Impacts of video assisted teaching on truong dinh high school students perceptions towards the practice of listening a thesis submitted in partial fulfillment of the requirements for the

This led to the suggestion that videos should be implemented into the language learning in the classroom to help students develop their listening ability... The application of video- ass

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

IMPACTS OF VIDEO- ASSISTED TEACHING

ON TRUONG DINH HIGH SCHOOL STUDENTS’ PERCEPTIONS TOWARDS THE PRACTICE OF LISTENING

A thesis submitted in partial fulfillment of the requirements

for the degree of Master of Arts in TESOL

Submitted by: LE THI KHUYEN Supervisor: LE THI THANH THU, Ed D

HO CHI MINH City, October 2016

This thesis has not been submitted for the award of any degree or diploma in other institutions as well as no other person’s work has been used without the acknowledge in the main text

Ho Chi Minh City, October 2016

Le Thi Khuyen

RENTENTION AND USE OF THE THESIS

I hereby state that I, LE THI KHUYEN, being the candidate for the degree of Master of TESOL, 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 copy of my thesis deposited in the Library should be accessible for purposes of study and research in accordance with the normal conditions established by the Library for the care, loan and reproduction of theses

Ho Chi Minh City, October 2016

Le Thi Khuyen

ACKNOWLEGEMENTS

I would like to express my deepest gratitude to my thesis supervisor, Dr Le Thi Thanh Thu, for her treasured and invaluable support over the course of this study With the insightful guidance and encouraging spirit, my supervisor helped me a lot to finish the thesis She was always available for reading and commenting on my work Thanks to her constant guidance and valuable comments, the thesis has become a complete piece of work

I would also like to thank all the English teachers in the Open University for their valuable instructions during the course, as well as other staff at this university for their necessary support during my studies

My gratitude also goes to all administrators of Truong Dinh high school, who created opportunities and good conditions for me to complete the course at Ho Chi Minh Open University

I was thankful to my students at Truong Dinh high school, Tien Giang province for their cooperation Finally yet importantly, I am deeply thankful to my family, especially

my husband whose encouragement helped me overcome difficulties during my conducting my thesis

LIST OF ABBREVIATION

1 DOET : Department of Education and Training

2 MOET : Ministry of Education and Training

3 GTM : Grammar-Translation Method

4 CLT : Communicative language teaching

5 CG : The control group

6 EG : The experimental group

7 Ss : Students

ABSTRACT

The purpose of the study was to explore students’ attitudes towards the use of video and the impacts of videos on students’ listening skill at Truong Dinh high school To achieve these purposes, an experimental research was employed This study lasted in three months with two- group design of 80 tenth grade students One set of questionnaire and two tests were used to as instruments for data collection The pre-test extracted from the listening part of the first term examination was used to divide 80 students into two groups After video materials were applied in four weeks of the treatment, Test 1 was held to evaluate the ability of listening comprehension of two groups Next, Test 2 was administrated to the students of the two groups at the end of the treatment Right after the Test 2, a set of questionnaire was delivered to only 41 students of the experimental group

to find out their attitudes towards the learning listening through video The results proved that students learning with videos had significantly better results than students learning with cassette players Those students turned out to be active and engaged in their learning listening and had positive attitudes towards learning listening This led to the suggestion that videos should be implemented into the language learning in the classroom to help students develop their listening ability

TABLE OF CONTENTS

Page No

Statement of the authorship i

Retention and use of the thesis ii

Acknowledgements iii

List of abbreviations iv

Abstract v

Table of contents vi

List of tables x

CHAPTER 1: INTRODUCTION 1.1 Rational for the thesis 1

1.2 The objectives of the study……… 4

1.3 Research questions 4

1.4 Scope of the study……… 4

1.5 Background to the study 5

1.5.1 Grade 10 teachers and students at Truong Dinh high school 5

1.5.1.1 Grade 10 teachers 5

1.5.1.2 Grade 10 students 6

1.5.2 Teaching and learning listening at Truong Dinh high school 7

1.5.3 Materials……… 7

1.6 Significance of the study 9

1.7 Organization of the study 9

CHAPTER 2: LITERATURE REVIEW 2.1 The basic concept of listening 11

2.1.1 Definition of listening 11

2.1.2 Procedure of learning listening 12

2.1.3 Listening process 13

2.1.4 Factors affecting learning listening 14

2.1.4.1 Learners’ attitudes 14

2.1.4.1.1 Definition 14

2.1.4.1.2 The effects of learners’ attitudes on the language learning 15

2.1.4.2 Attention in the learning listening process 17

2.1.4.3 Relevant of listening inputs 17

2.1.4.4 Fundamental knowledge used in students’ listening 19

2.2 Videos 19

2.2.1 Types of videos 20

2.2.2 Advantages of using videos 21

2.2.3 Disadvantages of using videos 23

2.2.4 Selecting videos 24

2.2.5 Implementing videos in the classroom 25

2.3 Previous studies 27

CHAPTER 3: METHODOLOGY 3.1 Research design 31

3.2 Research site 31

3.3 Participants 32

3.4 Application of videos 34

3.4.1 Research procedure 34

3.4.2 Teaching/ Learning materials 36

3.4.2.1 Teaching/ Learning materials of the control group 36

3.4.2.2 Teaching/ Learning materials of the experimental group 38

3.5 Data collection instruments 39

3.5.1 Questionnaire 39

3.5.2 Tests 41

3.6 Data collection procedures 41

3.7 Data analysis 42

CHAPTER 4: DATA ANALYSIS AND INTERPRETATION

4.1 Data analysis methodology 43

4.2 Questionnaire analysis and discussion 44

4.2.1 Students’ general perceptions on learning listening 44

4.2.2 Students’ perceptions on the benefits of the use of videos and their feelings towards it 46

4.2.3 Students’ desire to learn listening through videos 53

4.3 Test analysis and discussion 54

4.3.1 Pre-test between CG and EG 55

4.3.2 Pre-test and Test 1 56

4.3.2.1 Comparison of CG Pre-test and Test 1 57

4.3.2.2 Comparison of EG Pre-test and Test 1 58

4.3.3 Test 1 and Test 2 59

4.3.3.1 Comparison of CG Test 1 and Test 2 59

4.3.3.2 Comparison of EG Test 1 and Test 2 60

4.3.4 Comparison of Tests between CG and EG 62

4.3.4.1 Comparison of Test 1 between CG and EG 62

4.3.4.2 Comparison of Test 2 between CG and EG 63

4.4 Chapter summary 66

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 5.1 Summary of the study 67

