SKKN USING STUDENT CREATED VIDEO TO IMPROVE STUDENTS’ INTEREST IN SPEAKING ENGLISH AT HIGH SCHOOL

One of the emerging strategies in English teaching is the use of videos to support and engage student learning as well as increase their participation in the lesson.. For these reasons,

NGHE AN TRAINING AND EDUCATION DEPARTMENT

ANH SON 2 HIGH SCHOOL

TABLE OF CONTENT

CHAPTER 1: THEORETICAL AND PRACTICAL

2 The use of video in English Language Teaching and Learning 4

3 Student-created video and student active learning 5

1.1 Disadvantages of learning speaking English at high school 6

2 The reality of using student-created video in teaching speaking at high

2 Student’s interest in speaking English is getting higher and higher 30

to practice speaking is becoming an efficient method to promote the spirit of learning English among them

The advances and innovations in educational technology have brought about significant changes to the way people interact and learn such as ease of access to the Internet, media technology and hand-held devices Many linguists emphasized a systematic and comprehensive overview of the current use of technology to support English teaching and learning One of the emerging strategies in English teaching is the use of videos to support and engage student learning as well as increase their participation in the lesson In this digital era, the use of video-based materials in English language teaching has attracted more attention from English language teaching practitioners worldwide Both teachers and students can now have wide access to technological tools for use in learning activities such as Android-based smartphones, tablets, iPads, and digital cameras

It is widely accepted that student interest is a key element within the learning process The extant educational literature has proven the positive effect of using new technologies as a support tool for enhancing learning efficacy These technologies capture students’ attention and increase their interest because students are familiarized with them, and they can easily use these tools

For these reasons, I conduct this research “Using student-created video to improve students’ interest in speaking English at high school”

2 Aims of the study

❖ To investigate student-created video as an active learning approach to inform instructional practices of student-created video and develop high school students’ digital competences in learning foreign languages

❖ Adapt speaking tasks in the textbook into practical situations where every student can take part in speaking duties by making speaking videos themselves

❖ Research, draw the advantages of a project using videos created by students to upgrade their interest in learning speaking English

3 Scope of study

Firstly, the study was designed to find the best way to improve student’s performance and increase student’s interest in learning speaking English through using student-created videos Secondly, in the academic year 2021-2022, the researcher was in charge of teaching English for grade 11 students whose speaking ability was not good and their interest in speaking lessons was not high Therefore, student-created video is a new method applied to speaking lessons and brought outstanding effectiveness than other methods This study was action research conducted from September 2021 to April 2022 and 42 participants coming class 11D

at Anh Son 2 high school took part in this research

4 Significance of the study

The findings of this study would be significant to the teachers, the students as well

as the researchers First, for English teachers, this research may provide more insights on how to improve the students’ performance and raise their interest in English speaking Second, the study would serve as input for the students at Anh Son 2 high school to be aware of their speaking performance Third, for other researchers who conduct the same research, the result of the research would be expected to be a reference and contribute more information to solve the same problem In addition, the use of student-created video would enable students to improve their English-speaking performance and to communicate in English orally confidently Moreover, the students would enjoy the speaking lessons more and feel comfortable to express themselves Finally, this study might provide recommendations for English teachers at Anh Son 2 high school to prepare more effective English-speaking lessons so that learners’ speaking performance would be improved not only in classrooms but also in social situations

PART II: MAIN CONTENT

CHAPTER 1: THEORETICAL AND PRACTICAL BACKGROUND

plateaus in learning They also give enough strength to an individual to resist fatigue and avoid failure

1.2 The importance of interest

Learning can be considered as a process of getting knowledge Student's interest is important in learning and interests also play an important role in developing a student's thinking ability Interests powerfully influence student’s academic and professional choices That is of course the teacher’s responsibility to establish the relations between a student's interest and new knowledge When students are interested in what they are learning, hopefully they will pay closer attention, they will also process the information more efficiently, and employ more effective learning strategies, such as engaging in critical thinking, making connections between old and new knowledge, and attending to deep structure instead of surface features Further, when the students are interested in a task, they will work harder and persist longer, bringing more of their self-regulatory skills into play

