MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY NGUYEN HOANG GIA KHANH THE IMPACT OF CONVERSATIONAL VIDEOS ON EFL LEARNERS' CLASSROOM ENGAGEMENT AT A FOREIGN LANGUAGE CENTER IN CAN
INTRODUCTION
Rationale
The swift development of technology is impacting most educational fields, including
In the realm of English Language Teaching (ELT), educators must embrace the advantages of technology to enhance the teaching and learning experience As technological trends evolve rapidly, integrating various devices into the classroom can significantly improve students' learning outcomes Pribadi (2017) highlights that global advancements in educational information technology have led to innovative media that boost the effectiveness and efficiency of learning Consequently, utilizing information technology in classroom settings has become essential in today's global educational landscape.
Technological advancements have significantly impacted education, enhancing the value and quality of human life (Zengin & Aksu, 2017) In the last decade, the rapid evolution of educational technology has transformed how students learn, with Prensky (2001) noting that today’s learners, termed "digital natives," require an educational system that integrates technology effectively This integration is crucial for improving the teaching and learning process (Mirzajani et al., 2016) While teachers are tasked with incorporating technology into their teaching methods, it is ultimately the students who benefit most from these innovations (Basal, 2015; Galvis, 2012; Judson, 2006).
The integration of multimedia and innovative media in language learning creates a dynamic and enjoyable environment that enhances learner engagement Essential digital tools like computer games, emails, the Internet, cell phones, and instant messaging services are now integral to students' daily lives The widespread acceptance of these technologies underscores their importance in promoting effective learning Therefore, incorporating technological tools in foreign language teaching is increasingly vital to foster student engagement (Chung, 2014).
The growing interest among scholars in the effectiveness of diverse strategies in English as a Foreign Language (EFL) classes has prompted extensive research into the teaching methods used by language instructors and material designers (Almekhlafi & Almeqdadi, 2010) This trend highlights the need to understand the factors influencing teachers' preferences for integrating digital technology in foreign language instruction, as well as the impact of these methods on learners' language skill mastery and the overall teaching and learning experience.
The trend in language education has shifted from traditional grammar-focused methods to communicative language teaching, emphasizing effective and engaging learning experiences Previously, language acquisition primarily revolved around grammar and reading, but modern educators are innovating to enhance teaching effectiveness To alleviate learners' anxiety, language instructors are employing diverse techniques that make lessons more interesting Additionally, the rapid advancement of technology has enabled teachers to incorporate various supplementary aids alongside textbooks, further enriching the language learning process.
A review by Farrell (2016) highlights that video is a highly favored technological tool among English Language Teaching (ELT) educators While the use of video in education is not a new concept, it serves various purposes such as introducing topics, enhancing cultural understanding, and providing language context This approach is widely regarded as effective for improving English language skills, with nearly half of educational institutions recognizing its value in contextualizing language items Additionally, video is beneficial for developing professional competence, although its role in fostering social competence is less emphasized.
Thanajaro (2000) highlighted the positive influence of authentic video materials on the learning achievements of English learners These materials foster global interaction among learners (Sherman, 2003) In Vietnam, reading and writing in English is often perceived as tedious and unappealing (Dieu, 2015) With limited exposure to English-speaking environments, Vietnamese students struggle to listen to native speakers Therefore, incorporating English video materials offers a valuable solution to enhance their learning experience.
Vietnamese educators must prioritize enhancing student motivation in learning, as highlighted by Le et al (2023) Incorporating video materials into lessons can significantly engage students, even in subjects that are often perceived as dull, such as reading and writing This approach is particularly effective in English as a Foreign Language (EFL) classes, where the frequent use of videos can foster a more dynamic and interactive learning environment.
2 as they are perceived to be effective However, using video materials is challenging becauseit requires EFL teachers to determine the videos' suitability for their learners.
Learners' engagement plays a vital role in the teaching and learning process, promoting active participation through collaborative activities and meaningful discussions (Farizka, Santihastuti, & Suharjito, 2020) Sari (2020) emphasizes that engagement is linked to the academic relevance of tasks, with higher levels of learner achievement reflecting the key factors contributing to success in education In the context of globalization, it is essential to assess the engagement levels of Vietnamese EFL learners to develop effective strategies that enhance classroom participation and improve language proficiency.
In recent years, there has been a growing focus on learners' engagement in language learning, prompting numerous studies to explore the factors that influence this engagement (DeVito, 2016; Fredricks, Blumenfeld, & Paris, 2004; Reeve, 2012) Understanding these factors can help educators and administrators enhance student participation in the learning process (Hiver, Al-Hoorie, & Mercer, 2020) However, research specifically targeting EFL learners' engagement in English teaching at foreign language centers in Can Tho City remains limited, particularly regarding the use of teaching videos tailored to this unique educational context.
This study investigates the influence of conversational videos on the classroom engagement of EFL learners at a foreign language center in Can Tho City, highlighting the significance of integrating technological tools in language learning Titled “The Impact of Conversational Videos on EFL Learners' Classroom Engagement at a Foreign Language Center in Can Tho City,” the research aims to explore how these videos enhance learner participation and interaction in the educational environment.
Research aims, significances, and questions
This research investigates the influence of conversational videos on classroom engagement among EFL learners at a foreign language center in Can Tho City It aims to identify the types of engagement exhibited during English instruction using these videos and to determine which forms of engagement are most significantly affected by their use.
For EFL learners, the current research aims to investigate the impact of conversational videos on engagement to improve their language learning achievement.
The study's findings offer EFL educators valuable insights into student engagement and the effective use of conversational videos in the teaching process This understanding can lead to practical applications, enabling educators to utilize video materials more effectively in their instruction.
Incorporating video materials in English classes significantly boosts language learners' motivation, making them a valuable alternative to traditional texts To further enhance student engagement, EFL educators can implement innovative strategies and tailored recommendations in their teaching methods.
