INTRODUCTION
Rationale
In today's globalized world, English has emerged as a dominant language, with listening skills playing a crucial role in effective communication, accounting for 40-50% of communication time (Mendelsohn, 1994) Despite its importance, listening comprehension is often neglected in English as a foreign language (EFL) programs, yet it remains essential for second language acquisition Research indicates that listening lessons not only enhance this vital skill but also provide valuable language input that supports speaking, reading, and writing abilities Furthermore, strong listening skills can broaden students' knowledge, facilitate higher education, and open up numerous job opportunities However, EFL students frequently struggle with listening comprehension due to challenges such as recognizing sounds, understanding intonation and stress, and inferring new vocabulary (Ur, 1997).
The evolution of the English language has shifted the emphasis from teachers to students, highlighting the importance of effective second language acquisition (Marco, 2011) Technological advancements have transformed education by removing learning barriers and fostering a more dynamic system The rise of digital tools, particularly the Internet and computers, has created a generation of tech-savvy learners Videos have emerged as a highly effective media tool in language teaching, with research indicating that students prefer learning through this medium (Canning, 2000).
( 2002) is that video is a rich and important source that exposes learners to a variety of voices, slangs, reduced speeches, stress, accents and dialects of native people In
Canning Wilson (2000, p.5) emphasizes that video serves as an effective teaching tool, capturing the attention of English learners while simultaneously enhancing their listening comprehension skills.
As an English teacher, the researcher recognizes the critical role of listening skills and the challenges students face in this area Many students struggle to understand spoken messages and often find it difficult to grasp key words and phrases, particularly in lengthy audio texts or those delivered at a fast pace This struggle is compounded by their reluctance to engage with traditional textbook audio materials, leading to feelings of fatigue and boredom during lessons To address these issues, the researcher has initiated a study titled “Using YouTube Videos in the Lesson to Enhance Students’ Listening Comprehension.” This approach incorporates engaging YouTube videos to not only improve students' listening skills but also to foster a greater interest in the listening process.
Aim and Objectives
The research is aimed at improving students’ listening comprehension skill through the use of videos from Youtube in listening lessons at one English center in Ha Noi
The study examined the effectiveness of YouTube videos in improving students' listening comprehension skills, while also assessing student attitudes towards using these videos for this purpose.
Research question
To achieve the aim and objectives of the research indicated above, the following research questions have to be addressed:
1 To what extent does the use of videos from YouTube improve students’ listening comprehension?
2 What are the attitudes of students towards practicing listening via YouTube videos?
Scope of the study
The researcher aimed to investigate the effectiveness of using YouTube videos to enhance academic listening comprehension skills and interests among participants targeting an intermediate level after the course This study specifically focuses on this level and does not encompass other teaching methods or students outside this range, nor does it include those studying listening skills for communication purposes.
Significance of the study
This study explores effective strategies for enhancing students' listening comprehension skills and motivating them to learn The findings serve as a valuable reference for teachers aiming to help students improve their ability to understand spoken language.
Organization of the thesis
Chapter 1 is the Introduction, including the rationale, aims, objectives, research questions, scope and the significance of the research
Chapter 2 is the Literature Review, reviewing theoretical issues associated with listening comprehension, listening strategies and its classification, the use of videos in teaching listening, its importance, relevant activities as well as previous studies on the integration of Youtube videos on teaching listening
Chapter 3 is Methodology, presenting the methodology of the study, which consists of information about the context where the research was executed, the subjects, the instrumental tools used to collect the data and the procedure of collecting the data
Chapter 4 is Data analysis and Findings, providing a thorough description of data analysis In addition, it shows the summary of the findings, followed by a discussion of the findings
Chapter 5 is Conclusions, which summarizes main issues and remarks of the research The limitations and suggestions for further research are also presented in this
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
Listening comprehension
Listening skills lack a universally accepted definition, as noted by Witkin (1990) Byrnes (1984) highlights that, despite efforts over the decades to unify listening components in literature, a comprehensive conceptualization remains elusive Listening is regarded as a "high complex problem-solving activity" (p.318) that encompasses various distinct subskills, leading to diverse interpretations among researchers Consequently, the need for further research persists to establish a cohesive understanding of listening skills.
Listening involves audio discrimination, aural grammar, and the ability to select and remember relevant information, linking sound to meaning (Morley, 1972) Additionally, it is a process of comprehending content and organizing it into lexical elements for meaning extraction (Goss, 1982).
Listening is defined as an "active process" by Purdy (1991), involving the dynamic engagement of attending, perceiving, interpreting, and remembering both verbal and nonverbal communication from others Similarly, Rubin (1995) emphasizes that listening entails selecting and demonstrating information from audio and visual cues to grasp the speaker's intended message Imhof (1998) echoes this perspective, reinforcing the concept that effective listening requires active participation in understanding communication.
Listening is an active process that involves picking up and integrating related information from audio input This process is significantly influenced by an individual's intention, highlighting the importance of personal engagement in effective listening.
Vandergrift (1999) posits that listening is an integrative process, emphasizing the necessity for students to develop essential skills that facilitate the acquisition of vocabulary and grammar structures.
