Attitudes towards the use of english captioned videos and listening strategies of non english majors at ho chi minh city industry and trade college

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY --- ATTITUDES TOWARDS THE USE OF ENGLISH CAPTIONED VIDEOS AND LISTENING STRATEGIES OF NON-ENGLISH MAJORS

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY

-

NGUYEN DINH NHU HA

ATTITUDES TOWARDS THE USE OF

ENGLISH CAPTIONED VIDEOS AND

LISTENING STRATEGIES OF NON-ENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY

AND TRADE COLLEGE

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY

-

ATTITUDES TOWARDS THE USE OF

ENGLISH CAPTIONED VIDEOS AND

LISTENING STRATEGIES OF NON-ENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY

AND TRADE COLLEGE

Submitted to the Faculty of English Language

in partial fulfillment of the Master’s degree in English Language

Course code: 8220201

By

NGUYEN DINH NHU HA

Supervised by

TRAN QUOC THAO, Ph.D.

HO CHI MINH CITY, SEPTEMBER 2020

The thesis entitled ATTITUDES TOWARDS THE USE OF ENGLISH CAPTIONED VIDEOS AND LISTENING STRATEGIES OF NON-ENGLISH MAJORS AT HO CHI MINH CITY INDUSTRY AND TRADE COLLEGE was

successfully defended and approved on ……… … at Ho Chi Minh City University

of Technology (HUTECH)

Academic supervisor: Dr TRAN QUOC THAO

Examination Committee

1 Nguyễn Thị Kiều Thu, Ph.D Chair

2 Phạm Huy Cường, Ph.D Reader 1

3 Lê Văn Tuyên, Ph.D Reader 2

4 Lâm Thành Nam, Ph.D Member

5 Dương Mỹ Thẩm, Ph.D Secretary Member

On behalf of the Examination Committee

Chair

(full name, title, signature)

Attitudes towards the Use of English Captioned Videos and Listening Strategies

of Non-English Majors at Ho Chi Minh City Industry and Trade College

II-Objectives and contents:

This study aims at exploring out non-English majors’ attitudes towards the use

of English captioned videos and their listening strategies in English class at HITC The specific objectives of this study are as follows:

 To find out the non-English majors’ attitudes towards the use of English captioned videos in English class at HITC;

 To find out non-English majors’ listening strategies in watching English captioned videos in English class;

 To examine the differences in non-English majors’ attitudes towards the use of English captioned videos and their listening strategies in terms of different majors

This study was conducted at Ho Chi Minh City Industry and Trade College The study focused on the investigation of attitude towards the use of English captioned videos and listening strategies of non – English majors The participants were students who came from five departments at HITC: Mechanics, Information Technology, Accounting, Electronics, and Business Administration In order to gain the results, the quantitative and qualitative methods were applied In addition, two instruments used for data-collection were questionnaire and semi-structured interview

III- Starting date: (as stated in the Decision issued by the University)

IV- Completing date:

V- Academic supervisor: (full name, title) TRAN QUOC THAO, Ph.D

ACADEMIC SUPERVISOR FACULTY DEAN

(full name, signature) (full name, signature)

CERTIFICATE OF ORIGINALITY

I certify my authorship of the Master’s Thesis submitted today entitled:

ATTITUDES TOWARDS THE USE OF ENGLISH CAPTIONED VIDEOS AND LISTENING STRATEGIES OF NON-ENGLISH MAJORS AT HO CHI

MINH CITY INDUSTRY AND TRADE COLLEGE

In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology

Ho Chi Minh City, September 2020

NGUYEN DINH NHU HA

RETENTION AND USE OF THE THESIS

I hereby state that I, NGUYEN DINH NHU HA, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating

to the retention and use of Master’s Theses deposited in the Library

In terms of these conditions, I agree that the original of my Master’s Thesis deposited

in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses

Ho Chi Minh City, September 2020

Signature ………

NGUYEN DINH NHU HA

Beside my supervisor, I would like to thank all of my teachers at Ho Chi Minh City University of Technology for their interesting and informative lectures throughout my Master course in English Language in 2018

Thirdly, I am grateful for the assistance and support of Dr Nguyen Thi Kieu Thu, the Dean of English Language Faculty as well as some members of the staff in the postgraduate institute of this university, who have helped me greatly to complete this M.A course

I am also profoundly grateful to my colleagues and students at the Faculty of Foreign Languages at Ho Chi Minh City Industry and Trade College Their huge support and participation played a major role in the completion of my study

Last but not least, I must express my very heartfelt gratitude to my parents for providing me with unconditional love, unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis This accomplishment would not have been possible without them

