The effects of using video materials on teaching listening for efl students in a high school

Hiệu quả của việc sử dụng tài liệu video trong dạy nghe cho học sinh efl ở trường trung học phổ thông The effects of using video materials on teaching listening for efl students in a high school In the EFL context of Vietnam, there have been challenges in the teaching and learning of all English skills. One of the common problems is many Vietnamese schools prepare students for exams on grammar, reading, and vocabulary rather than communicative competence. In this sense, this study was conducted to investigate the impact of video material on the skill performance of EFL students, especially in the high school scenario. The preand posttest research tools measured the students listening skills before and after the treatment. At the same time, a questionnaire was used to investigate students attitudes towards using video material during their skill learning. The studys findings showed that the use of video material significantly improved the speaking ability of EFL students and that many participants had a positive attitude towards using video material in skill learning. The analysis results show that there is a statistically significant difference between the scores after the test between the experimental class and the control class. There is a statistically significant difference between the scores before and after the test of students in the experimental class. The statistical results show that the experimental groups test results are significantly improved. In addition, the survey results show that students have a positive attitude towards the benefits of using video material in teaching listening skills and its impact on students listening performance.

THE EFFECTS OF USING VIDEO MATERIALS ON TEACHING LISTENING FOR EFL STUDENTS IN A HIGH SCHOOL

In the EFL context of Vietnam, there have been challenges in the teaching andlearning of all English skills One of the common problems is many Vietnameseschools prepare students for exams on grammar, reading, and vocabulary rather

than communicative competence In this sense, this study was conducted to

investigate the impact of video material on the skill performance of EFL students,especially in the high school scenario The pre-and post-test research toolsmeasured the students' listening skills before and after the treatment At the sametime, a questionnaire was used to investigate students' attitudes towards using videomaterial during their skill learning The study's findings showed that the use ofvideo material significantly improved the speaking ability of EFL students and thatmany participants had a positive attitude towards using video material in skilllearning The analysis results show that there is a statistically significant differencebetween the scores after the test between the experimental class and the controlclass There is a statistically significant difference between the scores before andafter the test of students in the experimental class The statistical results show thatthe experimental group's test results are significantly improved In addition, thesurvey results show that students have a positive attitude towards the benefits ofusing video material in teaching listening skills and its impact on students' listeningperformance

Key words: video material, listening skill, teaching listening.

CHAPTER 1: INTRODUCTION

This chapter presents an overall view of the study It consists of the rationale

of the study, research problems, research objectives, research questions, hypotheses, the significance of the study, and thesis structure.

1.1 Rationale of the study

Listening is considered one of the most frequently used skills in everydaylife All foreign language learners want to be good communicators required them tospeak and listen well However listening skill is the most challenging of the fourlanguage skills in EFL learning and teaching (Tran & Duong, 2020) In fact, thereare numerous factors that influence learners' listening acquisition As a result,mastering this skill is extremely difficult for them Despite the important value oflistening in language learning, it still does not get the attention when compared toreading abilities (Thanajaro, 2000) According to some experts, students'competency in using and understanding English of EFL students is not satisfactory

in many schools (Muslem & Abbas, 2017, as cited in Muslem, Yunus, Rismawati,Usman and Gani, 2018) In fact, listening skill has been underemphasized in theEnglish learning process at most secondary and high schools in Viet Nam, sostudents are not good at listening English (Nguyen & Thai, 2018) Many studentsare not interested in the practice of English skills, especially listening skill Theyoften tired of English listening when learning by traditional way According toRorimpandey (2019), in the process of teaching English listening, the teachercannot stimulate students take part in listening subject to be actively by the waylecturer plays recordings using a tape recorder This way causes students to feelbored easily and they do not understand the information they hear or the things theylearn Moreover, there is not much English speaking environment for them topractice listening They can not think of the context of the speech, so it is difficultfor them to understand the content As a teacher at a high school in Kien Giang

province, the researcher noticed that students face a lot of listening problems Thestudents complain that they have little opportunity to listen to English often in class

at school and their listening skills are not developed It can be found that manystudents failed in practicing listening skill Some of them complained that they feltbored with listening tasks, so they could hardly understand the spoken messages.Others state that they are not interested in listening English lessons because there isnothing attracting them Therefore, it is very necessary to find out an appropriatelearning media with students to practice listening skill and discover it’s effects onteaching and learning Thus, there is an increase in the need of using authenticmaterials to teach listening According to Martinez (2002), authentic materials helplearners improve English communicative proficiency To some extent, it makesstudents more interested in listening to English as they absorb the language with afresh learning material Exposure to real English through videos, students arebelieved to learn English as naturally and effectively as learning their mothertongue According to Garcia (2011), using videos is the best way to learn English,improves the learners’ listening skills, and increases their vocabulary and Englishlanguage expressions Besides, watching movies helps the learners to improvepronunciation Authentic materials refer to teaching resources that are notpurposely produced for language teaching such as newspaper articles, moviesadvertisements, maps and comic books (Nunan, 1989) Based on some reasonsabove, the researcher decided to use video materials in teaching English listeningskill as well as conducted a research entitled the effects of using video materials onEFL students’ listening skill in a high school in Kien Giang province

