Background of the study
Since 1960, various methodologies and approaches to teaching the English language have emerged, significantly contributing to the evolution of English language education (Richards & Rodgers, 2001).
According to Maley (2009, 2010), videos are a crucial resource for language learning, with easy access available online and outside the classroom King (2002) identified 12 positive effects of using videos in language education, while Berk (2009) emphasized their significance by outlining 20 benefits Both studies highlight that videos enhance student motivation and improve various language skills and areas.
Stempleski and Tomalin (2001) emphasized that teachers can enhance students' listening skills by encouraging them to observe and listen while watching videos The significance of videos in English language teaching was highlighted as a solution to challenges in understanding spoken language (Sherman, 2003) Meskill (2006) pointed out that the unique characteristics of videos provide valuable input for improving listening skills Additionally, Harmer's video-based lesson sequences focused on allowing students to watch videos to see and hear language in context, thereby practicing their listening abilities effectively.
In recent years, the integration of videos into listening instruction has gained significant popularity, leading to remarkable success in listening courses worldwide (Berk, 2009) Videos serve as effective tools for enhancing teaching and learning experiences in listening skills.
In 2015, teachers at TB CEC noted that students exhibited low motivation for learning English, particularly in listening skills, despite using the Streamline English series, which includes a textbook, workbook, and additional resources.
CDs; no videos have employed in English language teaching and learning at Tan Binh CEC
Therefore, the author decided to use video-based activities with a belief that videos can help students in listening comprehension and keep them interested in with lively images.
Problem of the study
In general, the Vietnamese high school students’ level of listening is low (Le Van
Canh, 2008) , and is extremely low with students at CEC where English is an optional subject
The outcomes of this subject do not influence the student assessment process, leading to a lack of motivation for practicing listening skills This concern has been highlighted in multiple articles.
“Alert on the quality of English in upper secondary education” in Dan Tri News on April 5 th ,
2008; or in Thanh Nien News on September 29 th , 2010, Ngoc Han, Tuyet Van and Dang
Nguyen highlighted that after seven years of English education in general studies, Vietnamese students still struggle with listening comprehension Additionally, a survey conducted across three high schools revealed similar concerns regarding their English proficiency levels.
Van Canh (2008) reported that 90 percent of the students could not listen at all
In Vietnam, videos have been used as an effective tool to teach English, especially listening, for instance, on Vietnam Television 2 through the program “Thirty Minutes of
Under the guidance of teacher Nguyen Quoc Hung, learners have engaged in English learning through videos, as outlined in "English a Day" (Nguyen Quoc Hung, 2009) Various Vietnamese educational websites also utilize videos organized by English proficiency levels and topics, enhancing the learning experience.
“hellochao.vn/video-hoc-tieng-anh/, tienganh123.com/menu/hoc-qua-clip, and aroma.vn/hoc- tieng-anh-qua-video/”
Despite the incorporation of video clips in English language teaching in Vietnam since the integration of information technology in education began in 2008, their application in high schools remains limited Videos are primarily utilized for teaching demonstrations, according to the Vietnam Ministry of Science and Technology (2012).
English teacher principally employed in electronic lessons with the use of the Microsoft
PowerPoint presentation (Vietnam Ministry of Education and Training, 2008)
Vietnam Ministry of Education and Training (2008) reported that Vietnamese graduated-high school students have low level of English proficiency; so do students in TB
Despite seven years of English education, CEC students struggle with speaking and listening skills Key factors contributing to their low proficiency include a lack of motivation, grammar-centric exams, and the use of de-contextualized textbooks (Nguyen Thanh Tung, 2010) Implementing video-based activities is thought to enhance students' engagement and improve their listening practice in English.
In a 2015 conversation with three teachers at TB CEC, it was revealed that students exhibit low motivation for learning English, particularly in listening skills, primarily because English is an optional subject that does not impact their semester assessments Only a few students recognize the importance of English, while many struggle with entrance exams to state high schools, indicating poor study habits and motivation One teacher noted that the outdated teaching materials, specifically the 1991 Streamline English textbook, and traditional listening training methods further demotivate students The lack of supplementary materials, modern teaching techniques, and interactive communication in the classroom contributes to students' unfamiliarity with vocabulary and topics, hindering their listening comprehension Consequently, students at TB CEC feel intimidated and disinterested in learning listening skills To combat this, the author implemented video-based activities in class, aiming to engage students, activate their prior knowledge, and enhance their interest in listening through vibrant visuals and sound.
