INTRODUCTION
Rationale
Effective communication is essential in daily life, allowing individuals to express feelings and share ideas through language While we naturally acquire our native language from our social environment during childhood, proficiency in an international language like English is increasingly important English serves as a global medium in business, politics, culture, and education, facilitating collaboration between nations to solve problems and foster community prosperity Vietnamese learners recognize the value of English and strive to improve their skills, aided by interactions with foreigners and modern technology However, many still face challenges, particularly in listening, which is crucial for effective communication Listening, often regarded as the most challenging skill for English learners—especially those not majoring in the language—poses difficulties due to limited practice opportunities in school settings.
Effective communication is vital for both learning and participating in life Research by Wilt M.E (1950) indicates that listening constitutes 45% of communication, making it a key skill in English language acquisition Listening is essential not only for understanding the language but also as a fundamental life skill Without adequate listening abilities, language learning and communication suffer Unfortunately, many non-English major students lack sufficient listening competence due to limited practice in high school, where the focus is often on grammar rather than listening In contrast, universities emphasize all language skills, particularly speaking and listening Consequently, many students struggle with confident communication.
Students are increasingly recognizing the importance of listening skills and are actively seeking methods to enhance their learning One effective approach is listening to English conversations with subtitles, which significantly benefits their skill development To explore this technique further, a study titled “Improving Listening Skills Among Non-Major English Students Through Listening to Conversations with Subtitles: An Action Research Project at a University in Hai Duong Province” was conducted The findings aim to motivate students to engage more deeply with English, particularly in improving their listening abilities.
Aims and objectives of the study
The ultimate aims of the study is to see how listening to conversations with subtitles improve Especially, this study has two objectives:
1 To find out the extent to which listening to English conversations with subtitles improved the non - major English students’ listening skills
2 To investigate the students’ attitudes towards listening to conversations with subtitles.
Research questions
The researcher plans to answer the following questions:
1 To what extent does listening to conversations with subtitles improve the students’ listening skills?
2 What are the students’ attitudes towards listening to conversations with subtitles?
Scope of the study
This study aimed to enhance students' listening skills by focusing on key areas such as identifying main information, recognizing keywords, retaining them in short-term memory, and comprehending phrases or sentences for effective communication It emphasized the importance of distinguishing English sounds and understanding stress and intonation patterns through listening to conversations accompanied by linguistic and technical subtitles.
Method of the study
To fulfill the study's objectives, action research was implemented, involving the design and delivery of eight lesson plans These lessons were conducted with a group of 32 non-major English students at a university in Hai Duong province.
4 researcher find out how to improve listening skills through listening to conversations with subtitles by a quantitative method The students did the pre
The researcher conducted a study to assess students' attitudes towards listening to conversations with subtitles, utilizing a survey and interviews to gather data A pre-test and post-test were administered to evaluate the impact of subtitles on improving students' listening skills The results were analyzed by comparing post-test scores with pre-test scores, providing insights into the effectiveness of using English conversations with subtitles for enhancing listening abilities Data collection and analysis were performed both quantitatively and qualitatively to derive comprehensive results.
Significance of the study
This study aims to enhance students' listening skills by exploring the impact of watching English conversations with subtitles By focusing on effective listening strategies, the research seeks to deepen students' understanding and improve their overall ability to comprehend spoken English.
Structure of the thesis
The thesis consists of mainly five chapters:
- Chapter I is introduction, presents the rationale, the aims and objectives, the scope, the methods, the significance and the structure of the thesis;
- Chapter II is the literature review with the main key theories “the definition of listening, the importance of listening, definition of subtitles,
5 types of subtitles, advantages and disadvantages of listening to conversations with subtitles and the effects, previous studies
- Chapter III is the methodology This chapter introduces research approach - action research, research setting, participants, data collection instrument and data collection procedures;
- Chapter IV is the study, findings and discussion;
- Chapter V is the conclusion that provides summary of the study, recommendations for listening to conversations with subtitles effectively and limitation of the study
LITERATURE REVIEW
Overview of listening skill
Listening is the skill that students will be judged most in real life situations It is an important part of everyday interaction
Listening, as defined by Howatt and Dakin (1974), is the ability to recognize and comprehend spoken language, which includes understanding accents, pronunciation, grammar, vocabulary, and the overall meaning This skill requires the listener to perform these tasks simultaneously Additionally, Thomlison (1984) expands on this concept by introducing "active listening," which goes beyond mere comprehension to encompass empathetic understanding of the speaker's message.
In the view of Ronald and Roskelly (1985), listening as a lively process It requires an equivalent skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand; and
7 these authors present specific exercises to make student active listeners who are aware of the “inner voice” one hears when writing
Listening is a multifaceted skill that goes beyond simply hearing sounds; it involves the comprehension of meaningful words, phrases, sentences, and connected discourse, as defined by Oxford (1993) This intricate process requires problem-solving abilities to fully grasp the intended messages.
A noticeable definition given by Rost (1990) is that “Listening is one of the fundamental language abilities that allow users of language getting not only information but also instruction”
Listening comprehension is an active process where individuals construct meaning from a continuous flow of sounds, utilizing their knowledge of the language's phonological, semantic, and syntactic features (Rivers & Temperley, 1978).
Another definition of listening was offered by Saricoban (1999):
“Listening is more than merely hearing words It is a process in which students receive, construct meaning from and respond to spoken or nonverbal messages”
In general, listening is a dynamic and conscious mental activity in which learners construct understanding by using clues from the contextual information or the previous cognition
2.1.2 The importance of listening skill
Listening is a crucial component of effective communication in everyday life According to Guo and Wills (2006), it serves as the primary means through which individuals acquire a significant portion of their education, information, and understanding of the world and human interactions, as well as their ideals and values.