This study enhances the existing literature on EFL learners' engagement with technological tools in the classroom, providing valuable insights for future research It opens avenues for researchers to investigate additional aspects of EFL learners' interactions with technology, positioning itself as a key reference for further studies in this field.
To achieve the research's objectives, the survey aimed to respond to the following research questions:
1.How types of classroom engagement are demonstrated when using conversational videos to teach English at a foreign language center in Can Tho City?
2.What type of classroom engagement is the most significantly impacted by using conversational videos at a foreign language center in Can Tho City?
Organization of the Thesis
This thesis consists of five chapters:
Chapter 1provides an overview of the study, presenting the rationale and the significance of the study.
Chapter 2 critically reviews the literature central to the impact of conversational videos on EFL learners' classroom engagement at a foreign language center in Can Tho City It relates the current study to previous scholarly attempts and identifies factors affecting learners’ engagement.
Chapter 3 describes in detail the research methodology used in the study This includes the research questions, research design, participants, research instruments for data collection, procedures, and data collection methods.
Chapter 4 analyzes the results of the research The pre-questionnaire and post questionnaire data were analyzed using the SPSS program to investigate (1) the types of classroom engagement demonstrated when using conversational videos to teach English at a foreign language center in Can Tho City, and (2) the types of classroom engagement most significantly impacted by using conversational videos.
Chapter 5 summarizes and interprets the main results of the study It discusses the theoretical and practical implications of the findings related to learning English using conversational videos Finally, it addresses the limitations of the research and provides recommendations for further research.
LITERATURE REVIEW
Engagement
Engagement is a multifaceted concept with various definitions and interpretations that have evolved over time Numerous theories and assumptions about the nature of engagement, along with distinct terminologies, have been proposed in the literature (Finn & Zimmer, 2012; Fredricks & McColskey, 2012; Skinner & Pitzer, 2012).
Learners' engagement in academic work is defined as a constructive and enthusiastic participation in learning activities, characterized by emotional positivity and cognitive focus (Connell & Wellborn, 1991; Skinner et al., 2009) This engagement is driven by motivation and interest in the teaching and learning process, particularly when students are actively involved in their learning Additionally, the way teachers manage the classroom significantly influences students' engagement in learning English.
Engaged learners experience reduced depression and increased motivation, leading to higher satisfaction in their educational journey (Cater et al., 2007; Kuh, 2009) Conversely, disengaged students often show a lack of interest in classroom activities, respond negatively to teacher guidance, and display disruptive behaviors and unfavorable attitudes towards both teachers and peers.
Learners' engagement, as defined by Taylor et al (2011), encompasses the expression of opinions and behaviors influenced by diverse teaching methods This engagement is vital for effective learning and is affected by various contextual factors, including influences from school, home, and peers (Audas & Willms, 2001).
Additionally, Fredricks et al (2019) emphasize that learner engagement is essential for learning Contributing factors to learner engagement include contextual elements such as school, home, and peers.
In summary, based on the factual background of this study, learner engagement is defined as the interaction between the time, effort, and other relevant resources invested by both
6 learners and institutions, aimed at optimizing the learner experience and enhancing learning outcomes and development.
Reschly and Christenson (2012) highlight that the exploration of learner engagement is complicated by differing opinions on its components Various models have emerged from research, proposing two, three, or four components of student engagement Notably, Sidelinger (2010) emphasizes that engagement encompasses both in-class and out-of-class activities, a view supported by Fredricks and McColskey.
In 2012, researchers identified two key dimensions of student engagement: behavior, which encompasses participation, effort, and positive conduct, and emotion, which includes interest, belonging, value, and positive feelings More recent studies have introduced a three-component model that adds cognition to these dimensions, highlighting that the specific elements within behavior, emotion, and cognition can differ across various research studies.
Engagement in education can be understood through four key components: academic, behavioral, cognitive, and psychological (or affective) (Appleton et al., 2006; Reschly & Christenson, 2006) Behavioral engagement is further categorized into two aspects: attendance and participation in both class and extracurricular activities, along with academic efforts such as time on tasks, credits earned, and completion of assignments Additionally, Reeve (2012) introduced a fifth component, agentic engagement, which emphasizes students' proactive efforts to enhance their learning experiences instead of merely receiving information.
Table 2.1 Construct of Learner’s Engagement Across Some Studies
In-class engagement, out-of-class engagement.
Behavioral engagement, emotional engagement, cognitive engagement.
Jimerson, Campos, and Greif; Kuh (2003)
Handelsman, William, Sullivan, and Towle (2005)
3 Cognitive engagement, affective engagement, and social engagement.
Oruc and Demirci (2020) Vigor, dedication, absorption Asghar (2014)
4 Academic engagement, behavioral engagement, cognitive engagement, and psychological (affective) engagement.
Appleton et al.; Reschly and Christenson (2006)
Behavioral engagement, emotional engagement, cognitive engagement, agentic engagement
Brown (1994) emphasized the crucial role of both cognitive and affective elements in language learning, highlighting their significant influence on the teaching and learning process This understanding supports the two-component model introduced by Finn, which underscores the importance of integrating these components for effective language acquisition.
(1989), Marks (2000), and Skinner et al (2009) lacks sufficient detail regarding the
Sidelinger (2010) introduced a two-component model that may enhance the development of assessment tools for engagement, suggesting that separating behavioral and academic elements, as seen in the four-component model by Appleton et al (2006) and Reschly and Christenson (2006), is not appropriate This is because behaviors such as time spent on tasks, credits earned, and homework completion are integral to understanding engagement Additionally, there is a notable overlap between behavioral and agentic engagement in Reeve's (2012) model, yet agentic engagement has not been widely recognized as a fundamental aspect of student engagement in research.
