, 46% of students feel anxious about the pace at which the listening material is presented Only one-third consider the quality of the recording as a source of their anxiety Interestingly, a small minority (4%) mentioned other factors, including the listener's personality and practice habits These findings highlight the main sources of anxiety for students during listening lessons, providing valuable insights for exploring the impact of video in alleviating this anxiety.
Changes in students attitude toward listening skill after using video
The post-questionnaire aimed to investigate students' attitudes towards their listening skills after utilizing video materials, specifically assessing how these resources impacted their listening anxiety This evaluation serves to determine the effectiveness of video materials in enhancing listening skills Survey questions were distributed to students who had engaged with video content in class, and the findings are summarized below.
1 Do you like learning listening class using videos ?
Total yes, a lot yes, a little no others
Table 4: Students’ attitude toward listening after using video
The data reveals a significant shift in students' attitudes toward listening skills, particularly in the context of using videos in class An impressive 98% of students expressed a preference for learning through video, with 78% indicating they liked it a lot and 20% liking it a little Notably, no students reported a dislike for this method, and only one student offered an alternative perspective, stating that they enjoy listening activities when the content is understandable, but find them challenging when the material is difficult.
2 Do you feel anxious when you learn listening skill through videos ?
Total yes, a lot yes, a little no others
Table 5: Students’ anxiety in listening lesson using video
The data reveals significant changes in students' anxiety levels regarding listening skills Initially, 78% of students reported feeling a high level of anxiety while learning through audio, but this figure dramatically decreased to just 4% after switching to video-based learning Additionally, 16% of students experienced a slight anxiety while learning with videos, and another 12% reported the same Notably, 80% of students indicated they felt no anxiety when using videos, contrasting sharply with the first table, where no students reported feeling anxiety Two students mentioned experiencing anxiety "sometimes," attributing their concerns to issues with pronunciation and vocabulary in the listening texts.
Research findings from student diaries indicate that the use of video in lessons enhances listening skills and increases engagement One student noted that videos made the learning experience less stressful, contributing to a perception that time passed more quickly during lessons.
My first experience with video-assisted instruction made the listening lesson feel quicker and more engaging I noticed my classmates were captivated, their eyes glued to the screen, and they even whispered to each other about how beneficial it would be to incorporate videos into every listening lesson.
Another student wrote about the benefits of the video for her vocabulary learning:
“Today, although I felt a little bit tired, I am still eager to listen and watch the videos about parts of the body It was interesting and real topic I could remember
Impacts of video- based instruction on reducing students‟ anxiety in doing
The students seemed to be happier when they were able to do the exercises or when they were able to understand the information in the listening text:
“I was really happy today because I heard very clearly from the video “fractures”
When my teacher asked me to go to the board for a gap-filling exercise, I was able to provide many correct answers, despite the fast pronunciation in the video The engaging visuals in the video greatly aided my understanding and retention of the material.
I favor video-based learning materials because they enhance my ability to remember information through visual engagement This format encourages me to actively interpret the content rather than merely guessing its meaning, allowing me to truly understand and absorb the material.
Students demonstrated improved comprehension and retention of information while watching the video, as it enhanced their focus on the listening text This is evidenced by excerpts from their diaries, highlighting the positive impact of visual aids on their learning experience.
“Because I find learning with video kept me more focused and actively involved.”
“Because the video clips stick in my mind, learning with video helped me retain information.”
Video has significantly enhanced students' engagement in developing their listening skills, which were often perceived as tedious and challenging.
4.4 The impact of video- based instruction on reducing students’ anxiety in doing listening comprehension tasks
4.4.1 Video as a useful tool to solve the causes of the students’ anxiety
A study by Vogely (1998) identified key factors contributing to students' anxiety, including the speed of speech, difficulty level, ambiguity, insufficient visual support, and lack of repetition When a questionnaire was administered to explore the causes of anxiety among students, significant factors emerged, such as unfamiliar topics, speech speed, pronunciation, and vocabulary challenges To investigate the effectiveness of videos in alleviating listening-related anxiety, four students were interviewed regarding their perceptions Their responses indicated that videos could significantly reduce anxiety during listening lessons.