According to Mendelson (1994: 9) “of the total time spent on communicating, listening takes up 40 - 50 %; speaking 25 - 30 %; reading 11-
Listening is essential in language learning, as highlighted by Peterson (2001: 87), who notes that spoken language is the most easily processed form of input Through listening, learners gain insight into the intricacies of language systems, laying the groundwork for developing fluent speaking and writing skills This underscores the vital role of listening in both everyday life and educational environments.
According to Anderson and Lynch (2003), we often realize the complexity of listening only when faced with unfamiliar environments, such as trying to take notes in a language we don't fully grasp Many believe that the ability to write and speak in a second language equates to proficiency; however, without strong listening skills, effective communication remains unattainable Listening is fundamental to language learning, with over 50% of students' time in a foreign language dedicated to this skill (Nunan, 1998) Rost (1994) emphasizes the critical role of listening in the language classroom, highlighting its significance in overall language acquisition.
1 Listening is significant within the language classroom because it provides input for the learner Without understanding input at the proper level, any learning simply cannot begin
2 Speech provides a way of interaction for the learner Because learners must interact to achieve understanding Access to speakers of the language is essential Moreover, learners’ failure to know the language they hear is an impetus, not an obstacle, to interaction and learning
3 Authentic speech presents a challenge for the learner to know language as native speakers actually use it
4 Listening exercises provide teachers with a means for drawing learners’ attention to new forms (vocabulary, grammar, new interaction patterns) in the language (p 141-142)
Listening plays a vital role in both lifestyle and academic contexts, as it is essential for effective communication According to Anderson and Lynch (2003), listening skills are as important as speaking skills, as successful face-to-face communication relies on the development of both Additionally, listening is crucial for learning, enabling students to receive information and gain valuable insights (Wallace, Stariha & Walberg, 2004).
Overview of listening to conversations with subtitles
On-screen text can be presented in several formats, including subtitles, reversed subtitles, and captions, as noted by Sydorenko (2010) While Jacob B Scheffer (2014) points out that "captions" and "subtitles" are often used interchangeably, captioning was originally developed to assist individuals with hearing impairments by providing equivalent language text that appears on the screen simultaneously with the audio (Price, 1983).
Subtitles, as described by Livingstone (2013), consist of text displayed on screen in the viewer's native language (L1) that aligns with the spoken audio in a second language (L2) This allows for paraphrasing the on-screen text to better match the visual context In contrast, Danna (2004) defines captions as a distinct form of text presentation.
10 teletext subtitles in Europe, with subtitles in the same language as the sound track” (p.68)
Therefore, in this study, I just focus on subtitles as captions with L2 sound and L2 text (both in English) In other words, the term “subtitles” and
“captions” are used alternatively indicating the verbatim transcription of the original language (English) of the videos
Subtitles can be categorized into different types, with most subtitling studies emphasizing two key characteristics: linguistic and technical aspects According to Gottlieb (1997: 71-72), this classification highlights the importance of both linguistic and technical perspectives in understanding subtitles.
Subtitles can be categorized into two main types: intralingual and interlingual Intralingual subtitling occurs within the same language, which includes subtitles for local programs, as well as those designed for the deaf and hard of hearing, and for language learners In contrast, interlingual subtitling involves translating content between two different languages.
Subtitles can be categorized into two types: open and closed Open subtitles are permanently embedded in the film or television content, while closed subtitles can be added voluntarily to teletext and satellite channels, allowing for multiple subtitled versions across different frequencies According to Gottlieb, all film subtitling falls under the open category, as electronic subtitling is primarily restricted to television and video formats.
Ivarsson (1992: 35) differentiates between multilingual subtitling and teletext subtitling Multilingual subtitling is utilized in cinema and television, featuring translations in multiple languages, commonly seen in bilingual regions In contrast, teletext subtitling is specifically designed for television viewers who are hard of hearing.
Reduced subtitling, akin to teletext, is commonly used for news and live events like sports broadcasts, as well as for translating opera, theater performances, and conferences Ivarsson notes that these titles are presented on a specialized screen, emphasizing the technical aspects of subtitling rather than the linguistic elements.
Luyken (1991: 40), too, distinguishes between traditional subtitling and simultaneous subtitling The traditional subtitling has three subgroups of subtitling in complete, reduced or bilingual sentences
Linde (1999: 2) basically distinguishes between interlingual subtitling and intralingual subtitling for the hard of hearing and television, given that intralingual subtitling is, according to the author, non-existent in cinema
Díaz Cintas (2001: 24) classifies subtitles into various categories, including traditional and simultaneous subtitling, as well as bilingual, intralinguistic (designed for the hard of hearing, language learners, and karaoke), and interlinguistic subtitles Additionally, he distinguishes between open and closed subtitles.
In summary, subtitles can be categorized in various ways without strict parameters Following Gottlieb's proposal, we can classify them into two main groups: technical and linguistic Additionally, some parameters overlap between these groups, and we include all relevant parameters in each category for a comprehensive understanding.
2.2.3 Advantages and disadvantages of listening to conversations with subtitles
In the 1980s, the use of captioning and subtitles in foreign language classrooms emerged as an effective method to boost learner engagement, alleviate anxiety, and improve comprehension of auditory material.
12 and increase motivation (Burger, 1989; Froehlich, 1988; Grimmer, 1992; Vanderplank, 1988) Recently, numerous researchers studied benefits of captions or subtitles on improving listening skills (Baltova, 1999; Danna, 1992, 2004; Garza, 1991; Markham 1993, 1999; Neuman & Koskimen, 1992)
Listening to English conversations with subtitles offers numerous benefits for college students Firstly, it enhances their interest and motivation in developing listening skills, as they engage more actively in classroom activities related to real-world topics Secondly, subtitles aid in vocabulary acquisition by allowing students to see and hear new words in context Additionally, they improve listening comprehension, especially when speakers talk quickly, making it easier for students to grasp the content Furthermore, students can enhance their speaking skills by noting new vocabulary and phrases, which become more memorable for practical use in conversations Finally, subtitles also assist in improving pronunciation, as students can imitate the correct sounds after hearing them in context.