1.2 Research problems

In the EFL context of Vietnam, there have been challenges in the teachingand learning of all English skills One of the common problems is manyVietnamese schools prepare students for exams on grammar, reading, and

vocabulary rather than communicative competence (Bui & Duong, 2018) Anotherauthor suggests that students in high school have few opportunities to practice theircommunication skills, particularly their listening skills (Tran & Duong, 2020).When students were asked about their actual English learning experiences, themajority of students claimed that all they only learn to prepare them for traditional

paper tests Pham and Nguyen (2014) also note that Vietnamese students struggle

to use their language skills in real-life contexts Furthermore, according to Trinh(2015), language learners, particularly those learning English as a foreign language

in a non-native setting, have many problems to develop good listening skills.Kamarullah, Muslem, and Manan (2018) states that listening requires effort andattention to understand what is being said Additionally, students had to deal withproblems like sound confusion, homonyms and words with different meanings,dialogue inference and dialogue subject

From my personal teaching experience in a high school, there have beendifferent problems happening in teaching listening First, many students feel sotired during listening lessons They find listening skill very difficult Second, manystudents can not understand the conversations or texts in listening lesson.Therefore, they can not complete the task and develop there listening skill Apossible solution to these problems is that the teacher need find and apply effectiveteaching strategies that can help students improve their listening skill Therefore,the researcher conducted a research “the effects of using video materials on EFLstudents’ listening skill in a high school”

1.3 Research objectives

Because of the students’ difficulties in the practice of listening skill, manystudents does not listen English well and they are not interested in learning andpracticing this skill in class Therefore, the researcher conducted a study aboutusing video materials on EFL students’ listening skill There were two objectives

which were set for this study Firstly, the researcher expected to find out the effects

of using video materials on teaching listening for EFL students in a high school inKien Giang province Secondly, the study was expected to investigate students’attitudes towards video materials in the practice of listening skill in a high school inKien Giang province

1.4 Research questions

This research is aimed to answer the following questions:

1 What are the effects of using video materials on teaching listening for EFLstudents in a high school in Kien Giang province?

2 What are EFL students’ attitudes towards video materials in the practice oflistening skill?

1.5 Research hypotheses

It is hypothesized that students could improve their listening skill and thatthey find video materials useful and interesting in their listening process

1.6 Significance of the study

The study is expected to contribute to the advancement of teaching andlearning listening skill Both high school teachers and students will benefit from theresearch's findings It aims to suggest some potential strategies that may help toimprove students’ listening ability and help them improve their listening skill byusing videos in teaching activities This study has the significance that it willprovide useful methods and means for EFL teachers in teaching listening Thefindings from the study provide them with opportunities to enhance their awareness

of the effects of using video materials in improving students’ listening In addition,

it is significant for educators to provide implications for the development of theirlistening curriculum, teaching methods, and assessment methods Anothersignificance of this study is that the research complements earlier studies on using

videos to teach listening skill and can be used as a reference source for anyone whoare interested in the research issue.

1.7 The structure of the thesis

The study consists of five main chapters:

Chapter 1: Introduction shows rationales to choose the study, the purposeand research questions, the significance of the study, the research hypotheses, andthe structure of the study

Chapter 2: Literature review provides the theoretical framework for the studyincluding the literature about the use of multimedia in English language teachingand learning Besides, the definitions of listening and definitions of videos will bediscussed Then, the use of videos, benefits of using videos in teaching listeningand types of videos in teaching listening will also be mentioned in this part It alsoreviews related studies on using video materials on students’ listening

Chapter 3: The chapter conducts research methodology, describes themethodology used in the research involving the research design, the participants,treatment, instruments, the data collection procedure, the data analysis, andexpected outcomes

Chapter 4: This Chapter presents the findings and discussions of the research Chapter 5: The chapter is with conclusion summarizes the discussed parts in

the paper Besides, implications, limitations, recommendations is also presented inthis chapter Moreover, directions for further research will be provided

CHAPTER 2: LITERATURE REVIEW

The chapter shows relevant themes, including: The definitions of listening, the use of multimedia in English language teaching and learning, the use of videos and benefits of using videos in teaching listening, types of videos in teaching listening, and teaching listening with video materials It also reviews empirical studies on using video materials on students’ listening.