ABSTRACT

Investigations into English captioned videos have been the subject of many researches in the field of language teaching and learning Most of these studies have proved the effectiveness of English captioned videos in enhancing students’ listening skills Focusing on the same subject but with a new perspective, this research aimed

at discovering students’ attitudes towards the use of English captioned videos and their listening strategies in five general English classes at Ho Chi Minh City Industry and Trade College (HITC) A total of one hundred and fifty college freshmen participating in answering the questionnaire and twenty-five students in responding the semi-structured interview questions The data gained from the questionnaire were analyzed by SPSS in terms of descriptive statistics and ANOVA test The results showed that students expressed positive attitudes towards the use of English captioned videos Besides, the frequency of using listening strategies was relatively high It is noticeable that the participants used listening strategies at the different level The cognitive strategy was used more frequently than the meta-cognitive and socio-affective strategies The results further indicated that there was no difference in attitudes towards the use of English captioned videos and listening strategies in terms

of majors The data from semi-structured interview were coded and analyzed to make the findings clearer Basing upon the findings, some implications were made to contribute to new viewpoints of using English captioned videos for teaching and learning listening skills as well as teaching listening strategies

Keywords: English captioned videos, attitudes, listening strategies, non-English

majors

TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY i

RETENTION AND USE OF THE THESIS ii

ACKNOWLEDGEMENT iii

ABSTRACT iv

APPENDICES viii

LIST OF TABLES ix

LIST OF FIGURES .x

LIST OF ABBREVIATIONS AND SYMBOLS xi

CHAPTER 1 INTRODUCTION .1

1.1 Background to the study 1

1.2 Statement of the problem .3

1.3 Aims and objectives of the study .4

1.4 Research questions .4

1.5 Scope of the study .5

1.6 Significance of the study .6

1.7 Definitions of the key terms .6

1.8 Organization of the thesis 7

CHAPTER 2 LITERATURE REVIEW .9

2.1 Introduction .9

2.2 Listening skills 9

2.2.1 Definitions of listening 9

2.2.2 The importance of listening skills 10

2.2.3 Listening strategies and types of listening strategies 12

2.2.4 Teaching listening strategies 15

2.3 Videos with captions and English listening skills 18

2.3.1 Definitions of captions 18

2.3.2 The relationship between English captioned videos and listening skills 19

2.4 Attitude 20

2.4.1 Definitions of attitudes 20

2.4.2 The components of attitudes 21

2.5 Attitudes towards listening comprehension 23

2.6 Previous research .24

2.7 Conceptual framework 28

2.8 Summary 30

CHAPTER 3 METHODOLOGY .31

3.1 Introduction 31

3.2 Research design .32

3.3 Research site .33

3.4 Sample and sampling procedure .33

3.5 Research instruments .37

3.6 Data collection procedures 40

3.7 Data analysis procedures .41

3.8 Reliability and Validity 43

3.8 Ethical issues 43

3.9 Summary 44

CHAPTER 4 RESULTS AND DISCUSSION 45

4.1 Introduction 45

4.2 Results 45

4.2.1 Students’ attitudes towards the use of English captioned videos 45

4.2.2 Listening strategies in watching English captioned videos 52

4.3 Discussion 60

4.3.1 Students’ attitudes towards the use of English captioned videos 60

4.3.2 Listening strategies in watching English captioned videos 63

4.4 Summary 67

CHAPTER 5 CONCLUSION .66

5.1 Summary of the main findings of the thesis 66

5.2 Pedagogical implications 67

5.2.1 Implications for the administrations of HITC 67

5.2.2 Implications for the English teachers of HITC 68

5.2.3 Implications for students in general English classes of HITC 69

5.3 Limitations 69

5.4 Recommendations for the further research 70

REFERENCES 71

APPENDIX A 83

APPENDIX B 88

APPENDIX C 93

APPENDIX D 95

APPENDIX E 97

APPENDIX F 100

LIST OF TABLES

Table 2.1 Depiction of three attitude components .15 Table 3.1 Participants’ general information .36 Table 3.2 Methods of data analysis in relation to the research questions and

instruments 42 Table 4.1 Students’ attitudes towards the use of English captioned videos .45 Table 4.2 Students’ cognitive attitudes towards the use of English captioned videos .46 Table 4.3 Students’ affective attitudes towards the use of English captioned videos .49 Table 4.4 Students’ behavioral attitudes towards the use of English captioned

videos .51 Table 4.5 Listening strategies in English captioned videos .53 Table 4.6 The frequency of using meta-cognitive listening strategy in English

captioned videos .54 Table 4.7 The frequency of using cognitive listening strategy in English captioned videos .56 Table 4.8 The frequency of using socio-affective listening strategy in English

captioned videos .58

LIST OF FIGURES

Figure 2.1:

Conceptual framework of the relationship between students’ attitudes towards

English captioned videos and the use of listening strategies to watch these films 28

LIST OF ABBREVIATIONS AND SYMBOLS

HITC: Ho Chi Minh City Industry and Trade College

IT: Information Technology

CHAPTER 1 INTRODUCTION 1.1 Background to the study

Listening is considered one of the most important skills for foreign language learners It results from the fact that listening has an important role in everyday communication According to Morley (1991), “Listening is the most common communicative activity in daily life: we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write” (p.81) Moreover, it will be against the naturalistic approach of acquiring a language and cause “cognitive overload” if learners are forced to produce the forms that they have not acquired yet (Vandergrift, 1999) In other words, learners should receive input before switching to any other stage of language learning Listening, then, provides them with input However, according to Walker (2010), listening is seen as one of the most difficult skills and yet the most important to have That is why English teachers must seek for some ways to facilitate their learners’ listening process