Listening to English conversations with subtitles can have drawbacks, particularly for beginners who are just starting to learn the language At this low level, their listening skills may not be sufficiently developed, making it challenging to fully benefit from the experience.
Many secondary and high school students struggle with listening comprehension due to a limited vocabulary, making it difficult for them to engage with and understand conversations effectively Additionally, the challenge of simultaneously listening and reading subtitles can hinder their learning experience As a result, students often feel disengaged and uninterested in developing their listening skills Furthermore, the presence of slang, idioms, and unfamiliar vocabulary in conversations creates additional obstacles to comprehension, leaving students feeling neglected and bored in their learning journey.
It makes the listeners misunderstand the meaning of the words or word phrases in any important context
2.2.4 The effects of listening to conversations with subtitles
In general, listening to conversations with subtitles has more positive effects rather than negative ones The research can both positive and negative effects
First, there are some positive effects of listening to conversations with subtitles in the classroom:
- help memorize patterns making learning easier;
- develop other communication skills as speaking and reading
Second, there are some potential problems with listening to conversations with subtitles:
- be very fast for learners;
- contains slangs or ungrammatical sentences (don´t…);
- has difficult vocabulary that even upper intermediate students will not understand
Subtitles play a crucial role in enhancing second language acquisition in classrooms, particularly for English language learners By incorporating videos with subtitles that match the spoken dialogue, learners can significantly boost their comprehension skills.
Research indicates that using subtitles can significantly enhance language skills, particularly in vocabulary development and listening and speaking abilities This discussion focuses on the effectiveness of subtitles in improving listening skills during language learning.
METHODOLOGY
Research approach: Action research
Action research is a systematic approach for educators to analyze and improve their teaching practices by studying real classroom situations (Hensen, 1996; McTaggart, 1997; Schmuck, 1997) It allows teachers to explore challenges and develop actionable solutions (Dinkelman, 1997; McNiff, Lomax, & Whitehead, 1996) As defined by Stephen Corey, action research involves teachers scientifically investigating their own issues to evaluate and refine their methods This preplanned and organized inquiry can be shared with peers (Foshy, 1998; Tomlinson, 1995) Tsui (1993) highlights that action research is an effective tool for teachers to reflect on their practices and identify strategies for improvement.
The action research process consists of five key steps: first, identify a specific issue or area of exploration; second, determine the type of data to be collected, the methods for collection, and the frequency of collection; third, gather and analyze the data; fourth, outline how the findings can be utilized and applied, allowing teachers to develop an action plan based on these insights; and finally, share the findings and action plan with others.
Define question, problem, area of interest
Review the literature Plan data collection
Share findings and plan of action Collect and analyze data
Figure 1 Steps of action research process
In summary, action research is a scientific approach conducted by teachers and educators to address practical classroom challenges It emphasizes the interactions and behaviors of both students and teachers, making it a valuable and applicable tool for educators.
Research setting
Non-major English students are expected to achieve fluency in the English language, engaging in a curriculum that spans three semesters, encompassing three subjects, each worth three credits These courses are designed to enhance English proficiency in real-life contexts while focusing on the development of four essential communication skills Given that students come from diverse backgrounds and possess varying levels of English proficiency, teaching listening skills presents significant challenges It often requires considerable time to help students effectively understand conversations and texts To address these difficulties, students should improve their listening skills by engaging with English conversations accompanied by subtitles.
Participants
The survey involved 32 non-major English students from a university in Hai Duong, aged 19 to 25, comprising 18 males and 14 females All participants had successfully passed a rigorous university entrance examination and had a minimum of seven years of English education, starting from primary through secondary and high school However, they reported facing significant challenges in developing their listening skills, as this aspect of language learning was seldom emphasized in their previous education.
Data collection instruments
The author utilized a mixed-methods approach for data collection in the research, incorporating both quantitative and qualitative methodologies This included the use of videos, comprehension tests (pre-test and post-test), survey questionnaires, and student interviews These diverse instruments were strategically employed to gather comprehensive data for the study.
The comprehension test was conducted as both a pre-test and post-test to assess the improvement in listening skills among students These tests, based on videos created by the teacher, evaluated the students' understanding of the content The post-test scores will be compared to the pre-test scores of students at the same level to determine the impact of listening to conversations with subtitles on their listening abilities.
During the first week, a pre-test was administered without any special techniques to assess students' listening comprehension skills The test involved three tasks: listening to five short conversations without subtitles, determining the accuracy of statements as true or false, and completing conversations by filling in the blanks The total score for the test was 10 marks, and the duration was set at 20 minutes (see Appendix 1, page I).
After eight weeks, a post-test was administered using the same design as the pre-test, lasting 20 minutes The purpose of this test was to evaluate the extent of student learning and knowledge acquisition throughout the process (see Appendix 2, page IV).
A survey was conducted among 32 non-major English students, utilizing a questionnaire divided into two sections comprising nine questions The first part collected personal information, while the second part aimed to explore the students' attitudes towards using subtitles during listening activities to enhance their listening skills.
- major English students (see Appendix 3, page VII)
The researcher conducted interviews with five non-major English students to explore their attitudes toward using subtitles while listening to conversations to enhance their listening skills Each student was asked nine questions (refer to Appendix 5, page XIII) The collected data from these interviews were either recorded or noted and subsequently transcribed for analysis in the study.
