The effects of online English movies on 38AV students’ listening skill

CHAPTER 1 INTRODUCTION 1.1. Background of the study Language is essential for communicating in everyday situations and sharing thoughts and ideas in society. As the world has become more globalized, the ability to speak a foreign language, namely English, has become more necessary, especially in politics, science, and technology. For this reason, many countries throughout the world are making changes to their educational policy to include the learning of English in their curriculum. It brings the world closer, so listening skill is very important. It is one of four skills of English which help us understand what the orther say. Listening is the crucial skill to help people communicate and understand what the other exchange. People who have a good listening skill are much more likely to advance their careers. Moreover, a strong command of the English listening skill will leadto higher paying jobs, more social mobility, and a great deal of social success. However, learning a foreign language is very hard task for everyone, especially for students who live in another nation. It‟s very hard for them to understand a language, speak it fluently (Novitas ROYAL, 2010). Students at An Giang University also face this problem. There are many researches about how to improve listening skill of students. Ahmad Atawneh (as cited in Bachman Palmer, 1996, p.68; Carrol, 1968, p.5455) vocabulary has long been regarded as a vital component of communicative language ability.

CHAPTER 1 INTRODUCTION 1.1 Background of the study

Language is essential for communicating in everyday situations and sharing thoughts and ideas in society As the world has become more globalized, the ability to speak a foreign language, namely English, has become more necessary, especially in politics, science, and technology For this reason, many countries throughout the world are making changes to their educational policy to include the learning of English in their curriculum

It brings the world closer, so listening skill is very important It is one of four skills of English which help us understand what the orther say Listening is the crucial skill to help people communicate and understand what the other exchange People who have a good listening skill are much more likely to advance their careers Moreover, a strong command of the English listening skill will leadto higher paying jobs, more social mobility, and a great deal of social success

However, learning a foreign language is very hard task for everyone, especially for students who live in another nation It‟s very hard for them to understand a language, speak it fluently (Novitas- ROYAL, 2010) Students at An Giang University also face this problem There are many researches about how to improve listening skill of students Ahmad Atawneh (as cited in Bachman & Palmer, 1996, p.68; Carrol, 1968, p.54-55) vocabulary has long been regarded as a vital component of communicative language ability

In the developing nation, watching online English movies through the internet is more and more popular They are available resources on the internet so students can watch anytime and anywhere With the efforts of students at An Giang University, students major in English have tried to develop listening skill In free time, they also spend a lot of time to watch the movies in which English movies but do not pay attention advantages through watching online English movies Therefore, they do not make use of the great environment to improve listening skill Thus, Herron (1995) indicated that…

“Video is lauded for contextualizing language (i.e linking language form to meaning) and depicting the foreign culture more effectively than other instructional materials

Videotapes permit students to hear native speaker interacting in everyday conversational situations and to practice important linguitic structures Unlike audiocassettes, video‟s visual dimension is thought to reduce ambiguities present in native speaker voices and to motivate students to want to learn the foreign language (Merita cited in Herron, et al.,

1995, p.775)” Clearly, it is very useful to learn the foreign language through watching English movies

Moreover, there are many benefits that can be achieved through English movies First, watching English movies creates a wonderful environment to chill out after a busy day Second, there are many advantages of English movies, not only as something enjoyable but also motivation to learn English Finally, students can also get more and more knowledge from English movies such as: pronunciation, vocabulary, intonation even western culture, habit, etc According to Champoux (1999), movies are a comfortable familiar medium to contemporary students that can keep students‟ interest in the theories and concepts under discussion Although most movies are fiction, they can offer powerful experieces that students are unlikely to have in a classroom Films scenes can offer visual portrayal of abstract theories and concepts taught in management and social science courses Explaining concepts through different film scenes bring theories closer

to realistic situation Film can also provoke good discussion, assessment of one‟s values and self if the scenes have strong emotional content Cinema‟s ability to create a unique experience gives it unbeatable power as a teaching tool

Therefore, this study aimed to investigate the reality and the effect of watching online English movies on learners‟ listening ability

1.2 Research title

Therefore, in this thesis, our study focuses on the topic:

“The effects of online English movies on 38AV students’ listening skill at An Giang

University”

With this topic, some main reasons and purposes for this study would be listed out in the next section “Rational”