2.1 Definitions of listening

Mendelsohn (1994) states that listening plays an important role incommunication There are many definitions of listening proposed by many experts.Listening is the ability to identify and understand what people are saying (Yagang,

1993 & Rankin, 1952) According to Sayeekumar (2013), listening is defined as acognitive effort concerned with the sense of hearing and understanding.Underwood (1989) indicates that listening is the act of paying attention to andattempting to make sense of what we hear In other words, listening involvesfocusing on speech sounds and making an effort to comprehend the speaker'smessage In communication, listening is to understand words and sentences.Besides, listening as well as speaking is the most commonly skill used incommunication Good listening is an integral part of the communication process.Gilakjani and Ahmadi (2011) suggests that listening includes listening for thoughts,feelings, and intentions and this needs active involvement, effort, and practice

Tyagi (2013) states that listening skill is an important skill of language and it is a

key to receiving messages effectively It is the process of receiving, attending tocomprehend the meaning and responding Hearing, understanding, remembering,evaluating, and responding are stages of listening process According to Etman(2012), listening is the basis for making initial contact with the target language.Students studying English as a foreign language should therefore have stronglistening skills

In short, listening is understood as a term that covers the ability to listen andunderstand Listening skill defined by experts are both simple and complex.Listening is not simply hearing a sound or a piece of audio Listening involvesidentifying and comprehending what people are saying It is a multi-stage process

in which the listener receives the sound, focus on the facts spoken of andunderstands the content of the problem by paying attention to what the speakersays, how the speaker says it and the context where the message is transmitted.Besides, learning how to listen to a certain language to understand the content ofthe story is a skill and it is called listening skill Listening involves identifying andcomprehending what people are saying

2.2 The use of multimedia in English language teaching and learning

The use of multimedia in English language teaching and learning is studied

by many researchers According to Susikaran and Phil (2013), the chalk and talkmethod is insufficient to teach English effectively As a result, multimedia teachingmethods are increasingly being used in college English classes It has made asignificant contribution to improved teaching quality Pun (2013) also suggests thatEnglish is one of the most significant mediums of communication in the world, solearning it is essential The use of multimedia technology in language teaching hascreated a favorable context for reforming and exploring English language teachingmodels in the new age, thanks to the rapid growth of science and technology Theuse of audio, visual, and animation effects in English language teaching classrooms

is a current trend Multimedia has a positive impact on student activities andinitiatives, as well as the teaching effect in the classroom Also, Zhen (2016) statesthat multimedia has many benefits in English teaching, including providing moreinformation, saving time, stimulating students' imagination and creativity, and so

on They have a positive attitude toward computer technology in the classroom, andsuch technology has a positive impact, because multimedia teaching has many

advantages over other forms of English instruction According to Rogers (2011),students agree that the audiotape listening was uninteresting As a result, thelistener is probably unable to communicate the appropriate answer Woottipong(2014) suggests that technology plays an increasingly important role in the methods

of instruction One technology is video which provides teachers a wide variety ofresource material to be taught in EFL classrooms to improve students’ listeningskill Because of the significance of listening skill, the teaching of English as aforeign language relies heavily on effective materials With this situation, usingtechnology as a method of instruction in particular could be a viable solution Onetechnical approach, video, offers a variety of source material that can be used toimprove students’ listening skill To sum up, multimedia can be used in Englishlanguage teaching and learning suitably

2.3 The use of videos & Benefits of using videos in teaching listening

Videos have recently become more popular as listening materials in theclassroom as well as in the entertainment Videos are popular multimedia tools withboth visual and audio content Videos are made up of visual and audio elementsthat can be chosen and used as instructional materials in the classroom (Ilin, Kutlu

& Kutlua, 2013) Berk (2009) states that videos can have a significant emotionalimpact The outcome that instructors wish to achieve in a certain learning scenariomust be decided When videos are used improperly, the video clips can divertattention, hinder study, and even inspire students to riot So, when makingdecisions, teachers should be very picky

In many researches, videos are believed to have a lot of benefits in languageteaching and learning, especially listening skill

Videos can be extremely useful tools for language learning The benefits ofthis tool include giving real-life communication samples, motivation for languagelearning and promotion of language acquisition (Woottipong, 2014 & Ardiansyah,

2018) According to Mirvan (2013) and Ardiansyah (2018), using video resources

in the classroom can increase students' willingness to study since it exposes them to

a variety of settings that might help them understand similar events in real life In

an other research, Silviyanti (2014) finds that students are motivated and excitedwith learning listening after videos are applied in listening classroom Wang (2015)also suggests that video materials provide visual aids for the listening materials thatEFL learners are exposed to When they are practicing their listening skill, learnersoften find it difficult to keep their attention long enough once they are listening tolong conversations or passages without visual aids Ayu (2016) states that theadvantage of using videos is attracting students' attention Videos make a chancefor learners to get better insight of the lessons through the visual support.Moreover, the students tend to be excited to complete the task given by the teacherwhen videos is applied in teaching, so students certainly gain knowledge as well asimprove listening skills

Berk (2009) also mentions that videos and learning multimedia help increasememory, comprehension, understanding, and deeper learning Chang (2014)indicates that videos can help improve students' listening comprehension Videosundoubtedly aid students in developing their capacity for listening comprehension.Video has an impact on students' speaking and vocabulary skills in addition to theirlistening comprehension Certain aspects of videos, such as audio-visual aids andvideo-text, help students understand concepts well According to Ardiansyah(2018), videos have many potentials to be used in teaching listening to improve thelistening acquisition Students can learn about different aspects of English in terms

of pronunciation, intonation, vocabulary, idiom, and usage by watching videos.They can also see cues related to specific contexts and cultures Contextualizingimages in films or using them independently can support language learning bygiving students a quick way to understand vocabulary Videos help learners interest

in listening while also learning the language contents presented in the videos visualsupports such as facial expressions gestures are also provided in videos which helplearners comprehend the lesson easily Besides, videos present cultural contexts ofthe conversations which enhance more appropriate use of language Videos helpstudents to acquire vocabulary and grammar Students also improve pronunciationability and increase their linguistic skills such as reading, writing, speaking andlistening through practice listening with videos (Medina, 2002, as cited in Ayu,2016) Videos can provide much more information for listeners and can keep themattention focused on the aural material Littlewood (2010) also indicates thatactivities involving social contact and practical communication are supported byauthentic resources, enabling students to communicate right away outside of theclassroom Students get the opportunity to learn about communication throughwatching videos, including facial expression, body language, pronunciation, andstress ( Murugavel, 2005).

