INTRODUCTION
Motivation plays a crucial role in the language learning process, as it not only sparks interest but also sustains enthusiasm among learners In mastering English, both time and effort are essential, prompting the need for effective strategies to enhance student motivation Therefore, teachers must explore innovative methods to engage students and maintain their motivation throughout the learning experience.
Educators in Vietnam have noted that many students excel in reading but struggle to understand spoken language from native speakers Rost (1994) emphasizes the crucial role of listening in second and foreign language acquisition, highlighting that it offers essential input for learners Without comprehending input at an appropriate level, effective learning cannot commence However, the task of teaching listening skills remains a significant challenge.
Improving listening skills requires significant time and effort, making it a challenging task for teachers to engage students in listening lessons Many students often feel disinterested or fatigued by the activities presented during these lessons.
In Vietnam, despite students typically having at least five years of English instruction before college, many struggle with language proficiency Research indicates that incorporating films as teaching aids can enhance language learning by exposing students to authentic language use and cultural contexts Engaging films can also boost learners' motivation to study (Sommer, 2001; Kusumarasdyati, 2004; Luo, 2004) However, there has been limited focus on this teaching method in Vietnam, with most educators relying primarily on textbooks and traditional materials To address this gap, a study is being conducted to explore more effective teaching strategies.
"Using movies to increase motivation and listening comprehension of third year EFL students at Academy of Finance: An action research study" is carried out to
This study explores the impact of utilizing films in English as a Foreign Language (EFL) classrooms to enhance student comfort and engagement By integrating movie viewing into the learning process, the research aims to facilitate language acquisition and create a more enjoyable educational experience for students.
The study investigates the reasons behind students' weak listening comprehension skills and their passive engagement in listening activities Additionally, it explores how incorporating movies in the English as a Foreign Language (EFL) classroom can enhance students' motivation and improve their listening comprehension abilities.
As a result, recommendations are made to further improve the effectiveness of the use of movies in EFL classes at Academy of Finance, Hanoi.
This action research study employs various data collection instruments, including observations, questionnaires, tests, and interviews The gathered data is subsequently analyzed to derive meaningful findings for the research.
Action research is the ideal approach for this study, as it focuses on enhancing student motivation and listening comprehension in a specific context By employing a variety of research instruments, this study aims to gather reliable data and facilitate a thorough investigation into the challenges faced by students.
The research questions are posed as follows:
- To what extent does the use of movies in class increase students‟ motivation?
- What are the students‟ attitudes towards using movies in EFL classroom?
- To what extent does the use of movies improve students‟ listening comprehension?
This study investigates the levels of motivation among students, their attitudes towards using movies in the classroom, and the impact on their listening comprehension Conducted through action research, the researcher focused on a single class and employed two films to explore these educational dynamics.
10 using movies as a teaching aid instrument in EFL classroom at AOF for six-week period
A study was conducted among third-year accounting students at AOF to examine the impact of movie viewing on their listening comprehension skills The research focused exclusively on this aspect of English proficiency, without exploring other language skills.
The study emphasizes the significant impact of incorporating movies into the English teaching and learning process at AOF Its findings are valuable for both teachers and students, highlighting how movies can enhance listening lessons and boost student motivation Additionally, this research aids teachers in improving their instructional methods as part of ongoing educational innovation.
The thesis is divided into five chapters: Chapter 1: Introduction, Chapter 2: Literature Review, Chapter 3: Methodology, Chapter 4: Results and Discussion, Chapter 5: Conclusion
This chapter offers a comprehensive overview of the study, including its background, aims and objectives, research questions, and an outline of the study's structure.
LITERATURE REVIEW
The importance of listening skill in English teaching and learning process
Motivation is a complex concept that is challenging to define, as it cannot be directly observed or measured; instead, it must be inferred from an individual's behavior This ambiguity has led to a lack of consensus among theorists regarding a singular definition of motivation.
According to Harmer (1991), the nature of motivation is some kind of internal drive that encourages somebody to pursue a course of action Skinner and Belmont
In 1991, Skinner and Belmont expanded on the concept of student motivation, highlighting that motivated learners choose tasks that challenge their abilities, take initiative when opportunities arise, and demonstrate significant effort and focus while completing learning activities These students also exhibit positive emotions throughout their engagement, displaying enthusiasm, optimism, curiosity, and interest in their work.
According to Crooks and Schmidt (1991), motivation is characterized by interest in and enthusiasm for teaching methods, persistence in listening tasks, and levels of concentration and enjoyment This definition aligns perfectly with the focus of this study, which highlights that innovative teaching methods, such as incorporating movies into the classroom, significantly enhance student interest and motivation, leading to increased engagement and enjoyment in learning activities.
2.1.2 The importance of motivation in English teaching and learning process
Motivation is a crucial factor in achieving success in learning a second or foreign language, as it significantly influences proficiency levels According to McDonough (1981), motivation plays a vital role in determining whether an individual succeeds or fails in language acquisition Key components of motivation include the need for achievement, curiosity, and the desire for new experiences, which often outweigh language aptitude Oxford and Shearin (1994) emphasize that motivation dictates the degree of personal engagement and active involvement in the language learning process.