The enhancement of listening comprehension is significantly influenced by the use of supplements and the activation of background knowledge, or schemata Videos are essential in building students' prior experiences and knowledge However, there is a lack of research exploring the relationship between video-based activities and listening comprehension through the lens of schema theory, with most previous studies focusing on other aspects.
Listening anxiety significantly affects comprehension, as students' prior knowledge plays a crucial role in interpreting new information Without background knowledge on a topic, students struggle to engage with listening tasks effectively The author advocates for video-based listening activities, suggesting they enhance students' listening comprehension at TB CEC This research aims to address the existing gap in studies within the Vietnamese context and at TB CEC.
Statement of the purpose
This study explores the effects of prolonged engagement in video-based activities on students' listening comprehension, aiming to fill existing research gaps It examines the correlation between these activities and listening skills while gathering students' reflections on their experiences Additionally, the research seeks to understand the perceptions of students at TB CEC in Vietnam regarding the effectiveness of video-based activities in enhancing their listening abilities.
In short, the present study planed:
• To investigate the impacts of video-based activities on students’ listening comprehension
• To explore the students’ attitudes towards the implementation of video-based listening activities.
Research questions
In order to help the 11 th graders in TB CEC to improve their listening skill, there was a need to answer to the questions as a guideline for the study:
1 To what extent do video-based activities have impacts on students’ listening comprehension after the training?
2 What are student’s attitudes towards the implementation of video-based activities?
The study examined the impact of video-based listening activities grounded in schema theory on students' listening scores It focused on two key variables: the independent variable being the implementation of these activities and the dependent variable being the students' performance in listening assessments.
Significance of the study
Theoretical and practical importance was two angles which were expected to show in this study:
It was important to get an insight into the principles of using video-based listening activities with schema theory on the students’ listening skill
It would introduce the impacts of using video-based listening activities on the students’ listening skill
The findings of this study would enrich the English language teaching and learning literature in terms of using videos in order to activate students’ schema in teaching listening
The recommendations of the study would help the students in TB CEC improve their listening skill by using videos
The study would stimulate the teachers to apply video-based activities in order to explore its positive as well as limit negative impacts on the students’ listening skill
The study would have the importance of engaging and motivating the students in TB CEC through using videos in teaching listening
The study would have the importance of improving the shortcomings of Streamline English - Departures textbook with videos.
Scope of the study
This study focuses on enhancing listening skills among 11th-grade students at TB CEC by utilizing videos to activate prior knowledge It aims to identify effective solutions within specific parameters, including the impact of this method on students' listening abilities and their perceptions of skill development following the intervention.
Overview of the thesis chapters
This thesis is structured into five chapters, beginning with an introductory chapter that outlines the background, rationale, aims, research questions, theoretical and practical significance, and scope of the study Chapter 2 reviews relevant literature on the impact of video usage on learners' listening skills Chapter 3 details the methodology, including the research setting, participant characteristics, sample size, measures, research design, and analytical framework Chapter 4 focuses on analyzing and interpreting data from questionnaires, pretests, and posttests, along with discussing the study results Finally, the last chapter presents conclusions, implications, recommendations, and suggestions for future research.
Listening comprehension
2.1.1 Problems of learners’ in listening comprehension
Hien's study (2008) identified three primary obstacles faced by students during listening tasks The first category includes student-related challenges such as incorrect predictions, unfamiliar vocabulary, and difficulties in identifying main points The second category encompasses issues related to listening materials, including unfamiliar topics, varying accents, the complexity of authentic materials in non-native contexts, rapid speech, and lengthy audio segments Lastly, physical settings contribute to difficulties, with factors like background noise, subpar tape recorder quality, and inadequate equipment impacting the listening experience.