To sum up, through many researches above, videos can have the seeminglymagical ability to attract students' attention, which stimulates them to study Englishbetter

2.4 Types of videos in teaching listening

There are many different types of videos that can be used in the classroom.The real decision will be based on the objectives or results of the lesson, the traitsand interests of the students, as well as cultural aspects The sources identified inthe next section suggest methods to obtain that information Nunan (1999) explainsthat practicing with authentic materials such as video or film clips encourageslearners of a second language to experience the target language Stoller (1988)emphasizes that the kind of film chosen in teaching should be appropriate for one'soverall instructional and curricular objectives For example, these categories can beconsidered appropriate: historical narratives, historical drama, educational films,

animated films social issue films, documentaries and drama Videos used ineducation can be films, educational television programs, or broadcasts are intended

to supplement classroom materials (Intajuck, 2010) According to Berk (2009),there are some types of videos in teaching listening such as drama, comedy,romantic comedy, documentary, TV programs, commercials, music videos, andfaculty or student made videos

The actual choice depends on the instructional purpose or outcome and thecharacteristics of the students and their interests All of these types of videos needapplying appropriately to attract students' attention and create effects in learning.Therefore, instructors should be very discerning in their choices Sherman (2003)states that video and movie clips are really needed in a class They may be used bythe teacher for writing, listening, or discussion assignments

When choosing any kinds of videos, it is necessary to consider whether thetopic is the students’ interest Cartoons can also be utilized in EFL classes becausemost students like them They often have a concise length and a well-defined plot

If the students are familiar with the characters, it is simpler for them to follow theplot, and it gives the teacher more material to work with Voices in cartoons,however, might be distorted For some learners, it can make watching and listening

to this kind of film more challenging

In short, it is necessary for teachers to think carefully before choosing avideo to apply in teaching

2.5 Teaching listening with video materials

2.5.1 Lesson preparation

According to Stoller (1988), using videos in teaching requires carefulpreparation Therefore, the preparation of lessons using videos is considered time-consuming Preparing lessons using videos and related exercises is more

complicated than teaching follow a book or text Additionally, he noted equipment

as a problem that would make using film in instruction more difficult Today'slanguage classes are, however, quite well-equipped, and practically every one has a

TV or computer that may be used to play the videos In addition, preparing asuitable video is very significant in the success of the lesson An appropriate videohas some characteristics that are mentioned by some following researchers

Allan (1985) emphasizes that it is necessary to select subjects that thestudents can close to In order to motivate the them, the video materials must beengaging and appealing In general, the subjects should be encouraging andpedagogical Therefore, it can be difficult for teachers to choose Kamarullah,Muslem and Manan (2018) also indicates that when choosing a video, a teachershould pay attention to the needs, the interests, the level of English proficiency, andthe cultural component of his or her students Besides, before playing movies inlanguage learning, especially for listening lesson, it is important to think about thequality of picture and sound, the level of visual support, language density, voicedelivery, and language content (Gallacher, 2003)

Gallacher (2003) also outlines general standards to consider when choosingauthentic video content for language learning They include the ability to watch,completeness, length, suitable content, level of students, and the accessibility ofvideo materials toward student's skills Rorimpandey (2019) states that videos inYouTube may help with material comprehension and are simple to access for avariety of topics As can we seen, many kind of video materials in YouTube as well

as other websites are suitable for teaching listening because they meet therequirements as a video in language teaching

2.5.2 Activities used in teaching listening with videos

One of elements which make an effective lesson using video materials is theactivity in the lesson Nunan (2003) states that the design of listening lessons,

which include choosing the material of the video or audio recording forpresentation to learners in stages, is also an important factor The instructors cancreate activities for their students He added that choosing an video and designinglistening activities are essential In order to encourage students' interaction, thechosen video materials are organized into consecutive sections To avoid divertingthe students' attention from the video, the instructor should observe students study.Therefore, it can be highly advantageous for teachers to use video resources thatsupport language acquisition When provided the chance to study using videoresources, students are more motivated to study In addition, Bajrami and Ismaili(2016) mention that it should not be a passive activity for students to watch videos

in class The four abilities of reading, writing, speaking, and listening should becombined in the assignments that the instructor assigns to the students According