On the contrary, many prior studies have identified three distinct components of student engagement, as summarized in Table 2.1: specifically, behavioral, cognitive, and emotional engagement.
Numerous studies have highlighted the varying definitions and scope of engagement (Appleton et al., 2008; Carter et al., 2012; Fredricks et al., 2004; Phan, 2014b; Schaufeli et al., 2002; Upadyaya & Salmela-Aro, 2013) Despite these differences, researchers largely concur that engagement is a multidimensional concept, incorporating behavioral, emotional, and cognitive elements that collectively represent students' positive attitudes toward learning Consequently, this study embraces the three-component model, integrating all relevant components within its framework.
In other words, this study defines classroom engagement as comprising three components: behavioral engagement, emotional engagement, and cognitive engagement according to Fredricks et al (2004).
The proposed multidimensional framework of student engagement encompasses three essential dimensions: behavioral, emotional, and cognitive engagement This comprehensive approach provides insights into the various ways students interact with their learning experiences By examining these facets, the framework aims to assess the broader effects of teaching strategies, such as conversational videos, on enhancing different types of student engagement.
The Fredricks et al (2004) framework is a widely recognized and validated model in educational research, known for its broad applicability This versatility allows it to be effectively adapted to various educational contexts, including foreign language centers.
The research conducted at the foreign language center in Can Tho City focuses on various dimensions of student engagement, including behavioral, emotional, and cognitive aspects This comprehensive approach aligns seamlessly with the diverse objectives of the study, ensuring a thorough exploration of student involvement in the learning process.
9 Each component will be discussed in detail.
Behavioral engagement, as defined by Fredricks et al (2004), refers to positive behaviors such as following classroom norms, adhering to rules, and avoiding disruptions like misbehavior or truancy In the context of this study, it also includes constructive engagement in learning and academic activities within the classroom environment.
Emotional engagement, as defined by Fredricks et al (2004), encompasses students' emotional reactions—both positive and negative—towards their professors, peers, academic tasks, and the educational institution overall This concept involves analyzing affective elements such as enjoyment, support, a sense of belonging, and attitudes related to peers, teachers, learning, and the broader school environment.
RESEARCH METHODOLOGY
Research questions
Using both qualitative and quantitative methods, this quasi-experimental study seeks answers to the following research questions:
1.How types of classroom engagement are demonstrated when using conversational videos to teach English at a foreign language center in Can Tho City?
2.What type of classroom engagement is the most significantly impacted by using conversational videos at a foreign language center in Can Tho City?
Research design 29 3.3 Participants 29 3.4 Instruments
The study utilized a quasi-experimental design featuring pre- and post-questionnaires to evaluate the impact of conversational videos on classroom engagement among learners in a single group, without a control group The primary research questions investigated the potential enhancement of learner engagement through the use of conversational videos, with the hypothesis indicating a significant increase in engagement levels For this research, conversational videos were selected based on established criteria from the literature and were implemented over a period of 8 weeks.
Data collection included pre- and post-questionnaires to evaluate engagement changes, classroom observations by the teacher-researcher during the intervention, and semi-structured interviews with selected learners for qualitative insights The analysis involved comparing questionnaire results, examining observational data, and interpreting interview findings to assess the videos' impact Limitations identified were the lack of a control group and possible biases in observations Conclusions highlighted the intervention's effectiveness, along with recommendations for future research and practice.
The participants in this study, forming the experimental group, consisted of thirty learners, including 12 males and 18 females These students were identified as intermediate-level
A total of 29 learners participated in an 8-week general English course at a foreign language center in Can Tho City The researcher managed all facets of the study, including teaching the course and supervising the intervention, which facilitated a consistent application of research methods and ensured thorough monitoring throughout the entire duration.
This study employed three research instruments: observation, a questionnaire, and semi-structured interviews, all designed based on Fredrick's (2004) engagement framework To ensure reliability and validity, the instruments were rigorously reviewed through discussions between the researcher and two other teachers who conducted classes on Mondays and Fridays, leading to a consensus on their effectiveness in investigating conversational videos.
Classroom observation serves as a holistic method for assessing student engagement through behavioral, emotional, and cognitive perspectives In this research, the investigator utilized various observational tools, such as checklists and video recordings, to gather data on all students within the classroom setting.
The video recording was strategically positioned in the classroom corner to document all teaching and learning activities related to conversational videos The researcher meticulously monitored attendance, participation, and interaction to gauge behavioral engagement Emotional engagement was assessed through observations of learners' enthusiasm, interest, and non-verbal cues For cognitive engagement, the researcher evaluated the depth of students' thinking, their problem-solving strategies, and the complexity of their questions, utilizing rubrics and comprehensive notes.
Additionally, the researcher developed an observation checklist based on Fredricks et al.'s
(2004) definition of engagement, which categorized observation items into three dimensions including behavioral, emotional, and cognitive engagement The checklist items were described meticulously as follows:
The article emphasizes the significance of observable actions in the classroom, highlighting key behaviors such as students raising their hands to answer questions, volunteering responses, asking inquiries, minimizing distractions, engaging in peer discussions, and actively taking notes or following the material.
It involves learners' emotional responses, such as showing genuine interest in the topics discussed, enthusiasm for class activities, and confidence in their ability to learn.
Effective learning is characterized by intangible indicators such as understanding key concepts and applying them in various contexts It involves asking insightful questions that enhance comprehension, identifying personal strengths and areas for growth, and employing active learning strategies like note-taking, summarizing, and discussion Additionally, a genuine curiosity and motivation to delve deeper into subjects are crucial for a successful learning experience.