1.3 Rationales

Nowadays, English is very popular in the world and has become an international language in working world Most of people use it to exchange work and communicate with foreigners It is considered as a key of success This indicates that listening skill is

an important skill in learning English and is one of the most four English skill If learners have a good listening skill, they will be more confident in works as well as learning environment Thanks to it, they can understand easily and clearly what their co- worker want to say It is a great use This proves that listening skill is important and necessary to everyone, especially for students Students will have many chances to work in foreign companies and have many exposure opportunities with the communication style of native speakers If students‟ listening skill is good, they will be able to find a lot of goog jobs in the future Also, they can have enough confident to assert themsevles in front of everone Moreover, nowadays, in Viet Nam, English is very popular and concerned in society also The English primary curriculum is united whole country The childrens who study at grade 1st begin to learn English However, in all school as well as in An Giang University, the reality of students‟ listening skill is not really good Students always have trouble in communicate with foreigners and they do not understand what the foreigners say This makes their listening score lower than other skill Beside that, most students do not realize the advantages of listening skill They think that listening skill is very difficult and complex They fear that they will mispronunce words So, they listen English unclearly and they are afraid to communicate with foreigners On the other hand, the reason why students do not listen well is because of their unsuitable learning methods They do not often practice listening skill at home and do not pay attention to their pronunciation

Because students have few chances to communicate with native speaker, the appropriate method is found to help students listen English better This method is learning English through watching online English movies

Now, there are few researches refer to the effects of watching online English movies on students‟ listening skill This is still a new method with most of students So, they think that it is only a way to reduce stress They never think it can bring a lot of advantages to their listening skill Especially for English majored students as well as 38AV students From this study, students can know that watching online English movies is also a very

effective method to make them listening better They can learn the pronunciation of foreigner and pronunce words correctly It is very important and positive for students From these reason, watching online English movies on 38AV students‟ listening skill at AGU is chosen to research

1.4 Research questions

This research is conducted based on the following research questions:

 What are realities of watching online English movies on 38AV students‟ listening skill at AGU?

 What are effects of watching online English movies on 38AV students‟ listening skill at AGU?

1.5 The aim

The aim of the study is to get to know the reality of watching online English movies on 38AV students‟ listening skill at AGU and to find out the effects of watching online English movies on 38AV students‟ listening skill at AGU The study can also find suitable solution to help An Giang University students as well as 38AV students know how to watch online English movies effectively In addition, to help students listening English well, teacher can use online English movies in classroom to create a native listening environment for students By this study, 38AV students‟ listening skill will be improved and quality of teaching and learning English at AGU are also increased

1.6 Research methodology

1.6.1 Population

In this research, the English majored students are the objects of the study The large number of students in foreign language faculty is stable every year At present, faculty of foreign language has over 815 students in total concluding pedagogy and bachelor There are about 50 students in DH16TA, 52 students in DH16AV and 105 students in CD40AV for the first year; 52 students in DH15AV, 50 students in DH15TA and 100 students in CD39AV for the second year; 44 students in DH14TA, 50 students in DH14AV and 115 students in CD38AV for the third year; and the last year, there are about 46 students in DH13TA, 51 students in DH13AV All English majored students have studied four

to learn listening skill In the class, teacher uses Interaction book and English language skills for IELTS test book to teach students They often ask students to listen the tape or recording in textbook to improve listening skill However, watching online English movies is still not considered as one way to practice English listening skill for students

1.6.2 Sample

Due to the limitaion of time, research competence and finance, in this research, 46% of male students (23 students) and 54% female ( 27 students) from CD38AV are chosen among English mojored students at AGU to answer questions related reality of watching onlinr English movies and effects of watching online English movies on 38AV students‟ listening skill at AGU

These participants have studied English for seven years in secondary school and high school before entering the college They also continue to study four English skill (reading, writing, listening and speaking) and such language elements as vocubulary, grammar, pronunciation and so on Moreover, they can exploit the internet effectively to learn English Therefore, they are paticipants in this research

1.6.3 Research design

There are many kinds of research design such as desciptive design, experimental design, evaluation design, etc Each research design has some strong points and its bad points To rely on study condition about time and ability study, in this research, desciptive design is chosen to desbribe the reality of watching online English movies at AGU In addition, descriptive design also desbribes students‟ opinions about the effects of watching online English movies on 38AV students‟ listening skill at AGU