According to Saricoban (1999), effective listening skill development can be hindered by a lack of sociocultural, factual, and contextual knowledge of the target language He notes that students often struggle with contradictions and omissions, which are part of sandhi-variation—changes that occur in natural speech due to factors like environment, stress, and intonation (e.g., "Jeet jet?" meaning "Did you eat yet?") Additionally, the challenge of distinguishing between written and spoken language poses further difficulties for learners in non-native settings A lingering question remains regarding how learners can effectively acquire expletives, verbal taboos, and culture-specific vocabulary.
Case (2008) stated eleven problems that make learners find listening difficult, they are trying to understand every single word; they get left behind trying to work out what
Many learners struggle with listening skills due to various challenges, such as a lack of familiarity with essential vocabulary, difficulty recognizing known words, and issues with different accents Additionally, students may experience fatigue from insufficient listening stamina, mental blocks, and distractions from background noise Some learners also face challenges when there are no visual aids, have hearing impairments, or cannot differentiate between various voices To enhance their students' listening abilities, language teachers must address these eleven issues effectively.
Listening anxiety significantly hinders the development of effective listening skills, as demonstrated by Golchi (2012), who found that higher levels of anxiety correlate with poorer listening comprehension This research indicates that students with lower anxiety levels perform better in listening tasks, with female learners and newer students experiencing greater anxiety compared to their male counterparts and those with more experience Sharif and Ferdous (2012) identified various sources of listening comprehension anxiety, including instructor-related factors, such as personality and lack of motivation, as well as material-related issues like speech complexity and insufficient processing time Additionally, environmental factors, such as poor equipment and lack of practice, contribute to this anxiety It is crucial for language teachers to recognize their students' anxiety during listening activities and to implement strategies to alleviate it, thereby enhancing listening comprehension.
In language classrooms, it is crucial to address the various listening challenges that students face Teachers play a vital role in helping students navigate these obstacles to enhance their listening comprehension skills The following section outlines effective solutions to these listening problems, aiming to offer practical and well-considered strategies for improvement.
2.1.2 Solutions to the listening problems
Saricoban (1999) highlights the link between learners' expectations, their goals, and listening comprehension, emphasizing the importance of providing a clear purpose for each listening task To enhance understanding, learners should be trained to focus on the essential content of listening texts while ignoring redundancy, hesitation, and grammatical errors Additionally, giving students a clear introduction to the material they will encounter is crucial for effective listening.
To enhance comprehension, it is essential for students to receive questions or tasks that clarify their thoughts Additionally, they should learn to interpret environmental cues, including speakers' facial expressions, posture, gestures, tone of voice, and the overall context, as these elements provide valuable information.
To address the eleven challenges identified, Case (2008) proposed several effective strategies for enhancing listening skills in learners These include teaching students to recognize key vocabulary, starting with simple tasks to boost confidence, and pre-teaching relevant vocabulary Engaging students by introducing topics before listening activities, utilizing pauses or shorter segments for better comprehension, and gradually developing their ability to infer meaning while listening are also crucial Additionally, encouraging exposure to various English accents through media like BBC broadcasts can improve long-term listening skills While reducing background noise may help minimize distractions, a more effective approach would be to gradually introduce listening materials with increasing background noise, training learners to adapt and enhance their listening abilities in real-world environments.
Rahmatian and Armiun (2011) found that video documents enhance learners' ability to anticipate content, although they may also lead to distraction In contrast, audio materials offer similar advantages but can sometimes be misleading Miller (2003) emphasizes that incorporating videos in listening classrooms provides students with access to a wealth of information Unlike radio, videos allow learners to observe non-verbal cues, enriching the language context and ultimately improving their listening skills.
To reduce anxiety in EFL classrooms, Sharif and Ferdous (2012) recommend several strategies: first, assess students’ background knowledge and ensure that input materials are comprehensible by using familiar topics and vocabulary, followed by appropriate pre-listening instruction Second, encourage students to focus on less stressful thoughts Third, motivate learners to engage with English-speaking media Lastly, provide opportunities for students to listen to materials multiple times.
To enhance listening skills in the classroom, teachers should incorporate pauses and encourage students by acknowledging their small achievements Additionally, it's essential to train learners in effective listening comprehension strategies, allocate more class time for listening practice, and provide regular feedback While these solutions are beneficial, they would be more effective if tailored to the learners' age and proficiency levels.