In summary, listening is widely recognized as a dynamic process in which listeners actively receive and decode information to comprehend the messages being conveyed.
Listening comprehension is a crucial aspect of teaching listening skills in the English classroom For educators, understanding listening comprehension is essential to determine effective teaching strategies and content Various language methodologists have defined this term in different ways, highlighting its complexity and significance in language instruction.
Listening comprehension, as defined by Richard (1992), is the process of understanding speech in a second or foreign language Brown (1994) emphasizes that it is an interactive process where listeners engage in various activities to comprehend and respond to speakers This perspective is supported by Rost (2002) and Hamouda (2013), who highlight that listening comprehension involves learners actively constructing meaning Listeners achieve understanding by distinguishing sounds, utilizing prior knowledge, and recognizing grammatical structures, stress, and intonation This concept is further illustrated in research involving YouTube videos, where students comprehend content through auditory and visual cues, as well as their existing knowledge.
Listening is a cognitive process where auditory and visual receptors receive information in sound form, which is then filtered through short-term, working, or long-term memory (Chamot, 1995) Vandegrift (2006) supports this view, highlighting that listening comprehension involves the active selection of information.
6 up and demonstrated by listeners so that it could be understood Similarly, Nadig
(2013) indicated that listening comprehension is about gaining understanding and finding out the meanings of language, which includes acknowledging sounds in speech, figuring out individual word’s meaning, and comprehending sentences
Listening comprehension is broadly defined as the process through which listeners perceive auditory information and strive to understand the meaning behind the content they hear.
According to Nunan (1998), there are two primary teaching approaches to listening comprehension: bottom-up and top-down The bottom-up approach involves breaking down the speech stream into its smallest sound units, which are then organized into clauses and sentences, based on the premise that listeners decipher these sounds to construct meaningful utterances and texts In contrast, the top-down approach engages listeners' prior knowledge of situations and contexts, enabling them to better comprehend what they hear.
David Nunan (1999) describes the bottom-up approach to listening as a process where listeners derive meaning from the text by focusing on vocabulary, grammar, functional phrases, and sounds In contrast, the top-down approach involves listeners utilizing their prior situational or contextual knowledge to interpret the listening material (Vandergrift, 2002).
According to Peterson (1991), effective listening requires both poor and good listeners to employ two key approaches Students must leverage their prior knowledge and linguistic skills to fully understand listening texts.
In general, bottom-up and top-down approaches are equally important in the listening comprehension process
Listening strategies
Rubin (1987) characterized listening strategies as akin to learning strategies, highlighting their shared traits He emphasized that these strategies function as techniques or activities that significantly aid language learners in understanding and retaining listening input.
Learning strategies play a crucial role for language learners by serving as tools that promote self-direction and active engagement in listening According to O'Malley, Chamot, and Kupper (1989) and Vandergrift (1997), effective listening strategies involve specific steps that help learners acquire, store, retain, and utilize information efficiently.
According to O'Malley and Chamot (1990), listening strategies are categorized into three main types: cognitive, meta-cognitive, and social/affective strategies Cognitive strategies, as defined by Rubin (1981), involve the methods language learners employ to analyze, transform, and synthesize learning materials These strategies directly manipulate incoming information to enhance learning and include techniques such as imagining, rehearsing, elaborating, inferencing, summarizing, translating, transferring, deducting/inducting, grouping, and note-taking.
Metacognitive strategies are versatile tools in language learning, applicable to various tasks, unlike cognitive strategies that are limited to specific ones These strategies encompass mental activities that help learners navigate their learning processes effectively O'Malley and Chamot (1990) highlight that learners employing metacognitive strategies can concentrate on their activities while minimizing distractions Key components of these strategies include attention, planning, monitoring, and assessment.
Social and affective strategies are essential for language learners as they enhance communication and emotional regulation These strategies include seeking clarification, fostering cooperation, self-encouragement, anxiety relief, and emotional control Effective users of these strategies often collaborate, engage in self-questioning to tackle listening tasks, and maintain composure when faced with the fear of misunderstanding others.
As mentioned earlier by Rubin (1987), listening strategies are similar to language learning strategies Therefore, models for learning strategies can be used for listening
The Oxford model (1990) offers a comprehensive framework for language learning strategies, categorizing them into two main types: direct and indirect strategies, which are further divided into six subgroups: memory, cognitive, compensation, metacognitive, affective, and social strategies Direct strategies, akin to a Performer, involve actively engaging with the language through specific tasks, utilizing memory strategies to retain information, cognitive strategies to understand and produce the language, and compensation strategies to communicate despite knowledge gaps Conversely, indirect strategies resemble a Director, focusing on the overall management of learning through metacognitive strategies that coordinate the learning process, affective strategies that regulate emotions, and social strategies that encourage collaboration Together, these strategies empower language learners to take responsibility for their education, with the Director overseeing functions such as concentration, organization, and motivation to ensure effective collaboration among learners.
YouTube videos
Technology is essential in language education, providing learners with diverse online resources Its integration captivates students and enhances their focus over extended periods Research by Maness (2004) suggests that incorporating authentic videos in language classrooms significantly improves student learning outcomes.