5.2 Implication 70

5.3 Suggestions for the further studies 71

REFERENCES 73

APPENDICES APPENDIX 1: Questionnaire for experimental students (English version) 81

APPENDIX 2: Questionnaire for experimental students (Translated version) 85 APPENDIX 3: Test 1 89

APPENDIX 4: Test 2 93

APPENDIX 5: Training procedure for CG and EG 96

APPENDIX 6: Lesson plans for the experimental teaching practice 100

APPENDIX 7: Scores of the control group 122

APPENDIX 8: Scores of the experimental group 124

LIST OF THE TABLES

Page No

Table 3 1 Results of the first term examination of class 10 1, 10, 13 31

Table 3 2 The experiment time plan 32

Table 4 1 Students’ general perceptions on learning English teaching 43

Table 4 2 Students’ general perceptions on the benefits of videos in learning listening 45

Table 4 3 Students’ feelings towards the application 50

Table 4 4 Students’ desire to learn listening through videos 51

Table 4 5 Comparison of Pre-test between CG and EG 53

Table 4 6 Comparison of CG Pre-test and Test 1 55

Table 4 7 Comparison of EG Pre-test and Test 1 56

Table 4 8 Comparison of CG Test 1 and Test 2 58

Table 4 9 Comparison of EG Test 1 and Test 2 59

Table 4 10 Comparison of Test 1 between CG and EG 60

Table 4 11 Comparison of Test 2 between CG and EG 60

CHAPTER 1

INTRODUCTION

1.1 Rationale for the thesis

In the world today, in trend of the global integration of education, science, technology, business, and diplomacy, English is considered as a bridge to promote the relationship and mutual understanding among the countries In Vietnam context, there is

an increase the demand of English competence among officers, workers and especially students who need to interact with foreigners at work, business, and educational training Therefore, English has become an important part in Vietnam‟s policy of economics and education development At the moment, the goal of teaching and learning English in Vietnam is to develop students‟ communicative competence of English Students are expected to be able to interact with their counterpart well when learning English If they cannot listen well, there is likely that they will have no good communication too Therefore, students will not build good relationship with their classmates in the classroom and their colleagues at work afterward As for that reason, an ability to listen necessary for students from high schools to colleges and universities

Although listening is a challenging skill for student to master, it is considered as the language skill used most frequently in daily communication as well as in the language learning According to Holden (2004), listening comprehension plays a vital role in helping learners to acquire a language It helps learners to get other language skills Vandergrift (2007) considers listening as the heart of both first and second language learning because it influences directly on the development of all other language skills Guo and Wills (2006) say that listening takes the role of the foundation for all facets of language acquisition as well as makes it possible for learners to interact orally However, despite its benefits, listening is really a difficult skill to develop because various factors make the language more complicated at the moment of listening and understanding it

These factors are known as stress, pronunciation, accents, and the cultural component which consists of expressions, jargons and idioms… This leads to the fact that students often cope with failure in listening in their learning foreign language

Up to now, attempts have been made by the Ministry of Education and Training (MOET) to develop curricula to help Vietnamese students to develop their competence in using the four language skills Among them is the National Project (Project 2020) for teaching and learning foreign language which was initiated by MOET This National Project aims to develop Vietnamese students‟ communicative skills including speaking and listening skills (Nguyen, 2008) For high school level, in line with this initiation was the introduction of two sets of the new textbooks known as the advanced textbooks “Sách nâng cao” and the standard textbooks “Sách chuẩn” At the moment, the standard textbooks are being used as the materials for teaching and learning at Truong Dinh high school

However, despite some positive results from students‟ learning through this kind

of material in developing the four language skills, their listening skills are still limited There might be two reasons explaining for this The first is that listening is the skill requiring learners a lot of effort and concentration The second is that listening is the skill that is rarely taught at schools Teachers rushed for other fields of language learning (such as grammar, writing…) which mainly constitute the students‟ exams and did not pay much attention to listening teaching because of its limited volume from all the exams As a result, in the interaction with other people, students usually deal with the failure in their listening

More seriously, this led to the strong possibility of communication breakdown if students could not listen properly Besides, students were not motivated in developing listening skills while it is very necessary for them to form communication skill to meet the requirements of globalization and needs for future jobs From the reasons mentioned above, improving the student‟ listening ability of English is necessary and teachers‟

duty is to help their students to adequately focus on the four skills, and especially to find interest in learning listening

To seek a solution to such problems, the educators have applied different teaching and learning techniques to improve learners‟ listening ability The application of technology in the classroom in Vietnam has been consideration recently and has been recognized as a tool to assist teachers of English in language teaching and learning Recent studies concerning the use of video- assisted teaching in teaching listening have revealed the benefits of this method Learning listening with videos, students pay most their attention to video and acquire most words by associating them with visual images

As a result, videos tend to aid recognition of the learning of word meaning They can improve students‟ listening comprehension because they help to facilitate recognition of aural forms (Winke, Gass, & Sydorenko, 2010) Moreover, according to many researchers, in the learning listening process, students need to receive as much comprehension input as possible which helps them achieve the objective of language learning The application of video- assisted teaching in students‟ learning listening can meet this requirement through which students can be enhanced their understanding of listening lessons by the images, the facial expression of the characters in videos