1.6.4 Data collection instruments

 Questionnaires

To collect the sufficient data needed for study, a questionnaire consiting of 19 questions

is designed for 50 students in CD38AV to know more about the reality of watching online English movies of them and find out the effects of watching online English movies

on 38AV students‟ listening skill During the time questionnaire was set up, it underwent

a lot of changes Right after the first drafts finished it was delivered to CD38AV class (50 students) as the pilot stage The pilot data was used to check for the reliability first Then

it was delivered to 50 random students in CD38AV to exploit their level of agreement to each statement related to the reality of watching online English movies of CD38AV students and find out the effects of watching online English movies on 38AV students‟ listening skill at AGU Before using the questionnaire for the main scheme it was read and evaluated by teacher To ensure the reliability of students‟ responses the research gave clear instructions before doing the job

The questionnaire consists of three parts with 19 questions:

1 4 questions for background information

2 8 questions for the reality of watching online English movies on 38AV students‟ listening skill at AGU

3 7 questions for the effects of watching online English movies on 38AV students‟ listening skill at AGU

 Interview

Beside the questionnaire, to make sure the reliability of data collected in this research, an interview checklist consisting of 10 questions was design to exploit students‟ feedback from the reality and effects of watching online English movies on 38AV students‟ listening skill at AGU The subjects of the interwiew were 5 students selected among 50 students in the sample They are students who often watch English movies to improve their listening skill When they were interviewed, five students answered 10 questions in the interview checlist about the reality and the effects of watching online English movies

on 38AV students‟ listening skill at AGU and their answers were written carefully

1.7 Structure of thesis

This thesis consist five chapters Chapter one introduces general information of the study Chapter two reviews the literature Chapter three discusses research methodology and chapter four is the finding Conclusion, discussion and recommendation are summarized

in chapter five of the research

CHAPTER 2 LITERATURE REVIEW 2.1 Introdution

Literature review is a base of the research In this study, literature is built with three parts The first part is defination and clarifying of key terms including movies, listening ability

In the second part, this is background of the study It concludes related studies in general and closed studies The third part is summarization and comments

2.2 Definitions of key terms

2.2.1 What is English movie?

Definition of movie abound in the literature cited in Merita Ismaili (2013), Champoux (1999), Professor Sir Randolph Quirk (1987; 380), As Hornby (1995; 434) using the movie to develop English language, especially is speaking skill In his definition of movies, Champoux (1999) movies are a comfortable familiar medium to contemporary students that can keep students interest in the theories and concepts under discussion Although most movies are fiction, they can offer powerful experiences that students are unlikely to have in the classroom Film scenes can offer visual portrayal of abstract theories and concepts taught in management and social sciences courses Explaining concepts through different film scenes bring theories closer to realistic situation Film can also provoke good discussion, assessment of one‟s values and self if the scenes have strong emotional content Merita Ismaili (2013) said that movies were lauded for contextualizing language and depicted the foreign culture more effectively than other instructional materials Movies tape permits students to hear native listeners interacting in everyday conversational situation and to practice important linguistic structures to motivate students to want to learn the foreign language (Herron, et al., 1995, p.775) Besides, there are many definitions of movies According to Professor Sir Randolph Quirk (1987; 380) in Longman Dictionary of Contemporary English said that “Movies is

a story, play etc recorded on film to be show in the cinema, on television etc” while in http://www.thefreedictionary.com/film (021206) “Film is a form of entertainment that enacts a story by a sequence of image giving the illusion of continuous movement” According to As Hornby (1995; 434) in Oxford Advanced learner‟s Dictionary of Current English, said that “Film is a story etc recorded as set of moving picture to be shown on television or at the cinema” Therefore, English movies are a store of western life (European or American) which has been presented on television or at the cinema and become entertainment Television as media to present the movies has many functions Therefore, movie is one of entertainment which cannot be separated in our life now It is also become a medium to describe about human life and aspect of problem; it can be retell a story or event in the last time By watching movie, we can know about habit, culture or language in the world Many people spend their time in front of television just

to watch movie, entertainment, new etc the reality, movies have great influence on audiences‟ life because movie is universal from for communication Moreover, movies provide language learners with the opportunity to view the social dynamics of communication as native listeners interact in authentic settings and the motivation to develop listening skill