The researcher developed both the pre-and post-questionnaires based on Fredricks et al.'s
In 2004, a comprehensive definition of engagement was established, incorporating 27 items designed to collect quantitative data primarily focused on classroom engagement, which were categorized into two main sections To ensure the reliability and validity of the study, a five-point Likert scale, developed by Rensis Likert, was utilized, ranging from "totally disagree" to "totally agree." The analysis of the questionnaire data involved calculating the standard deviation (SD) and mean score, following the framework set by Oxford in 2001 Results were interpreted across five levels: strongly disagree (1.00-1.80), disagree (1.81-2.60), neutral/moderate (2.61-3.40), agree (3.41-4.20), and strongly agree (4.21-5.00) To enhance accessibility, both questionnaires were translated into Vietnamese, ensuring that all learners could fully comprehend the content.
Section 1 of both the pre-and post-questionnaires gathered personal information, though there were minor differences due to optional questions designed to provide deeper insights into learners' experiences with conversational videos In the pre-questionnaire, Section 1 included personal information questions (1 to 5), while questions 6 to 13 explored learners’ experiences with English as a second language through conversational videos. Specifically, questions 6 to 9 addressed the needs of learners who had prior experience with conversational videos, while questions 10 to 13 focused on learners without such experience.
Section 2 of both questionnaires assessed three dimensions of classroom engagement consisting of behavioral, emotional, and cognitive engagement both before and after the intervention with conversational videos The 27 items were used to measure the impact of these videos on EFL classroom engagement The internal consistency of the questionnaires was maintained, with behavioral engagement covered in items 1 to 9, emotional engagement in items 10 to 18, and cognitive engagement in items 19 to 27.
Seven targeted questions were developed to collect qualitative insights into the learning experiences of five interviewees regarding classroom engagement with conversational videos Each interview, lasting about ten minutes, began with the researcher clarifying the study's objectives to the participants To ensure precision, all interviews were recorded for later verification, and participants' responses were carefully documented for qualitative data analysis.
This study selected five interviewees to obtain in-depth qualitative insights while ensuring feasibility Focusing on a smaller group allowed for detailed exploration of each participant's experiences with conversational videos, essential for understanding their engagement This approach facilitated a manageable workload for conducting, recording, and analyzing interviews, resulting in high-quality data Moreover, the selection of five interviewees provided a representative cross-section of the larger group, offering diverse perspectives while achieving data saturation The goal was to capture rich, detailed accounts that reveal key themes about the influence of conversational videos on learners' engagement, rather than generalizing findings to the entire population.
Materials
The study utilized "Voices Elementary A2," published by National Geographic Learning in 2022, as its core material, with lessons guided by the center's academic department The teacher employed the Presentation–Practice–Production (PPP) method across eight lessons focused primarily on enhancing speaking skills To foster classroom engagement and ease students into discussions, conversational videos were frequently integrated during the Presentation stage The researcher carefully selected appropriate YouTube videos that aligned with the criteria established in the literature review and adapted all available activities from the core material to fulfill the learning outcome requirements.
The Presentation–Practice–Production method was implemented in each lesson, with the researcher carefully choosing conversational videos from YouTube based on established criteria The Presentation stage is vital for learners to receive essential input, providing a comprehensive overview of the lesson and facilitating the understanding of new topics Consequently, the researcher effectively utilized conversational videos during this stage, following Berk's (2009) detailed model of the entire procedure.
The model of lesson plan that included the use of conversational videos to enhance EFL learners’ classroom engagement (employed in all lessons from week 1 to week 8)
The presentation stage serves as the opening activity of the lesson, designed to engage students and pique their interest in the topic The teacher, who also acts as the researcher, introduces the target language through various methods, including contextual presentation and elicitation This phase involves explaining the rules of the specific language structure, covering its meaning, form, and pronunciation In this stage, activities 1, 2, 3, and 4 are implemented to enhance understanding and retention.
Activity 1: Watch the conversational video.
Technique for activity 1: Pick a particular clip to represent the main content of the video.
When utilizing video in the classroom, teachers can enhance learning by selecting key segments to discuss rather than showing the entire video This targeted approach allows for focused discussions and deeper understanding among learners.
+ let the learners watch some intriguing parts of the video
+ let learners select some essential parts and discuss them with the other learners.
Technique for activity 2:Prepare guidelines for learners’ activities and discussion questions on what they have to see, hear, and look for.
To effectively guide students in achieving learning objectives, it is essential to organize the presentation of the video in class Often, videos are shown without clear instructions on the key takeaways or subsequent actions for learners To enhance understanding and retention, teachers should provide specific guidance on what students should focus on during the video and outline the steps they need to take afterward.
- ask them to answer the questions to orientate them to the learning aims
Activity 3: Look at the Useful Language box.
Activity 4: Look at the Communication skill box.
Here are some techniques that are orderly applied to conduct teaching activities 3 and 4: Technique 1:Introduce the video briefly.
To effectively engage learners and enhance their comprehension, it is crucial for teachers to provide clear guidance on what to focus on during lessons This practice activates students' prior knowledge, facilitating a deeper understanding of the material.
-introduce key terms of the videos briefly
Description of Technique 2: When playing videos, the teachers have to facilitate the students to focus on what they are watching Therefore, the teacher needs to:
-play the video to make learners focus on the Useful Language embedded in the video
-scaffold “Useful Language” and “Communication Skill”
-ask learners to take note of important knowledge
Technique 3:Stop the video at any part to highlight a point or replay it for exercises.
Description of technique 3:It will be effective in guiding the students to understand what they learn Therefore, the teacher needs to:
-play the video again and stop simultaneously at the important parts of the lesson to help learners review and gain deep comprehension
-ask them to complete the tasks
In the practice stage, learners participate in structured activities that emphasize accuracy in using the target language These controlled exercises are designed to facilitate correct language application The researcher specifically created multitask activities 5, 6, and 7 to enhance students' communicative competence effectively.