YouTube is a popular website in the globe and it includes a vast amount of important online materials in teaching and learning language It was first launched in
2005 by three founders whose names are Chad Hurley, Steve Chen and Jawed Karim and now it has been one of the most commonly accessed websites in the world, with
YouTube, the leading free video-sharing platform, streams 100 million videos daily and has become a multi-million dollar company According to a 2008 Comscore report, 99.5 million Americans viewed 5.3 billion online videos on YouTube in October alone With no registration fees, both registered and unregistered users can easily access a vast array of content Popular channels on the platform have the potential to generate significant revenue through advertising, providing creators with lucrative opportunities while contributing to YouTube's continued growth.
In conclusion, YouTube is not just a vast repository of videos; it is also a user-friendly platform that offers easy access for all users via the Internet, computers, or any digital devices.
There are diverse types of videos on YouTube in different kinds of languages, which make it one of valuable sources for language learners
YouTube serves as a valuable educational platform, with millions of videos uploaded by students, lecturers, teachers, and researchers Numerous schools, colleges, and universities have established their own channels, highlighting the significant role of video content in modern education.
YouTube serves as an excellent platform for knowledge sharing among learners, offering an engaging experience through video content (Educause, 2016) As noted by Chhabra (2012), learners can improve their language skills—including vocabulary, intonation, pronunciation, listening, reading, speaking, and writing—by utilizing the vast array of educational videos available Furthermore, YouTube supports self-study by providing millions of free language teaching videos, allowing students to enhance their learning at their own pace Additionally, exposure to diverse topics through YouTube videos fosters open-mindedness among students.
2.3.3 YouTube videos as a good source of listening comprehension
Utilizing YouTube videos is an innovative approach to enhance listening skills in education This method offers various applications, including listening to content, completing tasks, and aiding teachers in lesson demonstrations The benefits of incorporating YouTube videos in the classroom include improved listening skills, expanded vocabulary, the development of effective listening strategies, and increased student motivation in learning.
YouTube videos significantly enhance vocabulary acquisition by providing an engaging audio-visual experience Students can more effectively memorize words for extended periods, thanks to the combination of illustrations and sounds featured in these videos.
YouTube audio-visual videos play a crucial role in helping students enhance their compensation listening strategies By exposing language learners to various linguistic cues, such as intonation, gestures, emotions, and contextual illustrations, these videos enable better comprehension of spoken language.
YouTube videos enhance students' cognitive and metacognitive listening strategies by combining audio and visual elements This multimedia approach helps learners quickly recognize listening task structures and grasp the meanings conveyed by speakers Additionally, the engaging nature of these videos captures students' attention, making it easier for them to focus on essential information.
12 find in listening tasks (metacognitive listening strategies)
YouTube videos enhance learners' social listening strategies by facilitating communication and discussion among peers, which helps clarify and deepen their understanding of content (Alastuey, 2001) According to Brown (2014), YouTube-based classes offer students numerous opportunities to express themselves, share their thoughts, and engage with teachers and classmates Furthermore, YouTube serves as an effective teaching tool that broadens students' knowledge of global cultures As noted by Wagner (2007), incorporating videos in the classroom provides language learners with authentic cultural insights, fostering empathy towards cultural differences and enhancing their emotional awareness.
YouTube-based videos can effectively address challenges in language classrooms by alleviating student boredom and routine (Barr, 2012) Additionally, incorporating these videos in listening lessons enhances student motivation and boosts self-confidence (Brook, 2011) This approach helps reduce anxiety during listening activities, ultimately improving effective listening strategies The research supports these findings by demonstrating the positive impact of YouTube videos in educational settings.
According to Snelson and Perkins (2009), YouTube videos significantly enhance student motivation in learning by providing engaging audio input and captivating visuals The platform offers a wide variety of high-quality, free videos tailored to various listening proficiency levels, allowing students to download and listen to them outside the classroom.
Teachers can enhance their lessons by accessing a wide range of engaging learning materials on YouTube, making lessons more motivating for students The platform's convenience allows educators to easily search for and download videos, facilitating a more interactive learning experience.
Previous studies
There have been many studies regarding the use of videos from YouTube to increase students’ listening comprehension skill in listening but few of them took place in Viet Nam
A study titled “Enhancing Listening Skills through Movie Clips on YouTube” conducted by Damronglaohapan and Sevenson (2012) in Thailand explored students' attitudes towards using YouTube videos in listening classrooms Involving 78 participants from the Business Administration Faculty, the research revealed that students perceived YouTube videos as more effective for practicing listening skills and learning vocabulary than traditional textbook listening tasks.
A study titled “Social Media Tool as Learning Resources” by Liu (2010) explored student preferences for learning through different social media platforms The findings indicated that 70% of students favored YouTube, compared to just 30% who preferred podcasts Students chose YouTube for its accessibility and the abundance of authentic listening materials, which contributed to enhancing their analytical and language skills.
Research by More (2015) revealed that students' attitudes towards incorporating YouTube videos in listening lessons were overwhelmingly positive The study found that the use of videos significantly boosted students' motivation and encouraged active participation in classroom activities.