2.2.2 What is online?

There are many definition of online First, online is that a computer or device connected

other computers or devices Second, this is database, file, or webpage available for downloading or reading Also, this is services such as ticket reservation systems,

or capability such as online help, available directly through a computer system or under its direct control

2.2.3 What are online English movies?

A recorded sequence of film or video images displayed on a screen with sufficient rapidity as to create the illusion of motionand continuity in the Internet and it is talked, expressed by English in the internet

Clips are short scenes from a movie or TV series uploaded onto YouTube

Enhance is to increase in strength or amount (Longman, 1987: p 337)

YouTube is a video-sharing website, created by three former PayPal employees in February 2005, on which users can upload, view and share videos The company is based

in San Bruno, California, and uses Adobe Flash Video and HTML5 technology to display

a wide variety of user-generated video content, including movie clips, TV clips, and music videos, as well as amateur content such as video blogging, short original videos, and educational videos (http://en.wikipedia.org/wiki/YouTube)

2.2.4 What is listening ability?

2.2.4.1 Definition of listening

There are many definitions of listening Listening skill can be defined as, “Listening is the act of hearing attentively” It is also a process similar to reading which should possess knowledge of phonology, syntax, semantics and text understanding Thomlison (1984) defines listening as, “Active listening, which is very important for effective communication” Listening can be also defined as, “More than just hearing and to understand and interpret the meaning of a conversation”

"Listening" is receiving language through the ears Listening involves identifying the sounds of speech and processing them into words and sentences When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us

Listening in any language requires focus and attention It is a skill that some people need

to work at harder than others People who have difficulty concentrating are typically poor listeners Listening in a second language requires even greater focus

Like babies, we learn this skill by listening to people who already know how to speak the language This may or may not include native speakers For practice, you can listen to live or recorded voices The most important thing is to listen to a variety of voices as often as you can

2.2.4.2 Types of listening

 Discriminative listening

Discriminative listening is the most basic type of listening, whereby the difference between difference sounds is identified If you cannot hear differences, then you cannot make sense of the meaning that is expressed by such differences

We learn to discriminate between sounds within our own language early, and later are unable to discriminate between the phonemes of other languages This is one reason why a person from one country finds it difficult to speak another language perfectly, as they are unable distinguish the subtle sounds that are required in that language

Likewise, a person who cannot hear the subtleties of emotional variation in another person's voice will be less likely to be able to discern the emotions the other person is experiencing

Listening is a visual as well as auditory act, as we communicate much through body language We thus also need to be able to discriminate between muscle and skeletal movements that signify different meanings

 Comprehension listening

The next step beyond discriminating between different sound and sights is to make sense of them To comprehend the meaning requires first having a lexicon of words at our fingertips and also all rules of grammar and syntax by which we can understand what others are saying

The same is true, of course, for the visual components of communication, and an understanding of body language helps us understand what the other person is really meaning

In communication, some words are more important and some less so, and comprehension often benefits from extraction of key facts and items from a long spiel Comprehension listening is also known as content listening, informative listening and full listening

 Critical listening

Critical listening is listening in order to evaluate and judge, forming opinion about what

is being said Judgment includes assessing strengths and weaknesses, agreement and approval

This form of listening requires significant real-time cognitive effort as the listener analyzes what is being said, relating it to existing knowledge and rules, whilst simultaneously listening to the ongoing words from the speaker

 Biased listening

Biased listening happens when the person hears only what they want to hear, typically misinterpreting what the other person says based on the stereotypes and other biases that they have Such biased listening is often very evaluative in nature

 Evaluative listening

In evaluative listening, or critical listening, we make judgments about what the other person is saying We seek to assess the truth of what is being said We also judge what they say against our values, assessing them as good or bad, worthy or unworthy

Evaluative listening is particularly pertinent when the other person is trying to persuade

us, perhaps to change our behavior and maybe even to change our beliefs Within this,

we also discriminate between subtleties of language and comprehend the inner meaning

of what is said Typically also we weigh up the pros and cons of an argument, determining whether it makes sense logically as well as whether it is helpful to us