Activities 5, 6, and 7: Practice tasks (Depending on the design of each lesson)
Technique for activities 5, 6, and 7:Set a time for reflection on what they have watched.
This technique effectively gathers insights into learners' comprehension of the material they have viewed, while also enhancing their oral communication skills To maximize its benefits, teachers should implement strategies that encourage active participation and facilitate the sharing of information among students.
-make learners engage in collaborative tasks
-encourage learners to speak English as much as possible
-notify learners to utilize “Useful Language” and “Communication tips” which they have watched and learned
In the production stage of language learning, students engage in less structured and more open-ended activities, allowing them to utilize the target language creatively To facilitate this process, the researcher implemented a “Recap Activity,” specifically designed to help learners meet the objectives of the lesson effectively.
Recap activity: Depending on the lesson’s objectives, the researcher will design different kinds of tasks to be suitable for the learning outcomes.
Technique for recap activity:Design an active learning activity.
Effective teaching and learning activities hinge on thorough preparation by educators, as the success of a class relies on the clarity of roles for both teachers and students To achieve this, teachers must possess the necessary skills to implement suitable techniques that facilitate an engaging learning environment.
-ask learners to engage in group work
-instruct and elicit learners to make a poster following the requirements
-build up a communicative learning environment and learners’ confidence
Upon finishing each treatment step, the researcher aims for learners to meet the outlined lesson outcomes The objective is for learners to understand essential concepts of conversational language and utilize them in diverse contexts By incorporating conversational videos, the researcher hopes to inspire learners to delve deeper into conversational topics and enhance their language skills moving forward.
Procedures and data collection
In this study, the teacher-researcher conducted an 8-week intervention in his General English class at a foreign language center in Can Tho City, featuring three weekly sessions of 1.5 hours each on Monday, Wednesday, and Friday evenings The researcher specifically taught on Wednesday evenings, adhering to the center's academic regulations and focusing on content that aligned with its educational goals These sessions aimed to enhance learners' speaking skills and overall English language competencies, utilizing conversational videos to effectively address the course's objectives and gaps.
Table 3.1 Procedure of the Study
Time Skill Topic Description Intervention source
1D – Making English your own (page
+ Understand people use English in different ways
+ Think about how you make English your own
+ Talk about your English-learning needs and goals
Unit 2: People in my life 2D – Being a good listener (pages 30-31) Learning outcomes:
+ Recognize difficulties in interactions + Learn how to be an active listener
+ Practice active listening + Practice the sounds/r/ and /l/
How to Be a Good Listener (youtube.co m)
3D – Thinking about messaging styles (pages 42-43)
+ Learn about different writing styles for short messages
+ Discuss some tips for messaging
+ Think about and react to different messaging situations
Relationsh ips And Technology (youtube.com)
+ Recognize and talk about difficulties that happen in communication
Nursing students face language barrier obstacle (youtube.com)
+ Learn ways to avoid misunderstandings
+ Use simple language to deal with misunderstandings
Unit 5: Then and now 5D – Understand other views (pages 66-67) Learning outcomes:
+ Think about other people’s cultures and views
+ Learn language to talk about possible reasons
+ Discuss the reasons for different people’s behavior
Culture | English Conversation (youtube.com)
YouTube Source: Learning English by Pocket Passport
Unit 6: People and places 6D – Influencing people (pages 78-79) Learning outcomes:
+ Learn about different influencing styles + Practise influencing people + Plan a class trip
(276) Business English Conversatio ns | ESL Business Meeting Conversatio n - YouTube
Giving Opinions | English Conversation (youtube.com)
YouTube Source: Learning English by Pocket Passport Wednesday
+ Describe something using vocabulary you know and signs to clarify
+ Talk about problems when communicating without words
(276) Telling Stories | English Conversatio n - YouTube
+ Use signposting to show the start, middle, and end of the story
+ Practise stressing important words + Practise telling a story in conversation
Learning English by Pocket Passport
Data was collected from participants in the experimental group using pre- and post-questionnaires, observations, and semi-structured interviews before and after the treatment To ensure the reliability and validity of the instruments used in the study, a thorough review was conducted through discussions between the researcher and two other teachers who taught on Mondays and Fridays, thereby enhancing the study's effectiveness.
In week 1, the researcher conducted a pre-questionnaire for all participants in the experimental group (N0), approximately 25 minutes prior to the intervention After explaining the purpose of the pre-questionnaire, the researcher distributed it to the learners and provided instructions in Vietnamese for answering the questions The participants completed the pre-questionnaire using their mobile phones through Google Forms.
Observations took place during weeks 3 and 8, utilizing a standardized checklist to assess behavioral, emotional, and cognitive engagement among all learners in the classroom (N0) The researcher carefully analyzed video recordings to effectively address the research questions.
In week 8, the researcher conducted a post-questionnaire with the same experimental group (N0), providing consistent explanations and instructions to enhance participant understanding Participants dedicated a similar amount of time to complete the questionnaire and submitted their responses through Google Forms The researcher meticulously managed the administration of the post-questionnaire to ensure reliability and assess the effectiveness of conversational videos on learner engagement in comparison to the pre-questionnaire results.
At the conclusion of the eight-week experimental program, the researcher conducted interviews with participants, explaining their purpose in Vietnamese Seven interview questions were crafted to assess the influence of conversational videos on learner engagement, aiming to highlight their benefits and offer insights for interpreting questionnaire results From a sample of 30 learners, five were chosen for interviews, each lasting around 10 minutes, recorded for precise transcription The learners' responses were documented and subsequently translated into English for qualitative analysis.