A study conducted with 48 undergraduates enrolled in an Advertising English Course at a Technical University in Southern Taiwan revealed that incorporating YouTube videos into language classrooms significantly enhanced students' comprehension skills and vocabulary Additionally, the use of these videos increased their awareness of effective listening strategies and provided access to valuable listening resources.
A study conducted by Vi Dieu Thuan examined the effectiveness of using YouTube videos as supplementary materials to enhance listening skills among first-year students at VNU's University of Engineering and Technology, University of Economics and Business, and University of Social Sciences and Humanities The research involved two groups of fifty students each, and after six weeks of integrating YouTube videos into the classroom, the experimental group demonstrated significantly higher post-test scores and greater interest in listening activities compared to the control group.
Research indicates that YouTube is a widely studied platform and serves as an effective teaching and learning tool for educators and students alike However, there is a lack of research on the effectiveness of YouTube videos in improving Vietnamese students' listening skills, particularly in academic contexts As a result, the researcher has chosen to conduct action research to explore effective methods for integrating YouTube videos into lessons.
Summary
This chapter outlines key aspects of the literature review on integrating YouTube videos into the listening classroom, forming the theoretical and conceptual framework It begins with definitions of listening skills and comprehension, followed by an exploration of the significance of YouTube videos and a review of prior research on their effectiveness in enhancing students' listening comprehension These elements collectively establish a foundation for the forthcoming action research, which will be detailed in the next chapter.
METHODOLOGY
Context of the study
A research study conducted at an English center in Ha Noi, established in 2015, revealed that it has expanded to two branches and provided over 500 English classes to approximately 6,000 students The center offers five primary course types, catering to various proficiency levels from elementary to advanced These courses aim to equip students with essential grammar and vocabulary while enhancing their listening, speaking, reading, and writing skills.
The teaching staff consists of 18 Vietnamese educators with 2 to 5 years of experience, all of whom graduated from prestigious universities in Hanoi or the UK, including the Foreign Trade University and the University of Languages and International Studies The researcher has a bachelor's degree from the University of Languages and International Studies and is currently pursuing a master's degree there Additionally, the team includes three native teachers with over 10 years of experience and degrees in TESOL Supporting this group are approximately 20 enthusiastic teaching assistants who help prepare handouts and teaching materials.
At this English center, Vietnamese teachers typically instruct students ranging from elementary to upper-intermediate levels, while native teachers are responsible for advanced classes, focusing on speaking and writing skills The center emphasizes the development of all four language skills.
English courses prioritize essential skills such as listening, reading, speaking, and writing, catering to students eager to enhance their English proficiency Many enroll to excel in international exams like IELTS or to secure higher-paying jobs, driven by intrinsic motivation and clear learning goals In addition to classroom instruction, students can engage in extracurricular activities, such as English Speaking and Writing clubs on weekends, which foster a vibrant learning environment and offer valuable opportunities for skill enhancement.
Research design
Action research, as defined by Carr and Kemmis (2003:162), involves researchers engaging in self-reflective questioning to improve their practices with a focus on rationality and justice This approach aims to deepen the understanding of their practices and the contexts in which the research takes place.
Kemmis (1991) proposes a simple action research model, which consists of two cycles He emphasizes that each cycle of action research comprises four main steps, namely, plan, act, observe and reflect
Apart from the model above, Nunan (2001) also suggests more detailed steps in the action research procedure, which is closely relevant to the research:
● Step 1: Initiation: Identify the issues that leads to action research
● Step 2: Preliminary investigation: Collect the data to understand more deeply about the problems in the class
● Step 3: Hypotheses: A hypothesis is formed after the initial data results
● Step 4: Intervention: A number of research methods are applied to tackle the problems
● Step 5: Evaluation: The effectiveness of the intervention is assessed
● Step 6: Dissemination: The researcher writes a report and the report is written
17 from his/ her research experiences
● Step 7: Follow-up: Different measures for the problems are continued to be experimented
In conclusion, the common aim of the action research is to investigate problems and improve educational situations
After two years of teaching listening skills, the researcher identified common challenges faced by students and aimed to implement positive changes in the listening classroom To address these issues, she chose to conduct action research, which focuses on identifying and solving teaching and learning problems This approach aligns with Nunan's action research model and is particularly relevant to the current study, which explores how YouTube videos can improve students' listening comprehension and attitudes toward listening skills.
Thirteen students participated in Listening Course A for the research, comprising eight girls and five boys, all eager to contribute The participants ranged in age from 14 to 22 years and were enrolled in secondary schools, high schools, and universities.
According to the action research model by Nunan (2001), there are seven main phases involved in the study and the details in each phase are illustrated below:
While teaching Listening Course A, the teacher noticed that many students encountered similar challenges in understanding audio materials, particularly those presented at a fast pace A significant factor contributing to this issue was their limited vocabulary, which hindered their ability to comprehend the content and often resulted in unanswered listening tasks.