Evaluative listening is also called critical, judgmental or interpretive listening

 Appreciative listening

In appreciative listening, we seek certain information which will appreciate, for example that which helps meet our needs and goals We use appreciative listening when we are

 Sympathetic listening

In sympathetic listening we care about the other person and show this concern in the way we pay close attention and express our sorrow for their ills and happiness at their joys

 Empathetic listening

When we listen empathetically, we go beyond sympathy to seek a truer understand how others are feeling This requires excellent discrimination and close attention to the nuances of emotional signals When we are being truly empathetic, we actually feel what they are feeling

In order to get others to expose these deep parts of themselves to us, we also need to demonstrate our empathy in our demeanor towards them, asking sensitively and in a way that encourages self-disclosure

 Therapeutic listening

In therapeutic listening, the listener has a purpose of not only empathizing with the speaker but also to use this deep connection in order to help the speaker understand, change or develop in some way

This not only happens when you go to see a therapist but also in many social situations, where friends and family seek to both diagnose problems from listening and also to help the speaker cure themselves, perhaps by some cathartic process This also happens in work situations, where managers, HR people, trainers and coaches seek to help employees learn and develop

 Dialogic listening

The word “dialogue” stems from the Greek words “dia”, meaning “through” and “logos” meaning “words” Thus, dialogic listening mean learning through conversation and an engaged interchange of ideas and information in which we actively seek to learn more about the person and how they think

Dialogic listening is sometimes known as “relational listening”

Relationship listening is also important in areas such as negotiation and sales, where it is helpful if the other person likes you and trusts you

2.3 Related studies

2.3.1 Related studies in general

Using language to communicate is a necessary part of our daily lives Listening is one aspect of this process and is comprised of many sub-skills First, it is important to note the distinction between listening and hearing As Rixon (1986) states, “Hearing is only the recognition of sound, as we say, „I am sorry I did not hear exactly what you said.‟ Listening implies some conscious attention to the message of what was said, as when we say, „Are you listening to me?‟.” Second, it is useful to understand the process of listening Rost (1991) divides the process into two parts First listeners integrate component skills such as discriminating between sounds; recognizing words; identifying grammatical group of words; connecting cues such as intonation and stress to gestures; using background knowledge; and recalling important words and ideas Second listeners must make decisions about what is being listened to such as determining the situation; making a plan for listening; determining the important words and units of meaning; and asking if the message makes sense (Rost, 1994) In addition, Rost states four principles for developing listening ability for English language learners such as the necessity of using face to face interaction; focusing on meaning and trying to learn new and important content; working on comprehension activities; and acknowledging that listening is an internal process that cannot always be directly observed (Rost, 1991) Finally, several researchers have investigated additional factors to be considered when designing lessons for the development of listening skills of second language learners Most are related to the special characteristics of spoken language such as colloquial language, idioms, slang, reduced forms, and shared cultural knowledge (Dunkel, 1991; Ur, 1984) In addition, the learners‟ perception that native speakers speak too quickly can block comprehension Students need to be exposed to language delivered at varying rates and speeds in a natural context without pauses (Brown, 1994)

Listening is the act of hearing attentively Research shows that 45% of our time is spent

on listening We listen more than speak If this listening skill is used in a proper way we can master the tools of communicative skills Listening is difficult, as human mind tends

to distract easily A person who controls his mind and listens attentively acquires various other skills and is benefited

Listening skill makes you successful in workplace, family and in the society Good listening skill is mandatory to get into a profession in communications, management, planning, sales, etc

Listening skills involve a different set of etiquettes, questioning for explanation, showing empathy and providing a suitable response Good listening skills include the understanding ability Body language is also a part of listening skill Eye contact with the speaker, sitting straight and alert are the good gestures of a good listener

In addtion, self-guided learning is also important to listening ability Marion Davis studied in this field According to Davis‟s research result, instead of limiting the activity

to the confines of the classroom, by requiring students to go and interview individuals as homework, this allows the instructor to incorporate actual conversational English pratice into the students‟ language studies and yet still provide their students with some sort of scaffolding Thus, with the provision of enough out-of-class guidance, the intimidating and overwhelming nature of learning outside the classroom becomes much more manageable With the further development and enhancement of methods for providing scaffolded online enviroment, this external guidance can be used as a source of motivation for language students to study outside the classroom, referring to the corresponding direction for navigation as they encounter pragmatic listening and speaking learning experiences within the real word