In reality, the English language is a compulsory subject in most universities in Vietnam It is one of the components designed in each major Of four skills in the English language, the role of listening skills is considered as a vital skill in communication It is obvious that with the development of economic integration, learners need to communicate in English efficiently Therefore, designing listening lessons and installing listening devices for this subject is paid much attention to Specifically, the changes in teaching listening skills has been improved and changed

in most of educational institutions In compared to curriculums in the past, listening skills are currently been teaching in most levels from primary schools to universities

Despite its importance in learning English, the teaching of listening skills has been given little attention (Prentis and Parrott, 2014) In most of general English classes, students are familiar with learning grammar, reading and vocabulary Listening skills are somehow neglected by teachers (Hamouda, 2013) Moreover, the lack of facilities in classrooms is an obvious obstacle for teachers conducting listening activities It is no doubt that there are many problems for teaching and learning listening skills

Traditionally, listening activities were believed to consist of only some typical tasks such as listening to a recording and doing some following tasks, listening to teachers and repeating, listening to songs, or dictation These kinds of activities somehow cause boredom in a language classroom Nowadays, with the support of technology, teachers are enabled and encouraged to apply innovative multimedia tools

to their teaching, especially in teaching listening skills According to Baltova (1994), videos are effective and powerful tools to attract viewers’ attention and emotion and encourage them to improve listening skills for understanding the contents

Videos, as a result, become an extremely useful source of listening materials since it provides learners with both audio and visual input Further than that, not only

is the image added to the sound, but the captions can also be included to facilitate listening process The controversy arises around this is whether the use of captions in

a video can enhance learners’ listening skills Although many studies have been conducted over this issue, the answer is still far from conclusive

In addition, using suitable listening strategies is a motivation for learners to become successful in listening skills According to Vandergrift (2007), listening strategies are “strategies that listeners consciously or unconsciously use in order that they can understand, analyze and interpret the text” (p.10) It is important to consider that the choice of listening strategies has an influence on listening competence There

are different strategies that learners can apply to do listening tasks Whether the learners feel comfortable during listening periods depends on their choice of strategies Nevertheless, choosing and defining the appropriate listening strategies is not clear to non-English major students at Ho Chi Minh Industry and Trade College Moreover, the HITC teachers are still confused when instructing learners to use appropriate listening strategies A few of them conduct the lessons by asking learners

to listen and do some common listening tasks

The study was conducted at Ho Chi Minh Industry and Trade College Since

2005, the Faculty of Foreign Languages at HITC has been responsible for teaching English programs The teachers at the faculty are expected to face a lot of difficulties

in finding the effective ways and methods to teach the listening skills They are also

at their beginning to seek and establish effective syllabus and assessment system for the English courses Therefore, there should be a niche to conduct a study relevant to listening skill in the mentioned context

1.2 Statement of the problem

With the requirements of achieving B1 level after the course and fluent capacity of using English for subjects as well as the future job, students at HITC have

to use English effectively in communicative situations However, it is the fact that most of speakers in listening materials are from different areas and with different accents Therefore, students have obstacles with listening skills if they do not have chances to experience different accents

Besides, most students at HITC find it difficult to be familiar with English teaching methods as well as learning strategies at the college It is because students come from different rural areas in Vietnam and have different views of learning English They have little attention to listening skills that were always ignored during

the years of secondary and high school It is the reason why they are facing obstacles

to listening classes at the college

In addition, learners are more excited to learn with authentic materials such as music and videos in the classroom Nevertheless, it is the fact that the shortage of these materials has been causing boredom and distracting students’ attention in English classes at HITC Although the teachers always try to use various active teaching methods, they do not have necessary facilities to conduct English classes What is more, the teachers at the faculty are expected to face a lot of difficulties in finding the effective ways and methods to teach the listening skills They are also at their beginning to seek and establish effective syllabus and assessment system for the English courses Thus, the researcher decides to conduct this research to explore learners’ attitudes towards the use of English videos with captions and listening strategies among non-English majors at the context of HITC

1.3 Aims and objectives of the study

From the theoretical and practical reasons which are discussed above, this study therefore aims at exploring non-English majors’ attitudes towards the use of English captioned videos and their use of listening strategies in English class at HITC The specific objectives of this study are as follows:

 To find out the non-English majors’ attitudes towards the use of English captioned videos in English class at HITC;

 To find out non-English majors’ use of listening strategies in watching English captioned videos in English class;

1.4 Research questions

In order to investigate the non-English majors’ attitudes towards the use of captions in listening comprehension and their listening strategy at HITC, the following research questions are formulated:

1 What are non-English majors’ attitudes towards the use of English captioned videos in English class at HITC?

2 What are the listening strategies employed by non-English majors in watching English captioned videos?

1.5 Scope of the study

The current study was conducted at Ho Chi Minh Industry and Trade College The study focused on the investigation of attitude towards the use of English captioned videos and listening strategies of non – English majors Due to the large size of the population at HITC, the study did not investigate every individual in the population due to cost and time consumption The participants were from departments at HITC such Mechanics, Information Technology, Accounting, Electronics, and Business Administration They were first-year students who were learning in general English 2

at HITC They were familiar with the use of English captioned videos in general English 1 Additionally, with the requirement of watching English captioned videos

in class or at home in each syllabus, they had already realized the importance and accumulated necessary strategies for watching captioned videos The research was conducted to find out the attitudes and listening strategies of researchers’ learners towards the use of English captioned videos

1.6 Significance of the study

This study is hopefully a useful source of information for English teachers at HITC It is hoped to provide EFL teachers with the new perspectives and insights

regarding teaching listening skills in most general English classes It will also give teachers an opportunity to consider students’ expectations in listening periods

In addition, the study is expected to be a helpful guide for those who are responsible for developing the syllabus and facilities at the college In fact, it will help principals as well as leaders of English faculty to have better solutions in designing the syllabus and install necessary equipment for teaching listening

Another contribution of the study is to help students recognize their problems

in listening skills It also helps to formulate students’ interest in watching English captioned videos to improve their listening skills In addition, students will recognize their suitable listening strategies to improve watching English captioned videos Furthermore, students will be more interested in listening periods at school

Moreover, since there are not many studies focusing on this issue, this study is hoped to be a useful reference for later studies conducted in the same field Last but not least, the study is believed to enlarge the researcher’s knowledge and experience for doing research

1.7 Definitions of the key terms

For the purpose of this study, the following key terms are defined to provide

a specific perspective on the issues discussed

Attitude is an important factor that affects students’ learning process and

perception It includes affective, cognitive and behavioral attitudes which greatly impact on students’ learning process and motivate them to acquire a new language

Captions are similar to the subtitles and give people access to the contents of

spoken languages They are the words underneath a video which help viewers recognize the sounds and meanings of spoken sentences

English captioned video refers to the short video or video with a transcription

of dialogues in English, appearing on the screen at the same time that the characters speak

Non-English majors refers to students whose major is not English and who

study English as a compulsory subject at the college

Listening refers to the ability to identify and understand what the speakers are

saying It involves identifying the sounds and processing them into meaningful words

or sentences

Listening strategies refer to ways and techniques that students use to assist

them in doing listening tasks of English captioned videos They include cognitive, cognitive and socio-affective listening strategies

meta-1.8 Organization of the thesis

This study report consists of five separate chapters

Chapter 1 provides an introduction to the study with the background information related to the study, the statement of the problem, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis

Chapter 2 is the literature review, presenting the information related to listening skills, English captioned videos, and attitudes toward English captioned videos In terms of listening, the definitions, the importance of listening skills, listening strategies and teaching listening strategies are discussed Regarding English captioned videos, definitions of captions, the relationship between English captioned videos and listening skills are recommended With reference to attitude towards English captioned videos, definitions of attitudes, the components of attitudes and attitudes

towards listening comprehension are analyzed in details In previous study, many studies by foreign as well as Vietnamese researchers are summarized and discussed

in brief Finally, conceptual framework is also introduced in literature review

Chapter 3 describes the methodology of the study including the research design, the research site, the sample and sampling procedures, the research instruments, the data collection procedures as well as the data analysis procedures

Chapter 4 supplies the presentation of results of the study by analyzing the data collected from questionnaire and semi-structured interview The discussion of the data

is also compared and contrasted with the data in previous studies

Chapter 5 presents the summary of the main findings of the thesis, implications of the research, limitation of the research and recommendations for further research

2.2 Listening skills

2.2.1 Definitions of listening

Listening is one of the most important skills in acquiring a language Up to this point, there have been a lot of definitions of listening Howatt and Dakin (1974) defined that listening is the ability to identify and understand what the speakers are saying In another definition, listening is the process of receiving, attending to and assigning meaning to aural stimuli (Wolvin & Coakley, 1982) Rost (2009) stated that listening is considered an active mental ability People can learn things, understand instructions and etc thanks to listening According to Gilakjani and Ahmadi (2011), people spend most of active hours listening for thoughts, feelings and intentions

Listening is an activity of receiving spoken language through the auditory organ It involves identifying the sounds and interpreting the meanings of sounds According to Nunan (1995), listening is an important skill in most EFL classes Gilakjani and Ahmadi (2011) concluded that listening is a difficult job and requires students to spend much time and energy on interpreting the meanings of spoken

sentences Saricoban (1999) quoted in Khaled (2010) mentioned that the listening skills reflect the learners’ receiving ability and choosing what the speakers are saying