Moreover, a noticeable problem was that since students had to study all day
Before attending evening classes at the center, many students felt demotivated to practice their listening skills due to lengthy audios filled with unfamiliar vocabulary Fatigue often led to a lack of attention, with some students even falling asleep during lessons To enhance engagement and interest in learning listening skills, several students requested that teachers incorporate more interactive activities into the classroom.
To address the identified issues, the researcher administered a pre-listening test to assess the actual listening proficiency of students The placement test involved thirteen participants, and the results revealed that approximately 53.8% of the students scored below the standard required for a pre-intermediate level in the IELTS pre-test.
A preliminary questionnaire was administered to students after class to explore the reasons behind their placement test results in listening The findings revealed that 76.9% of the 13 students found listening difficult due to unfamiliar vocabulary Additionally, 69.2% reported challenges with native speakers' rapid speech, which hindered their comprehension Other difficulties included understanding intonation and accents (30.8%), feelings of nervousness (23.1%), and a lack of motivation to practice listening skills (7.69%).
In a recent study, 53.85% of participants indicated that they approached the listening test without any specific strategies, simply listening and filling in answers In contrast, only 38.46% of students reported attempting to identify key words, while a mere 7.69% tried to infer word meanings and forms prior to tackling the "Word Completion" question type.
In general, the preliminary questionnaire results revealed that the majority of the students in the research did not fully acknowledge listening strategies in the
The students' low scores on the pre-listening test highlighted their struggles with listening comprehension, attributed to limited vocabulary, fast speech, native intonation, lack of concentration, and low motivation and confidence In response, the teacher sought out suitable YouTube videos to create engaging listening activities aimed at improving these skills By incorporating diverse voices and speeds, along with essential vocabulary, the teacher aimed to enhance students' listening comprehension and foster a more positive attitude toward practicing this skill.
Phase 4: Intervention: Students are involved in six lessons, each lesson last for 1 hour and a half, except for the first and the last lessons, which last for two hours because it includes pre-test and post-test
During the initial week of the research, students were introduced to the research process and the role of YouTube videos in enhancing listening skills The students expressed enthusiasm, with many sharing their enjoyment of watching subtitled YouTube videos.
In the initial 30 minutes of the lesson, students completed a pre-test, submitting their listening answer sheets for evaluation Unfortunately, the majority of students struggled to provide correct answers, and the results were kept confidential.
Students engaged in the "Form completion" listening question type by utilizing YouTube videos They listened attentively and filled in forms with a specified word limit Following this, they collaborated in groups to discuss their answers and the reasoning behind their choices.
From the teacher’s first observation, all students paid full attention In
20 addition, when it came to group discussion, they were enthusiastic, which created a lively learning atmosphere in the class
Students expressed that, although they faced challenges with listening tasks, they found enjoyment in video-based lessons Following these lessons, they were tasked with memorizing new vocabulary from the listening exercises and completing additional practice through YouTube videos at home.
From the 2nd week to 6th week
During weeks two to five, the teacher introduced various listening question types, utilizing pre-prepared handouts based on YouTube videos After completing the listening tasks, students collaborated in pairs or small groups to discuss the video content and their answers, engaging in friendly competition with other teams throughout the lesson.
Data collection instruments
The current research employed a mixed-methods approach, utilizing quantitative and qualitative tools such as preliminary questionnaires, pre-tests, post-tests, survey questionnaires, and teaching diaries This combination of data collection methods provides a comprehensive understanding of students' listening proficiency and attitudes following the integration of YouTube videos in the classroom Each data collection instrument is discussed in detail below.
After the placement listening test results were announced, the teacher administered a brief preliminary questionnaire to all students This questionnaire focused on two key questions: “What difficulties do you have in listening skills?” to identify their weaknesses, and “How did you listen and approach the placement test? Did you use any listening tips?” to uncover any strategies they employed By gathering this data, the teacher aimed to tailor lesson plans that would effectively enhance the students' listening skills To facilitate better communication, the questions were translated into Vietnamese, allowing students to express their thoughts more comfortably.
3.3.2 Pre-Test and Post-Test
The pre-test and post-test are vital tools for evaluating students' listening proficiency and measuring their progress following the intervention In this study, students completed two listening tests, each lasting 30 minutes, and recorded their answers on separate sheets Both tests consisted of four sections, and students were permitted to listen to the audio only once.
The pre-listening test was sourced from "Complete IELTS (4-5.0)," while the post-test was derived from "Cambridge IELTS Practice Tests," both published by Cambridge University Press Given that IELTS is a globally recognized language proficiency assessment, the researcher selected these specific tests to evaluate students' listening skills effectively.
The IELTS listening tests are scored on a scale from 1 to 9, based on the number of correct answers For instance, students answering 10-12 questions correctly receive a score of 4, indicating a Pre-Intermediate level Those scoring below 4 fall below the Pre-Intermediate level By the end of the course, students are expected to achieve a score of 16.
19 correct answers out of 40 questions, which are equivalent to 5.0 IELTS
In addition to the pre-test and post-test, a survey questionnaire was utilized in the research for two key reasons Firstly, it enabled the teacher to gather both quantitative and qualitative data Secondly, the survey provided valuable insights into students' attitudes towards listening to YouTube videos and the strategies they employed for listening tasks.