Data collection procedures
Over a 10-week period, the teacher developed a syllabus and lesson plans, beginning with the identification of the study's problem and administering a pre-test to students From weeks two to nine, structured lesson plans facilitated classroom instruction, where students received an overview of the action research Each lesson included pre-listening activities to elicit relevant vocabulary and structures, engaging students in assignments During the first listening exercise, students listened to conversations without subtitles and subsequently completed tasks, followed by additional listening with subtitles for clarity Collaborative group or pair discussions helped verify correct answers This learning approach was repeated with various videos throughout the eight weeks In the final week, a post-test assessed students' listening comprehension, and a survey was conducted to gather data To ensure clarity, the researcher provided questionnaire questions in both Vietnamese and English, guiding students through the completion process The entire study procedure is summarized in Table 1.
Table 1 The procedure of the syllabus
1 Pre - test and introduction about listening to conversations with subtitle
+ examine students’ listening comprehension abilities;
+ be aware of important listening skills
2 Lesson plan implementation with conversation 1 - How was your vacation?
+ hear & get information + guess & understand meaning of key words + recap key facts + retain chunks of language in short - term memory
+ discriminate among the sound of English
+ recognize stress and intonation patterns
3 Lesson plan implementation with conversation 2 - What kind of food do you like?
4 Lesson plan implementation with conversation 3 - What do you want to do after graduating?
5 Lesson plan implementation with conversation 4 - Planning a trip
6 Lesson plan implementation with conversation 5 - Hobbies
7 Lesson plan implementation with conversation 6 - Shopping
8 Lesson plan implementation with conversation 7 - Why do you have headache?
9 Lesson plan implementation with conversation 8 - At the travel agent
+ examine students’ listening comprehension abilities after 8 practiced weeks;
+ investigate the students’ attitudes towards listening to conversations with subtitles;
+ find out the extent to which listening to
English conversations with subtitles improved the non - major English students’ listening skills The data was collected through the survey questionnaires and interviews for students
The researcher conducted a questionnaire, beginning with a brief introduction and requesting assistance from students Throughout the process, the researcher clarified any confusion regarding the questions After 30 minutes, all responses were successfully collected.
- Interviews: the researcher asked some students to answer some questions in the short breaks Like teachers, the researcher also recorded during the time of the interview
Data analytical framework
The study employed a mixed-methods approach, integrating both quantitative and qualitative methods for data analysis The quantitative component involved comprehension tests and questionnaires, while the qualitative aspect consisted of student interviews Pre-tests and post-tests were utilized to address the first research question, whereas the second research question was explored through questionnaires and interviews.
FINDINGS AND DISCUSSION
Findings
4.1.1 The improvement of the students’ listening skills after the intervention
After the students did the two tests at the beginning and at the end of the course, the results were shown in table 2
Table 2 The score of pre - test and post - test of 32 students
Score Pre - test Post - test Pre - test Post - test
To address the initial research question, the pre-test and post-test scores for listening were analyzed using a paired-samples T-Test in SPSS (Statistical Package for the Social Sciences), with the results presented in the tables below.
Table 3 Descriptive paired samples statistics for 32 non - major English students on the Pre - Test & Post - Test
Mean N Std Deviation Std Error Mean Pair 1
Score on the Pre Test 4.81 32 2.023 358 Score on the Post Test 7.84 32 1.298 229
Pair 1 Score on the Pre Test & Score on the Post Test 32 406 021
Table 5 The result of paired sample test
95% Confidence Interval of the Difference Lower Upper
The statistical analysis revealed a significant difference in the mean scores of the study samples between the listening pre-test and post-test Specifically, the average score in the pre-test was 4.81, while the post-test average rose to 7.84, indicating notable improvement in listening performance Additionally, the results showed a significance level of 0.000 (p < 0.05) and a T-value that confirmed this significance at the 0.05 level.
Figure 3 The comparison result between the pre - test and the post - test
The data illustrated in Chart 1 reveals that none of the 32 students achieved a mark of 9 in the pre-test, whereas 12 students, representing 37.5%, scored 9 in the post-test This significant improvement highlights the progress made by the students.
28 progress with listening comprehension skills because 25 % of the students got
In the pre-test, only one student (3.1%) received a low score, while no students scored 0 in the post-test Additionally, the number of students achieving scores of 7 and 8 in the post-test significantly increased to 25% and 28.1%, respectively, compared to only 18.8% and 6.3% in the pre-test.
In the post-test, 7 students (21.9%) achieved a score of 6, reflecting a decrease of 6.3% compared to the pre-test Additionally, there were students who scored 2, 4, and 5 in the pre-test, at rates of 6.3%, 12.5%, and 6.3%, respectively; however, no students received these lower scores in the post-test This indicates a notable improvement in students' performance, as evidenced by their enhanced scores after engaging in listening exercises that involved English conversations with subtitles.
4.1.2 The students’ attitudes towards listening to conversations with subtitles
According to the questionnaires, all students agreed that learners should initially listen to English conversations without subtitles Among the respondents, 84.4% preferred conversation lengths of 5 to 10 minutes, while 15.6% opted for 10 to 15 minutes, with no students selecting 15 to 20 minutes Additionally, 98% of students felt that a pace of 99 words per minute was suitable for their listening skills, allowing them to clearly hear and understand key information However, 2% reported difficulties in hearing Regarding the difficulty of conversation content, 46.9% found it difficult, 28.1% very difficult, 15.6% normal, and 9.4% easy.
A significant percentage of students (93.8%) agreed that vocabulary should be taught before listening activities, with most preferring videos to be played twice (93.8%) or three times (6.3%), as no one opted for a single playback due to difficulty in processing information quickly After listening, the majority of students preferred group work (68.8%), followed by pairs (25%) and individual tasks (6.2%) The optimal post-listening discussion duration for checking answers is 3-5 minutes, as indicated by 86.6% of students, while some suggested 2-3 minutes (28.1%) or 7 minutes (6.3%) All students agreed that watching conversations with subtitles aids in developing listening skills, although some felt it could be distracting The results are summarized in the table provided, with a scale ranging from strongly disagree (1) to strongly agree (5).