Because of the benefits that students receive during the learning of listening with the support from video- assisted teaching, in this study, videos are proposed as one of the sources of learning materials or input for English listening learning because they can provide an abundant source of conversations and dialogues of English speakers Moreover, videos can facilitate students‟ comprehension of pronunciation According to Secules, Herron &Tomasello (1992, cited in Keihaniyan, 2013), video-based instruction

is preferable to audio only instruction in listening learning because it multiplies input modalities Lonergan (1994, cited in Lustigová, 2013) says that videos have the ability to present “complete communicative situations”, thus they can provide samples of real-life communication to motivate students‟ learning listening and promote their language acquisition Additionally, it can motivate learners and attract their attention to the aural input For these reasons, the researcher decided to look closely at the idea of

implementing videos in listening learning at Truong Dinh high school with the strong belief that the more students are exposed to video materials in their learning listening, the more effectively and interestingly they learn

1.2 The objectives of the study

This study aims to examine the impacts of videos- assisted teaching on Grade 10 students‟ English listening learning at Truong Dinh high school The impacts investigated include students‟ attitudes toward the implication of videos in their learning process and the possible improvement of students‟ listening ability

2 To what extent does video-assisted teaching help improve students‟ listening ability?

1.4 Scope of the study

This study focused on investigating the impacts of using videos for Grade 10 students who were basic education mayors They were following the English national

curriculum introduced by MOET (Ministry of Education and Training) in 2006 and used

for the secondary school education Methodologically, this new curriculum aims to adopt the communicative approach to language teaching by which students‟ communicative

skills are formed and developed Besides, MOET (2006:6) showed that this new curriculum emphasizes the active role of students in the teaching and learning process The construction of the English 10, 11, 12 textbooks was based on this new national curriculum Each of the textbooks is accompanied with student‟ workbooks, teacher‟s manual and cassette tapes and all units in the textbooks are divided into five sections: Reading, Speaking, Listening, Writing and Language Focus in which Listening lesson is instructed into three stages: pre-listening, while-listening and post-listening

In the pre-listening step, students are motivated to listen, activated their background knowledge as well as provided vocabulary before they listen In while-listening step, they are instructed to develop micro-skills known as listening for general understanding, listening for specific or detailed information or taking the form of matching exercises, True-False questions, multiple choice questions and open-minded questions In the post-listening step, student‟s activities are around the text summary and reproduction in oral or written forms and discussion of the topic In this study, to determine if videos enhance students‟ listening in comparison with cassette players, the researcher applied videos at the while-listening stage of the lesson while students were still exposed to the other stages in the same way as learning with cassette players The time for conducting this study was in eight weeks, in the second semester of their school year

1.5 Background to the study

1.5.1 Grade 10 teachers and students at Truong Dinh high school

1.5.1.1 Grade 10 teachers

Truong Dinh high school, established in 1954 in Go Cong town, is considered one

of the best high schools of the Tien Giang province by the evaluation of the Department

of Education and Training (DOET) There are 98 teachers of the whole school with ten

English teachers Six of them are teaching Grade 10 at the moment The English teachers graduated from different universities with different forms of training As a consequence,

they were varied in their English proficiency

Methodologically, teachers are familiar with the Grammar-Translation method (GTM), which emphasizes students‟ language competence Despite the innovation in teaching listening skill which requires teachers to apply the Communicative language teaching (CLT), teaching listening is considered as a new perspective at this school Teachers are required to change their teaching method, applying CLT, which aims to develop students‟ communicative ability However, because of the requirement of exams, teachers are still forced to put their attention on teaching reading comprehension and grammar As a result of this, teaching listening at this school has not really been much efficient and appreciated

and make them feel that learning listening is one of most difficult and boring aspects in their learning English language

1.5.2 Teaching and learning listening at Truong Dinh high school

All in all, the teaching listening at Truong Dinh has four characteristics Firstly, that listening was carried out in monotonous and repeated way was still common here Teachers often carried out their listening lesson in the same approach which includes introducing some new words, having students listen to the tape two or three times, asking questions and giving correct answers Secondly, most teachers here focused largely on grammar explanations or reading teaching This can be explained by the reason that teachers at Truong Dinh high school mainly focused on reading comprehension, writing and grammar to help students meet the requirements of passing the high school tests and examinations … Meanwhile, listening because of its minor part in assessments, does not gain much attention from both English teachers and students

Thirdly, teaching listening here seems to lay emphasis on the product rather than on the process According to Sheerin (1987); Richards (1983) and White (2006), this leads

to the fact that teaching listening is virtually testing listening as well as results in anxiety

or even resistance from the learners Finally, although listening appears in the first, second semester examination, it accounts for a rather small part, varied from 1 to 1.5 points in each test As a result, students seem not to recognize its important role in studying and they even do not want to improve their listening competence

1.5.3 Materials

For high school level, there are two sets of the new textbooks One set is standard textbooks “Sách chuẩn” and the other is advanced textbooks “Sách nâng cao” Each set consists of three books, from English 10 to English 12, accompanied by respective student‟s workbooks and teacher‟s manuals and cassette tapes At present, the standard

textbooks are used as the official source of teaching and learning English at Truong Dinh high school There are 16 teaching units and six review units in each book in which each teaching unit has its own topic and is divided into five sections (as mentioned in the section 1.4) in the time of 45 minutes for each section Besides, in the standard textbook, Reading skills are introduced first to provide students with language input and ideas for other language skills (speaking, listening, writing and language focus) in turn The glossary at the end of each textbook containing phonetic transcription and Vietnamese translation is based on the system of transcription symbols of Oxford Advanced Learner Dictionary (7th edition) (English 10: 4, English 11: 4)

From the researcher‟ point of view; this new textbook has much contribution to better quality of English language learning including the listening aspect Students have made progress in their listening ability However, the division of micro-skills in the listening lessons is not equal The popular skills used in the listening lessons in this textbook are listening for detailed understanding and listening for specific in turn The repetition in doing the same kind of tasks made students feel bored as well as were not motivated in their learning listening Meanwhile, listening for gist skill, though mentioned in the syllabus requirement seems not to be chosen as an important skill for students to develop in their learning listening They are even under-represented in these units of the textbook Other micro-skills such as inferring meaning from the listening context, note-taking while listening…thinly appeared in the textbook Besides, in the while-listening stage, the listening questions are simple, some are rather factual and straightforward, therefore, do not require students‟ processing of the information at a deep level Students are not motivated with such these kinds of questions because they are not suitable with the situations in the real life and listening in the real life is more challenging