Ellis (1997) highlights the interactive relationship between motivation and achievement in language learning A strong motivation enhances the learning process, while the perceived success in reaching second language (L2) goals not only sustains current motivation but can also foster new forms of motivation.
Unmotivated students often lack engagement, hindering their ability to develop essential second language (L2) skills Consequently, motivation plays a crucial role in the success of learning a foreign language.
2.1.3 The importance of listening skill in English teaching and learning process
Listening plays a crucial role in second and foreign language learning, as emphasized by Rost (1994), who states that it provides essential input for learners, making understanding at the right level a prerequisite for effective learning Numerous studies, including those by Dunkel (1991), further underscore the significance of listening in communication and language acquisition Lewis (1993) also notes that since the majority of natural communication is spoken rather than written, listening becomes the most important medium for input, enhancing students' ability to perceive speech and ultimately facilitating language acquisition.
Listening is the skill of accurately identifying and comprehending spoken language, which includes recognizing accents, grammar, and vocabulary to grasp the speaker's meaning (Howatt & Dakin, 1974) Willis (as cited in Saricoban, 1999) outlines essential micro-skills for effective listening, known as enabling skills These skills include predicting conversation topics, managing unknown words without distress, leveraging prior knowledge for comprehension, distinguishing relevant from irrelevant information, retaining key points through note-taking and summarizing, recognizing discourse markers like "Well" and "Finally," understanding cohesive devices, and interpreting various intonation patterns.
14 of stress, etc., which give clues to meaning and social setting, (9) understanding inferred information, e.g speaker‟s attitude or intention
Listening instruction has evolved from a teacher-centered approach to a more learner-centered model, emphasizing the active role of the listener This shift recognizes listening as an active receptive skill, where learners engage their prior knowledge to assimilate new information effectively (Anne and Lynch, 1988).
Teachers play a crucial role in listening lessons by fostering interest, providing reasons for listening, and building students' confidence, as highlighted by Austin (1970) and Underwood (1989) They guide students through challenges in understanding spoken English and are essential in creating varied listening experiences using diverse texts such as stories and conversations To make listening purposeful, teachers should design realistic tasks that relate to real-life situations, helping students connect classroom activities with their everyday experiences Additionally, educators must clarify the listening process and address any negative attitudes students may have developed from past failures Building students' confidence in their listening abilities is vital, as success encourages further attempts By focusing on engaging activities rather than testing, teachers can leverage students' natural interest in problem-solving to enhance their listening skills.
To enhance the appeal of listening tasks for students, teachers must understand the challenges learners face and implement effective learning strategies to support them.
Previous studies on the use of movies in English teaching
Incorporating visual aids, particularly films and videos, significantly enhances the learning experience in ESL classrooms by creating an engaging atmosphere Research indicates that movies serve as valuable resources in the curriculum, offering exposure to authentic English used in real-life contexts and cultural settings This exposure not only captivates learners' interest but also boosts their motivation to learn the language effectively (Kusumarasdyati, 2004; Luo, 2004).
Movies serve as authentic materials that provide learners with genuine input, facilitating language acquisition without conscious effort (Mishan, 2004; Krashen, 1985) The use of videos to enhance listening comprehension has been extensively explored over the past two decades (Secules et al., 1992; Weyers, 1999; Linebarger, 2001; Kusumarasdyati, 2004; Luo, 2004; Lin, 2009) In a study by Joseph R Weyers (1999), the impact of an authentic soap opera on students' listening comprehension and oral production was examined, involving two distinct groups.
The study involved 17 participants in the control group and 20 in the experimental group, conducted over 8 weeks in two second-semester Spanish classes at the University of New Mexico All students completed pre- and post-treatment assessments, with both groups adhering to the standard curriculum However, the experimental group received additional treatment, which included watching two episodes of a Spanish soap opera each week, recorded off-air.
The study involved 16 commercials and was not tailored for language learners, with approximately 45 minutes of the 60-minute class dedicated to viewing Prior to each episode, the teacher provided a brief summary in English of the telenovela The findings indicate that telenovelas serve as a valuable resource for enhancing students' listening comprehension skills.
In his 2004 study, Luo, J.J explored the impact of DVD movies on students' listening comprehension by integrating nine films into the curriculum over a full school year The DVDs served as the primary instructional materials, complemented by tailored activities such as storytelling, picture descriptions, and open-ended group discussions based on the films To enhance listening skills, the researcher employed both caption-on and caption-off exercises Statistical analysis revealed that students' listening abilities significantly improved in a motivating learning environment, characterized by a reduced level of anxiety after a year of instruction using DVD movies (Luo, 2004).
In a study by Herron and Seay (1991), EFL students at an intermediate level were divided into an experimental group and a control group to examine the impact of video on listening comprehension The experimental group replaced traditional classes with authentic radio tape listening, while the control group continued with standard class activities without exposure to the tapes The findings revealed that the experimental group significantly outperformed the control group in final listening comprehension tests, demonstrating the effectiveness of using video and audio in language learning.
Champoux (1999) has studied the use of films as a teaching resource and Allan
(1985), Stoller (1988), Katchen (2003) and Sufen (2006) have analyzed the use of films and videotapes concerning particularly EFL or ESL teaching
In Vietnam, there is limited research on the use of visual aids in education, with most theses and assignments primarily focusing on the effectiveness of pictures and short video clips as teaching tools Consequently, there is an opportunity to build upon these existing studies by integrating various visual resources to enhance teaching methodologies.