1.3 Indicators of students’ interest

According to Slameto (2003) indicators of students’ interest are:

a Attention

❖ Asking the teacher about the material

❖ Looking for other sources about the material or the lesson

❖ Concentration while learning

❖ Focus While the teacher explains the material

b The willingness

❖ Try to do the task as difficult as possible

❖ Still learning although the teacher did not go to class

❖ Enthusiastic to follow the lesson

❖ Diligently Read the English book

c Needs

❖ Needs is a condition in the person of a student who drives him to certain activities to achieve a goal For examples:

❖ Learn English to succeed in a career

❖ The Awareness to make their own notes while learning

d Feelings happy or joyful feelings

❖ Enjoy doing the task or exercise given by the teacher at school

❖ Always enthusiastic to follow the lessons

❖ Take notes from the material

e Teaching materials and teacher’s good attitudes

❖ Teachers’ attention makes the students motivated in learning English

❖ Students feel that learning English is fun

❖ Have a high enthusiasm for the lesson and the teacher

❖ Teachers' explanations make the students understand the lesson

f Participation

❖ Ask if you do not understand the material

❖ Always do the task given by the teacher

❖ Answer the question from the teacher

2 The use of video in English language teaching and learning

The importance of the use of video in the language learning setting has been widely argued as a potential locus to bring a significant contribution to the improvement of students’ pragma linguistic competence (Kelly, 1985) She also emphasized the use

of video as a modeling device, input for viewing and stimulus for discussion Today, however, with the advancement and development of technology in the last few decades, the use of video has been transformed into many kinds of learning strategies In the practice of English Language Teaching, video can promote learning engagement and participation (Hughes & Robertson, 2010) The authors specifically looked at the teachers’ perception of digital media use and multiple literacies; however, it is also necessary to have a close look at the matter from the student learning perspective Some previous relevant studies in the area of video-based teaching strategies reported that its uptake could help improve learning effectiveness and students’ satisfaction For instance, these studies encompassed the use of video

in a blended learning setting (Shih, 2010), video chats in an online conversation (Sindoni, 2011), video-based materials (Lin, 2011) and online video streaming YouTube (Tarantino, 2011) However, these studies mainly point out the advantages and effectiveness of using videos as emerging technologies for language learning Meanwhile, it is important to investigate the students’ voices when a teacher exposes them to the video creation process Obviously, there is an empirical gap concerning the student’s Teaching English with Technology involvement who are considered passive learners Using video as another blended learning tool, the students need a space to express their personal feelings (emotions), ideas and stories as a lived experience as well as a way of enacting social practices This study also aims to provide a clear picture of the importance of involving the students as active agents

in which they can cultivate knowledge and make meaning from their experience Beyond the classroom context, lived experience supports contextual and social learning to make meaning of what they are doing

3 Student-created video and student active learning

Student-Created Video (SCV) as evidence-based learning is relatively a novel practice in English language teaching and learning (Naqvi, 2015) SCV could support the student learning and encourage learners to construct new knowledge as they were exposed to the video-making activity, meanwhile, it could also improve student motivation and active learning engagement (Naqvi, 2015) The author claimed that SCV had a huge potential for language learning and suggested the language teaching practitioners incorporate SCV projects into their course, however, there is one interesting issue about the scientific evidence for SCV to what extent it improves student active learning The same claim reported by Engin (2014) is that SCV could promote second language learning, but the study did not examine how SCV brought a meaningful process to the students’ knowledge, cognition and learning experience

4 Benefit of using video in the classroom

There are many benefits to using video in education as shown in several decades of research According to Michael Aubry there are 5 main benefits of using videos in the classroom

❖ Facilitating thinking and problem solving

Shepard and Cooper (1982) and Mayer and Gallini (1990) made the connection between visual clues, the memory process, and the recall of new knowledge Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic is indeed engaging and insightful but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself These include research skills, collaborative working, problem-solving, technology, and organizational skills (Biggens, N.D.)

❖ Assisting with mastery learning

In some cases, video can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students (Galbraith, 2004)

Voice-over is a fantastic multimedia approach to teaching E-Learning can be dramatically enhanced by using voiced content in the teaching process Voquent is

a voice-over agency that offers the highest quality professionals for any project, speaking in any language or accent

❖ Inspiring and engaging students

More recently, Willmott et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centered learning activities through:

● increased student motivation

● enhanced learning experience

● higher marks

● development potential for deeper learning of the subject

● development of learner autonomy

● enhanced team working and communication skills

● a source of evidence relating to skills for interviews

● learning resources for future cohorts to use

● opportunities for staff development (CPD)