Moreover, because the language proficiency levels are different among students, especially students‟ levels are generally better than those of rural students Some of them have difficulties in understanding the language in the listening lessons and seem not to

utilize the convenient conditions when they learn this new textbook Students at Truong Dinh high school, like other students at other schools in the rural area, have to face problems when learning listening with textbook That students usually practice their listening with audio tapes without visual supports also makes their learning listening limited Students are not helped much from the poor input in the listening text and they

do not listen effectively during their listening in the while-listening step This explains for the reason why students are difficult to master the meaning of content in the tapes as well

as why the results from their listening learning are limited With the immense advantages from which students can benefit in their listening learning, videos are suggested as the replacing materials to help students to overcome these obstacles above and gain much improvement in their learning listening

1.6 Significance of the study

The current study is supposed to provide a general overview of impacts of using videos on grade 10 students‟ listening at Truong Dinh high school Therefore, the study is likely to be able to assist students to learn listening better and efficiently, right in the classroom Besides, the results from this study can be used as reference for English teachers to apply in their teaching listening as well as develop their teaching listening techniques Last but not least, the study can provide references for further research in this field of study

1.7 Organization of the study

The thesis includes five chapters with their own aims and contents Chapter 1, Introduction, provides the background of the study It describes the situation of teaching and learning English listening for Grade 10 students at Truong Dinh high school, presents the rationale for the using videos in teaching listening comprehension and establishes the

research questions of the study Meanwhile, Chapter 2, Literature review, concerns the literature In this chapter, the researcher presents relevant and fundamental literature to the study Apart from the basic concept of listening and videos, the advantages and disadvantages of video applications are presented as well

Chapter 3, Methodology, deals with the design and methodology of the investigation in which two main data collection instruments were employed The first one was questionnaires for Grade 10 Truong Dinh high school students and the second one was the tests (one in the middle and one at the end of the survey) Chapter 4, Data analysis and findings, presents the data analysis and discussion as well as the findings about the impact of using videos on Truong Dinh high school students‟ listening comprehension Finally, Chapter 5 offers implications and suggestions for teachers and learners for further research

CHAPTER 2 LITERATURE REVIEW

The aim of the current study is to explore the use of videos as a useful tool helping students in their listening learning Therefore, in this chapter, the researcher aims to shape the conceptual framework of the study, beginning with the concept of listening together with the basic concept of materials and videos Next, it provides a brief summary of advantages and disadvantages of using videos in the classroom that learners may get when they are exposed to them in their learning listening

2.1 The basic concept of listening

2.1.1 Definition of listening

Listening is the ability to identify and understand what others are saying, including the understanding a speaker‟s accent and pronunciation, his/her grammar and his/her vocabulary as well as grasping his/her meaning According to Underwood (1989), listening is the activity in which learners pay attention to and try to get meaning from something they hear From his viewpoint, it can be seen that listening is an activity which depends on learners‟ competence to know the meaning of what they hear Agreeing with his idea, Hedge (2000) also says that listening ability will develop automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation

Meanwhile, some other researchers consider listening as a process which requires not only verbal but nonverbal information According to Steinberg (2007), listening is more complex than merely hearing It is a process consisting of four stages: sending and attending, understanding and interpreting, remembering, and responding… He also asserts that these stages occur in sequences but we are unaware of them Specifically, Ford (1985) says that listening is a process of hearing, attending to, evaluating, and

responding to spoken message Listeners receive speech sounds and try to combine meaning to the spoken words to understand the message of the speaker in order that they can respond to oral communication effectively

However, Rubin (1990) and Brownell (2015) have a further view than Ford (1985) when they state that listening consists of the process of receiving, constructing meaning and responding to spoken and /or nonverbal messages This means that listening not only consists of a spoken language but also nonverbal messages In short, it can be seen from these mentioned above that besides being the perception of verbal messages, listening is also an active process It needs the combination of attending, receiving, building meanings so that learners can understand and respond to speakers‟ sayings

2.1.2 Procedure of learning listening

On the www.nclrc.org/essentials/listening/liindex.htm, the procedure of listening in

the classroom develops from the three stages: pre-listening, while-listening, and listening In the pre-listening stage, students prepare for their learning when are introduced the topic of the lesson by their teacher They also find out what they have already known about this topic In this stage, students are expected to practice their brainstorming sessions or discussion questions These activities provide the necessary background information and new vocabulary which are very useful for students when they begin to listen

post-The while-listening stage is the one which is specific about what students are required to listen for In this stage, students are expected to listen and do the tasks All in all, there are many kinds of tasks such as listening for gist, listening for main ideas, summarizing or making interference Students can listen for the general content or selective details to fulfill these kinds of tasks and develop their listening skill in this stage In the post-listening, students will finish their listening lesson with an activity to extend the topic of the lesson and reinforce their vocabulary The suitable activities for this stage may be a discussion group, craft project, games or writing tasks In short, the

post-listening tasks are the stage students use their knowledge from their listening lesson for their further language practice

2.1.3 Listening process

Nunan (1991) says that there are two processes of listening known as bottom-up and top-down In the bottom-up process, students use linguistics knowledge to understand the meaning of the message of the listening text Their build their understanding the meaning from lower level of sounds to words and then from grammatical relationship to lexical meanings so that they can finally understand the whole messsage By contrast, students use top-down process when they need their prior knowledge to understand the meaning of a message They have to use the knowledge of the topic, the listening context, the text-type, the content words and contextual clues to form their understand their listening lesson