Table 3.2 Steps to Conduct the Instruments of the Study
2 -Teaching with conversational videos by using techniques
3 - Conducting observations using the checklist and video recording
4 - Administering post-questionnaire and semi-structured interview
5 - Synthesizing all data, discussing findings, and completing the thesis
The researcher utilized the Statistical Package for the Social Sciences (SPSS) version 20.0 to quantitatively analyze both pre-questionnaire and post-questionnaire data To address the research questions, five analytical tests were applied, and the standard deviation (SD) and mean scores were evaluated according to Oxford’s framework (2001) Standard deviation levels were categorized into five ranges: strongly disagree (1.00-1.80), disagree (1.81-2.60), neutral/moderate (2.61-3.40), agree (3.41-4.20), and strongly agree (4.21-5.00) Mean scores were classified as very low (1.00-1.80), low (1.81-2.60), average (2.61-3.40), high (3.41-4.20), and very high (4.21-5.00) Furthermore, a scale test was performed to evaluate the reliability of the questionnaire.
Table 3.3 The Reliability of Pre-questionnaire
40 Table 3.4 The Reliability of Post-questionnaire
Data collection
Descriptive statistics were employed to analyze the scores, calculating the maximum, minimum, mean, and standard deviation Subsequently, independent samples T-tests were utilized to investigate the mean differences across three engagement clusters Finally, paired samples T-tests were conducted to assess the mean scores before and after the treatment.
The results of these analyses will be presented in the next chapter—Chapter 4.
RESULTS
The results of the pre-questionnaire in the experimental group 42 4.2 Types of classroom engagement when using conversational
Table 3.3, the reliability of the pre-questionnaire was high (Cronbach’s Alpha = 0.92).
The study revealed that while a significant majority of learners, 65.6%, had not utilized conversational videos for English learning, they still possessed a solid grasp of what conversational videos are Conversely, 34.4% of the participants had prior experience incorporating conversational videos into their English studies.
Learners, regardless of their prior experience with conversational videos, showed a strong interest in using these resources to improve their Speaking and Listening skills They favored learning English through diverse topics presented in conversational videos An impressive 96.3% of participants acknowledged that these videos significantly enhanced their engagement in the classroom As a result, all learners expressed enthusiasm for continuing their English studies with conversational videos.
The quantitative data from the pre-questionnaire regarding EFL learners’ classroom engagement without the use of conversational videos
Table 4.1 Descriptive Statistics of EFL Learners’ Classroom Engagement Without the Use of Conversational Videos
Statement N Minimum Maximum Mean SD 1 30 1.00 5.00 2.41 0.95 2 30
Table 4.1 reveals that the average scores for the 27 items in the pre-questionnaire varied, with a low of 2.13 for statement 11 and a high of 3.19 for statement 6 This data indicates that, prior to the intervention featuring conversational videos, most learners exhibited limited engagement in classroom activities.
4.2Types of classroom engagement when using conversational videosThis section aims to gain an in-depth answer to research question 1 Particularly, the researcher analyzed the differences between pre- and post-questionnaire on each dimension of classroom engagement consisting of behavioral, emotional, and cognitive engagement As a result, the demonstration of the differences between each dimension will be evident for types of classroom engagement when using conversational videos to teach English.
Research question 1:How types of classroom engagement are demonstrated when using conversational videos to teach English at a foreign language center in Can Tho City?
4.2.1 The difference between the means of pre-questionnaire and post questionnaire in the experimental group (only one group before and after the treatment).
Table 4.2 Descriptive Statistics of Pre-questionnaire and Post-questionnaire Mean Scores of the Experimental Group (N= 30)
Mean Pre 30 1.00 5.00 2.54 0.74 Mean Post 30 2.78 5.00 4.01 0.61 Valid N (listwise)
After the intervention, learners demonstrated significantly higher engagement with conversational videos, recording a mean score of 4.01 (SD=0.61) compared to 2.54 (SD=0.74) for engagement without these videos This finding suggests that conversational videos enhance classroom activity participation To gain deeper insights, the researcher conducted further tests to examine the impact of conversational videos on behavioral, emotional, and cognitive engagement in the classroom.
4.2.2The results of the post-questionnaire in the experimental groupAs indicated inTable 3.4, the reliability of the post-questionnaire was high (Cronbach’s
Alpha = 0.95) The researcher conducted Descriptive Statistics tests on the post questionnaire data to address the issues outlined in research question 1.
Table 4.3 Descriptive Statistics of EFL Learners’ Classroom Engagement With the Use of Conversational Videos After 8 weeks
Statement N Minimum Maximum Mean SD 1 30 3.00 5.00 4.23 0.61 2 30 2.00 5.00 3.96 0.85 3 30 2.00 5.00 3.85 0.95 4 30 2.00 5.00 3.85 0.91 5 30 2.00 5.00 4.22 0.64 6 30 1.00 5.00 4.07 1.07 7 30 1.00 5.00 4.22 0.89 8 30 3.00 5.00 4.00 0.68
After 8 weeks of treatment, the post-questionnaire results revealed mean scores for 27 items, ranging from 3.63 for statement 22 to 4.41 for statement 27, indicating that learners were actively engaged in classroom activities facilitated by conversational videos The researcher further analyzed the data across three engagement clusters: behavioral, emotional, and cognitive, to gain deeper insights into the learners' experiences.
4.2.3Quantitative data in the experimental group regarding behavioral engagement
Table 4.4 Descriptive Statistics of Pre-questionnaire and Post-questionnaire Regarding Behavioral Engagement
Pre of behavioral 30 1.00 5.00 2.71 0.82 Post of behavioral 30 2.89 5.00 4.05 0.60 Valid N (listwise) 30
The analysis of the post questionnaire revealed a significant increase in learners' behavioral engagement, with a mean score of 4.05 (SD=0.60), compared to a mean score of 2.71 (SD=0.82) on the pre-questionnaire This improvement indicates that the use of conversational videos for learning English at a foreign language center in Can Tho City positively impacted learners' engagement To further explore this enhancement in behavioral engagement, the researcher conducted additional analysis of the related quantitative data.