With the same aim of alleviating students’ listening anxiety, Atasheneh and Izadi
A 2012 study revealed a significant negative correlation between learners' anxiety levels and their performance in listening tests, indicating that as students gain experience and listen more frequently, their anxiety decreases Consequently, those with lower anxiety tend to achieve higher scores in listening assessments The research suggests that instructors and test-makers should structure test items from easy to difficult to reduce anxiety and foster a sense of achievement, ultimately motivating students.
Ghaderpanahi (2012) highlighted that the use of authentic aural materials significantly enhances learners' listening comprehension in EFL classrooms, despite initial discomfort and difficulty in understanding Over time, students reported feeling more at ease and recognized the benefits of these materials in aiding their listening skills He emphasized that to provide students with real-life contexts, authentic aural materials should be integrated at all training levels However, he did not address the challenge of incorporating these materials alongside compulsory ones in schools or language centers, raising questions about how teachers can effectively balance both and the appropriate time allocation for teaching authentic listening texts.
No satisfied answers were revealed in this study
Kercood and Banda (2012) investigated the impact of physical activities, such as motor activities, therapy balls, and flexible tangle toys, on listening comprehension tasks Their findings revealed that students favored incorporating physical activities, as these methods helped maintain alertness and focus The study showed that students who engaged in physical activities while listening completed tasks more quickly and demonstrated improved accuracy The authors proposed that integrating physical activities into the learning process could benefit all children, including those with attention difficulties, despite the creative nature of the suggestion.
11 there were no control methods given That raised a question how many practical percentages of such a creative idea
Many listeners have expressed concerns about speech rate negatively impacting their listening skills In response, Hayati (2010) investigated the relationship between speech rate and listening comprehension, finding that a natural speech rate significantly enhances understanding The study recommends that both instructors and learners utilize slow and natural speech rates to maximize benefits and minimize drawbacks However, it would have been beneficial if the researcher had specified the stages of a training course where natural or slow speech rates should be employed.
Task-Based Language Teaching
2.2.1 Definition of task-based language teaching
Task-Based Language Teaching (TBLT), rooted in Communicative Language Teaching (CLT) since the early 1970s, emphasizes activities that arise from language comprehension Tasks can include mind-mapping during listening exercises, ordering food, persuading customers, or role-playing Nunan (1991) describes communicative tasks as classroom activities where students engage in the target language, prioritizing meaning over form Additionally, Willis & Willis (2007) highlight that tasks are goal-oriented activities with specific purposes, making it essential for teachers to clarify expectations and criteria for successful task completion.
Prabhu (1987) categorized tasks into three types: information-gap, reasoning-gap, and opinion-gap activities Information-gap activities involve learners exchanging information to complete a task, while reasoning-gap activities encourage students to generate new ideas through brainstorming and information sharing Opinion-gap activities require students to draw on their personal experiences, feelings, and attitudes to solve problems or fulfill the task.
Willis (1996) categorizes tasks into two main types: open tasks, which have a loose structure and are less focused on specific goals, and closed tasks, which feature a more defined structure with clear objectives He identifies six types of tasks that can be applied flexibly across various skills.
The listing task represents the initial type of closed task, where learners actively participate in brainstorming and fact-finding activities During brainstorming, learners tap into their background knowledge and experiences to generate ideas collaboratively in pairs or groups In contrast, fact-finding activities involve learners working together or consulting materials to discover information or solve problems.
The second type of closed task involves ordering and sorting, which includes four key processes Initially, students logically sequence items or events Next, they rank these based on personal value, opinion, or specific criteria Following this, they categorize items into defined groups or headings Finally, when categories are not specified, students classify items in various ways.
The comparing task is the third type of closed task, where learners identify the differences and similarities between various sources or information This involves matching specific points and relating them to one another effectively.
The fourth type of task focuses on problem-solving, where learners are presented with real-life challenges In this task, they are encouraged to formulate hypotheses, share their experiences, evaluate different alternatives, and collaboratively arrive at a solution.
Sharing personal experiences is a key aspect of closed tasks, fostering an environment where students can openly discuss their thoughts and experiences This type of task encourages genuine communication, resembling social conversations, as it allows students to freely express themselves without the pressure of specific objectives.