2.3.2 Related studies

Many of the special characteristics of language noted above are often not found in the standard textbook Therefore, using media produced by and for native speakers can provide authentic examples of natural speech and can be used to augment English language lessons Not only can media provide real life examples of communication, it has been welldocumented that audio-visuals appeal to multiple learning styles According to Fleming‟s (2001) VARK guide to learning styles, learners can be classified as having one

or more of the following learning preferences: visual (process knowledge from maps, diagrams, charts, pictures); aural (prefer information that is spoken or heard); reading (prefer to receive information via the written word); and kinesthetic (process knowledge

through bodily sensations) Gardner (2006) adds that an important point about kinesthetic learners is that they can learn from simulated experiences which can be interpreted as learning from movies or other representations of real life situations In addition to appealing to different learning styles, audio-visual media such as movies may be effective in holding students‟ interest more than using textbooks or educational videos Canning-Wilson (2000) discovered in a large-scale survey that students tended to prefer action/entertainment movies to documentaries in the classroom She does note however, that comprehension may be due more to the visual clues than the auditory components Though movies may be an effective way that appeals to various learning styles, gives students authentic examples of spoken language, and holds their interest, it is important that educators think carefully about their decision to use media rather than merely put a DVD in the machine and press the play button Canning-Wilson (2000) provides several questions language teachers should ask themselves before using a video lesson with second language learners These include considering the benefits of using the video; determining how the visual components will enhance the auditory components; determining by whom and how the video will be selected; determining the length of segments and number of times they will be played; determining the key structures and

vocabulary to be taught; and methods of measuring comprehension

With the advent of technology in the 1980s, integration of visual materials in language classrooms has become widespread (Vanderplank, 2010) In addition, with the inception

of communicative approaches and utilization of more authentic texts (Gilmore, 2007) the need to find a good way to exploit audiovisual materials to their full potential has been urgently felt In recent years, therefore, with well equipped Language laboratories and classrooms, it is increasingly hard to find an audio only listening presentation Besides, satellite programs, feature films, talk shows and so forth have become a daily part of people‟s life and more off-air authentic visual recordings have found their way into language classrooms, consequently, using a DVD player or a computer have been a common practice in most of language institutes nowadays As a result, language teaching experts have been encouraged to make the best use of available technology instead of normally using them as another form of a cassette player for playing the audio materials only But soon it has become clear that without a help option, understanding these

ungraded materials is very cumbersome, as most learners lacked sufficient linguistic knowledge (Flowerdew & Miller, 2005)

When deciding on the source of visual media to use in the classroom, educators must consider several factors such as cost, appropriateness of content, and relevance to the learners In 2001, Marc Prensky coined the term “digital natives” to refer to a person who has grown up with digital technology Everyday activities for the typical teenager and young adult include on-line video games, text messaging, and using social networking sites for a variety of purposes including communicating “Digital natives” are used to and interested in Web-based technologies With this pattern in mind, it may be advantageous

to use internet based technology in foreign language lessons YouTube is one such option YouTube was founded in February 2005 by Steve Chen, Chad Hurley, and Jawed Karim as a forum for people to share short video clips online Daily, there are more than two billion views, 51% of viewers visit the site weekly, and 52% of 18-34 year-olds share videos with other people (YouTube Facts & Figures, YouTube Fact Sheet cited in Terantino, 2011) YouTube is a free, easy to access source of material that includes ordinary people taking videos of themselves, as well as music, documentaries, and movies produced by the entertainment industry One can find full-length episodes of TV series and full versions of movies as well as short clips Short clips can be found by using

a topic search, making it a great resource for teachers who want to focus on specific vocabulary or language structures in the foreign language classroom

2.4 Summarization and comments

In this chapter, the theoretical frameword of study is focused The first part is definitions

of key terms Each definition is clarified the content and area of the study The second part discovers some related studies in general and specific These studies are reliable evidences The information in these sections is very crucial for the research design The third part is summarization and commnents This part summarizes the main points in chapter 2 which is theorial basic for the study