17 studies, it is easier to notice why using movies in EFL teaching is a useful method and has several advantages compared to the more traditional teaching styles.
Advantages and disadvantages of movie viewing in classroom
Movies offer students a unique way to deepen their understanding of stories and concepts, enhancing English language skills through their variety, authenticity, and flexibility in the EFL classroom As effective pedagogical tools, films can stimulate learners' imagination and creativity while motivating them to engage with the English language The visual elements of movies provide additional support for weaker students, allowing them to grasp the language more easily beyond just listening (Champoux 1999, Allan 1985: 48-65, Stoller 1988).
65) also highlights the realistic examples that the films enable Combining both audio and visuality makes film a comprehensive tool for language teaching The visuality also supports the students: it helps learners by supporting the verbal message and provides a focus of attention while they listen In addition, viewers are not just passive observers but their responses also add to the power of the film According to Stoller
Films serve as a versatile tool for second language learning, enriching course design with diverse language and cultural experiences They expose students to authentic target language and speech forms often absent in traditional classroom settings, motivating active participation in film-related activities Teachers can effectively convey these elements through films rather than textbooks, allowing students to explore appropriateness, pragmatics, and various forms of communication, including linguistic and nonverbal behaviors As noted by Allan (1985), films stimulate genuine classroom communication by encouraging students to express differing opinions.
Authentic materials usually help them to notice, that knowing foreign language is very useful and that the language can be used every day in different contexts
Using movies in foreign language education can enhance curriculum diversity and motivate learners, but it presents challenges for teachers The planning process is often time-consuming, requiring film previews and activity design, which some educators may find overwhelming given their busy schedules Consequently, many opt for traditional textbooks over film lessons Additionally, the use of films can detract from other classroom activities and may be hindered by inadequate equipment However, modern classrooms are generally well-equipped with televisions or computers, facilitating the use of DVDs Teachers must remain mindful of budget constraints and the varying reactions of students, as certain scenes may distract them In Vietnam, young learners often view movies as mere entertainment, which can lead to a lack of engagement with their educational potential Therefore, integrating films into the classroom under guided instruction can enhance the learning experience, making DVDs more appealing and effective when used appropriately.
In sum, it is obvious that the pendulum swings to the asset side, and the pros outnumber the cons So, why not give it a try?
Criteria to choose
An important factor when planning the movie lessons is choosing the movie It can be based on thematic content to reinforce and consolidate topics treated within the
When developing a language syllabus, it is crucial to address topics such as discrimination, moral issues, mass media, ecology, education, and work, while also showcasing language functions and grammatical patterns in real-life contexts Careful selection of materials is essential, particularly regarding accents, as dialectal variations can impede comprehension and create challenges for learners.
Before incorporating movies into foreign language teaching, it's essential to consider copyright issues, the teaching environment, and the learners' proficiency levels Films should complement, not replace, the teacher's role Additionally, students should recognize that they don't need to grasp every word; focusing on the main idea is sufficient for their understanding.
Teachers must encourage active viewing, ensuring that films foster participation from the start of the lesson, allowing students to engage beyond being mere passive listeners and viewers.
Selecting the right films for educational purposes is crucial, as each film presents unique activities and instructional objectives To ensure students grasp the educational value of film lessons, clear and simple instructions must be provided, highlighting that films serve a pedagogical purpose beyond mere entertainment Allan (1985) stresses the importance of choosing topics that resonate with students, as engaging stories enhance motivation and learning Ultimately, the selected films should be both captivating and rich in educational content to maximize their impact.
When selecting suitable movies for students, it is crucial to consider their proficiency level and the film's comprehensibility The chosen film should be easily understandable, enabling students to complete language-related tasks without requiring excessive assistance from the teacher.
Allan (1985) points out some concrete factors which should be taken into account when choosing a film for certain proficiency level Firstly, the density of
Effective language learning through film relies on several key factors First, incorporating adequate pauses in dialogue allows students to follow along more easily Additionally, providing strong visual support enhances comprehension, as it helps students infer the film's narrative The delivery of speech is also crucial; rapid dialogue or diverse accents can hinder understanding, although varied accents can serve as a stimulating challenge for advanced learners.
According to Stoller (1988), the length of a film is a crucial factor to consider in an educational setting Selecting films that are adequately lengthy to deliver significant content while remaining concise enough to permit time for pre-viewing and post-viewing activities is essential for effective classroom engagement.
When incorporating films into lessons, teachers should carefully consider their objectives, the intended audience, and the key takeaways they want students to gain from the viewing experience Proper preparation is essential, including selecting appropriate techniques, estimating the time required for the film, and identifying any necessary preparatory work According to Stoller (1988), films can be integrated into the curriculum through various approaches, such as by focusing on language items, functional uses, or thematic units Additionally, a content-based curriculum requires that the film's subject matter is relevant to the overall learning goals.
In Vietnam, youngsters are particularly fond of Walt Disney films, which are celebrated globally for their ability to engage diverse audiences, especially children and teenagers The gentle and encouraging messages conveyed in these movies resonate well with viewers Popular titles such as Snow White and the Seven Dwarfs, Cinderella, Treasure Island, The Story of Robinhood and His Merrie Men, Little Chicken, Aladdin, and Tarzan and Jane exemplify the quality and appeal of Disney's storytelling, making them excellent choices for young audiences.