Creative tasks, often regarded as projects, involve collaborative efforts among pairs or groups and may integrate various types of tasks These projects typically extend over a longer duration, emphasizing teamwork and organizational skills to ensure successful completion The results are assessed and valued by both teachers and peers, providing motivation for students to engage in their creative endeavors.
This study integrated the concepts of two researchers, thoroughly exploring various categories during listening instruction The author implemented tasks for the experimental group, including information-gap, reasoning-gap, opinion-gap, closed tasks, and open tasks.
2.2.3 Features of Task-based language teaching method
Nunan (1991:279) summarized the characteristics of TBLT as:
- “An stress on communication through interaction in the target language while learning
- The initiation of authentic context into the learning process
- The supply learners the opportunities to pay more attention to learning process rather than on language itself
- An improvement of the learners’ own experiences as an important element to classroom learning”
According to Willis (1996), a key focus of the Task-Based Language Teaching (TBLT) framework is the active engagement of learners in completing tasks This interaction typically occurs in pairs or groups, where students utilize the language under the guidance of their teacher Successfully completing these tasks enhances students' motivation and confidence in their learning, ultimately fostering better educational outcomes (Richards and Rodgers, 2001).
Task-Based Language Teaching (TBLT) is an instructional approach that centers on the completion of tasks, placing students at the forefront of the learning process while the teacher acts as a facilitator In TBLT, the specific language to be taught is not predetermined; instead, it emerges naturally as students engage in meaningful activities Key elements of this approach include prioritizing meaning, fostering critical thinking, encouraging authentic communication, and ensuring real-life relevance in language use.
A task-based lesson, as outlined by Nunan (1989), Willis (1996), and Ellis (2003), consists of three key phases: pre-task, while-task, and post-task During the pre-task phase, students engage in activities to familiarize themselves with essential vocabulary, grammar, and language forms, preparing them for more complex tasks (Skehan, 1996) In the while-task stage, learners actively complete the assigned tasks Finally, in the post-task phase, students reflect on their performance and receive feedback from their instructors (Ellis, 2003).
The following table was a task-based lesson plan model
Teacher instructs leaners to explore the topic (Priming + Mining + Rehearsal), highlights key words, and phrases
Students complete the task in pairs or groups
Teacher monitors Mistakes are acceptable
Students prepare to report The teacher walks around, gives advice
Students present their report Teacher observes and then gives feedback
Students examine then make discussion
Teacher instructs students to practice of new words
Table 2.1 Task-based lesson plan model (Willis, 1996)
The table below described task-feedback cycle which teacher can follow in order to create effective tasks focusing on student’s feedback (Scrivener, 2005)
The task tape feedback circle video
A basic working procedure for lessons on reading and listening skills
Pre-listening introduction e.g, looking through to topic, discussion, worksheet, work on looking at pictures vocabulary, prediction, etc
If they are unable to complete the task, it indicates a lack of understanding They only require sufficient information to perform the specific task again, whether it be through listening, reading, or viewing.
Tie up loose ends, lead to follow-on activities, review what has been learned, etc
Table 2.2 Task-Feedback Cycle (Scrivener, 2005)
Rodrigue & Ridriguez (2010) assert that the Task-Based Language Teaching (TBLT) framework focuses on language acquisition through diverse tasks aimed at achieving communicative goals In this approach, learners prioritize goal attainment over language forms Ultimately, TBLT offers numerous advantages that outweigh its drawbacks Consequently, the current study implemented the Communicative Language Teaching (CLT) approach, incorporating specific tasks and activities at TB CEC.
Videos in language classroom
Video is such a popular and an obvious term that it is considered all-know phenomenon to people Therefore, there are a few scholars offer the definition of video
Focusing on the messages that video propagate, Canning-Wilson (2000, p 1) considers video as “the selection and sequence of messages in an audio-visual context”
Intajuck (2010) defines video in language learning primarily for educational purposes, emphasizing the use of popular films and shorter broadcast materials like documentaries and advertisements He notes that this definition also encompasses professionally produced tapes tailored for classroom instruction, as well as news broadcasts that serve to provide content and teach authentic language features.
Video is defined as a technology that captures, records, processes, transmits, and plays back moving images, encompassing formats like celluloid film, electronic signals, and digital media (Saiman, Sinnatamby, Mustafa, & Norlidah Alias, 2013) Additionally, it serves as a prevalent multimedia tool that integrates both visual and audio content (Ilin, Kutlu, & Kutluay, 2013).