CHAPTER 3 METHODOLOGY 3.1 Introdution

This chapter describes the methodology of the research To be more specific, the research methods, participants, instruments and materials are presented in three section of this study This research also goals to explaining the reasns for choosing the main approach for the study

3.2 Research design

There are many types of research design such as descriptive design, experimental design, evaluation design, etc Each research methodology has some strong points and its circumstances To rely on study conditions about time and ability study, in this research, descriptive design is chosen to describe the reality of watching English movies at AGU

In addition, descriptive design also describes students view about the effects of watching online English movies on 38 AV students‟ listening At the beginning, a questionaire is designed for students to know more about reality of watching English movies of 38AV students at AGU and find out the effects of watching online English movies on 38AV students‟ listening ability Then, the questionaire is collected and anylyzing the data Beside, toward an interview checklist students will give their ideas on the reality and the effects of English movies on 38AV students‟ listening skill at AGU At the end, the result report is written carefully

3.2.1 Participants

Due to the limitaion of time, research competence and finance, in this research, 46% of male students (23 students) and 54% female ( 27 students) from CD38AV are chosen among English mojored students at AGU to answer questions related reality of watching onlinr English movies and effects of watching online English movies on 38AV students‟ listening skill at AGU

3.2.2 Instruments

3.2.2.1 Questionnaire

To collect the sufficient data needed for study, a questionnaire consiting of 19 questions

is designed for 50 students in CD38AV to know more about the reality of watching online English movies of them and find out the effects of watching online English movies

on 38AV students‟ listening skill During the time questionnaire was set up, it underwent

a lot of changes Right after the first drafts finished it was delivered to CD38AV class (50 students) as the pilot stage The pilot data was used to check for the reliability first Then

it was delivered to 50 random students in CD38AV to exploit their level of agreement to each statement related to the reality of watching online English movies of CD38AV students and find out the effects of watching online English movies on 38AV students‟ listening skill at AGU Before using the questionnaire for the main scheme it was read and evaluated by teacher To ensure the reliability of students‟ responses the research gave clear instructions before doing the job

The questionnaire consists of three parts with 19 questions:

1 4 questions for background information

2 8 questions for the reality of watching online English movies on 38AV students‟ listening skill at AGU

3 7 questions for the effects of watching online English movies on 38AV students‟ listening skill at AGU

3.2.2.2 Interview checklist

Beside the questionnaire, to make sure the reliability of data collected in this research, an interview checklist consisting of 10 questions was design to exploit students‟ feedback from the reality and effects of watching online English movies on 38AV students‟ listening skill at AGU The subjects of the interwiew were 5 students selected among 50 students in the sample They are students who often watch English movies to improve their listening skill When they were interviewed, five students answered 10 questions in the interview checlist about the reality and the effects of watching online English movies

on 38AV students‟ listening skill at AGU and their answers were written carefully

3.2.2.3 Study time- frame

Table 3.1: Time –frame of the study

CHAPTER 4 FINDINGS

4.1 Introduction

Chapter four is devoted to an analysis of data collected from the quetionnaire and the interviews It is divided into two sections The first section of this chapter will briefly introduce about the pacticipants The second part of this chapter shows the findings collected from questionnaires and interviews about the reality of watching online English movies on 38AV students‟ listening skill at AGU The third section is findings collected from the questionnaires and the interviews about the effects of English movies on 38AV students‟ listening skill at AGU

4.2 Participants’ background

In this research, the English majored students are the objects of the study The large number of students in foreign language faculty is stable every year At present, faculty of foreign language has over 815 students in total concluding pedagogy and bachelor There are about 50 students in DH16TA, 52 students in DH16AV and 105 students in CD40AV for the first year; 52 students in DH15AV, 50 students in DH15TA and 100 students in CD39AV for the second year; 44 students in DH14TA, 50 students in DH14AV and 115 students in CD38AV for the third year; and the last year, there are about 46 students in DH13TA, 51 students in DH13AV All English majored students have studied four important English skills (speaking, listening, reading, writing) and have coverd five terms

to learn listening skill In the class, teacher uses Interaction book and English language skills for IELTS test book to teach students They often ask students to listen the tape or recording in textbook to improve listening skill However, watching online English movies is still not considered as one way to practice English listening skill for students Due to the limitation of time, research competence and finance In this research, the descriptive study was conducted with 50 students including 46% of male (23 students) and 54% females (27 students) from class 38AV Look at the figures below, which shows detail about participants background information (See figure 4.1)