Table 6 The students’ attitudes towards listening to conversations with subtitles after the intervention
Through listening to conversations with subtitles, I can
I can get the main ideas of the conversations
I can reduce anxiety in listening process
I can keep my interest and motivation in learning listening skills
I can remember key words of the conversations
I can understand sentences and frequently used expressions related to
30 areas of most immediate relevance
(e.g very basic personal and family information, shopping, local geography, employment, vacation)
I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters
I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g very basic personal and family information, shopping, local geography, employment, vacation)
I can understand phrases and expressions related to areas of most immediate priority (e.g very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated
I can catch key words of the conversations in short, clear and simple
Besides, listening to conversations with subtitles distracts that
I cannot sometimes concentrate on both hearing sounds and watching subtitles at the same time
Slangs made me misunderstand about content of the conversations
From the interviews, the students gave their opinions towards listening to conversations with subtitles in the following questions:
Question 1: Would you like to listen to conversations with subtitles or without subtitles at the first time listening? Why?
Students unanimously agree that listening to conversations without subtitles is the most effective method for initial comprehension This approach enhances their ability to focus on auditory input, encourages them to infer word meanings, and fosters the development of various listening skills Conversely, using subtitles during the first listening can divert attention, causing them to concentrate more on reading than on truly listening.
Question 2: Do you think 5 - 10 minutes long conversation is suitable for your listening ability?
Most students believe that listening for 5 to 10 minutes is ideal for enhancing their listening abilities, making the process more engaging and effectively improving their language skills Additionally, some students prefer listening to conversations for 10 to 15 minutes to further develop their advanced listening skills.
Question 3: Do you think that 99 words in 1 minute is suitable for your listening ability?
In question 3, students expressed mixed feelings about the pace of conversations, with some stating that 99 words per minute exceeded their listening abilities, making it challenging due to limited vocabulary and pronunciation difficulties Conversely, another student found the speed manageable, describing it as slow and easy to comprehend.
Question 4: Do you think that it was necessary for the teacher to teach your vocabulary related to the topic in the pre - listening? Why?
For this question, all students gave answers with “yes” Because vocabulary helps them to understand about back ground information of the conversations clearly, get main ideas quickly and exactly
Question 5: Do you think that listening twice to the conversations is adequate for your listening?
All students said that they need to hear conversations twice or three times Because it is not easy to hear exactly information once
Question 6: Which learning mode do you prefer to work in groups or work in pairs, work in individuals in post - listening discussion?
Students believe that group work is the most effective method for discussion following listening activities, as it allows for quicker and more accurate responses compared to individual efforts.
Question 7: Do you think that 3-5 minutes is enough for your post - listening discussion?
In the question, the students said that 3 - 5 minutes is the most suitable to discuss interestingly and effectively It encourages their listening motivation
Question 8: What do you like most about listening to conversations with subtitles?
Students find that listening to conversations with subtitles significantly enhances their listening skills This technique offers various benefits, including helping them grasp main ideas, alleviating anxiety, maintaining interest and motivation, improving pronunciation, and identifying key words Among these advantages, students particularly appreciate the ability to catch key words and reduce anxiety, as subtitles provide essential cues that aid in understanding the main content of conversations accurately.
Question 9: What do you dislike about listening to conversations with subtitles?
Students expressed that slang is often disliked in conversations with subtitles, as it can lead to misunderstandings of the content in different contexts.
Discussion
This chapter outlines the study's findings and discussion, addressing the two initial research questions It explored the enhancement of listening skills through the use of subtitles during conversations and assessed students' attitudes following the intervention Overall, the results indicated that listening to conversations with subtitles significantly improved students' listening abilities.
34 subtitles is a useful method in improving listening skills It has both beneficial effects and distracting ones
The study revealed a significant enhancement in students' listening comprehension following the intervention, as evidenced by improved post-test scores ranging from 4.81 to 7.84 points compared to pre-test results This remarkable progress indicates the effectiveness of the technique in developing listening skills It enables students to grasp main ideas, understand phrases and sentences in clearly articulated conversations, and improve their pronunciation, stress, and intonation recognition Additionally, students can better discriminate between similar sounds, retain vocabulary in short-term memory, and identify key words Ultimately, this improvement allows students to engage in simple communication and routine tasks that require straightforward exchanges of information on familiar topics.
Students reported positive attitudes towards listening to conversations with subtitles, recognizing its benefits in enhancing their listening skills They emphasized the importance of pre-listening activities, such as learning vocabulary related to the conversation, to help them distinguish English sound pairs, recognize stress, and accurately gather information During the while-listening phase, they preferred initially listening to conversations without subtitles to improve their focus on audio rather than reading However, they noted occasional distractions from multitasking with images, sounds, and subtitles For subsequent listening sessions, they found it helpful to use subtitles to verify their answers.
In a classroom setting, students engaged in 35 group or pair discussions lasting 3 to 5 minutes, with occasional individual work Their focus on conversation length, speed, and speaker volume highlighted critical factors influencing their listening skills.
In summary, utilizing conversations with subtitles is an effective technique for enhancing listening skills, which also benefits speaking and reading abilities The more students engage with this method, the more they improve their learning outcomes By incorporating English conversations with subtitles, students can achieve significant progress in their language skills and excel in communication.
Summary
In Chapter IV, the researcher presents the findings addressing two key research questions introduced earlier Firstly, the study reveals significant improvement in students' listening skills following the intervention, with nearly all participants acknowledging that listening to conversations with subtitles is an effective method for enhancing these skills This approach has proven to be instrumental in their success, as highlighted by the positive differences observed between pre-test and post-test results Secondly, the researcher explores students' attitudes towards the use of subtitles in listening exercises through questionnaires and interviews, providing valuable insights into their learning experiences.