The study focuses on the use of two Walt Disney movies, High School Musical 1 and The Parent Trap (1998), as effective teaching aids for English learners These films are chosen for their comprehensible content, engaging music, and appealing characters, making them accessible and enjoyable for students Additionally, the DVDs are readily available, enhancing their practicality as educational resources.
Creating an engaging movie class can be challenging, as teachers must consider various factors However, when teachers effectively utilize films as teaching aids, they can significantly enhance student interest and motivation.
How to exploit
According to Stoller (1988), effective film lessons should incorporate pre-viewing, viewing, and post-viewing activities to keep students engaged and clarify lesson objectives Pre-viewing activities, such as student polls, interviews, discussions about the film's title, brainstorming sessions, and vocabulary exercises, are crucial for preparing students to understand the film's storyline and characters These activities particularly benefit weaker students, enabling them to grasp the film's content more easily Additionally, pre-viewing tasks allow ESL instructors to provide essential background information about the film, including details about the director, producer, actors, and the overall context of the narrative.
Stoller (1988) emphasizes that engaging in viewing activities enhances film comprehension for students by allowing them to concentrate on key characters and plot points Examples of these activities include directed listening, information gathering, film interruptions, and second screening For instance, film interruptions enable teachers to assess students' understanding of the film's content, while viewing tasks offer opportunities to deepen their overall understanding of the film.
To effectively conduct a comprehension check, teachers can play key scenes with the sound off and English subtitles, which may also be in the students' first language if necessary Following this, the scene is replayed with both sound and subtitles, and then a final replay is done with only the sound This method is particularly beneficial for dramatic scenes or when dialect and slang are used, as it enhances understanding and boosts students' confidence (Roell).
Stoller (1988) emphasizes the significance of post-viewing activities in language learning, which enhance both written and oral skills by drawing on insights from the film These activities should focus on extracting the main ideas and concepts, as minor details may be overlooked, ensuring a comprehensive understanding of the film's core messages Examples of effective post-viewing activities include film summaries, alternative endings, discussions, and role plays, which enable students to assess their comprehension and practice new language skills (Roell, 2010) One engaging activity, “Fly on the Wall,” involves students reconstructing a movie scene from memory before comparing it to the original, allowing them to refine their recall (Sherman, 2003) Additionally, analyzing characters and writing descriptive portraits can enhance students' descriptive abilities Allan (1985) notes the importance of leveraging the visual aspects of films, which can aid even struggling students in following the narrative Non-verbal signals such as gestures, facial expressions, and setting also play a crucial role in film comprehension, either facilitating or obstructing the viewing experience.
In brief, the following are some techniques for using film or video in EFL classroom:
Active viewing enhances students' enjoyment and focus during movie presentations, making their engagement crucial To facilitate this, teachers should prepare key questions in advance, providing students with an overview of the content Following the viewing, students can discuss their answers orally, and the use of cue sheets or viewing guides can further aid comprehension This approach encourages students to pay attention to specific details and language features during the film.
Freeze framing involves pausing the screen to enhance teaching, allowing educators to focus on words and expressions related to mood and emotions This technique encourages student engagement by prompting questions about specific scenes and inviting speculation on future actions By freezing the scene, students can predict outcomes and delve deeper into character analysis, stimulating their imagination and critical thinking skills Overall, freeze framing is an effective strategy for fostering discussion and enhancing comprehension in the classroom.
Silent viewing is an effective technique in video-based learning that engages students by focusing solely on the visual elements of a film By playing a video segment without sound, students are encouraged to observe character behavior and use deduction to predict the storyline Teachers can enhance this activity by pausing the video at intervals, prompting students to guess the characters' actions and dialogue up to that point After this interactive exercise, the segment is replayed with sound, allowing learners to compare their interpretations with the actual dialogue and events, thereby deepening their understanding and critical thinking skills.
This engaging activity involves playing a segment of a video while obscuring the visual elements, allowing students to focus solely on the dialogue By removing the visuals, students are encouraged to predict or reconstruct the on-screen action based purely on the audio cues they hear.
Students find it easier to learn when both sound and visuals are present Captioned videos enhance listening skills and overall ESL comprehension, making them a more effective learning tool for several reasons.
- Students are more motivated to learn the English dialogue
- The gap between reading and listening skills is bridged
- Students can follow a plot more easily
- Pronunciation of words is learned
- Reading and processing skills are improved (King, 2002)
After reviewing a section, students can be prompted to either reproduce the spoken content, describe the events, or rewrite the narrative This exercise allows students to actively engage with their knowledge of English, fostering experimentation despite potential challenges and errors To support their efforts, instructors should provide guidance, assistance, and encouragement throughout the process.
RESEARCH METHODOLOGY
Rationale for the use of action research
Action research, a concept rooted in the work of Kurt Lewin in the late 1940s and early 1950s, has been defined in various ways According to Stephen Corey, it is a method for teachers to scientifically study their own challenges to evaluate and improve their practices Tsui offers a more detailed yet straightforward definition, emphasizing the practical application of this research approach in educational settings.
