The use of educational video clips to improve grade 12 student’s stress and intonation at lao cai high school number 1

PAGE PAGE PAGE PHAM VAN HUNG English Language 2022 MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY PHAM VAN HUNG THE USE OF EDUCATIONAL VIDEO CLIPS TO IMPROVE GRADE 12 STUDENT’S STRESS AND[.]

HANOI UNIVERSITY OF INDUSTRY

PHAM VAN HUNG THE USE OF EDUCATIONAL VIDEO CLIPS TO IMPROVE GRADE 12 STUDENT’S STRESS AND INTONATION AT LAO

CAI HIGH SCHOOL NUMBER 1

Field: English Language

Hanoi, 2022

/

PHAM VAN HUNG

THE USE OF EDUCATIONAL VIDEO CLIPS TO IMPROVE GRADE

12 STUDENT’S STRESS AND INTONATION AT LAO CAI HIGH

DECLARATION BY THE AUTHOR

I, the undersigned Hung hereby, declare that the thesis entitled

“The use of educational video clips to improve grade 12 student’s stress and intonation at lao cai high school number 1” is the result

of my own work for the Degree of Master of Arts at Hanoi University

of Industry To the best of my knowledge this thesis contains nomaterial previously published by any other person except where dueacknowledgement has been made

This is a true copy of the thesis

Signature

Phạm Văn Hùng

I am grateful to all of those have helped me during this research Firstand foremost, I would like to express my special thanks to my respectedsupervisor Dr Tran Ngoc Duc who gave me valuable guidance,encouragement, and support to do this study Without his assistance along theway, I am not sure if I would have made it to the end

I take this opportunity to express my thankfulness to my colleagues atLao Cai high school number 1 who spent their time teaching me all subjects

in the program and offered valuable knowledge

I would also like to express my thanks to my students of 12D1 and12D2 classes in at Lao Cai high school number 1 for their wholeheartedcooperation in completing the tests and interviews which helped to form asignificant part of this study