2.2.2 The importance of listening skills

Listening is a complex process which includes classifying, understanding and interpreting spoken languages Bueno et al (2006) stated the complex process of listening due to the double psychological and social nature “listening is the phenomenon of psychology, which happens on a cognitive level and the phenomenon

of society, which develops interactively between people and the surroundings Listening is considered complex process, which needs to be understood to teach and evaluate it before combine with phonological aspects and with speaking skills” (p.282) Besides, it helps people to recognize speakers’ accent, acquire detailed comprehension and also motivate them to learn the accent As a result, listening helps learners learn foreign languages with confidence and expectation of success Moreover, the designed activities in listening skills are used to stimulate learners’ imagination and encourage them to speak In daily lives, listening is a powerful tool which helps people understand, reach agreements, deal with issues and especially give information such as laws, rules, policy, instructions and etc effectively Brown (2001) stated “listening is not a one-way street It is not merely the process of unidirectional receiving of audible symbols One facet - the first step - of listening comprehension

is the psychomotor process of receiving sound waves through the ear and transmitting nerve impulses to the brain But that is just the beginning of what is clearly an interactive process as the brain acts on the impulses, bringing to bear a number of different cognitive and affective mechanisms” (p.69)

Listening plays a prominent role in most of the daily conversations The listening activity occupies 40-50% in communication (Gilakjani & Ahmadi, 2011) Devine (1982) expressed that listening is the most important means through which the

information is received and processed Guo and Wills (2006) stated “Listening is the medium through which people gain a large proportion of their education, their information, their understanding of the world and human affairs, their ideals, sense of values” (p 3) According to Peterson (2001), through listening, learners can be aware

of language systems at different levels and establish the foundation for their productive skills

Of all four language skills, listening is considered the most significant in learning a second language (Richards & Rodgers, 2001, Morley, 2001; Rivers, 1981) Hasan (2000) expressed that listening provides the foundation of acquisition and expansion of other skills Listening is the most frequently used in classrooms throughout all levels of education Thanks to listening, learners can understand input

on the right level Moreover, learners can get more attention to vocabulary, grammar and patterns in language through listening exercises

Rost (1994) stated the significance of listening in language classrooms as follows:

1 Listening is important in classrooms because it is considered a base to provide input It is evident that learners can learn and comprehend new knowledge easily

if they understand the input

2 Learners must use listening to interact with others to achieve comprehension in most activities in class

3 Authentic spoken languages create challenges for learners’ understanding of language because native speakers always use these languages Therefore, learners must pay much attention to listening

4 Listening exercises help teachers identify learners’ attention to vocabulary, grammar and interaction patterns in the language (p 141-142)

Due to the significance of listening skills, Bueno et al (2006) suggested that it is very important to follow a pattern in listening periods in order to comprehend the input as well as interpret the meanings of contents properly:

1 Pre-listening is the first stage where the context of conversations or talks is established People should create motivation with the purpose of preparing for what they hear

2 The next stage is listening, where listeners need to solve issues or answer the questions properly Listeners need to acquire vocabulary, grammar and etc to respond the talks or listening tasks

3 The last stage is post-listening, where listeners have to check their understanding

or answers It is useful for listeners to formulate positive attitude of analyzing and consolidating what they have just heard

According to Jung (1971), attitude is a readiness of the psyche to act or react

in a certain way Gal and Ginsburg (1994) also stated that attitude is the collection of emotions and feelings experienced during learning periods Walley et al (2009) stated that attitudes may be positive, negative or neutral

In practice, attitudes are supposed to directly influence behavior Hewstone and Stroebe (2004) demonstrated that the more positive attitude a person has about his

level of intelligence, the more he thinks that he could solve the problems In addition, Conner and Armitage (1998) expressed that the components of attitudes are considered a person’s obvious behavioral beliefs which represent outcomes of the behavior

2.3.2 The components of attitudes

In the context of attitudes, three main components, including cognitive, affective and behavioral ones are mentioned

Cognitive component

Cognitive component of attitudes is thoughts and attributes that individuals pay attention to It refers that general knowledge of a person relates to part of attitudes In terms of listening, whether sleeping or awake, humans constantly process sounds (Antony et al., 2012) Some of these sounds are attended to consciously and unconsciously Cognitive process in listening includes receptive, constructive and interpretive spoken language (Rost, 2005) Some people have the belief of what they hear must be on screen or seen by eyes The information appeared on the screen helps them to receive easily and understandably

Watching a video with captions, as a result, is really valuable to learners who are not good at listening skills They need to read subtitles in order that they can easily receive

and interpret important information

Affective component

The affective component is the response towards an attitude object In terms of listening, it includes how individuals think and feel about listening, how encouraged they are to focus on listening and how much they are interested in listening Eagly and Chaiken (1998) define affective factor as the “feelings, moods, emotions, and

sympathetic nervous system activity that people have experienced in relation to an attitude object and subsequently associate with it” (p.272) These authors claim that affective component is mainly based on the emotional experiences and preferences

A person can show their like or dislike to an activity The affective factor should not

be judged in terms of only the beliefs because emotion works simultaneously with cognitive factor The combination of affect, including feelings and emotions and attitude, including the evaluative judgment on beliefs are proposed as an integrated model of attitude and choice (Agarwal & Malhotra, 2005) In terms of listening, affective component involves the mental process of selecting messages to focus on and then trying to understand them

Watching a captioned video will be effective if learners know what information they are interested in and are important to content of videos In addition, affective component will govern learners’ like or dislike to listening activity As a result, it will help learners become more interested in listening periods

