MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- LE THI THU THAO THE EFFECT OF USING VIDEO MATERIALS ON THE FIRST YEAR NURSING STUDENTS’ READING COMPREH
INTRODUCTION
Background of the Study
English is one of the most widely spoken languages today, playing a crucial role in global communication and offering significant career opportunities in a globalized world Proficiency in English enhances knowledge and fosters connections among individuals from diverse backgrounds Its application spans various fields, including tourism, nursing, economics, and banking, where it is used by people from numerous countries for different purposes As a result, there is an increasing emphasis on English education to better prepare students for their future careers.
In English teaching and learning, there are four fundamental skills—reading, listening, speaking, and writing—take precedence In this study, particular attention is given to the skill of reading
Reading is a dynamic process that involves constructing meaning from written text, as noted by Elleman & Oslund (2019) This activity allows individuals to extract valuable information from diverse sources, including newspapers, books, journals, and magazines By engaging in reading, learners can improve their grasp of grammar rules, deepen their understanding of language structure, and expand their vocabulary Additionally, reading activates multiple cognitive functions at once, enhancing overall comprehension and learning.
Mastering reading is crucial for students to gain knowledge and information Teachers not only present texts but also emphasize the importance of reading skills However, many students struggle with lengthy texts, often finding them tedious and challenging to comprehend.
Nursing students face significant challenges in understanding English texts, as much of the literature in their field is written in English Although they are not English language learners, they struggle with comprehension due to limited vocabulary and language skills Research by Endley (2016) identifies key issues such as word recognition difficulties, an overemphasis on higher-level meanings, and restricted vocabulary knowledge Furthermore, Souriyavongsa (2013) points out additional obstacles, including low proficiency, poor translation skills, unfamiliarity with effective reading strategies, unclear learning objectives for English studies, and a lack of motivational support.
Nursing students often struggle with interpreting reading materials, despite their prior knowledge To address these challenges, educators are actively seeking innovative resources to improve the teaching and learning experience Research by Mark (2018) highlights the effectiveness of incorporating technology, particularly media, to engage learners and enhance their academic performance Among various media options, video is particularly effective Su & Eileen (2015) emphasize that video materials serve as valuable teaching tools for English instructors, improving students' language skills and motivation This study proposes a new type of reading material for students and teachers at Hong Bang International University, aimed at enhancing nursing students' reading comprehension.
Statement of the problem
Mastering reading skills is essential for effectively extracting information from written sources This proficiency not only enhances students' ability to develop additional competencies learned in the classroom but also serves as a vital tool for accessing information It is crucial for students to not only read but also to fully comprehend and understand the content they encounter.
Reading in a foreign language poses significant challenges for many students, particularly in Indonesia, where traditional teaching methods often render students passive recipients of information (Nurkamto, 2000, as cited by Juhaendi, 2013) This passive approach, combined with ineffective teaching media, hinders students' ability to extract accurate information from English texts Consequently, educators face difficulties in identifying suitable methods and media for effective classroom instruction.
English teachers at Hong Bang International University (HIU) face significant challenges in teaching reading, particularly with nursing students who struggle to understand medical terminology These students often focus on answering questions rather than fully comprehending the material, leading to superficial reading habits Informal interviews indicate that HIU's conventional teaching method, which involves a pre-reading vocabulary list and a strict 10-minute reading timeframe, fails to engage students effectively The subsequent emphasis on answering textbook questions and filling in blanks during while-reading and post-reading stages has resulted in a lack of interest and motivation for reading activities among students.
Students today face three main challenges: difficulty in understanding textual information, struggles to achieve a deep comprehension of the material, and a general lack of interest that makes reading activities seem boring.
According to Mark (2018), teachers can enhance student engagement and achievement by incorporating technology in the classroom One effective medium for this purpose is video, which fosters active learning and stimulates interest among learners.