Special thanks should go to my family members, my mom and dad and

my wife for their endless support during the research

TABLE OF CONTENTS

DECLARATION BY THE AUTHOR i

ACKNOWLEDGEMENTS ii

TABLE OF CONTENTS iii

ABSTRACT v

List Of Tables vi

List Of Figures vii

List of Abbreviations……… … viii

INTRODUCTION……….…1

1 Rationale for the study 1

2 Aims of the study 2

3 Research questions 2

4 Scope of the study 3

5 Significance of the study 3

6 Research methods 3

7 Structure of the thesis 4

CHAPTER 1: LITERATURE REVIEW 5

1.1 SPEAKING AND THE IMPORTANCE OF SPEAKING SKILL …….5

1.1.1 Speaking and the components of speaking 5

1.1.2 The importance of speaking skill 6

1.1.3 Activities in speaking class 7

1.2 PRONUNCIATION AND ELEMENTS OF PRONUNCIATION 10

1.2.1 Intonation 11

1.2.2 Stress 12

1.3 TEACHING PRONUNCIATION 12

1.4 EDUCATIONAL VIDEO CLIPS 14

1.5 SPEAKING TEST 15

1.6 PREVIOUS STUDIES 17

CHAPTER 2: RESEARCH METHODOLOGY 19

2.1 METHOD 19

2.2 PARTICIPANT 20

2.3 INSTRUMENT OF THE RESEARCH 20

2.4 RESEARCH PROCEDURE 22

2.5 DATA ANALYSIS 23

CHAPTER 3: FINDINGS AND DISCUSSIONS 25

3.1 PARTICIPANTS’ INFORMATION 25

3.2 THE IMPROVEMENT STUDENTS’ PRONUNCIATION BY EDUCATIONAL VIDEO CLIPS 26

3.3 STUDENTS’ PERCEPTION TOWARD THE USE OF EDUCATIONAL VIDEO CLIPS VIDEO IN TEACHING PRONUNCIATION 28

3.3.1 Students’ difficulties when learning pronunciation 28

3.3.2 Students’ awareness toward the benefits of educational video clips in learning pronunciation 32

3.3.3 Students’ self-assessment of the improvement of stress and intonation 34

3.4 DISCUSSION 35

CONCLUSION 40

1 Recapitulation 40

2 Implication 41

For teachers 41

For students 43

3 Suggestions for further studies 44

REFERENCES 46

APPENDIX 49

be able to communicate in English This research aimed to determine theeffects of using educational video clips to improve grade 12 students’ stressand intonation at Lao Cai high school number 1 This study investigated theeffects of using educational video clips in teaching pronunciation to improvestudents' pronunciation, especially in intonation and stress The researchmethod that combines the quantitative research method with the datacollection tool, which is the survey questionnaire, and the qualitative researchmethod with the data collection tool, which is the semi-structured interview,provides an overview of the difficulties and common errors in students'pronunciation, the actual situation of using educational video clips in teachingpronunciation Research results show that students and teachers of Lao CaiNo.1 High School are highly aware of the benefits of using educational videoclips in teaching pronunciation In addition, educational video clips makestudents aware of a marked improvement in their pronunciation skills.

Key words: Pronunciation, Educational video clips, Intonation,

Skills

LIST OF TABLES

Table 2.1 Scoring criteria of pronunciation 21Table 3.1: The students’ pronunciation changes between Pre-test and Post-test 26Table 3.2: The students’ pronunciation changes between Pre-test and Post-test 27Table 3.3: Students’ difficulties when learning pronunciation 29Table 3.4: Students’ awareness toward the benefits of educational video clips

in learning pronunciation 32

LIST OF FIGURES

Figure 3.1 Gender structure of the research sample 25Figure 3.2 Number of years studying English 25Figure 3.3 The students’ pronunciation changes between Pre-test and Post-test 27

LIST OF ABBREVIATIONS

ESL: English as a Second Language

EFL: English as a Foreign Language

DS: Descriptive Statistic

CAE: Cambridge Assessment English

CEFR: Common European Framework of Referenc

1 Rationale for the study

In today's globalization era, English has become a universal languageand has played an essential role in every field of life Every student is hoped

to be able to use English fluently and effectively in both written and spokenform However, there is a fact that many teachers tend to put more emphasis

on teaching grammar and reading than teaching speaking Moreover, they alsotend to use conventional methods or solely textbooks while teaching butignore the appropriate use of media In these cases, students just sit down andlisten to the teacher’s explanation without achieving competence Interactivemedia, such as videos, movies, songs, regalia, etc., are not optimally used inESL teaching and learning The lack of media can easily cause boredom instudents and demotivate their interest in learning English which may lead tostudents’ low efficiency and performance

Among the four communicative sub-skills, speaking is one of theessential skills as it is an effective means of communication Even thoughspeaking skill has remained a focus of English language teaching, it is stillconsidered one of the most challenging aspects of the language learningprocess (Gilakjani & Ahmadi, 2011) Many students still find it difficult toexpress their thoughts in English fully; even some may fear communicating inEnglish after years of learning this language

In speaking skills, pronunciation plays an essential role in helpingEnglish learners develop the ability for communication needs and gives themcommunicative empowerment for being easier to be understood (Morley,1991) However, many English language learners struggle to learn Englishpronunciation (Gilakjani & Ahmadi, 2011) Problems in pronunciationweaken their communicative competence (Kelly, G., 2000)

For these reasons, many researchers, authors, and teachers have tried toinquire about and apply different teaching methods to the most effectivelearning environment for learners.

Lao Cai High School Number 1 is a mountainous school in NorthWest of Vietnam School is still lack of facilities and not very wellequipped Three forth of the students are from the minority groups andhave poor living condition For people here, Vietnamese actually is the

second language Thus, the study with the title “The use of educational video clips to improve grade 12 students’ stress and intonation at Lao Cai high school number 1” aims at investigating the effectiveness of

using video in teaching English to improve K12 student’s stress andintonation at Lao Cai High School Number 1

2 Aims of the study

The study aims at investigating the effectiveness of using educational

video clips in teaching English to improve K12 student’s stress and intonation

at Lao Cai High School Number 1 then examining students’ perceptions

toward the use of educational video clips in teaching speaking

4 Scope of the study

The study focuses on improving pronunciation, especially stress andintonation, through educational video clips for K 12th non - Englishmajors at Lao Cai high school number 1 So the study limits itself to theteaching and learning stress and intonation only, and the subjects of thestudy are 69 non-English majors from class 12D1 and 12D2 studying thenew “Tieng Anh 12” textbook at Lao Cai high school number 1.