Behavioral component

Behavioral component refers to the listeners’ responses or feedback during the listening process According to Defleur and Westie (1963), it involves a person’s response or reaction to do something To listeners, behavioral approach helps them clearly locate the main ideas and then convert into meanings for understanding

In case of listening, behavioral component of attitude reflects listeners’ interests on favorite topics Listeners often express their beliefs and positive attitudes towards well-selected and designed listening tasks Selecting a good video with captions will help learners become interested in doing listening tasks

All things considered, the three components of attitude can be summarized as the following depict Each component is measured by different factors As a result,

understanding various types of attitudes, it helps teachers to have suitable choices of teaching methods Likewise, it also increases students’ satisfaction and learning outcomes (Maniruzzaman & Aktar, 2010)

Table 2.1: Depiction of three attitude components

2.4 Attitudes towards listening comprehension

Attitudes can help learners be more confident and successful in their subjects

In terms of listening skills, attitude is considered a vital and important guide which help students become better in doing listening tasks Attitude is known as an essential factor in academic success Considering that listening makes an important contribution to both educational and social life, individual’s positive or negative attitudes always affect their success According to Gardner (1985), the learners’ success in learning a foreign language depends on their attitude Tayşi (2014) concluded that the increase of positive attitudes toward listening makes the achievement of listening comprehension change positively It is known that attitude has three levels of positive, negative and moderate attitude Among these levels, positive attitude is a critical ingredient to help listening skills be more effective Hammerly (1982) and Mian (1998) asserted that positive attitude towards language learning plays an important role on the learners’ success As a result, learners’ attitude influences their learning styles and behaviors such as watching English videos, reading English documents or speaking with foreign teachers

Goh and Taib (2006) concluded that being passive during the listening periods can make students become tired and bored In consequence, positive attitude towards

listening is very necessary and vital for the development of listening comprehension skill It is clear that listening comprehension is the multiple process involved recognizing and making sense of spoken words Thus, learners not only sharpen their listening skills but also formulate positive attitude in order that they can have suitable and effective strategies to understand the meanings of spoken language Harmer (2006) believed that giving students chances to hear different accents and activities is the main motivation of teaching listening

It is clear that the learners always have clear attitude towards listening comprehension In addition, some previous studies point out the learners’ positive attitude towards their listening skills However, these theoretical studies need to assert

in practical situation Therefore, there is a need to have a practical study to identify the correlation between the attitude and listening skills

2.5 Listening strategies and types of listening strategies

In order to have the smart and suitable strategies for listening tasks, it is vital that learners must have their own strategies which can assist them during the listening periods Many researchers suggest listening strategies in various ways Gilakjani and Sabouri (2016) suggested different strategies such as predicting, asking for clarification and using non-verbal cues Oxford (1990) divided listening learning strategies into two main groups: direct and indirect strategies Direct strategies are related to the processing of language such as vocabulary memory and form recognition Indirect strategies involve solving problems about learning Holden (2004) expressed that learns can understand what they hear if they recognize the effective ways of using strategies to deal with various tasks O’Malley and Chamot (1990) pointed out common strategies used by learners like meta-cognitive, cognitive and socio-affective listening strategies They were chosen and discussed in details in this research as follows:

Meta-cognitive listening strategy

Metacognitive listening strategy includes processes of planning, monitoring, selective attention and evaluating (O’Malley and Chamot, 1990) They stated that metacognitive strategy is used to plan specific actions to get a specific aim Holden (2004) suggested that meta-cognitive listening strategy has highly positive influence

on learners’ listening skills O’Malley and Chamot’s (1990) demonstrated that the metacognitive strategy is a basis step to build the character of learners It means that the deployment of this strategy helps learners to achieve autonomy in education Students become more active to manage and find out the best solutions to practice and reinforce what they have learned For this kind of strategy, learners must make a plan for listening, analyzing the listening process dynamically and evaluating the outcomes through listening tasks Learners can be awareness of what specific strategies are as well as how and when they are used with metacognitive strategy

From the views of Vandergrift (1999), the researcher will discuss steps to draw the importance of formulating this strategy Planning is the first step when apply the metacognitive listening strategy It might be considered an anticipated listening goal for learners to achieve (Ozeki, 2000) Monitoring is the second process in which learners check their perceptions during listening to make sure that they can understand the messages from the recording Basing on this step, learners will set up their goal which is set for themselves (Stein, 1999) Thirdly, selective attention means that learners will have their own ways to select and decide which parts of listening discourse to focus on (Goh, 1998) Evaluating is the last step of metacognitive listening strategies in which listeners consolidate and assess their processes to the goal that they have set to follow With the English captioned videos, learners need to have obvious steps in order that watching these kinds of videos can help students improve their listening skills easily

Cognitive listening strategy

O’Malley and Chamot (1990) defined, “cognitive strategy is mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval” (p 11) This strategy helps learners to obtain knowledge and link new knowledge with existing linguistic system There are two categories of cognitive strategy: top-down and bottom-up strategy

Bottom-up strategy refers to using the information about sound, word meanings and semantic contents to understand of what is heard one step at a time (Brown, 2006:2) At first, learners recognize the words and then get the meaning by combining the words that they recognized earlier Nunan (2010) stated that learners must hear some sounds and then hold them in working memory long enough so that they can connect these sounds and interpret what they heard