The researcher seeks to investigate how videos influence students' reading comprehension, aiming to enhance engagement and reduce the perceived dullness of learning English The study's findings are expected to contribute to a more enjoyable learning experience, ultimately leading to improved English proficiency among students.
Research aim
The study investigates the impact of video materials on the reading comprehension skills of first-year nursing students at Hong Bang International University (HIU) in Ho Chi Minh City The research is guided by specific objectives designed to measure this effect effectively.
(1) To measure the impact of video materials on the first-year nursing students’ reading comprehension
(2) To discover the students’ attitudes towards the use of video materials in teaching reading.
Research questions
To achieve the aim, the study will answer the following research questions:
(1) What is the effects of using videos on EFL first-year nursing students’ reading comprehension?
(2) What are the students’ attitudes towards the use of video materials in reading learning?
Significance of the study
The upcoming study aims to provide valuable insights for educators responsible for teaching English to nursing students, enabling them to enhance their teaching strategies and make reading instruction more engaging and effective.
The outcomes of the study are expected to offer contributions in the following aspects:
- The outcome of this study is anticipated to provide additional teaching and learning resources for improving reading comprehension
- This research aims to provide an insights into enhancing reading skills by utilizing video clips to improve language proficiency
- This research will be beneficial for researchers focusing on investigations related to reading and the integration of video materials in a Vietnamese setting
This study highlights the significant connection between video materials and reading comprehension, revealing their positive impact on students' learning attitudes It demonstrates that incorporating video resources can enhance classroom performance and serve as a crucial teaching method to motivate students in their English language learning journey.
Scope of the study
This research investigated the influence of video materials on reading comprehension among first-year nursing students at Hong Bang International University In the second semester of the 2022-2023 academic year, seventy students from two nursing classes participated, divided into a control group (CG) and an experimental group (EG) to compare the effects of experimental and conventional teaching methods A questionnaire was administered to assess students' perceptions of the use of video materials following the intervention.
Organization of the study
The research comprises five chapters
Chapter 1 – The introduction gives a concise outline of contemporary teaching practices, recent challenges, the study's objectives, and its significance
Chapter 2 – The literature review examines appropriate theories on reading instruction and learning, explores the role of video materials, reviews previous research, and identifies the research gap addressed by the study
Chapter 3 presents the research methodology, encompassing details on the research setting, participants, research design, instruments used, data collection methods, and analysis techniques
Chapter 4 presents the findings and results, addressing the research questions in the study
The final chapter will summarize significant findings, discuss their implications, and provide recommendations for future studies.
Summary
The first chapter presents the research problem within the context of existing literature, clearly defining the study's purpose statement and outlining the key research questions It also offers a comprehensive overview of the overall structure of the thesis.
LITERATURE REVIEW
Theoretical background
Reading is the primary activity in language classes, as highlighted by Elleman and Oslund (2019) It acts as a vital source of information and enjoyment while enhancing and expanding language skills Additionally, reading is crucial for gaining a broader perspective and understanding diverse cultures.
Exploring textual content is essential for personal growth, as it fosters knowledge acquisition, improves communication skills, enhances analytical thinking, and promotes effective problem-solving To maximize these benefits, readers should engage actively with the material by interpreting information thoughtfully, maintaining focus, and asking questions to deepen their understanding.
According to research by Elleman & Oslund (2019), reading is a complex activity that involves decoding written symbols and understanding the meanings of sentences and texts It is also a vital learning process that necessitates interpretation, reflection, analysis, and criticism These elements are crucial for developing the skills, knowledge, and attitudes necessary for success in life.
The reading process is complex and not entirely understood, as noted by Harris (1981) Its systematic study began in the 1880s and became a significant focus in experimental psychology, continuing until the early 1900s.
Gibson and Levin, as referenced by Harris (1981), contended that a single model for the reading process is impractical due to its inherent diversity Rather than suggesting multiple models, they introduced key principles that define proficient reading, which are relevant across different reading contexts and skill levels.