Like Nunan, Wagner (2002) also made a Model of Second language Listening Comprehension showing the important components of listening ability He suggested that there were two processes listening known as top-down and bottom-up which occur simultaneously during students‟ listening learning and, therefore, they are interrelated These observable listening skills such as identifying details, facts, supporting ideas… apparrently constitute the ability to do bottom-up processing Meanwhile, the global skills

as listening for gist, making inferences, or deducting vocabulary through context of the text are the ones representing the latent ability to perform top-down processing It can be concluded from the two researchers‟ opinions that listening process is a complex and interrelated one because the two top-down and bottom-process take place at the same time Therefore, students have to select suitable strategies ot techniques so that they can utilize the listening input they receive in the most effective way to get the best result in their listening learning

2.1.4 Factors affecting learning listening

Factors affecting learning listening with videos consist of learners‟ attitudes,

attention, relevant features of listening inputs and fundamental knowledge used in

listening process They are known as the ones influence students‟ learning listening and

decide whether students learn listening successful or not

2.1.4 1 Learners’ attitudes

2.1.4.1.1 Definition

Up to the present, attitudes have drawn a lot of considerable attention from the

researchers on this isue They agree that learners‟ attitude is an important part of learning

and an essential factor of second language learning Ajzen (1989) says that attitudes refer

to people‟s disposition to respond to an object, person, institution or event in a favourable

or unfavourable way Baker (1992) also asserts that attitudes are considered as a

hypothetical construct through which the direction and persistence of human behaviour is

explained Meanwhile Brown (2001) says that the emotional involvement known as

feelings, self, relationships in the community are factors characterizing the atttitudes that affect significantly learners‟ language learning

Wenden (1991) says that the term “attitude” consists of three components which

are known as emotional, cognitive and behavioral Among them, the first component, the

emotional aspect of attitudes, involves the individual‟s feelings and emotions towards an

object This component usually represents an individual‟s emotional response ot the

feeling of liking to a person or an object According to Feng and Chen (2009), language

learning is an emotional process in which both teacher and his/her students engage in

various emotional activities In addition, various fruits of emotions are also formed

through it Troudi & Choy (2006) state that attitudes can help students to express whether

they like or dislike the knowledge of the object that they are exposed to during their

language learning The inner feelings and emotions of the students put strong impacts on

their perspectives as well as their attitudes towards this object

The second component, the cognitive aspect of attitudes, is about the belief, thoughts, and viewpoints about the object of the attitudes It contains a person‟s factual knowledge about a person or object The information from a person‟s cognition is not always correct or real because his/her cognition about this object may be learnt from his/her own sources or other people around him/her Therefore, this cognition may correct or not correct However, the information from his/her cognition plays a key role affecting his/her attitude about the object about which he /she is concerned The final component, the behavior aspect of attitudes, is about the tendency to adopt particular learning behavior It refers to the way a person behaves or reacts in particular situations This component consists of actions or observable responses that are known as the results

of an attitude object

Although the three components of attitudes have different features, they have close relation in which they all affect directly on students‟ perception towards an object they want to learn It means that when the three components of attitudes join together, they will construct an overall attitude about an object In short, it can be refered from these researchers‟ definitions, the analysis the three components of attitudes that attitudes play

an intergral part in the language learning They can influence students‟ success or failure

in their learning process It is positive attitudes that help students be interested in the listening lessons This leads to better students‟ performance in their learning listening and stimulates them to get higher scores in their exams These three components would be examined in this study to identify whether Grade 10 students had positive change after studying with videos

2.1.4.1.2 The effects of learners’ attitudes on the language learning

Students‟ attitudes affect the success of their learning listening directly and dramatically There are three aspects of learning language that attitudes affect on the

learners The first is that learners‟ attitudes help to form learners‟ behaviors in their language learning The second is that attitudes can affect learners‟ ability in mastering a foreign language and the third is that learners‟ achievement in their language learning may be influenced by learners‟ attitudes towards it

Attitudes towards learning are considered to shape learners‟ behaviors in their language learning is approved by Ellis (2015) He says that if the learners‟ attitude towards their learning is positive, they will have positive behaviour in learning language This will aslo help them to enhance their learning Besides, Gardner and Lambert (1972) assert that learners‟ ability in mastering a language is affected by both their language skills and their attitudes and perceptions towards it Similarly, De Bot et al (2005) also says that positive attitudes of learners stimulate their second language learning They will

be motivated and enthusiastic in learning a language

Moreover, Schibeci and Riley (1986) say that learners‟ attitude influences their achievement in learning a language Shameem (2004) states that when learners engage in learning a language, their attitude will influence their expectation of success and this will lead to their proficency and use Their attitudes can determine how they are sucessful in their learning a language The positive attitude towards the lessons will help learners enjoy them more This leads to the fact that they can gain more knowledge and skill of the language

In short, attitudes towards language learning play an important part in students‟ language learning Abidin & Alzwari (2012) says that attitudes affects students‟ success

or failure If students have positive attitudes towards their process of learning a language, they will like their lessons and are eager to catch up with more knowledge as well as the skills of the language they are learning By constrast, if students own negative attitudes towar their learning process, they will not pay much attention to it and they will be reluctant to complete the tasks during their learning activities

2.1.4 2 Attention in the learning listening process

Lund (1990) asserts that learning listening is, in fact, learning to gain meaning of messages Therefore, to learn listening successfully, students are required to have the ability to organize and remember In this case, it cannot be denied that attention plays an important role in students‟ learning listening Attention helps them not to be tuned out by outside factors such as unrelated information, noise, visual distractions as well as their own thoughts In learning listening, through the attention, students are able to concentrate

on the information given from the listening text

Moreover, in learning listening, it is very challenging for learners to concentrate in a foreign language Underwood (1984) says that students‟ listening will be seriously impaired by the breaks or a wander in their attention, even they are the shortest ones Lacking attention, students will not catch the missing information, which leads to their poor listening because in the listening process, students need to give sufficient attention because the comprehension occurs at the same time they receive the information supported Wing (1986) say that students should give adequate concentration to the message they receive, which helps them to ignore all other unrelated information and easily comprehend what they focus