Student 1 : For me, I am worried when I can not watch facial expression or actions of a person who is speaking That is why when I listen through videos I feel more comfortable
Student 2: My vocabulary is limited I am worried if the listening lesson has too many new words to me When listening through video, I can guess the meaning of some words based on the images
Student 3: Oh, The speed and pronunciation of the speaker are the factors that affect me the most Therefore, I think videos can partly reduce my anxiety because it is difficult to listen to but it is easy to watch
Student 4 : Oh, familiar or unfamiliar topics are sometimes not important to me when I learn with videos because I listen and I can see, so I can guess what I am listening to
These answers can prove the fact that some factors causing students‟ anxiety can be solved
4.4.2 Changes in students’ perceived learning (understanding and retention) and performance
A study on perceived learning through video-assisted instruction versus audio-only methods revealed significant differences in understanding and retention among students The survey results indicated that most students found videos to be beneficial for enhancing their memory and comprehension, while a smaller group reported minimal impact The accompanying bar chart illustrated the percentage changes in student retention and comprehension following the use of video resources.
Two major trends emerged from the percentage of students‟ comprehension and retention before and after using video
The study reveals a significant improvement in students' comprehension of listening texts after the introduction of videos Initially, 50% of respondents reported only a slight understanding, with 28% indicating no comprehension at all, and no students claiming to understand "very much." Post-intervention, only 4% struggled with comprehension, and none reported a lack of understanding Half of the students (50%) found it easier to extract information from the context, while 26% claimed to understand the material "very much." The moderate comprehension level remained consistent before and after the video intervention Overall, students demonstrated a much higher understanding of listening texts when videos were utilized compared to traditional methods.
60 very much much moderate a little not at all Degree of students'comprehension p e rc e n ta g e o f s tu d e n ts before using video after using video
Figure 1: Change in percentage of students’ comprehension after using video
The use of videos significantly enhances student retention of listening texts, as evidenced by the bar chart data Prior to incorporating videos, only 68% of students could recall the material slightly, while 24% remembered it moderately A mere 2% to 4% of students reported high levels of recall, with some unable to remember anything at all This indicates that videos can make listening texts more memorable for students.
The implementation of videos significantly enhanced students' ability to recall listening texts, with a remarkable increase of fifteen times for those who remembered "very much" and ten times for those who remembered "much." Notably, only 4% of students reported remembering a little, while no students indicated they remembered nothing at all.
0 10 20 30 40 50 60 70 80 ve ry m uc h m uc h m od er at e a lit tle no t a t a ll Degree of students'retention percentage of students before using video after using video
Figure 2: Change in percentage of students’ retention after using video
The analysis of the data reveals that a majority of participants found video learning to be more effective and memorable than audio-only formats, enhancing both their understanding and retention of the material.
4.4.3 Students’ preference in doing listening activities
Table 6: Students’ preference in doing listening activities
In my listening lessons, I frequently utilized various activities that proved to be effective and appropriate for my students' levels According to the data, 80% of students favored the "word-recognizing" activity, which is straightforward as it involves familiar words introduced during pre-listening sessions This exercise was designed to motivate and engage students at the start of the lesson Additionally, 72% of students enjoyed multiple-choice questions, which are tailored to an intermediate level, ranging from easy to difficult Furthermore, 68% preferred true-false questions, and two-thirds of the students liked matching exercises Notably, only one student (2%) opted for “no comment.”
The analysis of students' diaries indicated that video-based tasks significantly enhanced their performance, with all participants providing positive feedback on classroom activities Although students were not specifically instructed to focus on tasks in their diaries, they expressed their feelings post-lesson and highlighted their enjoyment of various listening activities, reflecting their satisfaction with engaging language lessons According to Lightbown and Spada (1993), many learners benefit from incorporating physical actions into their learning process Approximately two-thirds of the students favored the exercises provided by the teacher, particularly enjoying word recognition, multiple-choice, true-false, and matching activities, which further underscores their contentment with the lessons.
In a recent interview, four students expressed their positive experiences with their listening lessons One student highlighted the effectiveness of the teacher's activities, stating, "I like the teacher’s activities in the listening lessons They are useful and help me to understand the content of the lesson more." Additionally, the other three students noted that the word recognition format enhances their engagement, encouraging them to participate actively in listening activities.
Through the information analyzed, I can see the students‟ participation in my lessons and I can know the effectiveness of my activities on reducing students‟ anxiety as well
4.4.4 Students’ preference toward video techniques used by the teacher in listening lessons
C Silent – Viewing ( vision on/ sound off )
Table 7: Students’ preference toward video techniques used by the teacher in listening lessons