to Stoller (1988), the pre-viewing exercises get learners ready for the viewing itself.Student surveys, interviews, discussions about the movie's title, brainstormingexercises, information gap exercises, vocabulary exercises, and other similaractivities are a few examples of pre-viewing activities In order for the students tofollow the movie and comprehend the plot and characters, pre-viewing is crucial.Silvia (2018) emphasizes that in pre-listening stage, the teacher introduces thelesson's goals and the presentation material's subject Then, teacher asks thestudents about their prior knowledge and relevant terminology Before beginningtheir study of the material, the students are given a series of questions to guidethem Besides, they have the chance to talk on the information and share theirthoughts or opinions about it In while-listening stage, Rorimpandey (2019)suggests that the instructor could pause the video and let students do some activities

in the classroom such as brief discussions or questions regarding the material in thevideo Students are also instructed to write down the key information from videocontents Additionally, students may practice retelling what they see and hear.Many videos are also frequently produced for educational objectives With the help

of these videos, teachers can design exercises utilizing one or more of the fourEnglish language skills for their students These activities may related toconversations such as video introduction, voiceovers or role play They areactivities can be used for speaking and listening exercises (Watkins and Wilkins,2011)

To sum up, these tasks are flexible and can be changed to suit the levels,characteristics of the students and the goal of the lessons that the teacher wishes toachieve

2.6 Theoretical framework

Theoretically, listening comprehension can be viewed as an active process inwhich individuals participate in selected aspects of listening, construct meaningfrom the passages heard, and relate them to existing knowledge Cognitivepsychology defines listening comprehension as the activity of processinginformation Schema is a guiding structure in the process of listeningcomprehension The schema was described by Rumelhart (1980) as a data structureconsisting of general concepts stored in human memory It is used to demonstratehuman knowledge of all concepts: basic objects, situations, events, sequences ofevents, activities, and sequences of activities

According to the theory of cognitive listening comprehension, a schema is ageneral text structure that listeners use to learn the meaning of a given text.Listeners use linguistic cues, situational cues, and their predictions about the newinput corpus to generate the schema Once the schema is formed, it becomes theguiding structure in the listening comprehension process The listener willunderstand successfully if the newly acquired information matches the schema Ifthey are incompatible, then either will be removed or modified The principle ofschema includes two primary forms of information processing: bottom-up and top-down However, these two forms together develop into interactive processing

Therefore, the listening comprehension process is divided into three types asfollows:

Bottom-up processing

This process occurs when the listener receives new data The listener processes thedata characteristics through the best-fit schema at the bottom The schema isformed in a hierarchy, starting from the most specific information at the bottom tothe most general information at the top This means that listening comprehension isthe process of decoding audio from the minor meaningful units (called phonemes)

to the complete text Therefore, phonetic units are decoded to form words,combined to form speech, and words to form complete meaningful texts Thus,meaning is formed as the final step in this information processing A newlyacquired audio sequence activates a schema hierarchically arranged in the listener'smind: phonemic knowledge, morphological knowledge, vocabulary, and syntax(helps listeners in sentence structure analysis) Therefore, listeners will use theirvocabulary, syntax, and grammar knowledge This process is closely related to thelistener's linguistic knowledge

Top-down processing

In this process, the listener uses background knowledge to learn the message'smeaning Listeners actively construct the original meaning of the speaker based onthe information they have just received In this reconstruction process, the listeneruses knowledge related to the context and situation of the listening text tounderstand what he or she hears Context and situation involve knowledge of thesubject, the speaker, the relationship between the speaker and the listeningsituation, or the relationship between the speaker and previous events

Combine bottom-up listening and top-down listening

In current teaching materials, a typical listening lesson usually consists ofthree parts in the following order: before listening, during listening, after listening,and finally, activities that require students to combine both bottom-up listening andtop-down listening skills.

The pre-listening stage requires students to process information from thebottom up and from the top down through activities that use their knowledge tolearn about the listening topic, to predict and consider finding a keyword

The listening phase focuses on listening comprehension through completingexercises that require selective listening, listening for main ideas, arranging stories,etc

The post-listening phase mainly involves assessing and checking students'understanding of the text This stage requires students to give their views andopinions on listening However, it also focuses on bottom-up listening if teachersand students want to understand the whole text or parts in detail, focusing on thepart the students cannot keep up with This activity requires students to analyzeeach part of the text in detail, thereby helping them to recognize linguistic featuressuch as mixed words

2.7 Related studies

There are many studies focusing on the effectiveness of using videos asmedia in foreign language teaching are still highlyconducted by language teachingexperts

Safarali and Hamidi (2012) examined the effect of watching videos onlistening comprehension of Iranian intermediate EFL learners in public schools.The purpose of this study was to look into the possibility of learning listening skills

by watching videos and to investigate students' attitudes toward this method The

results showed that by watching videos, learners' attitudes improved and theirlevels of proficiency in listening skills improved significantly.