Table 4.5 Descriptive Statistics of Post-questionnaire Regarding Behavioral Engagement
Behavioral engagement N Minimum Maximum Mean SD1 After 8 weeks, I can communicate well in real-life situations with the help of conversational videos
2 After 8 weeks, I pay more attention to the lesson when learning with conversational videos
3 After 8 weeks, I can guess the meaning without the teacher's explanation when learning
English with the use of conversational videos 4.
After 8 weeks, I can interact more with my friends in the classroom with the help of conversational videos 5 After
8 weeks, I can participate in some discussion activities when learning English with conversational videos
6 With the application of conversational videos, my partners and I more actively participate in answering the questions from the teacher 7 With the use of conversational videos, I can figure out how the information could be useful in real-life situations
8 With the help of conversational videos, I can attentively take note of meaningful knowledge 9 By the use of conversational videos, I can voluntarily share ideas to make a contribution to the lesson
According to Table 4.5, the mean scores for the nine items measuring behavioral engagement varied from 3.85 to 4.23, indicating a generally positive response after eight weeks of treatment Notably, learners expressed strong agreement that conversational videos significantly enhanced their communication skills in real-life scenarios, as evidenced by the highest mean score of 4.23 (SD=0.61) in this category.
Statements 5 (M=4.22, SD=0.64) and 7 (M=4.22, SD=0.89) were also highly rated, indicating that learners found the information from the videos useful in real-life situations. Additionally, the use of videos facilitated more participation in discussion activities during English lessons Statement 6 (M=4.07, SD=1.07) showed that learners recognized the importance of conversational videos in enhancing their and their classmates’ active participation in answering teacher questions Statement 6 (M=4.00, SD=0.68) revealed that learners were able to attentively note meaningful information with the help of conversational videos.
Statements 2, 9, 3, and 4 received mean scores between 3.96 and 3.85, highlighting the importance of interactions among learners and between learners and teachers Most students actively engaged in lessons, contributed effectively, and successfully inferred meanings alongside their peers without needing teacher guidance However, they faced challenges in comprehending complex language and real-life situations without support, and they sometimes found it difficult to initiate discussions on various topics.
47 interaction with their partners, which led to mean scores for these statements falling below 4.00.
4.2.4Quantitative data in the experimental group regarding emotional engagement
Table 4.6 Descriptive Statistics of Pre-questionnaire and Post-questionnaire
Pre of emotional 30 1.00 5.00 2.43 0.84 Post of emotional 30 2.67 5.00 4.07 0.64 Valid N
The analysis of the data revealed that learners' emotional engagement significantly increased after using conversational videos for English instruction, with a post-questionnaire mean score of 4.07 (SD=0.64) compared to a pre-questionnaire mean score of 2.43 (SD=0.84) This strong improvement highlights the effectiveness of conversational videos in enhancing classroom involvement among learners at a foreign language center in Can Tho City Further quantitative analysis of emotional engagement data was conducted to deepen the understanding of these findings.
Table 4.7 Descriptive Statistics of Post-questionnaire Regarding Emotional Engagement
Emotional engagement N Minimum Maximum Mean SD10 After 8 weeks, I feel happy and enthusiastic when learning English with conversational videos
11 After 8 weeks, I don’t feel distracted in the classroom when learning English with conversational videos
12 After 8 weeks, task-based activities which include conversational videos are fun to me
13 After 8 weeks, I feel curious and stimulated when learning English with conversational videos
14 After 8 weeks,I feel much more confident in communicating when learning English normally than conversational videos 15 After 8 weeks, I would rather study English with conversational videos than normal ways because I stay more focused on the lessons in front of the TV screen 16 After 8 weeks, I am very happy to learn English with conversational videos because it can give freedom of thought in terms of speaking ability.
17 After 8 weeks, I am not reluctant to learn
English using conversational videos anymore because I easily understand the meanings shown on it
18 After 8 weeks, I feel interested in learning
English with conversational videos because the topics are diverse and interesting
After eight weeks, learners expressed positive emotional engagement, with mean scores for the nine related items ranging from 3.67 for statement 16 to 4.26 for statements 10 and 12.
10 and 12 had the highest mean scores (M=4.26), indicating that learners felt happy and enthusiastic with task-based activities, including conversational videos, which made the learning environment increasingly exciting.
Statements 15 and 18 also had high mean scores (M=4.22), reflecting that the diverse and interesting topics helped learners stay focused on the lessons Additionally, statement 11 (M=4.07) and statement 13 (M=4.15) revealed that learners experienced curiosity, stimulation, and minimal distraction when learning English with conversational videos.
49 Other statements, with mean scores ranging from 3.67 (statement 16) to 3.89 (statement
The most paramount impact of each type of classroom engagement by using
This section provides an in-depth analysis of Research Question 2, focusing on the impact of conversational videos on engagement The researcher examined both quantitative and qualitative data to identify which forms of engagement are most significantly affected by the use of these videos.
Research question 2:What type of classroom engagement is the most significantly impacted by using conversational videos?
4.3.1Quantitative data on the differences in behavioral engagement, emotional engagement, and cognitive engagement
Table 4.11 Result of the Paired Sample T-test on the Differences in Behavioral, Emotional, and Cognitive Engagement
A Paired Sample T-test was performed to analyze the differences in means among behavioral, emotional, and cognitive engagement The findings revealed that there was no significant difference between behavioral engagement and emotional engagement (P = 0.77, t = 0.29), indicating that these two forms of engagement are closely related.
The study found no statistically significant difference between emotional engagement and cognitive engagement (P = 0.89, t = 0.15), and the means for cognitive engagement and behavioral engagement were also identical (P = 0.82, t = 0.22) Overall, the effects of conversational videos on behavioral, emotional, and cognitive engagement were consistent across various dimensions of learners' classroom engagement The researcher proceeded to analyze the quantitative data to further explore research question 2.
Table 4.12 Descriptive Statistics of Behavioral, Emotional, and Cognitive Engagement After the Treatment
Mean of behavioral 30 2.89 5.00 4.05 0.60 Mean of emotional 30 2.67 5.00 4.07 0.64
Mean of cognitive 30 2.56 5.00 4.06 0.67 Valid N (listwise) 30
The mean scores for behavioral engagement (M = 4.05, SD = 0.60), emotional engagement (M = 4.07, SD = 0.64), and cognitive engagement (M = 4.06, SD = 0.67) revealed that emotional engagement had the highest score; however, the minimal difference of only 0.001 among the three categories made it difficult for the researcher to determine its predominant influence on learners' classroom engagement As a result, the researcher opted to analyze qualitative data for a more nuanced understanding to address research question 2 with greater specificity and accuracy.
An Independent Samples T-test was also conducted by the researcher to further explore gender differences in engagement when using conversational videos.
Table 4.13 Independent Samples T-test of Classroom Engagement Including Behavioral, Emotional, and Cognitive Engagement on Gender
Levene's Test for Equality of Variances t-test for Equality of Means
Difference Std Error Difference assumed0.00 0.98 -0.50 30 0.63 -0.12 0.25 -0.64 0.39 EmotionalEqual variances assumed1.88 0.18 -0.16 30 0.87 -0.04 0.27 -0.59 0.51 CognitiveEqual variances assumed1.28 0.27 -0.78 30 0.48 -0.12 0.27 -0.76 0.37
An Independent Samples T-test was conducted to examine gender differences in engagement with conversational videos The analysis showed no significant differences between males and females regarding behavioral engagement (p = 0.63, t = -0.50), emotional engagement (p = 0.87, t = -0.16), and cognitive engagement (p = 0.48, t = -0.78) Overall, the findings indicate that both male and female learners experienced similar levels of engagement across all clusters.
4.3.2Qualitative data on the impacts of behavioral engagement, emotional engagement, and cognitive engagement
Regarding behavioral engagement, the interviewees responded positively to the question,
“How do conversational videos help you communicate well in real life?” Their responses included:
Conversational videos are effective tools for developing practical communication skills, as they demonstrate various interaction techniques, such as polite requests and appropriate responses This approach not only simplifies the learning process but also boosts confidence in speaking English, particularly during real-life conversations that demand suitable reactions in diverse situations.
Utilizing example videos enhances my understanding of real-life language usage, enabling me to effectively incorporate phrases and structures into my daily English conversations I find this method enjoyable and engaging, making the learning process more dynamic.
Regarding emotional engagement, when asked the question, “How are your feelings when studying conversational videos?” the interviewees responded as follows:
Learning can be both exciting and challenging, as it often involves engaging with various resources beyond just lesson videos Many learners, like Interviewee 5, find themselves drawn to additional online content that aligns with their interests, enhancing their understanding of the subject This exploration not only deepens their knowledge but also fosters a sense of anticipation for applying new insights in future conversations.
“Honestly, I felt more involved and relaxed when studying conversational videos.
Practicing English through engaging and interactive methods enhances the learning experience, making it feel more like a conversation than traditional textbook study This enjoyable approach significantly boosts motivation and fosters a natural connection with the language, as real-life examples facilitate better understanding and retention.
64 Cognitive engagement was also highlighted through the interviewees’ responses, as shown in the following transcriptions:
Videos enhance our enjoyment by creating a vibrant atmosphere that captivates our attention, encouraging us to engage more deeply with the content They also help us retain information longer by presenting it in relatable, real-life contexts Additionally, the knowledge shared in these videos is delivered in a natural manner, facilitating quick and easy comprehension for learners.
Conversational videos enhance focus during lessons by integrating engaging visuals and relatable audio elements The use of real-life scenarios and natural language makes the learning experience practical and memorable Additionally, the ability to replay segments allows for reinforcement of understanding, creating a more interactive learning approach.
Additionally, the interpreted data below indicate the strong impacts of all clusters consisting of behavioral, emotional, and cognitive engagement on classroom engagement following the treatment with conversational videos:
Engaging with conversational videos significantly boosted my confidence and comfort in using English in daily interactions By mimicking phrases and pronunciation from these videos, I enhanced my speaking skills Additionally, I broadened my vocabulary through exposure to various words and phrases in different contexts, leading to a deeper understanding of the language.
Watching videos enhances my pronunciation, fluency, and vocabulary by observing how others use language in context Although some content can be challenging, I take the opportunity to look up difficult words afterward, which aids in expanding my vocabulary Ultimately, these videos significantly elevate my self-learning skills and abilities.
In conclusion, qualitative data from interviews reveals that conversational videos greatly enhance classroom engagement across behavioral, emotional, and cognitive dimensions Notably, each type of engagement—behavioral, emotional, and cognitive—was similarly affected, underscoring the comprehensive impact of conversational videos on the learning experience.
In terms of behavioral engagement, interviewees reported that conversational videos notably improved their practical communication skills They described how the videos
The 65 examples showcased real-life interactions, empowering students to navigate diverse conversational scenarios with increased confidence and suitability This engagement promoted a proactive learning approach, allowing students to apply their language skills in practical situations, thereby improving their overall communication abilities.
Summary
This chapter presents the findings from questionnaires, observations, and semi-structured interviews, focusing on two key research questions: the types of classroom engagement exhibited through conversational videos in teaching English at a foreign language center in Can Tho City, and the specific types of engagement most influenced by these videos The upcoming chapter will summarize the major findings, discuss their implications, acknowledge the study's limitations, and offer suggestions for future research.