5 Significance of the study

The researcher hopes that the result of this research will distributesome benefits

Theoretically, the results of this research may contribute to theliterature on the use of educational video clips Besides, the results of thisresearch can be used as references for the high school teacher in their teachingprocess

Practically, the results of this research also would be the suggestionfor teachers to apply in actual teaching speaking context Besides, the results

of this research can be used to boost students’ interest in learning English, asusing media in teaching would motivate students more For the researchers,the results of this research can contribute to finding out the inspiring methods

in teaching speaking in general and pronunciation in particular

6 Research methods

Based on the research objectives, quantitative method is used combinedwith qualitative method to collect data and give out conclusion DescriptiveStatistic (DS) in quantitative data analysis is also used to summarize acollection of data in a clear and understandable way

7 Structure of the thesis

Apart from the Introduction and Conclusion, the thesis paper wascomprised of three chapters as follows:

Chapter 1: Literature Review

This chapter provided theoretical knowledge, which includeddefinitions of key concepts, related theories about how educational video clipscan help to improve students’ pronunciation and the proposed theoreticalframework. 

Chapter 2: Methodology

      This chapter gained insight into research design, setting, population of

the study, data collection instrument and procedures employed in the

research

Chapter 3: Findings and Discussions

This chapter presented and analyzed data collected and provided adetailed discussion

CHAPTER 1: LITERATURE REVIEW

This chapter deal with the theories related to the title and formulations

of the problem The theories are presented through reviews of relatedliterature, including educational video clips, speaking skills, pronunciation,learning and teaching pronunciation, student problems of pronunciation, andrubrics for grading pronunciation Considerable efforts will be focused onreviewing various approaches to researching motivation in the secondlanguage field and eliciting the framework the researcher will follow Afterthat, a brief review of the related studies will disclose the research gap andrationalize the aims and objectives of this research paper

1.1 SPEAKING AND THE IMPORTANCE OF SPEAKING SKILL 1.1.1 Speaking and the components of speaking

Language will be beneficial if someone can use it in speaking It meansthat learning a language is learning about theory and how to practice it in honestcommunication as the function of language Therefore, speaking skill is the mostcritical skill for skill in English Language is measured by its result in speakingskills or oral communication In other words, we can also measure the ability oflanguage from his or her ability to speak

Many definitions of speaking have been proposed by language According

to Brown, “Speaking is a productive skill that can be directly and empiricallyobserved Those observations are invariably colored by the accuracy andeffectiveness of a test-takers listening skill”

In addition, Scott stated that speaking is so much a part of daily life that

we take it or granted The average person spends thousands of words daily,although some people-like auctioneers, may produce even more Speaking is aproductive aural/oral skill It consists of producing systematic verbal utterances toconvey meaning

In speaking skills, five components of language influence speaking ability,including Pronunciation, Grammar, Vocabulary, Fluency, and Comprehension.

To the limitation of the time and scope of this research, the influence of theeducational video clips video technique on K12 students’ pronunciation skills wasprimarily focused

Cameron states that organizing the discourse is essential so that theinterlocutor understands what the speaker says Speaking is essential for languagelearners because speaking is the first form of communication They are expected

to be able to speak English accurately, fluently, and acceptably in daily life

From the definitions above, the researcher concludes that speaking is anoral way to convey and share ideas and feelings Speaking involves some skillssuch as vocabulary, pronunciation, accuracy, and fluency Students need to masterall of those elements Speaking, especially in a foreign language, is a necessaryactivity for all learners because, from this activity, people can understand whatothers say who use a foreign language too

It means that people in the world have speaking abilities because speaking

is an activity that we always do in every time to communicate with other peopleand to make a good relationships in society

1.1.2 The importance of speaking skill

English has evolved into a worldwide language It is used as a linguafranca among nations Even in nations where it is not the national language, it isspoken, learned, and understood English is essential in many fields, includingmedicine, engineering, education, advanced studies, business, technology, finance,computers, tourism, etc Speaking skill is the productive skill that refers to aperson's capacity to generate language through coordinating the speaking organssuch as the lips, tongue, teeth, vocal cords, larynx, pharynx, and so on It is morethan just employing words which requires a more complex process of making

speech and much practice.