❖ Authentic learning opportunities

The work of Kearney and colleagues show the benefits of using video to produce authentic learning opportunities for students (Kearney and Campbell 2010; Kearney and Schuck, 2006), and how videos encourage academic rigor from an advocacy, research-based perspective

❖ Networked learning

Asensio and Young (2002) assert that the seamless integration of digital video with other tools offers an opportunity to experiment with video as a focus for networked learning They developed the Three I’s framework (image, interactivity, and integration) to assist teachers with the pedagogic design and development of video streaming

II PRACTICAL BACKGROUND

1 The actual problem

1.1 Disadvantages of learning speaking English at high school

According to a survey of the speaking ability of high school students in Ho Chi Minh city, 86.8% of the students consider themselves to have neither the ability nor the confidence to communicate with foreigners in English Among the surveyed students, 37.4% had ever taken extra English lessons at foreign language centers, at teacher's houses, mainly from middle school (36.8%) and high school 36.8%), even 6.1% started getting acquainted with English from kindergarten

It is noteworthy that the majority (69.2%) of students said that they like learning English because they want to have more languages to communicate with foreigners,

to access the Internet, to find a job later but they are very afraid of this subject because he lost the basics at a young age (25.3%) and considered it a difficult subject

to learn (55.5%)

Most speaking lessons are taught in the classroom Students often follow the stages

of speaking duties that have academic characteristics They only follow the samples,

repeat them, and practice the same models Practicing speaking in the classroom does not involve all students Only some good students are confident to speak out in front of class Majority learners do not participate in the lessons

The majority of asked students at my school (about 90 %) said that they were not appealing to learn in the speaking lessons, and they are not confident to speak English with their friends or their English teachers Beside the reasons coming from outside, one of the main reasons leading to this problem is the learner’s low interest Because most speaking lessons are taught in traditional ways Students do not have many chances to practice speaking English with their peers or their teachers in the classroom and nearly have no opportunities to communicate with a native speaker

in society This makes speaking lessons more and more boring and tasteless Learner’s motivation to speak sections is getting worse and worse and their speaking ability cannot develop despite increasing learning time

1.2 Advantages of technology in learning

Nowadays, all students at high schools have modern technology devices and access

to the internet is becoming more and more convenient Students now apply technology in studying effectively This advance makes learning foreign language, especially speaking, easier and more interesting Students express their motivation

in creating videos There has been a lot of research evidence reported in the literature regarding the role of SCV in promoting learning effectiveness and advantages, students’ satisfaction, learning engagement, students’ learning motivation, and students’ new knowledge construction However, it is not obvious how a student's interest is upgraded after making videos themselves Therefore, it is necessary to have a closer look at the students’ lived experience on how they build links between student-created video and active learning Thanks to student-created videos, they find speaking lessons not boring, tasteless, and difficult like before Most students express high interest in the new method and most of them think that this method is suitable for applying to speaking lessons at high school

2 The reality of using student-created video in teaching speaking at high school

At high school, especially ones in remote areas like Nghe An, using videos created

by students themselves is a new way in learning and teaching speaking English However, this method is not applied widely at high schools For students, it is not only an interesting method but also a challenging one Although most students have modern technology devices, they do not regularly use them for making videos to study At first, they met lots of difficulties in creating a video However, they are getting used to working in groups to make meaningful and beautiful videos which are useful for their study For teachers, using videos made by learners help them adopt speaking tasks easier and encourage all students to take part in classroom activities Both students and teachers are appealed by this new way to study and eager to use it for learning and teaching foreign languages

CHAPTER 2: PLANNING AND ORGANIZING TEACHING ACTIVITIES

I CHOOSING THE TOPIC

In English 11, there are 16 units with 16 different speaking topics Instead of conducting speaking lessons after reading lessons as usual, students are asked to carry out a project of creating a video after finishing all lessons in the unit