The questionnaire consisted of 16 questions categorized into three sections: seven focused on students' attitudes, seven on their application of listening strategies, and two on their motivation Responses were gathered using a five-point Likert Scale, ranging from Strongly Agree to Strongly Disagree To ensure clarity and comprehension, the teacher administered the survey in Vietnamese.
Students were surveyed about their attitudes toward practicing listening skills through YouTube videos This inquiry aimed to determine if the use of YouTube videos positively influenced their listening skills.
In a recent survey, students were asked about the listening strategies they employed while completing tasks based on YouTube videos The findings provided valuable insights for the teacher, revealing how students effectively utilized various listening strategies to enhance their comprehension of the video content.
The last two final questions were about students’ motivation, and these questions allowed the teacher to know whether the integration of YouTube videos in
24 the listening course encouraged them to spend more time on self-practicing and improving listening skill outside the amount of time they spent in the classroom
According to Elliot (1991), as teaching diaries contain “observations, feelings, reactions, interpretations, reflections, hunches, explanations”, they are considered as an research instrument which are extremely important
The researcher documented six entries in a teaching diary following each listening lesson Prior to these entries, the researcher, who also served as the teacher, developed two distinct sets of questions focused on Effectiveness and Attitudes.
After each lesson, the teacher documented key questions in a diary to assess effectiveness, such as whether all students completed the listening tasks, their performance, and the challenges faced This reflective practice allowed the teacher to evaluate the integration of YouTube videos in enhancing students' listening comprehension By identifying both the strengths and weaknesses of each lesson, the teacher could make necessary adjustments and optimize the use of YouTube resources for future classes.
In the "Attitudes" category, the teacher evaluated the lesson by asking critical questions such as, "Which videos were selected for the lesson, and did they engage students' interest?" Additionally, the teacher assessed student involvement by considering whether they paid full attention and actively participated by raising their hands to answer questions.
The article explores student engagement in listening tasks through diary reflections that pose questions about their interest in discussions with classmates and their preferences for specific listening activities By analyzing these reflections, the teacher can assess the impact of incorporating YouTube on students' enthusiasm for practicing listening skills, allowing her to tailor future lessons to better meet their needs.
Data analysis methods
The analysis of students' pre-test and post-test data was conducted using Microsoft Excel to determine the mean, standard deviation, and significance Additionally, a quantitative analysis of survey questionnaire data was performed, presented in percentages The researcher also qualitatively analyzed teaching diaries to gain insights into how YouTube videos contributed to enhancing students' listening comprehension skills and motivation.
Summary
This chapter outlines the English center setting where the researcher conducted the study and details the action research methodology employed It includes comprehensive descriptions of the research process, participant demographics, materials utilized, and data collection tools such as preliminary questionnaires, pre-tests, post-tests, survey questionnaires, and teaching diaries Additionally, it discusses the methods used for data analysis.
DATA ANALYSIS AND FINDINGS
Influence of YouTube videos on students’ listening comprehension
To investigate the impact of YouTube videos on students' listening comprehension, data was collected and analyzed using three instruments: a pre-test and a post-test.
(2) survey questionnaire (question 6-14), (3) teaching diaries (the Effectiveness and the Attitudes)
4.1.1 Analysis of test results: Pre-test and Post-test
The analysis of pre-test and post-test data aimed to address the research question regarding the impact of YouTube videos on students' listening comprehension Students initially completed a pre-test at the start of the study, followed by a post-test after six weeks to evaluate the effectiveness of incorporating YouTube videos into the listening classroom.
Before implementing YouTube videos in the classroom, a pre-test was conducted to assess students' listening proficiency levels Following six weeks of integrating YouTube videos into the listening curriculum, a post-test was administered to evaluate the progress students made in their listening skills.
Table 4.1.1.1: The comparison between the results of the pre-test and post-test
Table 4.1.1.2: The scores of students in both tests
Student number Pre-test Post-test
The data presented in Table 4.1.1.1 reveals a notable improvement in students' listening comprehension skills, as evidenced by the significant change in mean scores between the pre-test and post-test The pre-test mean score was 3.92, while the post-test mean score increased to 5.04, resulting in a mean difference of 1.15 This indicates that the integration of YouTube videos in the classroom positively impacted students' learning outcomes.
The standard deviation values were utilized to assess the variance in mean scores, revealing a pre-test standard deviation of 1.255756 and a post-test standard deviation of 1.029999 This decrease in standard deviation indicates that more students enhanced their listening skills following a 6-week experiment using YouTube videos, resulting in a reduced gap in their listening proficiency.
The analysis of the data reveals a significant difference between the pre-test and post-test results, as indicated by a p-value of 0.0000001, which is well below the threshold of 0.05.
The results from Table 4.1.1.2 indicate that students showed significant improvement in their listening skills after the integration of YouTube videos in the classroom, as evidenced by their pre-test and post-test scores.