Furthermore, the objective of developing language is to convey thoughts andexperiences so that the listener can well receive the language Thus, the ability to

be directly and empirically observed indicates that the speaking execution may bedirectly heard or seen and empirically measured in the speaking process byexamining the speaker's accuracy and effectiveness (Harmer, 2007) According toRenandya et al (2002), speaking has grown challenging for foreign languagelearners since it requires the capacity to utilize the language effectively in socialcontact They also stated that speaking is one of the elements of communication

As a result, the value of speaking abilities is immense for languagelearners A language is reduced to a script when it lacks speech Language usage

is an activity that occurs inside the boundaries of our community Language isused in several contexts People at work, such as researchers working in a medicallaboratory or a language laboratory, are expected to talk appropriately andefficiently in order to interact successfully with one another

1.1.3 Activities in speaking class

Speaking should be taught via engaging and conversational activities.When constructing speaking activities or instructional materials for a secondlanguage or foreign language education, it is essential to acknowledge themany roles of speaking in daily communication and the various objectives forwhich students require speaking abilities Brown (2001) outlines six sorts oforal activities that teachers might apply in the speaking classroom: Imitative,intensive, responsive, transactional (dialogue), interpersonal (dialogue), andextensive (monologue)

a Imitative

Learners imitate or repeat back a word, phrase, or potentially asentence in imitative speaking performance The goal of imitation is not to

engage in meaningful dialogue but to concentrate on certain parts of languageform Imitative speaking performance is demonstrated via drilling Imitative.Meaningful engagement in imitative focused on a particular aspect oflanguage form In imitative categories, such training allows pupils to listen toand verbally repeat particular strings of language that may pose specificlinguistics It was referred to as "a human tape recorder" speech.

b Intense

An intensive speaking performance is related to the production of shortstretches of oral language to demonstrate competence such as grammatical,phrasal, lexical, or phonological relationships (prosodic elements: intonation,stress, rhythm, juncture) (Brown, 2004, p 273) Intensive Intensive speakingperformance is designed for practicing some phonological or grammaticalaspects of language It can be self-initiated or can be a part of some pair workactivity where the learners go over particular in forms of languages

a Responsive

Another form of classroom speaking activity is responsive; shortanswers are a sample of a speaking performance that does not expand intodialogues, such as typical greetings, simple requests and remarks, and so on.The classroom exercise gives students-initiated questions or comments onbrief responses to the teacher These responses do not extend into discussionsand are, therefore, insufficient

b Interactive

The interactive speaking performance consists of transactional andinterpersonal dialogues Speaking as interaction refers to the interactionwhich serves a primarily social function When people meet, they exchangegreetings, engage in small speaking and chit-chat, and recount recentexperiences because they wish to be friendly and establish a comfortable zone

of interaction with others The focuses more on the speaker and how theywish to present themselves to each other.

c Transactional

Transactional (dialogue), in this circumstance transactional, is done inthe discourse Transactional dialogue is carried out to convey or exchangeinformation This type of speaking performance is an extended form ofresponsive language A conversation is an example of transactional dialogue.Speaking as interaction refers to the interaction based mainly on socialinteraction When individuals meet, they exchange greetings, engage in smalltalk and chit-chat, and share recent experiences to be friendly and create acomfortable zone of engagement with others The emphasis is on the speakerand how they want to express themselves to one another It is an extendedresponsive language communication that aims to express or exchange certaininformation Speaking as transaction refers to a situation in which the primaryfocus is on the message of what is said or attained in order to ensure thatpeople are understood clearly and precisely Interpersonal speaking is done in

a discourse to preserve social ties rather than transmitting facts andinformation These talks are more difficult for learners because they mightinclude slang, ellipsis, sarcasm, a casual register, colloquial language, andhidden meanings that require comprehension "between the lines." Thisfrequently causes learners to struggle with or misunderstand the language.Learners would need to understand how interlocutors' relationships, informalmanners, and sarcasm are coded linguistically in the dialogue

Extensive

Interpersonal (dialogue) refers to improving social interactions overinformation exchange Dialogue may include informal tone, colloquiallanguage, emotionally charged language, slang, ellipsis, sarcasm, and so on