2.1.4.3 Relevant of listening inputs

Besides the two factors mentioned above, the relevance to the course book and students‟ needs is also a criteria that affects the success of students‟ listening learning First of all, relevant input can stimulate students‟ listening learning if it has suitability Suitability of the input means that the input should be selected based on students‟ needs and interests In other word, its level is equivalent to students‟ levels Having interest in this respect, Lee (1995) asserts that if we want positive responses on learners, it will be wiser and more careful selection of input which focuses on learners Students only learn listening effectively when the input they receive is just a little more difficult than they

can understand

Brown & Eskenzai (2004) say that the primary factors for selecting suitable input

is that it should be appropriate authentic text which match the students‟ current vocabulary knowledge When the input is relevant with students‟ levels, they will understand most aspects of what they are required to master for their learning At the same time, students‟ learning experience will push them to further understanding The relevant input will encourage students‟ listening a lot and by contrast, a material which is too high or too low compared with students‟ level will lead to demotivation and discourage from learning the target language

Besides, students will be easily engaged in learning listening when receiving the relevant input which makes sure the suitability of the listening materials The suitability

in the listening input will arouse students‟ interest, meet their needs and, therefore, will motivate them in the learning listening process In addition, the suitability of the input that learners receive is also related to the topics of the listening materials In fact, the topic of the listening input influences the students‟ listening a lot Students are easily attracted by familiar topics because they can apply their experience, knowledge in their listening process By contrast, receiving the input containing unfamiliar topics causes students a lot of trouble; even discourages students from the interest of listening They may not understand when the speech of the listening texts contains new structures or unfamiliar words or phrases They even hear without catching up with them due to the syntax or the semantics of the language Therefore, to attract learners‟ attention in learning listening, the input that students receive should be interesting and comprehensible

Besides, make sure that the input will provide learners with relevant background and content so that it can stimulate their spirit of learning listening In students‟ learning listening, they can only understand what they hear if information is made suitable, not too much complex Such messages will be much benefits for beneficial for both lower level and advanced level listeners Lower listeners will find easier to use the listening materials and the advanced listeners may develop their listening skills through expanding,

paragraphing the messages from the listening materials

2.1.4.4 Fundamental knowledge used in students’ listening

The fourth factor affecting listening ability the fundamental knowledge employed

in learning listening According to Widdowson (1983), there are two kinds of knowledge which are necessary in the students‟ learning listening They are linguistic knowledge and non-linguistic knowledge While the former is known as the knowledge of phonological, syntactic and semantic components of the language, the later refers to background knowledge known as factual, sociocultural and procedural knowledge From the findings

of their studies, Markham and Latham (1987) and Long (1990) say that non-linguistic plays an important role in students‟ learning listening They assert that if the listeners have non-linguistic knowledge of the topic they need to acquire, they understand it more easily

Vandergrift (1999) agrees that listeners should engage a combination of linguistic and non-linguistic knowledge in their learning listening because in listening, listeners use their linguistic knowledge to deal with what they receive, and then they interpret it within the sociocultural context of the message In short, fundamental knowledge is a foundation that listeners need to gain to connect new information they receive to their exist knowledge Only by this way, students are able to learn listening successfully

2.2 Videos

In language learning, videos are becoming important in educational applications In reality, videos are becoming useful techology through which learners will have a good chance to view and learn a language in interesting and motivating way Sherman (2003) defines videos as any kind of programs that can be seen directly on cinema, TV, advertisement…etc… He asserts that videos are a plentiful resource through which students learn their language with enjoyment

Nowadays, video materials are becoming popular because they can stimulate the language learners‟ interest According to Ramirez (1995), materials are meaningful tools that a teacher uses to deliver instruction and support learners‟ learning of a language Videos play an important part in making a learner access to the knowledge Moreover, they can stimulate a learner to engage with the knowledge in different ways Compared with other sources of materials, video materials provide learners with a more complete perception of the target language Learning listening through video materials, students will

be exposed to a wide range of cues such as visual, audio, kinesthesis… It can be said that through video materials, students become more active and willing to participate in the learning listening process They are interested in their learning listening because they can see the practical implications of what they are doing Moreover, they can perceive their learning listening as an entertainment not just serious lessons Video materials consisting

of hesitations, rephrasing, and variety of accents and different components of the real discoures help to develop students‟ level of proficiency

2.2.1 Types of videos

Considering the types of video materials used in the process of developing listening skill in the classroom, Lonergan (1994) divided them into five types namely (1) videos recordings of language teaching broadcast and films, (2) video recordings of domestic television broadcast, such as commedy programs, (3) video recordings of specialist films and television programs, such as educational programs, (4) video language teaching made for the classroom rather than for public tranmission as broadcasts and (5) the self-made video films, involving the teachers and learners

Among these types of videos mentioned above, in this investigation the scope of the study, the researcher mainly applied the fourth type, the video language teaching made for the classroom There are some reasons explaining for this choice The first is that the aim of this type of video is appropriate with the purpose of the study As can be seen, the video made for the classroom can offer students all advantages that the medium of

television can brings Moreover, they are designed especially for the purpose of educational use These videos are constructed differently compared with the normal television broadcasts as they start and progress without pauses or review to the end Meanwhile, Lonergan (1994) says that in films made for the classroom, this is possible Besides, the development in technology and the spread of video equipment into home and schools makes this type of video materials become popular, both for classroom work and self-study Moreover, with the type video language teaching made for the classroom, the researcher can adjust suitable time and edit the tasks following the listening lesson to suit with the students‟ levels

2.2.2 Advantages of using videos

Using videos brings about many advantages that students can benefit in their learning listening The benefits can be grouped into four main ones First of all, learning listening with videos can improve students‟ listening comprehension due to their clues for information, their enhancing regular practice Videos can provide students with many kinds of stories, situations… that make students interested in learning listening as well as participating in the listening activities eagerly This leads to the fact that students will concentrate on their listening lessons and such regular practice listening can improve their listening comprehesion gradually