Lin and Duong (2014) had a study about the impacts of the video-basedInternet materials on international students’ listening comprehension This study'sfirst goal was to determine whether video-based Internet materials significantlyaffect how well foreign students listen English The second goal was to find outhow they feel about the online video content The findings revealed that theparticipants learn listening skill with video-based Internet materials achieved ahigher score on the listening test than those in the control group The questionnaireresults indicated that all students thought that video-based Internet materials wereuseful

Silviyanti (2014) investigated students’ the interest of students in learningtheir listening skills with movie films through the study Looking into EFL students’perceptions in listening by using English movie videos on YouTube The findingsshowed that students’ English had improved thanks to using YouTube videos.Additionally, videos on YouTube made them fascinated They were inspired tostudy English after that by using YouTube videos

Woottipong (2014) studied the effect of using video materials in the teaching

of listening skills for university students An experiment was conducted in thestudy The findings of this study revealed that the use of video materials to developlistening comprehension of first-year English major students seemed to beeffective, as indicated by the post-test score which was significantly higher than thepre-test score

Kim (2015) conducted a study concerning using authentic videos to improveEFL students’ listening comprehension The results were found that using authenticvideo resources does enhance students’ listening skills and there was a positiverelationship between using video materials and improving listening skill

Wang (2015) has a topic of analysis on the use of video materials in CollegeEnglish teaching The author finds that video materials such as movies and TVplays contain a vast amount of information about the cultural and socialbackgrounds of English-speaking countries They not only provide students withauthentic language documentation and practical communication environments, butalso contain high aesthetic value Therefore, if the teacher has clear goals in mindand carefully plans the teaching process and strategy, video material can improvestudents’ holistic language abilities, cultural awareness, and assessment skills

Ayu (2016) studied about YouTube videos in Teaching listening: Thebenefits in experts’ views In order to do this research, the researcher looked up thetheories of experts and the supporting data regarding how YouTube videos helpstudents' listening abilities The results demonstrated that YouTube videos helpedimprove students’ listening ability

A different study was investigated by Bajrami and Ismaili (2016) about therole of video materials in EFL classrooms The goal of this study is to look into theadvantages that language teachers and learners gain from using video materials inteaching and learning English In general, students find the use of video material inclass to be interesting, relevant, beneficial, and somewhat motivating Video canalso aid in the promotion of language learners' listening comprehension

Dehaki (2017) conducted a study that is the effect of watching videos onlistening comprehension of Iranian intermediate EFL learners in public schools.The research intended to examine the potential for teaching listening skills throughusing videos and investigate how students feel about this approach The findingsshowed that watching videos helped students adopt a more optimistic attitude andconsiderably improve their levels of listening skill competency

Ardiansyah (2018) conducted a study on using videos in the teaching oflistening The purpose of this study is to look into the impact of using videos for

teaching listening in ESL The participants in this study were students in their firstsemester at the University of Nahdlatul Ulama NTB As a result, there was asignificant improvement in listening abilities following the use of videos treatment.

Kamarullah, Muslem and Manan (2018) studied about applying Englishvideo learning materials in teaching listening The purpose of this research was tofind out the use of English video learning materials in teaching listening to thesecond year students of the State Vocational High School for Fishery of Ladong in

2018 It was discovered that the mean score of the experimental group's post-testwas higher than the mean score of the control group's post-test It should be notedthat English video learning materials in listening class are useful learning media

A study of Silvia (2018) explored using videos to increase midwiferystudents listening skills and students’ attitude Video materials were used this study

to examine the effectiveness of teaching English and to evaluate universitystudents’ attitudes towards the use of video materials in teaching listening skills.The population for this study was first-year midwifery students in the secondsemester of the academic year 2016/2017 at Adiwangsa University, Jambi Theresult indicated that the midwifery students’ English listening comprehensionability increased significantly after learning with videos and midwifery studentshad positive attitudes towards using videos in teaching listening skills

Rorimpandey (2019) studied a research titled YouTube videos in teachingbasic listening The purpose of this study is to evaluate the impact of using Youtubevideos for basic listening during the first semester of the English Department FBSUNIMA There is a sizable difference in the students' listening comprehensionbetween students who received instruction using video media and those whoreceived instruction using conventional media Compared to conventional media,using video media to teach basic listening is more successful

Chien, Huang and Huang (2020) had a study that is YouTube videos on EFLcollege students' listening comprehension The purpose of this paper was toinvestigate the impact of using YouTube videos as supplementary material withEFL college students According to the results of the study, students had betterresult on the listening comprehension exams after being trained in the combinationcomputer-assisted learning with traditional teaching method.

Duong (2020) conducted a study on using videos to improve elementarystudents’ listening comprehension in foreign languages and informatics center ofPPC II The results revealed that using videos make the positive influences onstudents’ listening skill and students also have positive attitudes towards usingvideos in listening learning Besides, students’ listening skill increased to a higherlevel after watching videos

Sutrisno (2020) studied about the effect of English conversation videos onstudents’ listening skill The purpose of this research was to prove that using anEnglish conversation videos is effective in teaching listening skill The writerconcluded that using English conversation videos on studies in teaching Englishwas effective to improve students’ listening skills

In conclusion, the use of video materials in teaching English has beenthoroughly investigated as a teaching strategy by numerous scholars throughout theworld Videos are regarded as authentic learning tools that can be utilized to teachany skill or facet of a language These previous studies identified positive effects ofvideo usage on students' listening comprehension and their positive attitudestowards the use of videos in listening learning In addition, studies often only stop

to investigate learners' perceptions and attitudes about the impact of using videomaterials on improving learners' listening skills without testing the differences inlistening outcomes between students who attended classes with video material andstudents who attended classes without video materials However, these studies were

only conducted on university students or foreign language centers students, nothigh school students The current study is aimed to study it's effects on high schoolstudents.