The last speaking performance is lengthy (monologue) Reports, summaries,and speeches are examples of extensive oral productions It might be planned

or unplanned

1.2 PRONUNCIATION AND ELEMENTS OF PRONUNCIATION

Communication is considered a crucial part of our daily life For bettercommunication, people need to have correct pronunciation In general,pronunciation refers to how words are spoken, and proper pronunciation is areproduction of language sounds so that the intended message is passedquickly Pronunciation is the act of articulating words It refers to how wemake the sound of words To pronounce words correctly, we push air fromthe lungs up through the throat and vocal cords past our tongue and betweenteeth and lips To change the sound that is made, people primarily utilize themuscles of the mouth, tongue, and lips to control the shape of the mouth andthe stream of discussion To present the words, people use a system ofphonetic symbols Pronunciation is long believed to have a close connectionwith listening skills For ESL learners, the more they listen, the better theymay gain at speaking, especially in pronouncing words correctly Bylistening, students can quickly learn the words' pronunciation, imitate specificrhythm and intonation patterns, and communicate effectively Goodpronunciation can help to leave an excellent first impression on listeners andbring self-confidence to speakers as it has a significant influence inunderstanding the word's meanings and help to convey the message of theconversation So, it has become increasingly essential for ESL learners whenlearning English Besides, mastering pronunciation also helps to developEnglish comprehension and reading and spelling capacity On realizing theimportance of pronunciation, students should spend a certain amount of timeimproving their pronunciation instead of just focusing on learning grammar or

Pronunciation is the production of sounds that are produced to conveymeaning It includes three main elements: intonation, stress, and sound Forthe limitation and scope of this study, the influence of the educational videoclips video technique on improving K12 students’ stress and intonation wasprimarily focused.

1.2.1 Intonation

Different authors hold different views on the definition of Englishintonation The expected points among the authors come to the use of

“melody” or “music” to describe intonation, i.e., speakers may use rising

or falling tunes to change their voice as they are singing a song (Hewings

& Goldstein, 2000) These voice changes are called “tune” (O’Connor,1989), “intonation contour” (Wong, 1987), “intonation pattern” (Avery &Ehrlich, 1995), or “pitch” (Lujan, 2004) Besides, intonation is alsoconsidered part of suprasegmental subconsciously (Underhill, 1998).Although there are various views on English intonation, many scientistscommonly agree that intonation helps convey meanings of theconversation and is a symbol one may prove to the success of his ESLprocess

Intonation includes these main features: pitch, word stress, sentencestress, and tone unit Altogether they make a significant contribution to

the development of pronunciation progress An “intonation unit,” areasonably perceptible pause, may change meaning and meaningvariations in the message.

English intonation patterns generally do not have fixed rules.However, they play an essential part in helping English learners produce anatural utterances and feel more confident in exchanging information withEnglish-speaking foreigners via speaking

1.2.2 Stress

“Stress” is a necessary feature of word identity in English (Kenworthy,

1987, p.18) It is defined as the force of the breath with which a syllable ispronounced (Harmer, J., 2001) It is proved that not all syllabi of a poly-syllabus English word receive the same stress level There are two levels ofstress in connected speech: stressed and unstressed (Ladefoged, 1973;Kenworthy, 1987) “Tone” refers to the phonetic pitch, but they do notcompletely determine the surface pitch The stress of a word may vary fromsyllable to syllable The stressed syllable is pronounced stronger and louderthan the other syllable in words Moreover, in many cases, the same words arenot always stressed in the same way It depends mainly on the meaning of it

in a certain situation

1.3 TEACHING PRONUNCIATION

Although pronunciation is vital in a speaking activity, it seems to beneglected This neglection may be because teachers lack interest andmotivation in teaching pronunciation or lack facilities to teach pronunciationeffectively (Kelly, 2000) Thus, methods to teach pronunciation are morethan ever crucially essential to improve learners’ English pronunciation

There are many ways of teaching pronunciation Among those,teaching by game, teaching by drilling, and teaching by media, especially

educational clips, are the three most popular activities applied in ESL classes(Boonkit, K.,2010).