1 Aim of speaking lessons

Unit 1: FRIENDSHIP • Describing physical characteristics

Unit 4: VOLUNTEER WORK • Identifying types of volunteer work

• Asking and answering questions about volunteer work

• Talking about volunteer work

Unit 5: ILLITERACY • Talking about literacy problems and

offering solutions

Unit 6: COMPETITION • Asking for and giving information

about types of competitions

• Talking about a competition or contest

Unit 7: WORLD POPULATION • Identifying causes to population

• Talking about problems of overpopulation and offering solutions

Unit 8: CELEBRATIONS • Talking about the celebration of Tet

and other festivals' activities

Unit 9: THE POST OFFICE • Making requests

• Talking about different postal and telecommunication services

Unit 10: NATURE IN DANGER • Talking about nature in danger

• Talking about measures for protecting endangered nature

Unit 11: SOURCES OF ENERGY • Talking about advantages and

disadvantages of energy sources

Unit 12: THE ASIAN GAMES • Asking for and giving information

about the Asian Games

• Talking about sports results

Unit 13: HOBBIES • Talking about a hobby

• Talking about collections

Unit 14: RECREATIONS • Expressing agreements and

disagreements about entertainment activities and stating the reasons

Unit 15: SPACE CONQUEST • Asking and answering questions on

• Distinguishing facts and opinions

• Using facts and opinions to talk about features of man-made places

2 Knowledge

❖ Vocabularies relating to the topic in each unit in English textbook 11

❖ Familiar structures using in daily speaking

3 Skills

❖ Applying their knowledge they have learned into real situations and solving problems

❖ Developing students’ digital skills and ability using technology in learning

❖ Improving collaborative skills and constructive plan skills for students through working in groups and performing their tasks

4 Attitude

❖ Students are more interested in speaking English

❖ Students are familiar with speaking for real communication not for practice exercises

II PROCEDURE

1 Preparation

1.1 For teacher

To evaluate students’ performance, teachers must prepare 2 evaluation forms

❖ Evaluation form for members

EVALUATION FORM

Group: ……….… Class: …………

Video number: ………Topic:………

(Note: Group leader gives marks for each member Maximum mark for each content

❖ Evaluation form for groups

EVALUATION FORM

Video name: ……… Class: … … Evaluating group:………….Evaluated group:………

(Maximum mark for each content is 25 point)

No Evaluation contents Requirement Mark

Accuracy Informativeness Understandability

Beauty Clearness Creativeness Scientifics

Good voice Attraction Constancy Real situation

4 Applicability and practicality

Total Average 1.2 For students

❖ Prepare technology devices and methods to make a video

❖ Master knowledge relating to the topics and carry out producing videos as doing

❖ random choice by choosing random numbers, and who have the same number will be included in a group

❖ Choose the partners in terms of location or interest it means who live in the same area or have the same hobbies will stay on a group

❖ Teacher puts students in groups according to the list in the gradebook

❖ Form groups according to the seat position in the classroom

❖ Students can choose their members themselves without meeting any requirements

2.2 Members’ duty

When all students are put into groups, they have to choose the leader and plan the detailed tasks for each individual

❖ Who will mainly prepare the content

❖ Who will create the video background and format

❖ Who will be responsible for preparation of technology and recording

❖ Who will prepare other things

❖ Who will be responsible for completing the final work

❖ The teacher put students into groups randomly

❖ Groups choose their leader

❖ The teacher gave a thorough introduction to the task (what, why, and how to do the task)

❖ The teacher explained the structure of the task (video-making task, duration/the length of the video (normally 3-5 minutes), the language, and flow of the talk)

❖ The teacher explained the technological tools they could use to perform the task (video/sound recording, video editing software)

❖ Task modeling (engaging participants to the task)

❖ Students work in groups to plan for making videos (Member's duty, discuss the content, ideas for making videos )

3.2 During- task (Action or production)

At this stage, students work in groups outside the class They work together at home

in a week to complete their videos During this stage, students can contact the teacher

if they need any help with anything they have difficulty with The teacher can support and check the group's completion

❖ Students’ self-study and discussion about the task topic

❖ Preparing the technological tools needed for the video-making takes

❖ Lesson planning (this was a step where the participants designed a plan for the video-taking session It covers some aspects such as the opening, the main talk, the closing, the lighting, the sound, the angle/position, etc)

❖ Practice, self-evaluation, and re-practice

❖ Groups give assessment for other groups

❖ The teacher gives marks for groups

4 Example of applied lesson

Making a video of the theme “Post office” in unit 9

In the textbook, the speaking lesson consists of the activities

Instead of conducting these boring activities in the classroom in a speaking lesson after reading lesson as usual, the teacher organized the speaking lesson in 2 periods The first speaking period was carried out after the language focus lesson to prepare for making a video Then students were asked to practice making videos of real situations about the post office in a week The second period was taught after the first period a week when all groups completed their videos and sent them to the class zalo group In the second period, students were asked to look again at the videos and give comments and assessments for each group