CONCLUSION
Summary of the study
Improving listening skills through conversations with subtitles has been proven effective for non-major English students, as shown in a 10-week action research study conducted at a university in Hai Duong The study found that students' attitudes towards this method were overwhelmingly positive, with 8 weeks of practice affirming its usefulness in enriching vocabulary, increasing interest and motivation, improving pronunciation, developing short-term memory, and enhancing comprehension By incorporating suitable teaching strategies, such as eliciting new words and selecting conversations tailored to students' abilities, teachers can maximize the benefits of this method Additionally, students can improve their listening skills by focusing on vocabulary building, correct pronunciation, and developing strategies for guessing word meanings and selecting relevant materials.
Recommendations for listening to conversations with subtitles effectively
To learn communication skills well, you should learn four skills
Effective language learning integrates listening, speaking, reading, and writing, yet many students struggle with listening skills This difficulty often arises from an overemphasis on grammar and reading or writing, leading to neglect of listening practice To enhance listening skills, students can apply specific strategies, such as engaging with conversations that include subtitles The following recommendations aim to assist both teachers and students in improving their listening abilities for better overall language acquisition.
5.2.1 Some recommendations for teachers in teaching listening skills
Teachers play a crucial role in effectively teaching the English language by guiding students in effective learning strategies Research highlights several recommendations aimed at helping educators enhance their instruction of listening skills.
Firstly, reading subtitles appeared on the screen by the students has a great impact on listening to English conversation with subtitles As Garza
Subtitles enhance comprehension by bridging the gap between listening and reading skills (1991, cited in Dana, 2004) To prevent overwhelming students with simultaneous auditory, visual, and textual information, teachers should introduce new vocabulary and grammatical structures during the pre-listening phase.
Teachers should instruct students on effective note-taking techniques while they listen to and watch videos, encouraging them to observe the speakers' gestures, expressions, pronunciation, and intonation to infer the meanings of words and phrases.
Research by Vanderplank (1990), Hemandez (2005), and Sueyoshi & Hardison (2005) highlights the positive impact of specific factors on students' listening comprehension Consequently, it is essential for educators to equip students with effective listening strategies prior to engaging with English conversations that include subtitles.
Students recommend that teachers initiate conversations without subtitles during the first listening session, allowing them to engage in listening comprehension tasks After completing these tasks, teachers should replay the conversation with subtitles, enabling students to verify their understanding This approach presents challenges that ultimately foster improvement in students' listening skills for future learning.
To engage students and enhance their motivation in developing listening skills, teachers should select appropriate conversations that include subtitles, considering factors such as length, content, speaker speed, and students' proficiency levels The chosen materials must strike a balance, ensuring they are neither too easy nor too challenging, to foster confidence and interest in listening practice.
5.2.2 Some recommendations for students in learning listening skills
Pronunciation is crucial for effective communication in English, as incorrect pronunciation can lead to misunderstandings and negative impressions among listeners This can result in failed conversations where parties struggle to understand each other Many English words sound alike but have different meanings, such as "shit" and "sheet," "dessert" and "desert," or "find" and "fine." Proper pronunciation is essential to convey the intended message clearly.
Students must focus on correct pronunciation, grammar, and vocabulary to enhance their communication skills Accurate pronunciation enables better understanding of spoken language, serving as a crucial element for successful conversations.
To improve pronunciation, students should adopt several effective strategies Daily practice of word pronunciation is essential, as it fosters awareness of its importance through the principle of “little but often.” Additionally, repetitive drilling is a highly effective method for mastering pronunciation Joining English clubs can further enhance students' pronunciation skills by providing practical speaking opportunities Lastly, utilizing a reliable resource like the Longman Dictionary of Contemporary English can aid in their learning journey.
Longman Advanced American dictionary and so on to spell words in the international phonetic or learn how to stress Understanding how to pronounce may help students to listen better
Effective communication hinges on vocabulary, as it forms the foundation of understanding Students must build a robust vocabulary to express their ideas clearly While grammar is important, readers and listeners often prioritize content over grammatical accuracy Without sufficient vocabulary, even students with strong grammar skills may struggle to convey their intended messages As David Wilkins emphasized, vocabulary is crucial for effective communication.
“While without grammar little can be conveyed, without vocabulary nothing can be conveyed” Thus, vocabulary is necessary to develop communication skills successfully
To enhance vocabulary comprehension, students should adopt effective learning strategies First, fostering interest and motivation in vocabulary acquisition is essential, allowing students to learn anytime and anywhere Second, it's crucial for students to engage with vocabulary that matches their proficiency level, practicing patience in daily learning Additionally, regular reading of books, newspapers, and online content can significantly improve vocabulary Learning words by grouping them into themes, along with understanding synonyms and antonyms, aids in long-term retention Moreover, students can expand their vocabulary by watching films, news, and engaging with images and games Finally, maintaining a notebook to record new words and phrases for review can further solidify their learning.
41 every day and choose a good dictionary to check meaning of words exactly They may be supported in learning listening skill better
Most people struggle to fully comprehend conversations, often relying on context, tone, gestures, and expressions to infer meaning To enhance listening skills, students should focus on quickly identifying key elements such as rules, objects, time, figures, events, and locations within dialogues, fostering their engagement and interest in the material.
5.2.2.4 Selecting sources and listening to conversations with subtitles regularly
Students can effectively enhance their English listening skills through various accessible resources, including YouTube, BBC Learning English, English123.com, and Elight Learning English These platforms offer diverse materials tailored to improve comprehension and fluency.