"Action research is a very effective way of helping teachers to reflect on their teaching and to come up with their own alternatives to improve their practice.” (Tsui, 1993)
Teachers, especially English educators, frequently engage in action research as they seek solutions to classroom challenges Defined by Mills (2003: 4), action research involves systematic inquiries by teachers to collect data on their school's operations, teaching methods, and student learning outcomes The primary goals of this research are to gain insights, enhance reflective practices, implement positive changes in the educational environment, and ultimately improve student performance A typical action research process follows a series of methodical steps.
(2001) defines the framework of a research as consisting of seven steps:
Step 1: Initiation (Identify the problem)
Step 2: Preliminary investigation (Collect data through a variety of means)
Step 3: Hypothesis (Develop research questions)
Step 4: Intervention (Devise strategies and innovation to be implemented)
Step 5: Evaluation (Collect data again and analyze it to work out the findings)
Step 6: Dissemination (Report the result by running workshops or issuing a paper)
Step 7: Follow-up (Find alternative methods to solve the same problem)
Another researcher that has conducted a thorough investigation into action research, Eileen Ferrance (2000) suggested an action research cycle as follows:
Action research is a scientific study conducted by educators to address practical classroom challenges It emphasizes the actions of both teachers and students, enabling the resolution of issues related to classroom activities This approach effectively tackles practical problems, providing valuable solutions for teachers.
Action research is highly situational, offering tailored solutions to specific problems within unique contexts Unlike other research methods that test pre-existing theories, action research focuses on enhancing and improving the situation at hand This approach proves to be particularly advantageous in the teaching and learning process, fostering effective educational outcomes.
In selecting an effective methodology, the researcher, who is also a teacher, determined that action research is the most suitable approach for enhancing students' pronunciation skills.
Action research, defined as "act upon research," is crucial for understanding students' listening problems through careful observation This method allows teachers to conduct weekly investigations into these issues, ensuring that findings are both current and reliable By analyzing student performance throughout the research process, educators can develop a tailored program that best meets the needs of the class Ultimately, this program serves as a foundation for creating a more effective listening course for students facing similar challenges.
In this action research, individual data is collected from each student, allowing the teacher to easily monitor their progress and make timely adjustments to the research based on current needs For persistent listening mistakes, the teacher can allocate additional practice time in class and focus on providing targeted feedback Weekly performance assessments enable the identification and resolution of potential issues promptly.
Utilizing action research focused on the use of movies empowers students to develop a strong sense of self and enhances their independent listening skills, distinguishing it from traditional research methods.
In a classroom where the teacher treats all students equally, careful data collection and analysis for each individual become essential This approach not only fosters students' awareness of their progress but also cultivates gratitude for the teacher's dedication, ultimately motivating them to enhance their listening skills.
While action research offers distinct advantages, it also has notable limitations compared to experimental research One common critique is its situational nature, which implies that findings from one class may not be applicable to others in different contexts Consequently, replicating the research in another setting may yield less effective results, highlighting action research's challenge of generalization.
3.1.3 How is action research carried out in a language classroom?
Action research in educational settings, such as schools, colleges, and universities, addresses practical challenges faced by teachers, contrasting with the theoretical issues explored by non-teaching researchers This type of research is ideally conducted by educators themselves or individuals who have a genuine interest in educational research.
Action research in education focuses on the three related stages of action:
1 Initiating action, such as adopting a text, choosing an alternative assessment strategy
2 Monitoring and adjusting, such as seeing how a pilot project is proceeding, assessing the early progress of new program, improving a current practice
3 Evaluating action, such as, preparing a final report on a completed project”
In more details, action research in a language classroom can be understood as follow:
The teacher begins by identifying challenges in their classroom by either self-observation, enlisting someone to observe, or using video recordings of lessons to gather data To further substantiate the issue, they conduct a survey to collect feedback from students.
29 find out the causes of the problem from professional books or journals, colleagues and students
The teacher develops and implements strategies for improvement in subsequent lessons, followed by observing or recording a lesson to gather data that demonstrates the effectiveness of these changes.
Finally, the teacher reflects on the reasons for the changes and improvements
To achieve successful outcomes in action research strategies, conducting a survey is essential for gathering student evaluations The findings from this action research will lead to insightful conclusions and observations.
Trained teachers can effectively address their challenges through action research, either independently or in collaboration with colleagues Success in this endeavor requires support from both students and education administrators Additionally, the findings should be widely disseminated to engage anyone interested in the results.
Participants
The research focused on students from class CQ48/21.03, all of whom were third-year English learners at the Academy of Finance The researcher, also serving as their teacher, identified this group as ideal participants for the study.
To minimize the risk of invalidity and ensure uniform treatment of participants, the researcher selected a final group of 25 students as appropriate data providers for the study These participants were fully engaged throughout the research process and were all situated in a multi-level classroom setting, with proficiency levels ranging from pre-intermediate to intermediate.
This study focused on third-year undergraduate students from the Academy of Finance (AOF), aged 19 to 21, who had primarily studied grammar during their first two years and in high school, with limited exposure to listening and speaking skills The researcher hypothesized that these students could effectively enhance their English listening abilities by leveraging the benefits of watching movies.