Figure 4.1: Students’ gender

The figure 4.2 will show students‟ come from place 70% of students come from countryside (35 students) 28% of students come from city (15%) 2% of students come from remote area (1 student) (See figure 4.2)

Figure 4.2: Students’ hometown

The figure 4.3 will show students‟ average marks previous semester It is clear from the figure that most of students (48% of students) got from 1.5 to 2.0 Next, 40% of students got from 2.1 to 2.5 Beside, there are 10% of students got from 2.6 to 3.0 Moreover, the number of students over 3.0 about 2% it is a smallest number

The result showed that most of students took part in this study achieves result academic average – quite (look at figuer 4.3 to see more)

Figure 4.3: Students’ average score

In this study, there are 18% of participants (9 students) use the computer, 70% of participants (35 students) use the laptop and 12% of participants (6 students) use Smartphone Look at the figures below (figure 4.4) which shows detail about possess electronic devices

Figure 4.4: Students’ electronic 4.3 The reality of watching online English movies on 38AV students’ listening skill

at AGU

4.3.1 Data collection from questionnaire

 Students’ attitude toward the important of watching online English movies

As we know online English movies have important role in English listening By watching English movies are expected to students imitate what the actors or actress to increase into their vocabulary and know how to pronounce correctly In addition, the students can also learn a lot of thing from watching English such as style, intonation even western culture, habit etc

In this research, when being asked about the important of watching online English movies in listening skill, 60% of the students (30 students)agreed that watching online English movies had very important role in their English listening skill of which 28% (14 students) of the students said that their strong agreement This figure reflects that majority of English majored students at An Giang University have a good awareness about the role of watching online English in the English listening skill However, 4% of the participants (2 students) didn‟t admit the important role of watching online English in their listening skill

The result showed that many English majors at An Giang University paid much attention

to the important of online English movies in their listening skill (See figure 4.5)

Figure 4.5: Students’ attitude toward the important of watching online English

movies

 Students’ time for watching online English movies

As we know, time is an important factor to learn English listening by watching online English movies If we spend 1 hour to watch online English movies every week or every month, it is not enough time to develop listening skill by English movies When asked about time for watching online English movies

In the research, 52% of the students (26 students) told that they spend 1 hour to watch online English movies every day of which 24% of the students (12 students) strongly agree This figure signalizes that majority of English majored students at An Giang University pay attention about time of watching online English movies in the English listening skill However, 5% of the participants (10 students) didn‟t agree that they spend

1 hour to watch online English movies every day in their English listening

The result showed that many English majors at An Giang University pay much attention

to timing of online English movies in their English listening (See figure 4.6)

Figure 4.6: Students’ time for watching online English movies

 Students’ attitude toward watching cartoon movies in English

Watching favorite online English movies is very important It helps students can pay

more attention when watching and understand more clearly about this movies

In this research, many participants were asked about the attitude toward watching cartoon movies in English, 36% of the students (18 students) said that they completely agreed with watching cartoon movies in English, of which 36% of the students (18 students) gave their strongly agreement This mean that majority of English majored students have much interested in watching cartoon movies in English In another hand, 10% of the students (20 students) disagree with watching cartoon movies in English This result signalizes that a number of English majors at An Giang University enjoy watching cartoon movies in English (See figure 4.7)

Figure 4.7: Students’ attitude toward watching cartoon movies in English

 Students’ attitude toward watching romantic movies in English

Nowadays, watching online English movies is very necessary for English majors in listening skill It helps students can pay more attention when watching and familiar with native speaker‟ voice

In this research, many participants were asked about the attitude toward watching romantic movies in English, 24% of the students (12 students) said that they completely agreed with watching romantic movies in English, of which 36%of the students (18%) gave their strongly agreement This mean that majority of English majored students have much interested in watching romantic movies in English In another hand,18% of the

students (9 students) disagree with watching romantic movies in English

This result signalizes that a number of English majors at An Giang University like watching romantic movies in English (See figure 4.8)