Reading is the process of recognizing and comprehending written or printed symbols, which serve as triggers for recalling meanings based on past experiences It also requires the reader to create new interpretations by actively engaging with relevant concepts they already understand (Tinker, 1975).
Reading comprehension is a fundamental cognitive process that allows readers to understand the meaning of texts, as highlighted by Durkin (1993) It encompasses not only the interpretation of individual words but also the overall message of the text While complete understanding may not always be possible, grasping the intended message is often achievable Elleman & Oslund (2019) emphasize the importance of promoting reading in basic education to help students actively seek and analyze information from various sources Proficient comprehension is vital across all disciplines that utilize written language, as understanding remains a key objective Ultimately, reading comprehension is crucial for acquiring knowledge, as reading without understanding does not provide meaningful information.
Reading comprehension is essential for conveying meaning and facilitating the exchange of ideas, as highlighted by Rutzler (2017) When readers effectively understand written messages, reading transforms into an inspiring and enjoyable experience The power of written language allows readers to explore various locations, historical periods, and events, immersing them in the lives of captivating characters and engaging narratives filled with suspense and intrigue.
Teaching reading involves three essential steps: pre-reading, while-reading, and post-reading Pre-reading activates students' background knowledge, allowing teachers to ask questions that stimulate predictions While-reading focuses on enhancing students' comprehension skills by promoting their linguistic and schemata knowledge Lastly, post-reading activities aim to develop students' overall learning abilities.
Videos are defined as multimedia resources that combine visual and auditory elements, making them effective educational tools (Canning-Wilson, 2000; Ilin et al., 2013) They include various formats such as TV programs, advertisements, and films, which can significantly enrich the learning experience for students (Sherman, 2003) By integrating these audiovisual assets into classroom instruction, educators can enhance engagement and understanding.
Based on the intended usage, videos can be classified into two distinct types: educational videos, and authentic videos
Authentic videos, as defined by Finnemann and Bacon (1990), are created by native speakers for native audiences and provide learners with exposure to real-world communication through various formats such as songs, online clips, TV shows, films, and cartoons However, these videos can pose challenges for foreign language learners due to factors like rapid speech, concise language, diverse accents, and informal expressions Additionally, they often lack specific educational intent (Hammer, 1991; Nunan, 1999) and do not offer comprehensive learning resources (Oddone, 2011) Therefore, educators need to invest time in selecting appropriate videos and developing instructional strategies that align with students' proficiency levels and learning objectives.
Educational videos are specifically crafted by instructors to meet classroom needs and align with curriculum standards, making them more effective than authentic videos in enhancing teaching and learning processes (Stohlman, 2009) These videos, which include films, educational TV programs, and broadcasts, are designed to convey information and knowledge relevant to the target language and serve as valuable supplementary materials in the classroom (Cruse, 2007; Intajuck, 2010).
2.1.4.2 Using Video materials in the classroom
The integration of videos in classrooms has resulted in the categorization of educational videos based on their specific purposes Understanding these distinct video types is crucial for teachers, as the selection of appropriate videos can greatly influence learning outcomes Inappropriate video choices can impede effective learning, as noted by Berk (2009) Bijnens et al (2004) have identified various digital video types that are suitable for educational purposes.
