Skkn cấp tỉnh active teaching techniques to improve english listening and speaking skills for 10th grade students at pham hong thai upper secondary school

NGHE AN DEPARTMENT OF EDUCATION AND TRAININGPHAM HONG THAI UPPER-SECONDARY SCHOOL EXPERIENTIAL INITIATIVES “VIDEO DUBBING” ACTIVE TEACHING TECHNIQUES TO IMPROVE ENGLISH LISTENING AND SPE

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

PHAM HONG THAI UPPER-SECONDARY SCHOOL

EXPERIENTIAL INITIATIVES

“VIDEO DUBBING”

ACTIVE TEACHING TECHNIQUES TO IMPROVE ENGLISH LISTENING AND SPEAKING SKILLS FOR 10 TH GRADE STUDENTS

AT PHAM HONG THAI UPPER SECONDARY SCHOOL

Researchers: Nguyễn Thị Oanh

Nguyễn Thị Nhung Hồng Post: English teachers

Field: English

NGHỆ AN, NĂM 2024

TABLE OF CONTENTS Contents Page

INTRODUCTION 1

I BACKGROUND OF THE TOPIC 1

II REASONS FOR CHOOSING THE TOPIC 2

1 For students: 2

2 On the teacher side: 2

III SCOPE AND OBJECT OF RESEARCH 3

IV RESEARCH PURPOSES 3

V NEW POINTS IN RESEARCH RESULTS 3

CONTENTS 4

I THEORETICAL BASIS 4

1 What are active teaching techniques? 4

2 What is "dubbing"? 4

II THE REAL SITUATION OF THE PROBLEM 5

1 Some benefits of “Video Dubbing” for learners 5

III MEASURES TAKEN TO SOLVE THE PROBLEM 6

1 For teachers 6

2 For students 8

IV EFFECTIVENESS OF THE INITIATIVE 12

1 Qualitatively 12

1.1 About the ability to listen and speak 12

1.2 About some other capabilities 13

2 Quantitatively 13

V APPLICATION AND DEPLOYMENT CAPABILITIES: 16

VI MEANING OF INITIATIVE 16

CONCLUSION 17

I CONCLUSION 17

II RECOMMENDATIONS 17

1 For the English group 17

2 For teachers 18

APPENDICES 19 REFERENCES 20

I BACKGROUND OF THE TOPIC

The innovation of teaching methods involves many objective factors such

as appropriate conditions of means, facilities and teaching organization, conditions

of organization and management, and subjective factors that are teachers pellets.With their own experience and creativity, teachers need to determine their owndirections and goals to improve teaching methods in accordance with specificteaching conditions and the level and capacity of students and students especiallythe need for innovation of the educational program

The school year 2023 - 2024 is the first year of implementation of the

"2018 Overall General Education Program" for grade 10, in which the generaleducation goals as defined in Circular 32/2018/TT-BG DT issued on December 26,

2018 is “helping learners master general knowledge; know how to effectivelyapply knowledge to life and self-study for life; have a suitable career orientation;know how to build and develop harmoniously social relationships; have a richpersonality, personality and spiritual life; thereby having a meaningful life andmaking positive contributions to the development of the country and humanity”

Requirements to be met in terms of quality and capacity according toCircular 32/2018/TT-BG DT are:

1 Forming and developing for students the following main qualities:patriotism, compassion, hard work, honesty, responsibility

2 Forming and developing students the following core competencies:a) Common competencies are formed and developed through all subjectsand educational activities: autonomy and self-study, communication andcooperation, problem-solving and creativity ;

b) Specific competencies are formed and developed mainly through anumber of certain subjects and educational activities: language competence,computing capacity, scientific capacity, technological capacity, and technicalcompetence information ability, aesthetic ability, physical ability

In addition to forming and developing core competencies, the general educationprogram also contributes to discovering and fostering students' talents

In response to the requirements of innovation in program implementation,the task posed to the teachers In addition to fostering professional knowledge,teachers must improve teaching methods and improve educational quality to meetthe requirements of the 2018 overall education program

Faced with the above situation, as a foreign language teacher, I havepondered, researched and applied a number of active teaching techniques todevelop the quality and capacity of students The solution has been studied andtested and controlled from the beginning of the school year 2023 - 2024 until nowand there have been positive changes in the experimental and control results.

II REASONS FOR CHOOSING THE TOPIC

English undeniably plays a key role in the current integration trend.Therefore, how to teach and learn English to meet the needs of society is animportant issue in the field of education In particular, in recent years, in order tosuccessfully realize the goals of the 2018 General Education program, thedevelopment of communication skills (listening, listening, speaking, reading andwriting) is a matter of daily concern in teaching foreign languages in general andEnglish in particular Of the four skills mentioned above, listening and speakingskills are two of the four skills that are considered difficult for students becausemost teachers and students are more interested in learning goals to practicequestions, learn to achieve high score in the national high school exam Throughthe process of teaching, I realized:

1 For students:

- Most students are afraid to listen and speak English

- The practice of listening and speaking English is not continuous, is stillheavy on form or only practiced in class

- They have not developed the habit of listening and speaking Englishevery day

- They do not have the sense to practice listening and speaking bythemselves or have not found the interest to practice listening and speaking

2 On the teacher side:

- Many teachers are still afraid to diversify active teaching techniques

- Teachers have not found an appropriate method to promote students'listening and speaking practice

- The assessment of listening and speaking for students does not havespecific criteria and has not created motivation for students to try

The above leads to the situation that students do not improve these 2 skillseven though they have studied English for a very long time up to now With myinherent experience, I always research and choose active teaching methods toimprove English listening, speaking and speaking skills and develop students'quality and capacity, one of the most effective methods of teaching The method Ioften use is and find them very interesting, which is “Video Dubbing” Over a

period of application, I found that it is really a very effective tool in my ownteaching practice “Video Dubbing” as a form of homework, developing self-studyand self-assessment skills for students The method that I give is simple, easy toimplement, inexpensive but highly effective.

With the above reasons, I offer the solution: "Video Dubbing - Active

teaching technique to improve English listening and speaking skills for 10 th grade students at Pham Hong Thai upper secondary school".

III SCOPE AND OBJECT OF RESEARCH

- Scope of the study: Using the active teaching technique "Video

dubbing" in combination in speaking or project teaching - English 10 - Globalsuccess to assess students' progress in two skills of listening and speaking throughlesson units

- Research addicts: 10th graders in the school year 2023- 2024, studying

the 2018 general education program, global success textbook

IV RESEARCH PURPOSES

Active teaching techniques -Video dubbing is researched and applied toimprove students' English listening and speaking skills and some essential qualitiesfor high school students such as: hard work, self-study, creativity andresponsibility

In addition, when applying this solution, I personally want to form anddevelop some core competencies for students such as autonomy and creativity,communication and cooperation capacity, problem solving ability and create andfoster talents for students

V NEW POINTS IN RESEARCH RESULTS

Currently, active teaching techniques are being responded and used bymany teachers, but most of these methods are used in classroom hours whenteachers can supervise, organize and support students in the learning process Inthis topic, I would like to apply Video Dubbing technique as a technique wherestudents can freely find cooperative “partners” (friends in class, classmates, friendsfrom different schools or provinces, friends, etc.) same age, different age ),develop self-study ability In addition, students are free to explore, create and makethe most of assistive technology during project work This is a new, strange pointand interesting for students

I THEORETICAL BASIS

In recent years, active teaching techniques have been applied a lot in theprocess of teaching basic subjects in high schools and brought positive signals.Accordingly, active teaching techniques have helped students promote theiractive participation in the teaching process, stimulate their thinking, creativityand collaboration

1 What are active teaching techniques?

Active teaching method (PPDHTC) is known as an abbreviation ofteaching methods from the point of view that: "Teaching must promotestudents' active, active and creative learning spirit" Teaching and learningmethods aim at many different activities in learning, activating learners'activities through active teaching techniques that teachers use

Applying the dubbing technique "Dubbing" to teaching English can beconsidered an active teaching technique, bringing great benefits to Englishlearners of all ages

2 What is "dubbing"?

“Dubbing” is dubbing when the original dialogue of a movie or TV show

is swapped in another language Editors can also do voiceovers when theoriginal sound from filming is unusable In either case, the new sound has to bemixed with other audio tracks so that it doesn't get lost in the movie.”

“Video Dubbing” is a fairly simple measure, an active teaching technique

extremely interesting and not too difficult to implement, inexpensive andfeasible It not only helps students improve their English listening and speakingskills, but also helps them develop common competencies such as problemsolving and creativity, self-control and self-study, communication andcooperation and develop the qualities of hard work, responsibility These arethe qualities to be achieved that the overall education program 2018 wants toachieve

II THE REAL SITUATION OF THE PROBLEM

High school students are at the age of strong psychophysiology, have theneed to explore and like to be creative, especially in the fields of entertainmentand information technology Through the survey, the majority of childrenalready have personal electronic devices such as laptops, smartphones and arequite proficient in using these devices

If they are not assigned tasks and strictly controlled, they are not properlyoriented for development, they are easily attracted to online games, uselesswebsites with their existing devices

Meanwhile, most students are in need of time and motivation to developlistening and speaking skills, two of the skills students still avoid and have notinvested enough in to develop language skills in the learning process

The research shows that "Video dubbing" is really a beneficial solutionfor the teaching process to develop some qualities and abilities of students

1 Some benefits of “Video Dubbing” for learners

Firstly, dubbing stimulates students' interest in learning English For

dubbing, students will choose movies or excerpts that they are interested in,this is an active, effective and time-saving type of self-study

Secondly, through the video dubbing, students' English listening reflexes

will be enhanced To dub an excerpt, students have the opportunity to listen toEnglish in context, listen to many voices of the characters, different speeds,thereby creating a natural reflex according to the changing context of thepassage movie

Thirdly, by listening to it over and over again, imitating the voice before

dubbing it, students' pronunciation and listening comprehension are greatlyimproved Speaking intonation will be natural and emotional whenimpersonating the characters in the movie This is the "Shadowing" technique(Shadowing technique - sound imitation technique to help students know thestress and intonation of native speakers right after listening to them pronouncethem.)

Shadowing helps foreign language learners form better reflexes when

communicating Specifically, it makes connections in the brain when makingsounds, words and sentences quickly and accurately This is the foundation offluency and spontaneity for students when communicating

Fourthly, students' English vocabulary will increase, students understand

how to use words in the right context With the support of the context, sound,and real images in the film, students will easily judge the meaning of thesentences appearing in the characters' dialogue

III MEASURES TAKEN TO SOLVE THE PROBLEM

1 For teachers

Step 1: Instructions- assign tasks:

This is the first activity, creating a foundation for students to perform thetask Before assigning tasks, teachers should show students a sample Video,introduce software that supports recording, video cutting, sound separation anddubbing such as: Capcut, KineMaster, VSDC, voice changer, Moises, Inshort,Voice FX…

When assigning tasks, teachers should pay attention to:

• Implementation time (minimum and maximum excerpt length, deadline)

• Movie genre

• Movie theme

• Collaborative voiceover object

Before assigning tasks to students, teachers must specify assessmentcriteria on specific checklists and grading scales so that students have a basis tocomplete and self-assess their videos

For example: Checklist for product reviews

Order Does the dub video meet the following criteria? Put a

Step 2: Monitor progress, support and synthesize products

In order for the children's dubbing to go smoothly, teachers need toprovide

technical support, send sample videos and guide students to synthesize products

to monitor progress Usually, for easy synthesis, teachers should create a folder

on the driver for each class and instruct them to send videos

Step 3: Evaluate the product

In order for the "Video Dubbing" activity to be really effective, withstudents actively and continuously participating, teachers need to have specific,objective, grounded, timely and motivating assessment measures force evensometimes have to pressure them to perform Dubbed products are the result of acollaborative and effortful process, so teachers can score for regular test scores,oral scores, awards, or can post on social networking sites to encourage,mobilize

After each video the students make, the teacher must discover the progressthey have made as well as the limitations that the students still face in eachlistening-speaking lesson, so that they can have a good practice direction than.For the assessment to be objective, teachers should divide the product intoteams or create an online poll so that students can watch, compare, learn fromeach other and learn from each video

To stimulate interest and motivate, teachers can create a contest and awardprizes for each project

*10A1

Voting link: https://forms.gle/JUrajkTADFjzZgdE8

*10A4

Voting link: https://forms.gle/BgoFoK7KKudsGtFb6

Step 4: Announce the product

After the test, the videos are collected through the driver, the teacher willbroadcast them at listening time or Project time for the whole class to watch,comment and evaluate

After evaluating the product, in order to create a good effect, the teachershould let the students vote on the good products and post them publicly ondigital platforms to create a film dubbing movement in the community