4.1.2 Analysis of Survey Questionnaires a Students’ opinions about the effectiveness of YouTube videos towards their listening comprehension
Table 4.1.2.1: Students’ opinions about the effectiveness of YouTube videos towards their listening comprehension
6 YouTube videos are more helpful in helping me to improve listening skills than textbook audios
7 I acquire more useful vocabulary from
YouTube videos than from textbook audios
The data reveals that 92.31% of students believe YouTube videos significantly enhance their listening skills, while only 7.69% disagree with this assessment.
A significant challenge for students in listening skills is vocabulary acquisition, with 69.24% of respondents indicating that they found YouTube videos to be more beneficial for learning useful words compared to textbook audio Meanwhile, 15.38% of students expressed a neutral stance on this issue, and another 15.38% disagreed with the notion that YouTube is more effective for vocabulary development.
The analysis of tables 4.1.1.2 and 4.1.2.1 reveals a strong correlation between listening to YouTube videos and improvements in students' listening skills and vocabulary Notably, 11 out of 13 students scored higher in the post-test, with 11 achieving an Intermediate level, despite the post-test being more challenging than the pre-test High-achieving students, such as students 2, 3, 6, 7, and 8, demonstrated significant progress, with some scoring between 6 and 6.5 in the IELTS listening post-test, surpassing the required 5.0 to pass Student 7 stood out with a score of 29 out of 40, just one correct answer away from reaching the advanced level Conversely, students with lower proficiency, including students 1, 4, 9, 11, 12, and 13, showed determination and improvement, with several passing the course and correctly answering questions in the post-test, particularly in Maps, Multiple Choice Questions, and Note Completion, where they previously left many unanswered.
To conclude, all of these evidence contribute to demonstrate that YouTube website is a useful tool for students to improve listening skills and lexical resources
31 b Students’ awareness of listening strategies after YouTube videos are applied
Table 4.1.2.2: Students’ awareness of listening strategies after YouTube videos are applied
Strongly agree Agree Neutral Strongly disagree Disagree
8 I prefer working and discussing with my classmates after listening
9 I try to guess the words meanings and word forms before doing listening tasks designed from YouTube such as note/ table/ form completion…
10 I practice listening skills and discuss with my classmates to understand more about the content of videos
11 I try to understand what the speakers say on YouTube by relying on contextual clues such as pictures, the speaker’s voice, intonation……
12 When I listen to YouTube videos, I pay a careful
32 attention to the information I need
13 When I am distracted from listening to YouTube videos, I try to keep calm and catch up with the information
14 While listening, I pay attention to grammar and structures of the tasks to understand what I need to listen to
Listening strategies are important in listening skill because they assist students in comprehending the listening text and doing the listening tasks better
The data reveals that a significant majority of students recognize the importance of employing strategies in listening activities Specifically, 69.23% of participants indicated a preference for collaborating and discussing with classmates during listening lessons, showcasing the effectiveness of social strategies Additionally, 69.24% expressed a desire to engage in listening practice and peer discussions to enhance their comprehension, with no participants opposing this approach.
In terms of compensation strategies, 61.53% of students reported that they guessed the meanings and forms of words before engaging in YouTube listening tasks, while 38.47% maintained neutral attitudes Additionally, 38.47% of students strongly agreed, and another 38.47% agreed that they utilized contextual clues to comprehend the content of YouTube videos Regarding metacognitive strategies, an impressive 76.94% of students acknowledged that they focused their attention on understanding the material.
When engaging with YouTube videos for task completion, it's crucial to focus on cognitive strategies A significant 69.23% of participants acknowledged the importance of paying attention to grammar and task structures to enhance their listening skills, while only 15.38% expressed neutral or opposing views on this approach.
In terms of affective strategies, a significant 61.54% of students reported that they stayed calm and managed to focus on the information despite distractions while listening In contrast, 23.08% expressed neutral attitudes, and only 15.38% disagreed with this sentiment.
In conclusion, the analysis of the data indicates that the integration of YouTube videos in the classroom has led to an increased awareness among students regarding listening strategies, enabling them to effectively apply these techniques during YouTube listening tasks.
4.1.3 Analysis of the “Effectiveness” section in the Teaching Diaries
Students’ attitudes towards the teacher’s use of YouTube videos in the
To explore students' attitudes towards practicing listening skills through YouTube videos, data was collected and analyzed from survey questionnaires and the "Attitudes" section of teaching diaries.
4.2.1 Analysis of Survey Questionnaire a Students’ attitudes towards applying YouTube videos in the classroom and audios in textbooks
Table 4.2.1.1 : Students’ attitudes towards applying YouTube videos in the classroom and audios in textbooks
1 I prefer listening through YouTube videos to listening to audio in the textbook
2 I don’t like listening to YouTube videos in the classroom
3 I don’t like listening to audios in the textbook
4 I want to practice listening skills, using both YouTube videos and audios in the textbook
5 YouTube videos are more interesting than audios in the textbook
The study aimed to compare students' perceptions of YouTube videos and textbook audios, focusing on their impact on listening comprehension The results indicated that a significant majority of students found YouTube videos to be both interesting and effective for enhancing their listening skills.
A significant majority of students, 84.62%, preferred listening to YouTube videos over textbook audio, with 92.31% finding videos more engaging than textbook audios Additionally, 74.62% of students expressed that they did not dislike YouTube videos, while only 7.69% admitted to having a negative opinion Furthermore, 30.76% of students were not fond of textbook audio, compared to 23.07% who enjoyed it, and 38.47% maintained a neutral stance.