A study conducted over six weeks at the Academy of Finance in 2013 explored students' perceptions of using movies in English Language Teaching (ELT) The two Walt Disney films selected, "High School Musical 1" and "The Parent Trap" (1998), featured relatable scenes that allowed participants to engage with English through school activities, songs, and daily conversations The language in these movies was accessible, and their meaningful messages, along with an engaging atmosphere, captured students' interest Clear pedagogical goals were established, with students completing listening exercises to assess comprehension and subsequently sharing their thoughts on the films.
During a six-week research program, a sample class engaged in a structured curriculum The first week focused on preliminary investigations, followed by four weeks dedicated to studying "High School Musical 1" and "The Parent Trap." The final week was reserved for consolidating the research findings All students in the sample class participated in the same materials and learning environment The researcher also served as the instructor, delivering presentations, while an English teacher was invited to observe the activities throughout the study.
Data Collection Instruments
In order to ensure the validity of the research, a number of different instruments were implemented, which were largely qualitative
Questionnaire 1 comprised of six questions and was conducted at the first week and Questionnaire 2 was delivered to the student at the last week of the research Questionnaire 1 was to find out the problems of the students in listening skill and
The study aimed to evaluate students' interest in listening lessons to identify solutions for enhancing their listening comprehension The initial questions focused on the listening activities utilized in class and students' challenges and opinions regarding these lessons Subsequent questions explored students' perspectives on a novel teaching approach that incorporates movies into listening instruction The second questionnaire, consisting of eight questions, assessed the effectiveness of using films to improve listening skills, with the first five questions adapted from Gliksman et al (1982) and employing a semantic differential scale to gauge student motivation Each participant rated the items on a scale from one to five, while the final three questions sought to capture students' impressions of movie integration in their listening lessons.
Observation is a key instrument in action research, providing valuable insights into the research program's progress In this study, the researcher closely monitored student motivation throughout the entire research period, collecting sufficient data to draw conclusions about their motivation and improvements in listening comprehension To enhance reliability, an English teacher from the Academy of Finance was invited to observe the class An observation sheet, adapted from Nunan (1989), was utilized to evaluate overall class motivation during listening activities, focusing on learner interest, enthusiasm, persistence, concentration, and enjoyment Each observation item was rated on a scale from one (low) to five (high) over the four-week duration of the listening lessons.
The researcher conducted two semi-structured interviews with selected students to explore their choices in responding to a questionnaire and pre-test, aiming to gain deeper insights into their listening challenges One student with the highest pre-test score and another with the lowest were chosen to provide diverse perspectives, ensuring that the findings could inform tailored action plans that benefit all students During the interviews, the researcher took detailed notes to capture the discussions effectively.
The initial interview took place immediately after students completed questionnaire 1 and the pre-test, focusing on identifying their listening skill challenges Key questions included, "What are your listening problems?" and "What reasons do you believe contribute to these issues?" Additionally, the researcher inquired about the use of movies in class to gain a comprehensive understanding of the students' experiences.
Recognizing potential differences in listening performances among participants in the research program, a follow-up interview was conducted to explore the reasons behind the students' ongoing challenges The same interviewees from the initial session were consulted to discuss their learning experiences from movies, the specific issues they faced, and their opinions on the use of films in listening classes This aimed to develop a more effective listening program for future classes.
In the research program, students participated in two listening tests modeled after the TOEIC Listening test, specifically focusing on Part 3: Conversations The first test took place in the first week, followed by a second test in week four An invited teacher assessed both tests to ensure the validity of the results, allowing for a comparison to identify any improvements in the students' listening skills throughout the research period.
Procedures
The chronological steps of the study are summarized as follows:
- Step 1: Preliminary investigation (Collect data through questionnaire 1, pre-test and interview 1)
- Step 2: Plan the action (Develop 3 research questions)
- Step 3: Intervention (Implement the research program on the pilot class)
In Step 4 of the evaluation process, it is essential to collect data through a second questionnaire, a post-test, and a follow-up interview This data will be analyzed to derive meaningful findings, which will inform conclusions and provide actionable recommendations Additionally, suggestions for further research will be based on these findings, ensuring a comprehensive understanding of the study's implications.
- Step 5: Reflection (what changes can be made to the actions to elicit better results (Ferrance, 2000)
The detailed program of the research is presented as follows:
Week In – class Out – of - class
1 Introduction and orientation Pre-test (Test 1)
Introduction to the research program
2 1 st half of High School Musical 1 Listen to Present
Listen to Slangs and Intonation
3 2 nd half of High School Musical
Listen to Talks and do the exercises
Talk about what Ss can understand from the scenes
4 1 st half of The Parent Trap Listen to /s/ and /z/ sounds Listen to /θ/ and /ð/
Listen to other sounds in English: /d/, /t/, /b/, /p/
5 2 nd half of The Parent Trap Listen to pronunciation of new words and repeat Observation – invited teacher
Table 3.1: An overview of the research program for third-year students
6 listening lessons were taught in 6 weeks The time allowed for each movie class was
In a 45-minute film class, the researcher implemented a three-stage listening teaching framework: pre-, while-, and post-viewing During the pre-listening stage, the teacher introduced new vocabulary and provided a brief overview of the film's plot to help students familiarize themselves with the context for better listening comprehension In the while-listening stage, the focus shifted to pronunciation, intonation, and comprehension exercises, with the teacher periodically pausing to assess students' understanding through questions like, "Who is he?" and "What will they do next?"