This study is aimed to answer the following questions:

1 What are the effects of using video materials on teaching listening for EFLstudents in a high school in Kien Giang province?

2 What are EFL students’ attitudes towards video materials in the practice oflistening skill?

3.2 Research type

The aim of this present study is to get an insight into the effects of videomaterials on EFL students’ listening performance Hence, experimental researchdesign may best suit the researcher’s aim of study Overall, the research design inthis study is in alignment with the quantitative approach since the data collectedfrom the instruments of tests (pre-test and post-test) and questionnaire arequantifiable

3.3 Research approach

To answer two research questions, a quasi-experimental research was carriedout In this study, participants were divided into two groups: an experimentalgroup and a control group Teacher applied using video materials to teach students

in the experimental group in the practice of their listening On the other hand,students in control group practiced their listening skill with using audio

For the sake of collecting data to respond to the research questions, theresearcher decided to design this study in the form of an experimental approach

Accordingly, experimental research is a scientific approach to research, in whichone or more independent variables are manipulated and applied to one or moredependent variables to measure their impact on the latter To be more specific, in aconventional experiment, there are two groups: an experimental group given astimulus and a control group in which there is no intervention of stimulus (ibid., p.223) The researcher will make observation and compare what happens in thecontrol group to what happens in the experimental group to examine the effect ofthe stimulus on the dependent variable

The current experimental study goes through three main stages In the firststage, a pre-test is administered to all of the participants and the results are recordedfor the subsequent comparison In the second stage, the experimental group will betreated with video materials in their English listening lessons, whereas the controlgroup is instructed without the employment of video materials In this case, theresearcher will act as a teacher for both experimental and control groups What isnoted is that apart from the distinction regarding the instructional method of usingPeer assessment, both groups are in common in the aspects of the teacher, durationtime and the textbook The final stage engages all participants in the post-test Theresults of the post-test will then be put in a detailed analysis and comparison withthe pre-test results to clarify the differences in listening performance enhancement

of participants from the two groups After the post-test comes a questionnairewhich will be delivered to participants of the experimental class to get an insightinto their perceptions towards the utilization of video materials in English listeningclasses

3.5 Participants

In this study, the participants were students who were selected by usingconvenience sampling technique These students were available to be studiedbecause I have taught them at this school There were 82 participants They were

11th grade students at Dong Thai high school comprising 42 boys and 40 girls with

an average age of 17 They were willing to participate in the study The studentparticipants were divided into two groups: an experimental group (n=41) and acontrol group (n=41) This study last about four months Participants had similarEnglish exposure time as well as time to practice listening skills They have beenlearning English since the sixth grade with old textbooks All 82 studentsparticipated in two separate classes but they were taught by the same teacher Foreach class, the teacher applied different materials for listening beside the textbook.The first class for the experimental group of students was to practice listeningthrough video materials The second class for the control group practiced listeningwith the traditional way – using the audio Each class met their teacher two timesper a week, 45 minutes per class, during 8 weeks of the second semester in theschool year 2021-2022

3.6 Data Collection Instruments

The data principally analyzed came from two main sources They were thedata collected by listening tests and questionnaires

3.6.1 Pre-test and post-test

In this study, the pre-test and post-test were used to collect quantitative datafor findings of the first research question “What are the effects of using videomaterials on EFL students’ listening skill in a high school in Kien Giangprovince?” The pre-test and post test of listening skill were taken from the material

“Ket Practice Tests” The researcher chose the material to design test because thetests meet the required outcome of 11th grade students The tests comprised twoparts with 20 items, namely, part 1, part 2 and part 3 Part 1 contained five picturecues questions In this part, students had to listen to the conversation which werebased on social situations and chose the correct picture for the question Eachquestion had three choices Students listened one conversation for one question

Part 2 consisted of 10 multiple choice questions Each question had three choices.Students had to listen two talks in this part With each talk, they answered fivequestions Part 3 was listening and filling in the blanks with suitable information(five blanks included) The students listened to each separate section twice.Grading scale was 10 points The time allowance for students to do each test was

30 minutes The pre-test and post-test were designed with the same level ofdifficulty about the number of questions, question types, length, text structure, andquantity of new terms The tests were piloted with ten students The tests wereofficially implemented with 82 students in total

3.6.2 Questionnaire

In order to answer the second research question “What are EFL students’attitudes towards video materials in the practice of listening skill?” Thequestionnaires were used to collect qualitative data The questionnaires weredelivered to students in the experimental group after they had completed theintervention The questionnaire with 20 questions was classified into three parts.Part 1 contained five open-ended questions The first five questions were designed

to investigate students' own listening experiences and the previous materials theylearnt in class Part 2 consisted of 13 5-point Likert-scale items (1=stronglydisagree; 2=disagree; 3=no idea; 4=agree; 5=strongly agree) It was the main part

of the questionnaire including the questions about the attitudes of students towardthe practice of English listening through video materials Part 3 consisted of twoopen-ended questions The last two questions focused on what students expect theirteachers to teach them with videos to help them improve their listening skills