Video recordings encompass a wide range of formats, including drama videos like films, soaps, and sitcoms, as well as documentaries, TV news, discussions, interviews, commercials, sports programs, talk shows, game shows, and educational content According to Sherman (2003) and Berk (2009), these diverse types of video can be created by both professionals and students, offering valuable resources for various purposes.
Similarly, Lonergan (1994, cited in Tuyen, 2012, p 19, 20) categorized videos into six sources as followed:
- “Video recordings of language-teaching broadcasts and films
- Video recordings of domestic television broadcasts, such as comedy programs and news programs
- Video recordings of specialist films and television programs such as documentaries produced by industry or educational programs
- Video language-teaching material made for classroom
- Self-made video, involving the teachers and learners”
Other researchers separately mentioned each type of videos as purposive classification into authentic and educational videos
Reyes (2005) noted that authenticity encompasses multiple definitions, yet a common theme identifies it as textual material not specifically designed for language instruction Examples of authentic texts include plays, dramas, news bulletins, sports events, films, documentaries, commercials, humor segments, quiz shows, and TV series.
Georgieva (2010) defines authentic materials as resources not specifically designed for foreign language learning, emphasizing that they are created by native speakers for native speakers to serve social purposes within their language community While these materials differ from traditional classroom objectives, they provide students with valuable exposure to real-world language use Furthermore, authenticity fosters a natural communication experience, contrasting with the artificial environments of drills and textbook exercises.
Videos in which the speech is every day life-used and the language is real are considered as authentic They may be “cartoons, films, news, documentaries, weather, games
20 show, commercials, interviews and advertisements, or digital video, online video clips and streaming media on the Internet” (Intajuck, 2010)
Cruse (2007) and Intajuck (2010) define educational videos broadly, encompassing popular films, instructional television, and broadcast materials that deliver content and highlight specific aspects of a target language They also emphasize that educational videos can include specially crafted materials designed as supplementary tools for classroom use.
Educational videos, also known as school videos, are crafted by education professionals to enhance classroom instruction, aligning with curriculum and educational standards These videos are tailored for specific grade levels and often come with a teacher's guide to support effective teaching (Stohlman, 2009, p 3).
This study will focus specifically on educational videos, as the author lacks the expertise to select appropriate authentic videos from the vast array available, which could effectively bridge cultural differences.
In 2010, it was confirmed that authentic videos can be overly culturally biased, making it challenging to fully understand the respective culture The author highlights that language teachers frequently opt for entertainment videos from television due to their affordability and popularity However, a PG rating does not guarantee that these videos are suitable for educational purposes.
Educational videos (EV) are specifically designed for classroom use, complete with grade level identification, subject area, and content objectives Despite challenges highlighted by Chenchen (2011) regarding the difficulty of finding suitable movies for elementary students due to fast-paced language, EVs can effectively address whether such videos are appropriate for the classroom Language teachers can leverage these resources to create engaging lessons tailored to their students' needs Additionally, EVs encompass a variety of pronunciation patterns, accents, and speech speeds, which are often absent in standard teaching materials (Georgieva, 2010), alleviating concerns about meeting teaching criteria Furthermore, using EVs allows English teachers to navigate cultural differences more effectively, enhancing the educational experience for their students.
Twenty-one professionals involved in designing educational videos (EV) have navigated cultural value differences, ensuring the content remains accessible for language learners This approach alleviates the challenges teachers face when explaining cultural nuances While some cultural aspects may be unfamiliar, analyzing and teaching these elements before movie viewings is manageable The author has created educational videos by integrating audio from Streamline English – Departures with relevant video clips, utilizing software tools such as Ilivid, Format Factory, Total Video Converter, Audio to Video Mixer, Aegisub, VLC Media Player, and Windows Media Player.
2.3.3 Benefits and drawbacks of using videos in language classroom
2.3.3.1 Benefits of using video in language classroom
Spark (2014) showed the benefits that videos bring to any language classroom, using video, a teacher can
“• Provide a common experience for all students
• Generate interest and stimulate imagination
• Offer a different perspective on or another approach to a topic
• Connect students with faraway place
• Stimulate the development of critical thinking skills
• Enhance self-respect and break down social stereotypes
• Promote critical viewing skills and media awareness.”