During lessons, the teacher engages students with various exercises while an invited teacher circulates the classroom, recording observations on a prepared sheet In the post-viewing stage, students collaborate in pairs or groups to discuss provided questions, fostering dialogue about their ideas Each lesson focuses on different aspects of English listening skills, making the learning process both interesting and beneficial for the students.
FINDINGS AND DISCUSSION
Findings
Questionnaire 1 was to find out the problems of the students in listening skill and evaluate the students‟ level of interest in listening lessons
The majority of students reported learning English for at least three years, with 25% having studied the language for six years Notably, 98% of the students received English instruction in high school and university, while only 2% studied alternative foreign languages like French or Russian This indicates that nearly all students possess a foundational understanding of English skills, including speaking, listening, writing, and reading, facilitating the research program's implementation.
For the questions 1 and 2, the information was collected and presented as below
Question 1 What were the listening activities that your teacher(s) employed in class? (You can choose more than one options)
Completing cloze (fill-in) exercises
A recent survey revealed that 70% of students reported their teachers frequently use popular listening activities, such as songs and visual aids, during listening lessons in Vietnam Conversely, 30% of students indicated that their teachers do not incorporate these engaging tools in their classes.
According to the data presented in question 2, 50% of students found the lessons engaging and motivating, while 40% expressed a lack of motivation towards the listening activities Although there was a space for students to provide feedback at the end of question 3, only a few took the opportunity to share their thoughts Nonetheless, the comments gathered indicated that some students had specific insights regarding their experiences.
A significant number of students, specifically 36, exhibited demotivation during listening lessons due to challenges with pronunciation and a lack of concentration, compounded by their limited vocabulary knowledge Consequently, the researcher aimed to explore these listening difficulties to enhance motivation among 40% of the students in improving their English listening skills.
Q2 How do you feel about your
English listening lessons at AOF?
In a survey regarding students' challenges with listening skills, 80% reported difficulties in understanding conversations due to factors such as accents, intonation, word stress, and sentence rhythm, which complicate comprehension In contrast, only 10% found spoken dialogue to be particularly hard Most students indicated that the challenge lies in distinguishing various voices and genders, compounded by their limited knowledge of accents and intonation Additionally, 10% of the respondents identified other personal listening issues.
To explore innovative teaching methods aimed at enhancing student motivation and addressing listening challenges, questions 4 to 6 were crafted to gather their insights, and the findings are presented below.
Question 4: Have your teachers ever used movies in yours listening lessons?
100% of the students said they have never used movies in listening class This is completely new to them
Question 5: Do you wish to watch movies in class under the guidance of your teacher? Please put a tick () before your specification
95% of the students said „Yes‟ because „They are motivating and encouraging, I can learn many things from the movies and Listening through movies is better than other ways of listening‟
Only 5% of respondents expressed a lack of interest in listening to English speakers, citing difficulties in comprehension, a limited understanding of English-speaking culture, and a lack of motivation as their primary reasons.
A recent survey revealed that 70% of students believe musicals and Walt Disney movies are the most effective for learning English Consequently, the researcher chose to present "High School Musical 1" and "The Parent Trap" in class, aiming to enhance students' motivation and improve their listening skills.
For the first 5 questions in learner questionnaire 2, the researcher collected the scores from students‟ answer for each question and the results are shown as below:
The overall impression of the listening lessons among students was positive, with a total score of 103 Out of the participants, 2 students rated the lessons a 5, 20 students gave a score of 4, while the remaining students rated them 2 and 3 This indicates that the majority found the movies enjoyable.
Figure 4.1: Scores of Questions 1 to 5
1st Question2nd Question3rd Question4th Question5th Question
The second question was students‟ impressions of individual components of the lessons For this question, the researcher got the mean score for all the three stages which is (92+95+93)/3= 93
In question 3 about the involvement of the students in the movie class, the score was
95 This explains for the big focus of the students in each listening lesson presented
Especially about the students‟ opinions towards the teaching method of the teacher in the movie class, most of the students said it was very appropriate which got
The score for Question 5 was 98 Many students out of 25 students in the class said that listening through movie viewing is very suitable for students
The study revealed a slight variation in students' opinions regarding the use of movies in listening comprehension lessons Nonetheless, the majority found that movies are highly motivating and beneficial for their learning experience.
Question 6: Did taking the lessons in which the teacher uses movie as a teaching aid increase your motivation?
According to figure 4.2, a significant majority of students, 74%, believe that watching movies in class enhances their motivation, while only 2% feel that movies have no motivational impact Additionally, some students reported a moderate level of motivation during movie classes.
Figure 4.2: Students' levels of motivation
SubtantiallySomewhatNot muchNot at all
Question 7: Do you think these films are useful in learning English?
Question 8: Do you agree you have significantly improved your listening ability?
Figures 4.3 and 4.4 below show the results for these two questions
The data indicates that a significant majority of students recognize the effectiveness of using movies to enhance listening comprehension, with 63% reporting noticeable improvements in their listening skills This positive feedback inspires the researcher to pursue further enhancements in teaching strategies.