The questionnaire was designed in English and translated into Vietnamesefor students to do It made the participants as students at high school can read andunderstand the items of the questionnaire and choose their answers

3.7 Data collection procedure

Data was collected for analysis including students’ tests and questionnaire.This process included three main phases which was pre intervention, whileintervention and post intervention with 10 weeks: week one included one 90-minutes classes for students of two group In this class, they were instructed how totake part in the research Then, they did the pretests informed 10 days ago Fromweek two to week 8 was a series of listening activities and doing questionnaire andposttests Details were shown in the table below:

Pre intervention

(Week 1)

While intervention(From week 2 to week 7

– 6 weeks)

Post intervention(Week 8)

Post-test

Table 1: Data collection procedure 3.7.1 Pre intervention

The purpose of the pre - intervention was to inform learners that they would

be invited to participate in the study and prepare to do pre-test and do pre-test Thisphase was used to find out the students' listening ability before they were involved

in experimental research

3.7.1.1 Piloting

This process was used to evaluate the validity of the listening test A samplegroup of 10 students was used to pre-test about listening comprehension skill Afterthe collection of the data from piloting, the researchers study of weak items, errors

to remove from the entire test and some items have been adjusted appropriately

The pilot test aims to ensure no difference in listening skill levels betweenthe control and experimental classes In addition, the pilot test helps the author

ensure that the test is built close to the curriculum, suitable for the participants andthat students can understand and complete The specific pilot test results are asfollows:

m

Maximu m

3.7.1.2 Doing pre-test

Before the intervention, the pre-test was given to all student in two groups to

do Teacher informed that the result of the test would be taken into account whendetermining their ultimate learning outcome Therefore, they used the best of theirability to do the test

3.7.1.3 Collecting data of pre-test

The data was carefully collected by the researcher After collecting all of thepre-tests, the researcher verifies whether all provided items have been collected ornot Besides, data entry and saving process was carried out Participants alsoreceived answer keys, points and feedbacks from the researcher for their tests

3.7.2 While intervention

The textbook used to teach 11th grade students at Dong Thai high school is

"Tieng Anh 11" of Vietnam Educational Publishers (2005) The curriculum used toteach and study English at school is contained in the textbook The topics weretaught during the study based on this textbook

3.7.2.1 Lesson for the control group

Students in the control group practiced their listening skill with audio anddoing some tasks while they were listening.

A detailed description of a lesson for the control group is shown below:

- Pre-listening (10 minutes)

Before starting listening, the teacher engaged students in warm-up activitiesrelated to the lesson such as playing some games, discussion, word listing, etc.Besides, teacher introduced the topic

Next, the teacher taught new words and guided how to pronounce newwords

Then, the teacher instructed the tasks clearly The teacher let students predictthe information that they could hear in the audio

- While-listening: (25 minutes)

First, the teacher played the audio that came with the students’ textbook.Students listened and completed the tasks in the textbook Students were allowed tolisten to the audio twice for each exercise

Next, the teacher waited for students 1 or 2 minutes to complete their tasks.When they finished the tasks, students presented their answers in front of class Theteacher asked other students in the class to contribute and gave ideas In the nextstep, the teacher was the one who synthesizes and played back the audio for thestudents to watch again Sometimes, the teacher paused where information wasneeded for the question and supported the correct answers Finally, the teachergave feedback and points to the students After that, the teacher repeated some newphrases, words and pronunciations from the audio

- Post-listening: (10 minutes)

First, the teacher guided other activities for extra practice such as discussion

of retelling based on what has been listened

After completing this activity, teachers let students to present and teachersgave comments

3.7.2.2 Lesson for the experimental group

The researcher selected 8 videos that are about the same themes as those inthe English textbook in order to integrate them into the curriculum It is notdifficult to find out videos that were appropriate for the students' levels becausethere are many videos on the www.youtube.com website that have been dividedinto levels In order to accommodate the length of the class and the related material,almost videos which the researcher selected lasted 2 to 5 minutes

Additionally, the researcher designed some listening exercises that aresuitable for the objectives of listening and the different types of task in thecurriculum After students watched the video, the students had to complete theaccompanying assignments, such as filling out notes and forms, responding tomultiple-choice or short-answer questions

The following details of the syllabus were shown:

Time Topics Activities Videos

Week

2

Unit 7:

Worldpopulation

Period 2:

Listening for problems and solution

Short answer questions

Show a part of news: Challenges and Solutions As World Population Increases

Listen for completing the table

Show the story:

"Celebrations" by Alyssa LiangPeriod 2:

Listen for note takingListen for answering the questions

Show the video: Why

Do We CelebrateChristmas?

English Conversation for Real Life

Show the video:

Endangered and ExtinctAnimals - Rare Extinct Animals Video