Talking head lectures and tutorials represent a video tutorial format where a teacher directly addresses the camera, requiring effective performance and thorough preparation for optimal student engagement
Authentic archive video material is a commonly used educational video, incorporating existing videos and audio archive resources to enhance lesson content and captivate students
Animated screenshots involve the use of software to record and edit animated screenshots, creating mini-movies that serve as engaging educational materials
Instructional videos demonstrate the step-by-step process of performing a task, with a long history of utilization in education
Expert presentation videos feature invited experts sharing their knowledge or insights in the classroom, offering a unique perspective
Educational video blogs capture the thoughts and actions of learners or teachers, providing information and personal reflections
Video case studies, simulations, and role plays are utilized for experimental studies, analyzing students' behavior and fostering awareness of various issues
Videoing real events in situ involves recording outdoor activities, especially field trips, for observational and action-oriented purposes, facilitating contextualization and knowledge transfer
Presentation/performance skills and feedback videos aim to review and improve individual or group performance, encouraging reflection and discussion, and can serve as valuable additions to students' portfolios
Student videos are created by students for projects or portfolios, allowing them to develop ideas and knowledge suitable for collaborative projects and group work in an educational context
Incorporating compelling videos in the classroom significantly boosts student engagement by delivering a richer sensory experience than traditional printed materials This method is particularly effective for helping students understand complex subjects while also fostering essential 21st-century skills, including digital literacy and communication (Bevan, 2020) Research by Canning-Wilson and Wallace (2000) highlights the benefits of video in education, such as stimulating interest through visual elements, enhancing listening skills, and aiding in the understanding of stress patterns Utilizing videos encourages students to comprehend content, generate innovative ideas, and analyze concepts effectively Furthermore, video serves as a powerful educational tool, enriching knowledge acquisition and providing authentic input that enhances the overall learning experience (Cruse, 2007) This study aims to utilize video to improve students' reading abilities in English for Specific Purposes (ESP) classes, offering a dynamic approach to teaching English as a foreign language that benefits both students and educators.
2.1.4.3 Advantages of Using Video Materials in ESP Classes
Incorporating video materials in English for Specific Purposes (ESP) classes enhances the teaching of English as a foreign language, offering new opportunities for both students and educators This approach enables teachers to utilize authentic content from native speakers, such as songs, movies, documentaries, and television programs, making the learning experience more engaging and enjoyable for students.
Utilizing video materials and films enables teachers to engage students in discussions, facilitating a deepened understanding of their cultural background and contributing to the enhancement of students' communicative skills
Previous studies of using videos on students’ reading learning
Untill now, numerous investigations have been carried out to examine the impact of integrating videos into language reading sessions on learners' comprehension skills
Here is the rewritten paragraph:A study by Hayikaleng et al (2016) investigated the impact of integrating YouTube on EFL reading comprehension among vocational students, employing a quasi-experimental design with two groups of first-year students at Narathiwat Technical College The experimental group received reading comprehension instruction via YouTube, while the control group followed traditional teaching methods The results showed positive effects of using YouTube, suggesting its effectiveness as an instructional tool for enhancing English reading comprehension and a valuable resource in English classrooms.
In a study by Diana (2017), the focus was on improving seventh-grade students' reading comprehension at MT Tarqiyatul Himmah Kauman Lor using YouTube videos and the Know Want Learned (KWL) strategy during the 2016/2017 academic year Conducted over three cycles, the research demonstrated significant enhancements in students' reading comprehension scores and increased confidence in articulating their ideas Additionally, students reported enjoyment and satisfaction with the learning process facilitated by the integration of YouTube videos.
In a study by Mohammadian et al (2018), the effects of video resources on reading skills were evaluated among Iranian EFL students A Placement Test was administered to 30 intermediate learners from public schools in Chabahar, ensuring consistent proficiency levels Participants were divided into an experimental group, which used video materials, and a control group that followed traditional reading instruction A pre-test assessed their initial comprehension skills, followed by a 40-item multiple-choice post-test The findings indicated a significant positive effect of video resources on improving the reading comprehension abilities of intermediate Iranian EFL learners.
A recent study by Sari (2021) explored the effectiveness of animated videos in teaching reading comprehension, the relationship between students' reading interest and their comprehension achievements, and how different teaching mediums influence students' reading enthusiasm Conducted at MTs Negeri Prambanan with a cluster random sampling of two classes, the research utilized tests and questionnaires for data collection The results revealed that animated videos significantly enhance reading comprehension instruction, students with a strong interest in reading achieve higher comprehension levels, and there is a notable correlation between teaching media and students' reading interest Ultimately, the study concludes that animated videos serve as an effective instructional tool for improving reading comprehension among students at MTs Negeri Prambanan.