In response to the question about integrating YouTube videos and audio resources in the textbook, 69.23% of students expressed agreement This suggests that while YouTube videos are perceived as more beneficial for classroom learning, audio materials in textbooks remain valuable for enhancing listening skills for certain students Consequently, the teacher plans to incorporate both resources, with a greater emphasis on YouTube videos.
The research findings indicate that most students exhibited positive attitudes towards the use of the YouTube application in the listening classroom, highlighting its effectiveness in enhancing their learning experience.
Table 4.2.1.2 : Students’ attitudes after the YouTube application in the listening classroom
Strongly agree Agree Neutral Strongly disagree Disagree
15.YouTube videos encourage me to listen more outside the classroom
16 Youtube videos motivate me to find out ways to enhance my listening skill
A recent survey revealed that 69.24% of students felt motivated to practice their listening skills outside the classroom after watching YouTube videos, while 23.08% remained neutral and only 7.69% disagreed Additionally, 76.94% of respondents indicated that these videos inspired them to explore ways to enhance their listening abilities, with 15.38% expressing neutral views and 7.69% opposing this sentiment.
In general, YouTube videos had advantageous effects on increasing students’ learning autonomy and forming their self-study habit
4.2.2 Analysis of “The Attitudes” section in Teaching Diaries
The “Attitudes” section included questions to discover whether YouTube made students more active in the lesson and what needed to do to improve students’ interests in listening
Students have shown significant interest and enthusiasm in the listening classroom, as evidenced by teaching diaries and APPENDIX H, which summarizes their attitudes The incorporation of YouTube videos along with collaborative activities, such as team or pair work, has greatly contributed to this positive engagement.
In the classroom, certain students (2, 3, 6, 7, 10) demonstrated strong engagement in social listening strategies, actively sharing insights within their groups Pairs such as students 9 and 10, 2 and 7, and 4 and 13 collaborated effectively, enhancing their learning experience Notably, even students with lower listening proficiency (1, 4, 9, 11, 13) enjoyed sharing and comparing answers with compatible partners The teacher observed a significant improvement in engagement, as no students were seen sleeping during class; instead, they were actively discussing the material with their peers.
38 and scored most of the correct answers as possible, won the listening competition and received small gifts from the teacher
In conclusion, YouTube videos made the lessons more interesting for students and changed their attitudes for the better.
Findings and Discussions
4.3.1 To what extent does the use of videos from Youtube influence students’ listening comprehension?
The data analysis clearly indicates that YouTube significantly enhances students' listening comprehension, as evidenced by improved test results The application of YouTube videos led to higher scores, with most students meeting their listening targets Additionally, survey results reveal that 92.31% of participants found YouTube videos to be highly beneficial for improving their listening skills.
A significant 69.24% of students found YouTube videos effective for expanding their vocabulary, addressing the initial challenges they faced with lexical resources in listening skills Furthermore, data from questions 8 to 14 indicates that utilizing YouTube videos enhances students' awareness of listening strategies, leading to improved performance on listening tasks.
The analysis of the "Effectiveness" category in the teaching diaries reveals that students engaged actively in lessons, collaborated effectively in groups, and showed improvement in their listening skills after each session.
Numerous studies, including those by Damronglaohapan and Sevenson in Thailand and Vi Dieu Thuan in Vietnam, consistently demonstrate the significant benefits of YouTube videos in enhancing students' listening comprehension skills.
4.3.2 What are the attitudes of students towards practicing listening via Youtube videos?
Through the data analysis provided in the first five questions as well as the last two questions in the survey questionnaire, and also from the teaching diaries in the
“Attitudes” section, the answers to the second research question were finally come out YouTube videos made great positive changes to students’ attitudes of listening skill
The survey revealed that students had a predominantly positive attitude towards YouTube videos for practicing listening skills, favoring them over traditional textbook audios Notably, the researcher observed that YouTube videos significantly increased students' motivation for listening exercises, in stark contrast to their previous feelings of stress and difficulty associated with listening tests before participating in the class.
The use of YouTube videos significantly enhanced students' learning autonomy, as evidenced by questionnaire responses Many students reported that these videos motivated them to dedicate more time to listening practice outside the classroom, ultimately helping them to improve their listening comprehension skills.
The analysis of the "Attitudes" category in teaching diaries revealed that students showed a keen interest in listening tasks conducted through YouTube videos They demonstrated increased engagement and attentiveness during both classroom and group activities following each video, highlighting the effectiveness of this approach in enhancing student participation.
This research aligns with previous studies, including those on Taiwanese students in Advertising English courses and the work by More and Vi Dieu Thuan, confirming that the use of YouTube videos effectively motivates students to enhance their listening skills.
Summary
This chapter provides a detailed analysis of data collected from four primary research instruments: pre- and post-tests, informal chats, questionnaires, and teaching diaries The findings offer compelling evidence that YouTube videos significantly enhance students' listening comprehension and increase their enthusiasm for learning.