Top-down strategy refers to the use of background knowledge about specific topics to understand the messages from recordings (Brown, 2006:2) The learners predict the meaning by using clues or hints from texts and combining them with background knowledge or familiar topics By taking advantage of this strategy, learners can use schematic knowledge to support interpreting the sounds more effectively In terms of captioned videos, it requires learners to have specific and suitable strategies to comprehend the content of videos It is because not all kinds of videos are familiar and easy enough to understand

Socio-affective listening strategy

Vandergrift (1997) said that socio-affective strategy helps learners to corporate with their classmates and to draw attentions and clarification from teachers O’Malley and Chamot’s (1990) defined “socio-affective strategy are conscious activities chosen

by learners to regulate their own language learning” (p.1) This strategy has the

potential to improve learners’ motivation in learning as well as doing listening tasks According to Flowerdew and Miller (2005), it can be used to enhance learners’ learning and motivate them to continue learning

Bacon (1992) divided socio-affective strategy in social strategy and affective strategy In terms of social strategy, learners share the ideas to others in order that they can get the comprehension in listening Savigon and Sysoyev (2002) gave the name sociocultural strategy for social strategy It helps the learners effectively corporate with others and understand the target culture and languages Affective strategy refers to personal confidence during the listening process It is also called self-motivated strategy (Dörnyei, 2003) This could help learners to handle their feelings, motivations or attitudes in learning listening skills In short, socio-affective

is really effective for watching captioned videos It is because learners can have chances to experience themselves to understand the contents Furthermore, they can share ideas and obtain knowledge from others for clear perception

2.6 Teaching listening strategies

In recent years, the study of language learning strategies has been paid more attention (Clement, 2007) It is because that teaching learners learning strategies can assist learners to effectively use and apply to various kinds of tasks in the classroom and outside Regarding listening skills, a number of listening strategies have been applied to the teaching to help learners enhance their listening skills Therefore, the role of listening strategies is becoming necessary in most of listening lesson plans According to Rubin (1975), good language learners always have good language strategies In terms of listening skills, the teaching listening strategies is becoming more and more important The teacher’s role in the process of teaching strategies is crucial The instructions of each strategy should be clear and precise Mendelson (1995) cited in Mendelson and Rubin (1995) defined “ A strategy-based approach in

teaching listening skills is a methodology that is rooted in strategy instruction… It is

an approach that sees the objective of the SL/FL course as being to teach students how to listen…” (p 134)

A number of studies have been conducted to find out whether teaching listening strategies are important for learners to improve effectively Bagheri and Karami (2014) carried out the study to investigate how teaching listening strategies impact on EFL learner’s watching English videos with captions Forty participants were divided into two groups: control and experimental group The control group was exposed to listening input whereas the experimental group received teaching of listening strategies The findings clarified that teaching listening strategies could help

to improve participants’ listening scores and effectively impact on their performance

He also concluded that teaching listening strategies helped participants become familiar with most strategies effectively Krebt (2013) studied the effect of proposed teaching listening strategies on Iraqi EFL university students’ listening comprehension in watching English captioned videos One hundred and four freshmen were divided into control and experimental group The control group was taught according to traditional teaching methods The serious teaching procedures were taught to the experimental group, including warm-up activities, pre-listening stage, while-listening stage and post-listening stage The results revealed that the experimental group improved their listening skills better than the control group In addition, he also concluded that the learners needed to experience with listening strategies in each listening procedure Carrier (2003) researched a group of American high school students that involved listening strategy in watching captioned videos The teacher modelled strategies and gave learners with opportunities to practice watching captioned videos The findings demonstrated that there was a significant improvement in listening tests thanks to listening strategy instruction

According to Mendelson (1995), difficulties in listening can be solved by focusing on teaching listening strategies for listeners It is because that listening strategies help learners better listen what they hear and deal with difficulties appearing

in listening tasks (Oxford, 1990) As a result, students need to be aware of how listening strategies are used Teachers can instruct listening strategies by having students write down key words, important ideas and short summary; guess the meanings of words and contents; listen again and repeat phrases and short sentences; collaborate with others for doing exercises and etc What is more, the repetition of strategies in each listening period is crucial for learners to become familiar with and take advantages of strategies successfully However, to teach listening strategies effectively, the teachers should keep in mind the following instructions (Chamot, 1995):

1 Find out what strategies learners are using for listening activities;

2 Choose strategies found to be missing and explain to learners when these strategies can be used during listening process;

3 Model how to use each strategy in most of listening periods;

4 Ask students to explain or describe what they observe from each strategy;

5 Give chances for students to practice listening strategies and ask them to assess their proficiency by organizing discussions;

6 Encourage students to further practice listening strategies in a variety of tasks

In short, teaching listening strategies is essential to help learners reach objectives of listening subject and have good learning outcomes All of the teachers

in charge of listening subject must be responsible for choosing, explaining and instructing listening strategies to satisfy learners’ learning needs