Saeidi and Ahmadi (2016) investigated the effects of using videos during the pre-reading stage on the reading comprehension of EFL students over a three-month period with two groups of 32 male students each The experimental group watched videos prior to reading comprehension passages, while the control group received traditional instruction Achievement tests and statistical analyses, including independent-sample T-tests, revealed that the experimental group significantly outperformed the control group (p= α = 0.05) Consequently, the results from the equal variances assumed column were used for further analysis The Independent-samples T-test produced a 2-tailed significance value of 0.790, confirming that there are no significant differences in the means of the two groups (sig > α = 0.05).
The Independent-samples T-test results indicated that the pre-test scores revealed a notable similarity in reading comprehension abilities between the control and experimental groups Additionally, all social variables of both groups showed significant similarity.
Chapter 3 Therefore, these findings provided compelling evidence that the two groups were comparable, and the experimentation to assess whether the treatment of using video materials could enhance students’ reading comprehension abilities was justified
4.1.1.2 Difference in the post-test
Following 8 weeks of implementing distinct treatments for the two groups, the researcher conducted another test (post-test) after the course Similar to the earlier section addressing the pre-test results, this section succinctly presents the outcomes of the post-test, including the mean, standard deviation, range, and frequency of various scores obtained by the two groups Subsequently, a comparison between the results of the two groups was conducted to ascertain whether a statistically significant difference occurred or not
Table 4.4 illustrates the values for the mean, standard deviation, range, and frequency of scores
Table 4 4 Post-test results for the control group
Range Types of scores Frequency Percent
Table 4.4 reveals a slight change in the mean post-test scores for the control group, which averaged 5.829, indicating consistently low performance The standard deviation of 0.9310 suggests that the scores were not closely clustered around the mean, with a range of 4 between the highest score of 8.5 and the lowest of 4.5 Frequency distribution shows that 3 students (4.9%) scored 4.5, 5.5, and 7, while 9 students (25.7%) scored 5, 13 students (37.1%) scored 6, and 2 students (5.7%) scored 7.5 Additionally, 1 student each scored 6.5 and 8.5, making up 2.9% of the total The post-test scores for the experimental group were also calculated, with results detailed in Table 4.5.
Table 4.5 Post-test results for the experimental group
Range Types of scores Frequency Percent
The experimental group demonstrated strong performance, with an average score of 6.814 and a score distribution range of 3.5 The lowest score recorded was 5, while the highest was 8.5, with 3 students scoring 8 (8.6%) and 1 student achieving 8.5 (2.9%) A notable 22.9% of students scored between 5 and 6, while a significant 65.7% of students attained scores ranging from 6.5 to 7.5.
After implementing the reading comprehension program, statistical analysis of the data indicates a significant difference in outcomes between the two groups The experimental group outperformed the control group in reading comprehension, achieving a higher average score with a difference of 0.985.
A significant difference was observed in reading comprehension scores between the control and experimental groups The control group predominantly scored between 4.5 and 5.5, making up 42.9% of the scores, while the experimental group excelled with scores ranging from 6.5 to 7.5, representing 65.7% This indicates an improvement in reading comprehension proficiency for the experimental group To assess the statistical significance of the mean difference of 0.985 between the two groups, a T-test was conducted using SPSS 2.5 for Windows, with results detailed in the accompanying table.
Table 4.6 Compare means of the post-test results of the control group and the experimental group
Levene's Test for Equality of Variances t-test for Equality of Means
95% Confidence Interval of the Difference Lower Upper
Discussions of findings
Incorporating videos into reading comprehension sessions has proven to significantly improve student performance and attitudes toward reading classes This article will further explore these positive outcomes in the following sections.