The questionnaire results reveal that a majority of students experienced numerous benefits and developed positive attitudes towards the use of movies in class Additionally, students demonstrated increased interest in listening activities, suggesting that incorporating films into listening comprehension exercises could enhance English teaching at the Academy of Finance.
The assessment consisted of eight items, each evaluated on a scale from one (low) to five (high) The maximum score for overall class motivation during each lesson was recorded.
Figure 4.3: Effectiveness of movie use
40 (equivalent to 100%) if almost all students observed as a whole were engaged in learning activities The invited teacher observed the class for the whole 4 weeks
The scores of pilot students increased significantly from week 2 (20) to week 5 (35), indicating a positive trend in their engagement Initially, during week 2, the students were quiet and uninterested in the movies due to their novelty and existing listening difficulties However, by weeks 3 to 5, as they became more accustomed to the films, their interest grew, leading to increased participation in listening activities This data suggests that the integration of movies in teaching listening comprehension greatly enhanced student involvement and motivation.
Discussion
Building on the findings from the data analysis presented earlier, this section delves into a discussion of the three research questions, aiming to uncover potential answers for each.
4.2.1 Research Q1: To what extent does the use of movies in class increase students’ motivation?
From findings of questionnaires, observation sheet and from the answers of the interviewed students, it proved that the use of movies does increase students‟ motivation to learn English
Learner questionnaires revealed that watching movies under teacher guidance significantly enhanced student engagement with listening topics, even among the most disinterested students Movies not only introduced new content but also enriched learners' linguistic knowledge, including structures, vocabulary, and expressions This increased their confidence and motivation in developing listening skills, which are often viewed as the most challenging by Vietnamese students As their motivation grew, so did their performance in listening activities.
The observation sheet completed by the invited teacher indicated that the incorporation of movies during the experimental sessions significantly enhanced students' motivation in listening lessons This finding highlights the effectiveness of using movies as a motivational tool, contrasting with traditional listening methods.
Engaging students through 43 interactive activities sparked their interest and provided a dynamic learning experience, moving beyond passive listening to cassettes or CDs The incorporation of movies offered numerous opportunities for students to practice new language concepts, enhancing their understanding of English through real interactions and negotiations Repeated exposure to language in films aids in better memorization, making learning more effective Additionally, the visiting teacher expressed enthusiasm upon observing the class and witnessing the successful application of movies in teaching listening skills.
The interviewed students unanimously acknowledged the effectiveness of using movies in the classroom They believed that films enhance student engagement by providing opportunities for emotional expression and active participation One student expressed her excitement about watching "High School Musical," highlighting the positive impact of movies on learning.
Musical 1 and The Parent Trap because she could see some part of her personal feelings and thinking in the characters Another student answered when he was asked about his feeling after watching the 2 movies: “Oh, I wish I could do like Troy He encouraged me to practice English more to have a good knowledge and to do exercises more so that I can dance as beautifully as he does I hope to have chance to watch more interesting movies with you”
4.2.2 Research Question 2: What are the students’ attitudes towards using movies in EFL classroom?
Learner questionnaires reveal that students find listening comprehension challenging, making motivation in class difficult to achieve However, participants in this research program highly value the integration of movies into listening lessons, noting that it significantly boosts their motivation and offers worthwhile educational experiences Movies provide cultural insights and expose students to the lifestyles of English-speaking countries, creating an authentic language environment This exposure enables students to engage with real English, allowing them to speak naturally and fluidly, rather than relying solely on traditional textbook learning.
Most students expressed a positive attitude towards the use of movies in the classroom, stating that they enjoy the combination of relaxation and learning it provides They feel empowered as active participants in the learning process, with the teacher serving primarily as a guide Students appreciate that movies offer valuable insights not only into language use but also into cultural lessons and human experiences They look forward to more opportunities to engage in such authentic learning environments in the future.
4.2.3 Research Question 3: To what extent does the use of movies improve students’ listening comprehension?
It's important to clarify that the term "improvement" refers to the progress students can make in their listening skills after six weeks, rather than an expectation of complete understanding of English conversations, as developing strong listening skills requires time Nonetheless, this approach significantly enhances their overall listening comprehension While each listening lesson had a specific focus, the researcher also provided students with additional out-of-class practice to further develop their listening abilities, allowing them to spend more time addressing their listening challenges.
The pre-test and post-test results indicate that students significantly improved their listening skills, particularly in understanding conversations and dialogues, due to consistent exposure to various speakers Interviews revealed that students became better at distinguishing English sounds, intonation, and sentence rhythm, as well as recognizing linking sounds in natural speech This improvement stemmed from their continuous engagement with English audio materials throughout the learning period In contrast, previous listening classes did not foster the same level of awareness or attention By listening to conversations in context, students recognized the practical application of language and acknowledged the value of incorporating movies into their English learning experience One student highlighted the newfound appreciation for this method in enhancing her language skills.
45 concepts as word stress, sentence rhythm, or intonation via movies because they were introduced very clearly in the movies
In conclusion, this chapter presents the study's findings derived from various data collection methods, emphasizing a critical discussion and contrastive analysis to evaluate the collected data The results confirm the validity of the research, successfully addressing the three research questions Nevertheless, it is essential for educators engaged in action research to continually review and refine their research programs, implementing changes to enhance outcomes and identify additional solutions to persistent challenges.