Student‟s listening comprehension are enhanced because video can support students with sufficient clues for their information process Canning-Wilson (2000) says that students are in favour of learning listening through audio-visual materials because their listening comprehension is better when utterances are backed up by images or actions in the videos Moreover, in their learning listening, students‟s listening comprehension will be improved thanks to the visual clues such as facial expressions, gesture, posture and details of the environment This is very useful when learners cannot catch up with what has been said, they can pick up clues to guess the meaning from the vision alone

Secondly, learning listening with videos can enhance students‟ motivation in learning listening in the classroom Thanajaro (2000) and Guariento & Morely (2001) assert that videos increase students‟ motivation because students will gain the feeling of learning the real language which is used by the community speaking it This motivates students and makes them have the desire of learning it In addition, students can experience real feelings to accomplish their understanding about the situation of the video Martinez (2002) says that videos when applied in listening skill can provide real situations, intonation and let them be exposed to a real context Therefore, they permit students to receive an immediate feedback being videos instead of getting “simple teacher correction” Mirvan (2013) also says that through employing video materials in the learning listening, students‟ motivation will be enhanced a lot because they can be exposed to a wide range of communication situations with full contextual back-up This will motivate them to listen and help them understand similar situations more easily in real life

Thirdly, using listening with videos can entertain students in their learning listening process Videos with visual images which interest them in the listening lessons Besides providing real communication sistuations, videos can be entertaining.Videos containing music and setting elements can help students have enjoyable experience during their learning listening (Christoper & Ho, 1996)

Fourthly, learning listening with videos can increase students‟ communicative competence Gilmore (2007 cited in McCoy, P, 2009) says that being exposed to videos

in the learning listening can help students gain a rich input and they have potential to develop their communicative competence Castro (2009) states that because videos are created for native speakers, they can become an effective tool which helps second language students to learn many expressions, collocations and grammatical forms This is extremely useful for students in communicating with people in different life contexts Besides, through videos, they were exposed to learning listening in a different way in which students were introduced to the cultural aspects directly, visually; therefore, they

attract their students‟ attention as well as encourage them to use the real language in communication

From the benefits that students can receive from videos in their learning listening,

it can be concluded that videos can meet the requirement of effective learning listening First of all, as mentioned in Part 2.1.4, the most important factor affecting on students‟ learning is students‟ attitude towards it Videos can draw students‟ attention and students show their positive attitudes towards it Besides, videos with real-life context, vividly pictures can provide students sufficient, relevant listening input, which helps students to overcome difficulties in learning listening In addition, the authentic situations in videos can raise students factual, sociocultural knowledge which students can apply in their listening process In the English program at high school, the outcomes from students‟ learning with videos can be known in many aspects Students can be more confident in expressing their ideas about the topics of the lesson they have learnt because they have been supported enough information about it Besides, students are experienced with the real language in videos, which affect their ways of using the language a lot In this way, it can be said that through learning listening with videos, students simultaneously develop their speaking skills

In short, for above reason, using videos for students learning listening is a necessary strategy that can help students develop their listening despite the disadvantages they may encounter in their learning listening which will be raised in the next section

2.2.3 Disadvantages of using videos

Besides many benefits that students can have from the learning listening through videos, the use of videos has some disadvantages too First of all, as Ciccone (1995) states, students at beginning level when are confronted by an authentic material may be disappointed with their learning listening because they lack proficiency in the language

They may face the difficulty of understanding language in videos made for native speakers Besides, these videos often have references to social and cultural items so they can cause them a lot of troubles unless they are explained carefully

Secondly, Martinez (2002) says that the using of videos requires special preparation, which will take teachers a lot of time and effort Videos contain a wide variety of cultural factors in their content, so they require teachers to search for relevant information meaningful and useful for students before introducing them to their students Besides, teachers have to face many challenges in finding relevant and appropriate videos Moreover, they have to analyze and organize them in the most logical and pedagogical way

Finally, besides the two disadvantages have just mentioned, there are some others such as cost, inconvenience, fear of technology, the sound and vision, quality of the copies

or not ideal home-produced materials They all contribute to the disadvantages and might make the videos become meaningless for students

2.2.4 Selecting videos

Selecting the videos which are most suitable with students‟ interests and levels is very important because it affects on students‟ success in their learning listening To do that, teachers have to carefully select and prepare a wide variety of quality teaching materials so that students achieve success in learning listening There are two things that should be taken into consideration when choosing video materials for students‟ learning listening Firstly, Stempleski (1987) says that the rich and exciting source for English speaking language classes is video materials However, they contain cultural aspects Therefore, it is important for teachers to select the kinds of video materials which are most appropriate and can help students to perform sucessfully when they are doing the activities in the classroom Teacher has to check up if there is so much cultural specific content and if it can reduce students‟ comprehensibility or it can potentially cause cultural offence

Secondly, as Nunan (2003) states, selecting the content of video materials as well

as dividing it into sections for presenting in stages to learners should also be taken into consideration Specifically, teachers should select conductive video materials to students‟ language learning so that students will be motivated when study with the use of videos materials in their learning process Therefore, selecting videos for this study obeys the

rules above Specifically, the researcher will choose the Four Coner as the material for

the experimental course because this course including listening lessons is suitable with students at high school level Students learn listening through watching videos whose topics are around common issues in daily life Moreover, the time for each video clip is not too long, the language used in videos are not too much complex, therefore, can catch students‟ interest and motivate them in learning listening

2.2.5 Implementing videos in the classroom

Some years ago, a student was considered as a good listener when he / she was able

to demonstrate her/ his sucessful listening comprehension through answering comprehension questions given in the material exactly However, this is not logical and suitable with the present tendency of learning a foreign language Joiner (1992) says that nowadays, in the term of learning listening, students are expected to complete the tasks while they are listening or activities follow-up which involve in the information in the material in the realistic ways