4.2.1 The impact of video materials on the first-year nursing students’ reading comprehension
The outcomes of the assessments outlined in section 4.1 revealed a similarity in the pre-test and a disparity in the post-test
The pre-test scores revealed a similarity in reading comprehension abilities between the experimental group (EG) and the control group (CG), both demonstrating a low level of reading comprehension with a mean score of 5.386.
The t-test results for the pre-test demonstrated no significant difference between the means of the control group (CG) and the experimental group (EG), which had scores of 5.457 This indicates that students in both groups exhibited a similar level of reading comprehension ability.
The pre-test results showed initial similarity between the experimental group (EG) and control group (CG), but the post-test revealed a significant difference, highlighting a positive trend in the EG, which underwent video treatment This group experienced a notable decrease in low scores and a marked increase in average and good scores In contrast, the CG saw only a slight improvement in their post-test mean, remaining at a low level of reading comprehension The t-test results confirmed a statistically significant difference between the mean scores of the CG and EG, indicating that the use of video in reading lessons greatly enhanced the reading comprehension abilities of the EG.
Recent research, including studies by Hayikaleng et al (2016), Diana (2017), Mohammadian et al (2018), Saeidi and Ahmadi (2016), and Sari (2021), consistently demonstrates the positive effects of incorporating videos on students' reading comprehension Notably, Mohammadian et al (2018) highlighted the importance of integrating videos into language learning, particularly for enhancing reading comprehension They argued that using video materials for reading comprehension training provides pre-intermediate students with unique learning experiences that traditional instructor-student interactions cannot replicate.
The use of videos significantly enhanced reading comprehension, highlighting the stark difference in post-test scores between two groups In traditional teaching methods, students often focused on reading texts, translating them into Vietnamese, and completing exercises, which led to decreased interest and motivation over time This approach also made it difficult for students to retain information and grasp the main ideas of paragraphs However, the integration of videos effectively resolved these challenges, revitalizing student engagement and comprehension.
4.2.2 Students’ attitude towards the application of videos
While most students reported that videos effectively enhance motivation, comprehension, creativity, and collaboration skills, a small group remained disengaged and did not find videos appealing.
At the onset of the instructional process, many students struggled with low reading comprehension skills, facing challenges such as vocabulary anxiety, understanding authors' ideas, and connecting paragraphs They found the learning environment dull and isolating, often engaging in solitary tasks like silent reading, looking up unfamiliar words, and independently solving exercises This lack of engagement led to a disinterest in lessons, ultimately weakening their reading comprehension abilities.
The introduction of video-based learning for reading comprehension significantly transformed students' perspectives, leading to increased motivation and engagement in lessons This innovative approach provided ample opportunities for active participation and self-expression during reading activities, fostering a supportive environment that enhanced cognitive activity and confidence Consequently, students experienced improved retention of information, heightened confidence levels, and a reduced sense of anxiety related to their reading comprehension skills.
This outcome aligns with the conclusions drawn by numerous researchers who have investigated learners' attitudes In the study conducted by Saeidi and Ahmadi
(2016), the experimental group, having undergone video-based learning, demonstrated increased engagement, participation, and interest in reading activities when compared to the control group
While videos in education offer various benefits, they also present challenges, particularly regarding vocabulary limitations that hinder student comprehension Many students reported difficulties understanding videos due to their restricted vocabulary Additionally, some found the process of selecting suitable videos to be time-consuming, as they preferred more detailed content, which ultimately created time constraints during reading class sessions These observations align with the findings of Saeidi and Ahmadi (2016) on the effects of film-watching on reading comprehension.
Despite certain challenges, the drawbacks of using videos had minimal effect on students' engagement with reading comprehension tasks Ultimately, videos emerged as an effective resource for enhancing reading comprehension skills, significantly improving students' performance and fostering a more positive attitude toward reading.
Summary
This chapter highlighted the significant improvements in reading comprehension performance among students in the experimental group, who also expressed a positive attitude towards the use of videos in reading lessons These findings offer valuable insights into the research questions presented in Chapter 1.