For this study's limitation and purpose, the method of usingeducational clips in teaching pronunciation received the primary interest This

is the method teachers use short videos to attract students' interest andimprove their pronunciation By using educational clips, teachers are believed

to increase learners’ interest and motivation and boost their correctness inpronunciation, thus improving their speaking skills Thus learningpronunciation becomes enjoyable and natural to students

Below are the suggested steps to apply educational clips in teachingpronunciation by Hamid (1987)

1) Short educational clips should be shown at the beginning of the lesson

to draw the attention of learners and provide them general background

2) After watching the clips, the teacher should consider explicitlymodeling and explaining the lesson by showing the demonstration, selectivelylistening, and question-answer activity

3) Teacher should let students practice miming and repeat the wordsseveral times

4) In the last steps, students are asked to make a short conversation usingthe words they learned or make a clip to reflect or imitate the intent in theclips

Thanks to the development of technology, educational videos are widelychosen as educational learner-friendly learning aids These teaching materialswould bring many benefits to improve students' communication as well asincrease students’ learning motivation Besides, Shih, R.-C (2010)emphasized that well-chosen videos can also supply a fundamental basis andraise learners’ interest as well as boost students’ learning progress

1.4 EDUCATIONAL VIDEO CLIPS

Video clips, in general, and educational video clips, in particular, arethe combination and mixtures of pictures, illustrations, sounds, graphics, andtexts This media source is an excellent tool to stimulate and engage students

in teaching and learning activities According to Hakim & Akbar (2016), byusing educational video clips, teachers can expose learners to the real-lifecontext and show them how to express themselves naturally and pronouncewords correctly

The use of videos has grown for decades and provided positive factors

in improving the teaching and learning process Teachers can easily access avast collection of educational clips online via Youtube or many learningwebsites Also, many video clips online are available for download and useoffline Videos can be downloaded from such links as Real English, BBCLearning English, 5 Minutes Video.com, Learning Upgrade, Let’s Talk,School House Rock, Teacher Mario, Wildcatter Productions, Dr Binocsshow, Aumsum, VOA special reports, etc for language teaching and learning.The educational clips used in a language class can be classified into threemain groups:

(1) off-air Programs: These broadcast programs can be recorded off-airsimultaneously for learning purposes Teachers may use these off-airrecordings in relevant teaching activities to utilize students’ cross-culturalunderstanding, pronunciation education…

(2) Real-world Video: It includes clips like wildlife documentaries,comedies, films, etc Based on their contents, videos are well chosen forteaching and how they may engage in learning activities

(3) Language Learning Videos are supplementary materials that go alongwith the course books These videos are well-designed to utilize students’

learning processes which are directly related to the content of the course

1.5 SPEAKING TEST

Brown (2004:3) stated that a test, in simple terms, is a method ofmeasuring a person’s ability, knowledge, or performance in a given domain

A test is first a method It is an instrument—a set of techniques, procedures,

or items—that requires performance on the part of the test-taker Second, atest must measure Some tests measure general ability, while others focus onspecific competencies or objectives A test measures an individual’s ability,knowledge, or performance

Furthermore, according to Hughes (2003), there are some purposes oftesting in the teaching-learning process: (1) To measure language proficiency;(2) To discover how successful students have been in achieving the objectives

of a course of study, (3) To diagnose students’ strengths and weaknesses, inidentifying what they know and what they do not know, (4) To assistplacement of students by identifying the stage or part of a teaching programmost appropriate to their ability Pronunciation is tested globally in differenttypes of conversational exchange, interviews, reading aloud, etc., in theclassroom What seems to be insufficient is the testing of accuracy-that is,testing to assess the learner’s management of specific features, segmental orsupra-segmental This insufficiency is due to two leading causes First, manyteachers do not consider it worthwhile to test specific features This attitude isbased on the belief that the mastery of specific features, taken individually,does not matter much in real-life situations where the context always providesthe clue for the learner to interpret what he hears (Heaton, 1988) or to makehim understood even if the ideal quality of phonemes is not reached

In this study, the speaking test included three parts that were designed asfollows:

Part 1: Social interaction (Test takers answer 3 to 5 questions about theirpersonal information)

Part 2: Pronunciation test (Test takers are provided a paragraph Testtakers need to read out loud to check their pronunciation)

Part 3: Picture description (Test takers describe a given picture.Questions may be given to them to help them develop their talk.)