Therefore, it cannot be denied that exploiting videos in language classroom brings many advantages in terms of authentic stereotypes, language benefits, and learners’ emotion
According to Stempleski & Tomalin (1990), the regular use of video in the classroom enhances students' readiness to communicate in the target language, facilitates the use of non-verbal communication, and promotes cultural comparisons.
Smith & Rawley (1997) confirmed that commercial videos are extremely useful sources of authentic spoken language for students to explore as well as lively introduce cultural values
Video serves as a dynamic communication tool that enhances interactivity and conveys messages through various means, including language, gestures, facial expressions, eye contact, and speech rhythm It provides contextual clues that aid language learners in improving their comprehension by enabling them to predict information, infer ideas, and analyze real-world scenarios This multifaceted approach effectively supports students in enhancing their language skills and overall understanding.
Reyes (2005) and Denning (2009) emphasize that while video cannot completely replace teachers, it offers unique advantages by bringing the real world into the classroom and enabling students to explore different places and time periods Videos enhance comprehension more effectively than audio cassettes by utilizing visual cues such as gestures, posture, eye contact, and facial expressions, which help convey the nuances of the target language Additionally, videos provide insights into the cultural context behind the language, enriching students' understanding of the values and customs of English-speaking countries (Reyes, 2005).
Cakir (2006) identified several benefits of using videos in foreign language teaching (FLT) classrooms Videos offer authentic language input, allowing learners to focus on visual cues like facial expressions, gestures, and contextual elements Additionally, they vividly showcase the culture of the target language, creating an engaging and immersive learning experience that extends beyond traditional books and audio materials.
Video materials help students to explore real language in natural contexts (Georgieva,
Schema theory
A schema, as defined by Ajideh (2003), is a mental framework that represents generic concepts stored in memory, functioning as a plan or script These schemata are developed through our experiences with people, objects, and events in the world.
Prior knowledge, organized in schemata, encompasses the abstraction and generalization of mental representations shaped by our experiences, which aid in understanding new situations (Brown, 2006).
Schema refers to higher-order cognitive structures that play a vital role in explaining how existing knowledge interacts with new information across perception, language, thought, and memory (Brewer & Nakamura, 2007).
All humans utilize categorical rules or schemas to interpret and predict their environment, processing new information based on how it aligns with these established frameworks Schemas serve as representations of prior knowledge, enabling individuals to navigate and make sense of the world around them.
A schema is a cognitive framework that represents a specific stimulus domain, encompassing general knowledge about that domain, including the relationships among its attributes and specific examples It also generates hypotheses about incoming stimuli, guiding the interpretation and collection of schema-related information (Taylor and Crocker, 1981, cited in Tuan & Loan, 2010, p.91).
According to Salmi (2011), schemata are categorized into three key types that significantly impact reading comprehension: linguistic schemata, content schemata, and formal schemata Linguistic schemata encompass a reader's existing language proficiency, including vocabulary, grammar, and idioms Content schemata pertain to the background knowledge that readers possess about the topic of the text Lastly, formal schemata relate to the understanding of genres, text types, text organization, language structures, and levels of formality.
However, Batova (2013) mentioned to academic listening, he stated that there are three types of schemata, they are content schemata in which knowledge acquired on various
34 topics; formal schemata which are about discourse genres; and cultural schemata that refer to cultural references
2.4.3 Impacts of schemata on language learning
Schemata represent our existing experiences that aid in processing new information Successful language learners distinguish themselves from their less successful peers through their ability to activate prior knowledge and contextualize predictions, facilitating the acquisition of new input (Brown).
According to Brown (2006) and Batova (2013), schema is a key component of the cognitive theory of language learning, emphasizing the importance of background knowledge and context in the top-down processing of information This approach allows learners to form hypotheses and effectively assimilate new information, highlighting that both reading and listening comprehension benefit from activating prior knowledge Thus, it is evident that schema plays a vital role in successful language acquisition.
Content schemata play a crucial role in helping language speakers quickly process conversations (Batova, 2013) Activating prior knowledge is essential in speaking classrooms Additionally, Marzuki, Bahri, Pit, & Majeri (2013) highlighted that cultural schemata positively impact the retention of listening and speaking inputs.