Videos containing visual and audible cues can be an excellent means for students‟ learning listening because they can support sufficient information for students to deal with these kinds of tasks during and after their listening Videos have been proved to be

an effective method in teaching and learning English listening in the language classrooms Arthur (1999) says that students are supported with realistic modes which help them imitate for role-play, increase their awareness of other cultures Moreover, videos can strengthen students‟ audio and visual linguistic perceptions simultaneously as well as widen the range of activities in the classrooms Videos used in a classroom should

have the visual which can enhance students‟ comprehension and illustrate the target language being used Videos will be ineffective in the learning language in the classroom

if they have too small visuals, poor reproduction, having pictures which are too far away from the text illustration

Implementing videos in the language learning in the classroom requires the role of the teacher as the controllers because teachers can control what students do as well as when they speak while students are watching the videos Besides, during students‟ watching videos or after they watch videos, students are asked to perform some activities related to the listening lessons in the videos In this case, teachers should act as assessors

to evaluate students‟ outputs Moreover, when teachers implement videos in their teaching listening in the classroom, teachers take the role of organizers who help students gain success in their learning listening through organizing the activities during and after the students‟ listening process Students when learning listening with videos can be confused about what to next need the help from their teachers As a result, teachers will become the participants who participate in the activities while they teach the listening skill with videos They have known the details about the videos and can facilitate students‟ learning To do that, teachers need to design a plan for each video unit before teaching in the classroom To aid students‟ comprehension, teachers should prepare viewing guides which are suitable with students‟ levels

In a word, the implementing of videos is nowadays unavoidable in the classrooms Katchen (1996) says that videos when used appropriately can be very useful and beneficial for both teachers and students in their teaching and learning, especially in teaching and learning listening skill as well as other language skills such as speaking and writing

2.3 Previous studies

In this part of chapter, some previous studies relating to this study will be reviewed by the researcher to show what have been studied up to now in this field The results of the studies are grouped as follow

Internationally, the results of previous studies show that students usually improve their listening comprehension when they have opportunities to interact and deal with video in their learning listening process Heron (1994) conducted an experiment consisting 28 French students at Oxford College They are divided into 2 groups: the students in the experiment group focus on video instructions supported by a workbook and audiocassettes while students in the control group will base on the curriculum only have a text supported by a workbook and audiocassettes The results show that students

in the experiment group enhance their listening when they follow the video based curriculum

A study investigating the impacts of video material on listening ability among lower intermediate students was conducted by Secules, Heron and Tomosello (1992) They divide students into two groups: one group learnt listening through the traditional curriculum while the other group was exposed to video The results showed that students

in video group gained better results than those of the in the audio group As summarized above, the study of Heron and Secules, Heron and Tomosello both showed that the use of video increased students‟ listening comprehension in their learning listening process

Secondly, the results from the previous studies show that students‟ motivation was enhanced a lot when they were exposed to videos in their learning listening The first study to investigate if students‟ learning listening is motivated when exposed to the videos was done by Chiang‟s (1996) He made the experiment to explore how films influence students‟ motivation in their listening learning There are 96 students in a university at Taiwan taking part in this study The results show the scenes in films, the gestures and the facial cues of the characters in films, all of which motivated students a

lot in their learning listening process The second one was carried by Thanajaro (2000) which concerned the use of videos materials to develop listening comprehension in the English as a Second Language (ESL) classroom He conducted it through analysis of the class observation and interviews with students The results revealed that the use of video materials left a positive effect on students‟ motivation in their learning process What can

be seen from the results of the two studies is that students showed their positive attitude towards learning listening with videos However, both of them still had some limits

Although the results from the first one showed that students‟ motivation were enhanced when they learned listening with films, the researchers did not use experimental method He just asked his students to choose and show their films in the classroom This led to the fact that the study did not gain high reliability Like the first one, the reseacher

of the second did not conduct the study through experiemental way He made it through analysis of the class observation and interviews with his students Therefore, his study did not gain high reliability, either

Thirdly, the results from the researches also revealed that the exposure to the authentic texts helped students develop their ability of thinking and analyzing autonomously and critically Hung (2009) conducted a study in which the participants learnt their listening with the benefits of images of videos The results showed that student became autonomous leaners and critical thinkers They were able to focus on analyzing images, comprehend the videos‟ content as well as find out the way to overcome their weaknesses in their learning listening

Another case was carried out by Stewart and Pertusa (2004) in which they concerned students‟ gain from viewing target language closed-captioned films done in Sapnish as a strategy of learning a language The main findings revealed that students who were exposed to videos with closed-caption are able to retell more information than those who were not Besides, they also were interested in present or discuss the topics with their classmates As a result, their communicative competence developed Moreover,

the participants also said that they learned lexicon through the close-caption and hearing

at the same time However, the findings showed that students felt more difficult to learn the new vocabulary

In Vietnam, there have been few studies on the use of video and the effects of video on students‟ listening learning First of all, to build up an approprite syllabus aith audio-visual aids to improve students‟ listening and speaking skills, Nguyen (2005)

conducted a study named “Design a Listening and Speaking Syllabus Using Video for English Language Non-major at Pre-Intermediate Level” The study was carried out in

May School, Ha Noi with the participation of students of Pre-Intermediate level in which audio-video was added to the teaching materials The researcher used the qualitative method including comments, remarks, comparisons and suggestions which were based on observation, factual reseach and discussion The findings showed its value and practicability in the context of language teaching and learning in Vietnam

Secondly, Bach (2009) conducted a study investigating the effectiveness of assisted instruction on teaching listening for non-English majors at Phuong Dong University In this study, students were divided into two groups: the control and the experimental group Before the treatment, the results from the pre-test revealed that CG students‟ listening competence was better than that of EG students However, EG students‟ listening competence was better than that of CG students who did not learn listening through videos after one semester of learning listening through video-assisted instruction

video-In addition, Nguyen (2012) conducted a study with 62 second year students from two Accounting classes at Kien Giang Technology-Economics College She aimed to investigating the impacts of audiovisual material on students‟ learning listening as well as explored how it influenced their attitudes The result from the study proved that students‟ listening comprehension of the experimental group was improved Besides, students in this group also showed their positive attitudes towards the audiovisual material