Students were graded based on the Pronunciation Testing Rubricnominated by the International English Center - University of ColoradoBoulder

Pronunciation Testing Rubric

Score Pronunciation Description

 Pronunciation occasionally impedes communication

3-4 Partially Effective Pronunciation

 Inaccurate pronunciation of some individual sounds, word stress, word endings intonation, and rhythm, which interfere with comprehensibility

 Many non-native pauses and/or hesitations which can interfere with comprehensibility

 Pronunciation impedes communication

1 -2 Ineffective Pronunciation

 Major inaccuracies with pronunciation of individual sounds, word stress, word endings intonation, and rhythm, which causes significant problems in intelligibility

 Significant pausing, hesitations, and/or short phrases which interfere significantly with comprehensibility

 Pronunciation severely impedes communication

NS No response

1.6 PREVIOUS STUDIES

Many researchers explore using videos in teaching English Shih (2010)

is keen on blended learning using video-based blogs The author finds thatthis model can contribute to learning efficiency and student satisfaction ifcombined with sufficient aids and course plans Peer and instructor feedbackand blog features such as free access, easy modification, and exciting learningmaterials are critical factors in improving learning satisfaction by motivatingthem to learn effectively In addition, Lee & Liang (2012) investigate EFLstudents' challenges in learning to speak English in public through a video andapply the AHP weighted GRA method to analyze the students' perceptions ofspeech difficulties and to order the data Finally, the GRA results wererearranged in SP chart format,

Canning-Wilson, C (2000) has a topic of analysis on the use of videomaterials in College English teaching The author finds that video materialssuch as movies and TV plays contain a vast amount of information aboutEnglish-speaking countries' cultural and social backgrounds They not onlyprovide students with authentic language documentation and practicalcommunication environments but also contain a high aesthetic value.Therefore, if the teacher has clear goals and carefully plans the teachingprocess and strategy, video material can improve students' holistic languageabilities, cultural awareness, and assessment skills.

Wamnebo et al (2018) also explored students' speaking skills in oraldescriptive text using video in tenth grade The authors confirmed that therewas an improvement in student speaking skills in oral descriptive text usingvideo It can be concluded that using video in a descriptive text affectsstudents' speaking skills in terms of fluency and pronunciation Students arevery interested in using videos to improve their speaking Thus, authorsworldwide have done much research on this topic However, research inVietnam remains very limited Moreover, high school students in Vietnamurgently need to be trained in new methods, such as the use of video.Therefore, this is a fascinating and significant study to carry out

CHAPTER 2: RESEARCH METHODOLOGY

In the previous chapter, the literature on the research topic was brieflyreviewed for the theoretical basis of the whole study On a more practicalside, this chapter provides a detailed picture of the methodology by discussing

in detail the selection of subjects, the data collection instruments (includingquestionnaires, observation scheme and semistructured interview) as well asthe data collection procedure and analysis

The data in quantitative research are the numbers, such as quantities,proportions, measures, etc., They reflect the degree and comparison ofquantity, and the researchers can calculate the average values

In this study, the quantitative research method will be used, with thequantitative data collection tools such as a survey questionnaire and a writingtest

 Qualitative research

According to Creswell (2014), the qualitative research is "an approach to

explore and understand the significance of individuals or groups for a social

or human problem" It is a research method that helps the researcher to knowthe opinions, reasons, intentions, behaviors, motivations and attitudes of theresearch subjects According to DeFranzo (2010) the qualitative researchmethods provide information about problems or help quantitative researchthrough the development of ideas They are used in inductive researchapproaches to develop new theories Data in the qualitative research isqualitative data Some methods of qualitative data collection includeinterviews (unstructured and semi-structured interviews), focus groups,etc.,The advantage of the qualitative research is that researchers have detaileddata on participants' opinions and feelings through interviews andobservations, helping to gain a richer view of a phenomenon (Rahman, 2017)

On the downside, it takes a long time to collect data Research focuses onexperience, so data can be subjective and biased (Silverman, 2010) For thisstudy, qualitative data were collected through semi-structured interviews toincrease the research results' reliability

Descriptive Statistics (DS) in quantitative data analysis is also used as

DS gives numerical and graphic procedures to summarize data collectionclearly and understandably

To investigate the effectiveness of educational videos used inpronunciation class, the study applied Classroom Action Research This type

of action research is a powerful and liberating form of professional inquirythat help researcher investigates and give out the results of their work withhigh accuracy and persuasiveness

The data gathering technique came in two forms; pretest and posttest Apretest was conducted to seek out the initial scores, or capability, of studentswith similar speaking competence levels It was given to both theexperimental and control group After the experimental group received

several treatments, the post-test was conducted at the end of both classes Theresult of the posttest was compared with the result of the pretest and wasanalyzed using SPSS 18 for Windows.