Practicing English listening skills for just 20 minutes daily with subtitles can significantly enhance communication abilities Consistent practice fosters good habits, boosting students' confidence when interacting with foreigners and improving their comprehension of spoken English This method emphasizes the importance of continuous practice for successful language acquisition.
In short, the researcher gives some recommendations to increase the effectiveness of listening skills through listening to conversation with subtitles by using the strategies outlined above.
Limitations of the study and suggestions for further study
The study has obtained some noticeable results in the use of listening to conversations with subtitles in learning listening skills for non - major
42 students at a university in Hai Duong province However, limitations are inevitable
Due to time constraints and limited knowledge, this study cannot encompass all the effects of listening to conversations with subtitles across four language skills and elements Future research will specifically examine the impact of using subtitles on enhancing reading, writing, and speaking skills.
Obviously, there are mistakes that are unavoidable, all comments and remarks on this research will be highly appreciated
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Part 1: You will hear five short conversations You will hear each conversation twice This is one question for each conversation For each question, choose the right answer by circling A, B or C (5 points)
Part 2: Listen short conversation carefully and decide the following sentences are True or False (2 points).
1 The woman has one brother and one sister
2 Woman’s sister isn’t older than her
3 Woman’s mother died many years ago
5 The man had a girlfriend for many years They are very happy
Part 3: You will hear a telephone conversation A girl wants to speak to Martin, but he is not there Listen and complete each question 1 - 5 You will hear the conversation twice (3 points)
Part 1: You will hear five short conversations You will hear each conversation twice This is one question for each conversation For each question, choose the right answer by circling A, B or C (5 points)
Part 2: Listen short conversation carefully and decide True or False in the following sentences (2 points)
1 The man has been to Japan when he was 9 years old
3 In Mexico, it was great and the beaches were nice
4 When he was 8 years old, he lived in London for years
5 His mother worked in Thailand
Part 3: You will hear Kate and Jeremy talking about a party Listen and complete each question 1 - 5 You will hear the conversation twice (3 points)
Kate will be: 17 years old Day: (1) ………
This survey is designed to collect data for my research named
This action research project focuses on enhancing the listening skills of non-major English students by utilizing conversations with subtitles at a university in Hai Duong province Your participation in the survey is greatly valued, and rest assured that all collected data will be used exclusively for research purposes.
Thank you for your cooperation!
Please complete the following blanks
How long have you been learning English? …………
Please put a tick () in the appropriate column
1 Would you like to listen to conversations with subtitles or without subtitles at the first time listening?
2 How long should a conversation be?
3 Do you think that 99 words in 1 minute is suitable for your listening ability?
4 How is the content of conversation?
5 Do you think that it was necessary for the teacher to teach your vocabulary related to the topic in the pre - listening?
6 How many times would you like to listen to a conversation?
Once time Two times Three times
7 Which learning mode do you prefer in post - listening discussion?
Work in Individuals Work in pairs Work in groups
8 How long is the post - listening discussion time?
9 What do you think about listening to conversations with subtitles? Please tick () in the appropriate column (Strongly disagree = 1; Disagree 2; No opinion = 3; Agree = 4; Strongly agree = 5)
Through listening to conversations with subtitles, I can
I can get the main ideas of the conversations
I can reduce anxiety in listening process
I can keep my interest and motivation in learning listening skills
I can remember key words of the conversations
I can understand sentences and frequently used expressions related to areas of most immediate relevance
(e.g very basic personal and family information, shopping, local
I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters
I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g very basic personal and family information, shopping, local geography, employment, vacation)
I can understand phrases and expressions related to areas of most immediate priority (e.g very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated
I can catch key words of the conversations in short, clear and simple
Besides, listening to conversations with subtitles distracts that
I cannot concentrate on both hearing sounds and watching subtitles at the same time
Slangs are made me misunderstand about content of the conversations
APPENDIX 4 CÂU HỎI KHẢO SÁT SAU KHI CAN THIỆP
Khảo sát này nhằm thu thập dữ liệu cho nghiên cứu mang tên “Cải thiện kỹ năng nghe cho sinh viên không chuyên ngữ thông qua nghe đàm thoại có phụ đề: Một hành động nghiên cứu tại một trường đại học ở tỉnh Hải Dương” Sự hợp tác của bạn rất quan trọng để hoàn thiện khảo sát này, và xin bạn yên tâm rằng dữ liệu thu thập sẽ chỉ được sử dụng cho mục đích nghiên cứu.
Cảm ơn sự hợp tác của bạn!
Xin hãy điền vào các thông tin dưới đây
Bạn đã từng học tiếng Anh trong bao lâu? …………
Xin hãy đánh dấu () vào ô bạn lựa chọn
1 Bạn muốn nghe đàm thoại có phụ đề hay không có phụ đề ở lần nghe đầu tiên?
Có phụ đề Không có phụ đề
2 Một cuộc đàm thoại nên kéo dài trong bao lâu?
3 Bạn có nghĩ rằng 99 từ trong 1 phút là phù hợp với khả năng nghe của bạn?
Có phù hợp Không phù hợp
4 Nội dung của các cuộc đàm thoại như thế nào?
5 Bạn có nghĩ rằng giáo viên cần phải dạy từ vựng liên quan đến chủ đề trước khi nghe không?
6 Bạn muốn nghe đàm thoại mấy lần?
Một lần Hai lần Ba lần
7 Bạn thích hình thức thảo luận nào sau khi nghe xong?
Theo cá nhân Theo cặp Theo nhóm
8 Thời gian thảo luận sau khi nghe trong bao lâu?
9 Bạn nghĩ gì về nghe đàm thoại có phụ đề? Xin hãy đánh dấu () vào ô bạn lựa chọn (Hoàn toàn không đồng ý = 1; Không đồng ý = 2; Không có ý kiến = 3; Đồng ý = 4; Hoàn toàn đồng ý = 5)
Thông qua nghe đàm thoại có phụ đề, tôi có thể ………
Tôi có thể nhận được ý chính của các cuộc đàm thoại
Tôi có thể giảm được sự lo lắng trong quá trình nghe
Tôi có thể duy trì được sự thích thú và động lực học kỹ năng nghe
Tôi có thể nhớ được những từ khóa trong các cuộc đàm thoại
Tôi có thể hiểu các câu và cách diễn đạt liên quan đến thông tin cá nhân, gia đình, mua sắm, vị trí địa lý, việc làm và kỳ nghỉ.