2.7 Videos with captions and English listening skills

Captions are “the onscreen text in the original language combined with a soundtrack in the same language” (Markham, Peter & McCarthy, 2001) They are supposed to provide viewers an enjoyable experience of the programs

2.7.2 The role of English captioned videos in teaching listening skills

Many researchers paid attention to taking advantages of videos as a learning resource Researchers strongly agree that multimedia learning materials are more interesting and useful in terms of images and sounds (Mackey & Ho, 2008; Rose, 2003) When learners watch videos in a foreign language, they can improve their listening skills effectively

It is a fact that English videos have several benefits for teaching listening skills

in terms of understanding and interpreting the speakers’ messages Lonergan (1984) gave evidence that learners are able to distinguish speakers’ daily conversations and enhance necessary linguistic structures Froehlich (1988) stated that learners are able

to confirm the information they hear from recordings by the captions appearing on the screen Bird and Williams (2002) confirmed that captions or subtitles help to increase

learners’ listening comprehension Markham (1989) conducted research on the effects

of videos on listening skills He divided learners into three groups Each group was asked to watch film with and without subtitles He used the multiple choices to check learners’ understanding of videos He concluded that the learners could improve their listening skills by watching captioned videos In a similar context of ESL, Pujola (2002) investigated ESL students to know whether captions are often used while they are watching the videos The findings of study proved that students who had problems

in listening skills had improved their listening skills with captions surprisingly

In addition, Gildea, Miller and Wurtenberg (1990) showed that learners who

do not usually watch English videos face difficulty in producing complex sentences

in the second language It can be said that learners can make up their sentences by imitating and reusing the spoken sentences from the videos Vulchanova et al (2015) claimed that watching videos results in improved vocabulary learning, so listeners can effectively use vocabulary in conversations

Mclornan and Guichon (2008) supported that the use of captions helps to improve listening comprehension skill Listeners obtained higher scores in listening tests thanks to the access to captioned videos Wang and Liu (2011) conducted search

on Chinese students’ attitude toward using English videos with captions It indicated that videos with captions help them improve pronunciation, vocabulary and cross-cultural communication ability

In brief, it might be concluded that English captioned videos play an indispensable role in enhancing listening skills What is more, English captioned videos might be an effective tool for students to improve their language competence

2.8 Previous studies

In order to explore students’ attitudes towards using English captioned videos

in listening periods, many researchers have recently conducted this study Many researchers have shown that English videos with captions are effective for learning a second language Many universities have been implementing captioned videos for their foreign language learning course (Blake, 2005; Chenoweth, Ushida & Murday, 2006; Sanders, 2005; Scida & Saury, 2006) The captioned videos are widely used to teach second languages According to Garza (1991), captioned videos can assist learners to connect auditory and visual input It is a fact that the advantages of captioned videos are clearly identified

Mansory (2015) conducted research on attitude towards using captions while watching videos of one hundred and eighteen masters’ degree students at Eastern Mediterranean University With the employment of the questionnaire used a 5-point Likert scale type, the results revealed that the most participants (60%) believed having captions or subtitles in videos helps them focus on the videos and be more confident

in listening skills They also agreed that second language captions are useful for them

in terms of listening comprehension Many of them concurred that subtitles helped them add words to their schema vocabulary

Another research conducted by Safranj (2005) aimed to explore thirty-eight students at a private school in Novi Sad about attitude towards using videos with or without captions in learning listening comprehension Students were chosen to do the research instrument which were open-ended questionnaire and semi-structure interview The results showed that more than a half of them liked watching English videos with captions They reported through short interviews that they found it easy

to understand the video and expand their vocabulary and structures Vanderplank (1988) made an observation of 15 students at a British university Students were given the captioned programs to watch for one hour each week for nine weeks Students

were asked to consider how much they understood the videos The findings of the study showed that the captioned videos helped students to lower the anxiety In addition, students expressed that captions were beneficial to language learning and they felt more relaxed Pimsamarn (2011) studied 80 senior students on developing listening skills by using English videos The questionnaire with a 5-point Likert scale was used to examine students’ attitudes and behavior The results showed that these participants could understand the dialogues better when watching videos with captions and have correct pronunciation of unfamiliar words They also agreed that these kinds of videos could develop their listening skills Moreover, they claimed that they could learn new vocabulary and proverbs and slang better through captioned videos

Another example, Garza (1991) interviewed 70 advanced learners and 40 college students at two universities in the US about watching videos with or without captions The participants were asked to answer a multiple-choice comprehension test about the content of video The findings showed that the participants who often watched videos with captions outperformed the no-text group Ghasemboland and Nafissi (2012) studied the effects of using English captions on Iranian EFL students’ listening comprehension The participants were 60 homogenized students of English literature at Alzahra University The experimental and control groups did a 50-item listening comprehension test as a pre-test At the end of the test, a group of 20 item made by teachers was administered to see the possible effect of captions The results revealed that thanks to captioned videos, students had a better chance of understanding the film’s content, using new lexicons and phrases in videos for appropriate contexts and English captioned videos helped to enhance their listening comprehension In addition, it was also suggested that the teachers should consider the benefits of using captions when teaching listening skills