2.4.4 Correlation between video-based listening activities, schemata, and listening skill
Research by Mueller (1980), Krashen (1982), Levie & Lentz (1982), Brown (1986), Fitzpatrick (1989), Relan (1991), Baltova (1994, cited in Ruhe, 1996), and Miller (2003) highlights the effectiveness of videos as visually based contextual clues in enhancing background knowledge and improving listening comprehension.
Videos are highly beneficial for students with limited background knowledge, as they provide dynamic visuals, textual elements, and contextual cues that enhance comprehension of listening materials (Sari, 2013).
Research by Brown (2006) and Batova (2013) highlights the importance of schemata in enhancing language learners' listening skills Prior knowledge acts as a valuable resource, enabling students to become effective problem-solvers and better comprehend new information Therefore, it is essential for language teachers to encourage students to activate their background knowledge, as insufficient schema activation can hinder listening proficiency.
35 is one of the reasons that make learners get low academic listening score Students who have higher schema have better listening comprehension than those who have lower schema (Sari,
In summary, activating students' background knowledge significantly enhances their listening comprehension Video-based listening activities serve as an effective tool for students to recall prior knowledge and clarify unfamiliar information, particularly for Vietnamese students and those at TB CEC Consequently, the author believes that these activities positively influence listening comprehension among students at TB CEC.
Numerous studies have explored the impact of video-based activities on enhancing listening skills This section reviews previous research to clarify the objectives of the current study.
Previous studies
Gruba (1999) investigated how visual elements impact students' listening comprehension during video-mediated lessons at an Australian university The findings suggested that visual components enhance non-verbal communication, increase student motivation, and activate prior knowledge, ultimately improving comprehension skills.
In a study by Katchen (2000), an experimental listening class utilized video-based academic materials to assess the effects of videotaped lectures on students' listening comprehension The findings revealed that, despite the challenges students faced with the assigned lectures, their overall listening comprehension showed significant improvement, leading to increased confidence among the learners.
A study by Edasawa, Takeuchi, & Nishizaki (2009) examined the effects of bottom-up and top-down strategies on the listening comprehension of 235 female first-year Japanese students during video-based practice The findings indicated no significant difference in progress between the two strategies However, the authors highlighted that the use of videos significantly motivated students to enhance their listening skills and suggested that video materials could be effectively integrated with other teaching resources.
Research by Winke, Gass, and Sydorenko (2010) indicates that captioned video-based listening activities are more effective than those without captions The findings demonstrate that students who engage with captioned videos experience enhanced concentration, improved language processing, and a reinforcement of their existing knowledge during listening lessons.
A study by Dehghani and Jowkar (2012) involving fifty-six Iranian undergraduate students revealed that using video texts significantly enhances listening comprehension While the control group received traditional instruction, the experimental group benefited from simultaneous audio-visual aids The findings indicate that video materials facilitate non-verbal communication, thereby aiding learners in better understanding and improving their listening skills.
According to Rubin (1994, cited in Sari, 2013), beginning students who utilize video support show significant improvement in listening comprehension compared to those who do not use video clips This highlights the effectiveness of video materials in enhancing listening skills.
A 2014 study by Woottipong examined the impact of video materials on university students' listening comprehension in English classes The findings revealed a significant improvement in students' listening skills after the intervention, along with positive attitudes towards the use of videos in their practice The author recommended incorporating activities like group discussions and gap-filling exercises to further enhance students' listening abilities through video-based instruction.
In summary, the studies indicate that video-based activities significantly enhance students' listening comprehension and foster positive attitudes towards video-based courses Notably, there is a lack of research on the effects of videos on teaching listening skills within the Vietnamese context, particularly in Continuing Education Centers This study aims to address this research gap.
Summary of the chapter
This chapter explores the principles of listening skills and introduces Task-Based Language Teaching (TBLT), highlighting the significance of videos in English language education It further examines schema theory and its application in utilizing videos to enhance comprehension Finally, the chapter illustrates how students' listening abilities are supported by schema theory, particularly through video-based listening activities at CEC, emphasizing their role in effective English language teaching and learning.