The results of students' survey responses were used to obtain informationabout students' ideas about their learning interests and pronunciationimprovement through educational video clips

The result of the pretest and post test were used to confirm the results ofthe quantitative study and conclusion was withdrawn due to these results

2.2 PARTICIPANT

The main participants of the research are 69 non- English majors fromclass 12D1 (35 students) and 12D2 (34 students) studying the new “TiengAnh 12” textbook at Lao Cai high school number 1

2.3 INSTRUMENT OF THE RESEARCH

The instruments were based on two sources - the pre-test and the test results and the survey questionnaire for the experimental group

post-The pre-test format was adapted from the A2 speaking test fromCambridge Assessment English (CAE), focusing on pronunciation Thestudent's performance would be scored from band 1 to band 10

The post-test exam was also based on the B1 speaking test from CAE,too

The speaking test included three parts:

Part 1: Social interaction (Test takers answer 3 to 5 questions about theirpersonal information)

Part 2: Pronunciation test (Test takers are provided a paragraph Testtakers need to read out loud to check their pronunciation)

Part 3: Picture description (Test takers describe a given picture.Questions may be given to them to help them develop their talk.)

To measure the students speaking skill accuracy in the pre-test and test, the researcher used the marking rubric adapted from the Rubric used toassess speaking performance Level A2 and Rubric used to assess speakingperformance – Level B1 Besides, the marking rubrics in this research werealso built with the reference of the Pronunciation Testing Rubric nominated

post-by the International English Center - the University of Colorado Boulder asthe description for grading pronunciation in this rubric was very detailed asbelow:

Table 2.1 Scoring criteria of pronunciation

Score Pronunciation Description

 Pronunciation occasionally impedes communication

3-4 Partially Effective Pronunciation

 Inaccurate pronunciation of some individual sounds, wordstress, word endings intonation, and rhythm, which interferewith comprehensibility

 Many non-native pauses and/or hesitations which caninterfere with comprehensibility

 Pronunciation impedes communication

1 -2 Ineffective Pronunciation

 Major inaccuracies with pronunciation of individual sounds,word stress, word endings intonation, and rhythm, whichcauses significant problems in intelligibility

 Significant pausing, hesitations, and/or short phrases whichinterfere significantly with comprehensibility

 Pronunciation severely impedes communication

NS No response

2.4 RESEARCH PROCEDURE

According to, Cresswell (2018), a typical procedure might involvecollecting survey data in the first phase, analyzing the data, and thenfollowing up with questionnaire/ interviews to help explain confusing,contradictory, or unusual survey responses Thus, in the current research willfollow to two – phase of explanatory sequential mixed method design

Phase 1:

In this phase, the research was conducted as an experimental designusing quasi-experimental design 69 students in grade 12D Lao Cai HighSchool No.1 participated in the speaking test were divided in to 2 groups

namely experimental group and control group They had different treatment inthe research later; the former group had received video in teaching English astreatment, while the latter group had learned English without use of video.The research treatment is using videos that retrieved from educational clips,the topic of videos were adapted to the school syllabus and curriculum for theparticipants.

The procedure of this research is performed included 3 steps as follow:

Step 1: The researcher implemented a pre – test to assess students’

English pronunciation skill The test design is modified the B1 speaking test

in CEFR speaking test

Step 2: The researcher applied the diagnosis to the experiment group

After the test, 69 students were divided in to 2 groups of experimentalgroup (35 students) and control group (34 students) In this step, forexperimental group, the researcher intergrate the educational video clipsproject into their lesson, focusing on teaching and improving students’pronunciation Specifically;

Opening activities: (5 minutes)

Greeting

Teacher greets the students

2) Checking attendance

Teacher checks the students’ attendance

3) Preparing class condition

Teacher prepares the class condition

4) Lead in

Teacher gives the students apperception to attract their attention

a Teacher shows a video of congratulation and celebration to the students.https://www.youtube.com/watch?v=Xr51qlFPCo4

b Teacher asks them about the things that can make them congratulate toothers

Main Activities: (12 minutes)

4 Teacher asks the students some questions related to the video

5) Teacher shows other expressions of congratulation

6) Teacher pronounces the expressions of congratulation and the studentsrepeat after her

Practice

Task 1: