VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE EFFECTS OF VIDEO RECORDING TASK-BASED APPROACH ON STUDENTS’ SPEAKING PERFORMANCE AT THE COLLEGE OF FINANCE AND CUSTOMS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN THI THANH HONG Supervised by PHAM VU PHI HO, Assoc Prof Dr HO CHI MINH CITY, JULY 2018 VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE EFFECTS OF VIDEO RECORDING TASK-BASED APPROACH ON STUDENTS’ SPEAKING PERFORMANCE AT THE COLLEGE OF FINANCE AND CUSTOMS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN THI THANH HONG Supervised by PHAM VU PHI HO, Assoc Prof Dr HO CHI MINH CITY, JULY 2018 STATEMENT OF AUTHORSHIP I hereby certify my authorship of the thesis today entitled: “THE EFFECTS OF VIDEO RECORDING TASK-BASED APPROACH ON STUDENTS’ SPEAKING PERFORMANCE AT THE COLLEGE OF FINANCE AND CUSTOMS” in terms of the statement of Requirements for the Thesis in Master’s Program issued by Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institutions Ho Chi Minh City, July 2018 Nguyễn Thị Thanh Hồng i RETENTION AND USE OF THE THESIS I hereby state that I, Nguyễn Thị Thanh Hồng, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original copy of my thesis deposited in the Library should be accessible for purposes of study and research in accordance with the normal conditions established by the Library for the care, loan and reproduction of theses Ho Chi Minh City, July 2018 Nguyễn Thị Thanh Hồng ii ACKNOWLEDGEMENTS On the completion of this research, I have received superior assistance from many wonderful people in different meaningful ways I would like to express my sincere gratitude and appreciation to these persons First and foremost, I would like to express my deepest gratitude to my thesis supervisor – Assoc Prof Dr Phạm Vũ Phi Hổ for his kind encouragement, constant enthusiastic guidance, enormously comprehensive helpful advice, and careful proofreading on my writing with valuable feedback over time Without his assistance, this M.A thesis would still be far from finished My special thanks go to all of my professors and lecturers of the postgraduate program who have provided me with useful materials in TESOL and inspired me to ceaselessly find ways Words are inadequate in offering my thanks to the Management Board, the teachers, the staff and especially Mr Nguyen Van Nam – Director of the English Center in the College of Finance and Customs, who gave me permission and provided me with great assistance and a comfortable atmosphere to conduct my MA thesis research from very first days Along the way, I take immense pleasure in thanking the help of students from the College of Finance and Customs Their great cooperation provided me useful data for analysis and findings I am also very appreciative of the help of Mr Michael Humphrey and Ms Châu Thục Quyên who helped me with the speaking testing procedure They also gave me treasured advice on the testing procedure and my writing style to make it sound native and natural iii I would like to extend my appreciation to my classmates, Ms Huỳnh Thị Thùy Dung and Ms Lương Thị Kim Phụng for their enthusiasm and encouragement during my research To my family, I am greatly indebted to my loving and caring parents, my parents in law and who nurtured my love for English and teaching, strengthened my motivation, and gave me encouragement, especially in times of trouble My appreciation also goes to my beloved husband, Mr Trần Long Thuận He has always been beside me, encouraged me and supported me in any possible ways he can With his love, care and kindness, I have been confident to proceed my study Once again, I would like to express my deepest appreciation to those who have given me support and encouragement during the process of my research July – 2018 Nguyễn Thị Thanh Hồng iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS x LIST OF TABLES xi LIST OF FIGURES xiii ABSTRACT xiv CHAPTER INTRODUCTION 1.1 BACKGROUND TO THE STUDY 1.2 STATEMENT OF THE PROBLEMS 1.3 AIMS OF THE STUDY 1.4 RESEARCH QUESTIONS AND HYPOTHESES 1.5 SIGNIFICANCE OF THE STUDY 1.6 SCOPE OF THE STUDY 10 1.7 ORGANIZATION OF THE THESIS 10 1.8 SUMMARY OF THE CHAPTER 11 CHAPTER LITERATURE REVIEW 12 2.1 THE NATURE OF THE SPEAKING SKILLS 12 2.1.1 Definition of speaking skills 12 2.1.2 Speaking skill assessment 13 2.1.3 The importance of the speaking skills amongst the four skills 16 2.1.4 Different speaking events 20 2.1.5 Factors affecting students’ speaking performance 21 2.1.6 The roles of teachers in the speaking class 23 2.1.7 Strategies for students to turn out to be conversational 24 2.2 LANGUAGE TEACHING AND TASK-BASED APPROACH 25 2.2.1 Definitions and characteristics of tasks 25 v 2.2.2 Task-based approach in teaching 28 2.2.3 Characteristics of task-based approach 30 2.2.4 Goals in task-based approach 30 2.2.5 Benefits and challenges of task-based approach 32 2.2.6 Teacher and learner roles in TBA 34 2.2.7 Framework for task-based approach 35 2.2.8 The differences between task-based approach and the traditional approach 37 2.3 MEDIA TECHNOLOGY AND PEER LEARNING IN THE ENGLISH TEACHING AND LEARNING 38 2.3.1 The general situations of media technology in the 21st century 38 2.3.2 Definitions and the application of video recordings in learning English 39 2.3.3 The situation of students owning technological devices 39 2.3.4 Technological devices used to record videos 41 2.3.5 Different types of internet connections 41 2.3.6 The importance of media technology in teaching in ELT classrooms 43 2.3.7 The benefits of recording their own voice and conversations 46 2.3.8 History and definitions of peer learning 49 2.3.9 Expected personal outcomes of peer learning 52 2.3.10 Technologies and peer learning 54 2.4 REVIEW OF PREVIOUS STUDIES ON PEER VIDEO RECORDING TASKBASED APPROACH 54 2.5 THE CONCEPTUAL FRAMEWORK 57 2.6 SUMMARY OF THE CHAPTER 60 CHAPTER METHODOLOGY 61 3.1 RESEARCH QUESTIONS AND HYPOTHESES 61 3.2 CONTEXT OF THE STUDY 62 3.3 RESEARCH DESIGN 63 3.3.1 Research Materials 64 3.3.2 The content of the videos 64 vi 3.3.3 Variables 65 3.4 SAMPLING METHODS AND SELECTIONS OF PARTICIPANTS 65 3.4.1 Sampling methods 65 3.4.2 Selection of participants 67 3.4.2.1 The control group 68 3.4.2.2 The experimental group 68 3.4.2.3 The teachers 69 3.4.2.4 The examiners 69 3.5 RESEARCH INSTRUMENTS 70 3.5.1 Tests 70 3.5.1.1 Pretests 70 3.5.1.2 Posttests 71 3.5.2 Questionnaires 71 3.5.2.1 Pilot questionnaire 74 3.5.2.2 Main questionnaire 80 3.5.2.2.1 Questionnaire (before the experiment) 80 3.5.2.2.2 Questionnaire (after the experiment) 80 3.6 DATA COLLECTION PROCEDURE 80 3.6.1 Training procedure 80 3.6.2 Coding data procedure 84 3.6.3 DATA ANALYSIS PROCEDURE 84 3.6.4 Analysis of the pretest and posttest 84 3.6.5 Analysis of the questionnaires 84 3.6.6 Assessing Reliability by inter-raters 85 3.7 SUMMARY OF THE CHAPTER 86 CHAPTER RESULTS AND DISCUSSION 87 4.1 DATA ANALYSIS AND DISCUSSION 87 4.1.1 Results of Questionnaire (Pre-training Questionnaire) 87 4.1.2 Results of pretest tests 94 vii 4.1.2.1 Inter-rater reliability 94 4.1.2.2 Results of pretest tests from the written tests 94 4.1.2.3 Results of pretest tests from the speaking tests 96 4.1.3 Answers to research questions 97 4.1.3.1 Research question 1: 97 4.1.3.2 Research question 2: 104 4.2 SUMMARY OF THE CHAPTER AND MAJOR FINDINGS 113 CHAPTER CONCLUSION AND RECOMMENDATIONS 115 5.1 CONCLUSION 115 5.2 PEDAGOGICAL IMPLICATIONS 116 5.3 LIMITATIONS OF THE STUDY 118 5.4 RECOMMENDATIONS FOR FURTHER STUDIES 119 5.5 SUMMARY OF THE CHAPTER 120 REFERENCES 121 APPENDIX 1: SYLLABUS FOR INTENSIVE ENGLISH CLASS 136 APPENDIX 2: COURSE OUTLINE FOR INTENSIVE ENGLISH CLASS 142 APPENDIX 3: LESSON PLAN FOR BOTH GROUPS 146 APPENDIX 4: LESSON PLAN FOR BOTH GROUPS 148 APPENDIX 5: LESSON PLAN FOR BOTH GROUPS 150 APPENDIX 6: LESSON PLAN FOR BOTH GROUPS 152 APPENDIX 7: LESSON PLAN FOR BOTH GROUPS 155 APPENDIX 8: PRE-PILOT QUESTIONNAIRE 159 (PRE-TRAINING QUESTIONNARE) 159 APPENDIX 9: PRE – PILOT QUESTIONNAIRE 161 APPENDIX 10: QUESTIONNAIRE 164 (PRE-TRAINING QUESTIONNAIRE) 164 APPENDIX 11: QUESTIONNAIRE 166 APPENDIX 12: WRITTEN ANSWER SHEET 168 APPENDIX 13: WRITTEN TEST 170 APPENDIX 14: PRETEST SPEAKING 178 viii APPENDIX 15: PRETEST SPEAKING STUDENT CARDS Skateboarding Competition for anyone 11 – 15 years old at Green Park Skateboarding Competition  where ?  for children ? 20 June  date ?  website ?  What / win ? 1st prize New Skateboard Visit www.citynews.com for more information 181 APPENDIX 16: ASSESSMENT SPEAKING PERFORMANCE FORM SCORING SHEET (PRE – TEST) Class: Room: Testing date: 182 No Students’ name Fluency Grammar Vocabulary Pronunciation Interactive communication Total Score 10 11 12 13 14 15 16 17 18 183 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 184 Examiner signature and full name 185 APPENDIX 17: SPEAKING TEST ASSESSMENT CRITERIA– LEVEL A2 (Adapted from Cambridge English Language Assessment) Sco re Interactive Communication Fluency Grammar Vocabulary Pronuncication  Speaks fluently with only minor pauses or hesitation for content Uses appropriate linkers with fully developed ideas  Shows a good degree of control of simple grammatical forms Sentences are mostly error-free with minor errors which not affect meaning  Uses a range of appropriate vocabulary when talking about everyday situtations Uses a full range of accurate vocabularies and forms for all topics Collocations are natural and precisely used  Is mostly intelligible, and has some control phonological features at both utterance and word levels Clear and easy to understand Appropriate intonation is used All ending sounds are clear L1 accent is barely noticeable  Stays on task andcommunicate effectively; almost always responds appropriately and always tries to develop the interaction 4.5  Speaks fluently with little repetition or selfcorrection for content Idea is fully developed and coherent with details A range of linkers are correctly used  Can maintain flow of speech but has some repetition, self-correction and slight hesitations due to L1 interference Mostly correct linkers are used with little flexibility  Variability in structures is present Uses mostly error free sentences with minor errors occurring irregularly, not throughout speech  All lexes used convey exact meaning appropriate to topic Few if any mistakes occur as slips with immediate correction  Able to keep clarity in sounds and annunciate ending sounds and features L1 is not noticeable Minor errors not affect intelligibility  Stays on task most of the time and communicates effectively; generally responds appropriately and keeps trying to develop the interaction  Mostly error free simple sentences with frequent attempts at complex ones, but with errors  Uses a good range of vocabulary to discuss familiar topics Some collocations are inappropriate Errors in accuracy for unfamiliar topics Awareness of common collocations  Can be generally understood Uses a range of pronunciation features such as stress and intonation, but not always accurately Some L1 interference, especially with word endings  Maintains complex exchanges  Does not require prompting or support  Some hesitation and pauses are present due to L1 interference Speech is a bit slow A variety of linkers are used with few errors  Speech flow is slow but continuous Repetition and correction are frequent Few linkers are used in speech Coherence is lost at times  Uses less flexibility in range of complex and simple structures Some systematic errors occur for complex sentences, but meaning is not obscured  A good vocabulary range is used with few errors in word forms and choice for unfamiliar topics  Some stress and intonation is present, but not always Some word endings are unclear or not present Some words have incorrect syllable stress  Initiates and responds appropriate  Keeps the interaction going with very little prompting and support  Shows sufficient control of simple grammatical forms Limited flexibility in range with some systematic errors in simple sentences Errors rarely cause comprehension problems  Is mostly intelligible, despite limited control of phonological features  Most words are pronounced correctly but ending sounds are mostly missing Intelligibility is not difficult, but is clarity is reduced  Maintains simple exchanges, despite some difficulty  Does not require promting and support 2.5  Speech is not continuous with more frequent hesitations and repetition Linking if present, but errors are more frequent  Some attempts at complex structures, but these mainly have errors Simple sentences are frequently correct, and errors not confuse the meaning  Uses appropriate vocabulary to talk about everyday situations Errors in word form and choice are frequent with unfamiliar topics, but mostly correct for familiar topics Still uses enough vocabularies to form complete sentences  Limited flexibility in vocabulary choice for both familiar and unfamiliar topics Inappropriate forms and collocations are frequent  Requires little additional promting and support  Cannot respond without pauses and may speak slowly Coherence is difficult due to repetition and self-correction Little or no linking is used  Some simple sentences are correct, but misunderstandings are frequent No attempts at complex structures: some main meaning is conveyed, but misunderstandings are frequent.)  Limited stress or intonation used  Mostly incorrect ending sounds Some difficulty to understand for the listening due to mispronunciation  No stress or intonation used Inappropriate ending sounds Very difficult to understand, and some words may be confused with other words due to mispronunciation 1.5  Long pauses dominate and only simple sentences are used Some meaning is conveyed, but very confusing  Frequent errors even in simple forms Sentence structure is often missing preposition Confusion or misunderstanding is frequent due to errors  Mispronunciation is very frequent and very difficult to understand Word are often confused and misunderstood by the listener  Purpose is not clear; needs a lot of help communicating;usually does not respond appropriately or clearly 3.5  Uses more common words to express meaning for familiar topics Errors are frequent with form and word choice Repeats familiar words throughout with no flexibility  Uses only familiar words to convey personal information Few words are used appropriately even with familiar topics Meaning is confusing due to errors in  Tries to communicate, but sometimes does not respond appropriately or clearly 186 word choice  Hesitates with long pauses between each word Conversation flow is not possible  Shows only limited control of a few grammatical forms Errors are predominant, except in memorized expressions Words are strung with no structure  Uses a vocabulary isolated words and pharses 0.5  Speech is not ratable Utters or words at a time with no coherence  No ratable grammar  No communication possible  Has very limited control of phonological features and is often unintelligible  Mostly unintelligible because of mispronunciation, even to a sympathetic listener  No ratable speech because of unintelligibility  Has considerate difficulty maintaining simple exchanges  No ratable communication Performance below Band or does not attend 187 interactive APPENDIX 18: POSTTEST SPEAKING ASSESSMENT SPEAKING PERFORMANCE – LEVEL A2 SPEAKING TEST (8-10 MINUTES) Adapted from Cambridge English Language Assessment Part – minutes In this part of the Speaking test, each candidate interacts with the interlocutor, using the language normally associated with meeting people for the first time, giving factual information of a personal kind, for example, name, place of origin, study, family, etc Candidates are also expected to be able to talk about their daily life, interests, likes, etc Suggested questions: o What’s your first name, please? How you spell it? o What’s your last name/ surname, please? How you spell it? o How old are you? o Where are you from? o What you do? o What you at the weekend? o What kinds of sport you play? o Etc 188 Part – minutes (Prompt card activity) Prompt cards are used to stimulate questions and answers of a non-personal kind The interlocutor reads out instructions and gives a question card to one candidate and an answer card to the other After the candidates have asked and answered the questions, they change roles, as in the example below Example The interlocutor reads out these instructions and gives a question card to Candidate B and an answer card to Candidate A Candidate A you are a customer Your partner is a shop assistant Buy things a) – d) from your partner’s shop You start Now B, you are a shop assistant Your partner is a customer He/she wants to buy things a) –d) Have a conversation with your partner Your partner starts Candidate A – your answers Excuse me Do you have any … ? How much is this … , please? How much are these … , please? Can I have … , please? No, that’s all, thanks Here you are Candidate B – your answers Yes, they’re over there It’s £… They’re £… each Sure Anything else? OK, that’s £… 189 The examiner will stop the interaction after or questions have been asked and answered A different set of prompt cards is then given out, so that candidate A has the opportunity to ask questions and Candidate B to answer them In this example, the questions are about a National Park Candidate A, here is some information about a National Park Candidate B, you don’t know anything about the national park, so ask A some questions about it Now B, ask A your questions about the national park and A, you answer them Candidate A – your answers Candidate B – your answers “Yellowstone National Park” National Park  Name?  Address?  When / open?  When/ close? Address: Gardiner, Montana Open every day at 7:00 am Close at 5:00 pm Fee : $7 each Tel: +1 307-344-7381  Cost?  Phone number? 190 APPENDIX 19: POST – TEST SPEAKING STUDENT CARDS CANDIDATE A CANDIDATE B “Yellowstone National Park” Address: Gardiner, Montana Open every day at 7:00 am Close at 5:00 pm Fee : $7 each Tel: +1 307-344-7381 National Park       Name? Address? When / open? When/ close? Cost? Phone number? 191 CANDIDATE A Excuse me Do you have any … ? How much is this … , please? How much are these … , please? Can I have … , please? No, that’s all, thanks Here you are CANDIDATE B Yes, they’re over there It’s £… They’re £… each Sure Anything else? OK, that’s £… 192 APPENDIX 20: ASSESSMENT SPEAKING PERFORMANCE FORM SCORING SHEET (POSTTEST) Class: Room: 203 Testing date: No 10 11 12 13 14 Students’ Name Fluency Gramm ar vocabul ary Pronunci ation Interactiv e communi cation Total Score Nguyễn Thị Hương Nguyễn Thị Sara Nguyễn Thị Vui Trương Thị Kim Đoan Lý Ngọc Chi Hồ Thị Xuân Hương Nguyễn Thị Thu Hồng Trần Thị Mỹ Duyên Triệu Hoài Thương Lê Thị Huyền Nguyễn Thị Trang Nguyễn Thị Thanh Hoa Châu Ngọc Quyên Lê Thị Phương Thảo 193 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Nguyễn Thị Mỹ Nhi Hoàng Thị Huyền Đỗ Thị Nhi Ngọc Đỗ Thị Diễm My Nguyễn Thị Bích Liễu Nguyễn Thị Thanh Nga Trần Thị Mỹ Huyền Trần Thị thùy Trinh Nguyễn Thị Minh Châu Trương Thái Cẩm Tiên Trần Thị Hồng Oanh Nguyễn Thị Bé Ngọc Tơ Thị Thu Thảo Phạm Thùy Trang Nguyễn Trọng Mẫn Phan Quốc Hùng Đỗ Thị Thủy Tiên Đoàn Thị Như Đỗ Nguyễn Hoàng Xuân 34 35 Lê Quang Phú Nguyễn Thị Xuân Mai 194 36 37 38 39 40 Lê Ngọc Nhi Phạm Bảo Ngọc Đinh Lệ Nguyễn Ngọc Yến Nhi Hồ Trí Kiệt Examiner signature and full name 195 ... the effects of peer video recording task- based approach on students? ?? oral performance in the teaching and learning context of schools in Ho Chi Minh in general and at The College of Finance and. .. EFFECTS OF VIDEO RECORDING TASK- BASED APPROACH ON STUDENTS? ?? SPEAKING PERFORMANCE AT THE COLLEGE OF FINANCE AND CUSTOMS? ?? in terms of the statement of Requirements for the Thesis in Master’s Program... will contribute; scope of the study; and finally the organization of the study, and a summary of the chapter Chapter is the review of relevant and previous literature on speaking skills and the