Tôi có thể giao tiếp được các công việc đơn giản và thường ngày; trao đôi các thông thông tin đơn giản, liên quan đến cuộc sống hàng ngày
Tôi có khả năng hiểu các cụm từ và từ vựng liên quan đến thông tin cá nhân, gia đình, mua sắm, vị trí địa lý, việc làm và kỳ nghỉ với tần suất cao nhất.
Tôi có khả năng hiểu các cụm từ và cách diễn đạt liên quan đến thông tin cá nhân, gia đình, mua sắm, địa lý, việc làm và kỳ nghỉ trong các bài nghe rõ ràng và chậm rãi.
Tôi có thể nắm bắt được những từ khóa trong các cuộc đàm thoại ngắn gọn, rõ ràng và đơn giản
Tôi có thể cải thiện được phát âm
Bên cạnh đó, nghe đàm thoại có phụ đề ………
Tôi không thể tập trung nghe cuộc thoại và nhìn phụ đề cùng một lúc
Tiếng lóng làm tôi hiểu nhầm nội dung của các cuộc đàm thoại
APPENDIX 5 POST - INTERVENTION INTERVIEWS (PHỎNG VẤN SAU KHI CAN THIỆP)
Question 1: Would you like to listen to conversations with subtitles or without subtitles at the first time listening? Why?
(Câu hỏi số 1: Bạn muốn nghe đàm thoại có phụ đề hay không có phụ đề ở lần nghe đầu tiên? Tại sao?)
Question 2: Do you think 5 - 10 minutes long conversation is suitable for your listening ability?
(Câu hỏi số 2: Độ dài đàm thoại 5 - 10 phút có phù hợp với khả năng nghe của bạn không?)
Question 3: Do you think that 99 words in 1 minute is suitable for your listening ability?
(Câu hỏi số 3: Bạn nghĩ rằng 99 từ/ 1 phút là phù hợp với khả năng nghe của bạn không?
Question 4: Do you think that it was necessary for the teacher to teach your vocabulary related to the topic in the pre - listening?
(Câu hỏi số 4: Bạn nghĩ giáo viên có cần phải dạy từ vựng liên quan đến chủ đề trước khi nghe không?)
Question 5: Do you think that listening twice to the conversations is adequate for your listening?
(Câu hỏi số 5: Bạn nghĩ nghe đàm thoại 2 lần có đủ để nghe hiểu không?)
Question 6: Which learning mode do you prefer in post - listening discussion? (work in groups or work in pairs, work in individuals)
(Câu hỏi số 6: Hình thức thảo luận nào bạn thích sau khi nghe xong? (thảo luận theo nhóm, thảo luận theo cặp và thảo luận theo cá nhân)
Question 7: Do you think that 3 - 5 minutes is enough for your post - listening discussion?
(Câu hỏi số 7: Bạn nghĩ 3 - 5 phút có đủ để thảo luận sau khi nghe không?)
Question 8: What do you like most about listening to conversations with subtitles?
(Câu hỏi số 8: Bạn thích gì nhất về nghe đàm thoại có phụ đề?)
Question 9: What do you dislike about listening to conversations with subtitles?
(Câu hỏi số 9: Bạn không thích gì về nghe đàm thoại có phụ đề?)
Topic: How was your vacation?
The purpose of this lesson is to:
- help students to catch key words in short, clear and simple;
- get the main ideas of vacation conversation;
- understand phrases, vocabulary, sentences and expressions related to the vacation conversation;
- keep students’ interests and motivations
Teacher uses video with subtitles in listening lesson to increase students’ interest and improve listening skills
+ Do you have a holiday this summer?
+ greeting the whole class + check students’ attendance + have free talks with students
+ ask students some questions + listen & check answers
+ have free talks with teacher
+ answer the questions + listen carefully
+ Where are you going to?
+ Who are you going to there with?
+ How long will you stay there?
We are going to listen conversation “How was your vacation?”
Vocabulary vacation (n) beach (n) cheap >< expensive (a) row (v) boat (n) restaurant (n)
How long: trong bao lâu
How many/ much: số lượng bao nhiêu
At the first time listening, the teacher play video without subtitles and ask sts to do the following tasks in groups:
+ talk about the new lesson
+ elicit new words + read models + call some students to read new words louder
+ give some examples + ask students to make sentences with Wh – questions + call some students to present + check answers
& ask sts to do the task 1 in groups + ask sts to give answers
+ listen & take note on their notebooks + read these new words louder
+ listen & take note on their notebooks + do assignment
+ listen to the video & do the task 1 in groups + give their answers
True or False in the following sentences
1 The woman went to the beach with her family
2 The woman’s family stayed at a house on the beach
3 Their family went swimming and rowed the banana boat
4 The woman’s older sister doesn’t like to sit on the beach and read a book
5 They stayed three or four days
At the second time listening, the teacher play video with subtitles and check answers
At the third time listening, the teacher play
+ play video with subtitles & ask sts to check answers
+ call some sts to present
+ give correct answers + talk about the differences between the first listening time and the second listening time (1F 2T 3T 4F 5F)
There was only one sentence is right (4F) in the first listening time But all are True in the second time
+ listen to the video with subtitles & do the task 1