INTRODUCTION
Research problem
Listening is a crucial skill in everyday communication, often requiring more time than other communication abilities Recently, it has emerged as a key focus in language education at colleges and universities In Vietnam, students are expected to achieve specific language learning outcomes aligned with the six-level framework of language competencies established by the Ministry of Education.
In recent years, non-English major students have increasingly faced challenges in obtaining language proficiency certificates due to the demanding four-skill exams, particularly in listening At the Foreign Languages and Informatics Center in PPCII, communicative English classes utilize the textbook "English Unlimited Elementary," which emphasizes listening and speaking skills Despite this focus, a significant number of students failed their listening exams between 2014 and 2016, as many expressed a lack of interest and difficulty in understanding audio recordings Observations revealed that while traditional listening lessons often felt tedious, students showed enthusiasm when teachers incorporated videos of songs or films, highlighting the need for more engaging teaching methods in listening classes.
In order to deal with students’ lack of interests in listening, and enhance students’ listening abilities, some studies are carried out on renewing listening
Recent research highlights the importance of using videos in enhancing students' listening comprehension and fostering positive attitudes towards listening learning Studies by Sueyoshi and Hanrdison (2005) and Sarani et al (2014) indicate that video practice can significantly improve listening skills, while Chiang (1996) and Oddone (2011) emphasize the positive mindset videos can instill in learners However, there are notable gaps in the existing literature Few studies explore the dual impact of videos on both comprehension and attitudes, complicating the understanding of their relationship (Karahan, 2007; Ellis, 2015; Jafari, 2009) Additionally, variations in listening materials across different groups may skew results, as highlighted in the work of Mesri (2011) and Nguyen (2012) Furthermore, many experiments rely on single participant groups, limiting the evidence supporting videos over traditional audio formats.
Further research is essential to validate the positive effects of video usage in enhancing students' listening skills and their attitudes toward learning with such materials To accurately compare the impacts of videos versus audio materials, it is crucial that both types share identical content, vocabulary, and length The current study addresses the limitations of previous research by utilizing two participant groups (Control Group and Experimental Group) with listening materials that are consistent in content, vocabulary, and length This study aims to propose a new category of listening materials for students and teachers in foreign language education.
Languages and Informatics Center in PPCII in order to facilitate listening teaching and learning, and improve students’ listening skills at the elementary level.
Purpose statement
This study aims to examine how video usage impacts listening comprehension among elementary students, while also assessing their attitudes towards incorporating such materials in their listening practice.
Research questions
In order to reach its aim, this study is guided by the two following questions:
1 How do PPC II elementary students who are taught listening with videos differ from those who are taught listening with audio materials in terms of listening comprehension?
2 What are PPC II elementary students’ attitudes towards using videos in listening learning?
Research hypothesis
The following is the hypothesis of the research question 1
Students in Foreign Languages and Informatics Center in PPCII who listen with videos will improve their listening comprehension more than those who listen with traditional audio materials.
Delimitation
This research focused exclusively on the Foreign Languages and Informatics Center in PPC II, specifically examining two elementary classes Given that the majority of classes at the center are at the elementary level and the researcher has experience teaching these classes, the study aims to address issues faced by students at this level to enhance future teaching practices.
Definitions of terms
There are different definitions of key terms like listening, videos, and attitudes; and here is the understanding of the terms in this study
Listening: Listening is considered as a complex active process in which listeners attain new information by decoding both audio and visual clues and by relating their schemata about the theme
Videos: Videos are a multimedia tool consisting of visual and audio elements, and they can be selected and used as instructional materials in classroom
Attitudes: Attitudes are internal states that consist of feelings, beliefs and behavior tendencies directed toward something or somebody.
Significance of the study
This study aims to evaluate the impact of video usage on listening comprehension among students at the Foreign Languages and Informatics Center in PPCII, as well as their attitudes towards video-assisted listening learning By enhancing students' listening skills through video resources, the research seeks to provide valuable insights for English teachers in improving their instructional methods Furthermore, the findings may serve as a foundation for future research in this area.
Thesis structure
The thesis concludes five chapters:
Chapter I (Introduction) includes the problem statement of the study, the purpose statement, research questions, research hypothesis, delimitation, definitions of terms and thesis structure
Chapter 2 (Literature review) introduces the theoretical background of listening comprehension, videos and learners’ attitudes Besides, the relationship
5 between learners’ attitudes and learning was also mentioned in this part Finally, it includes some previous studies of other researchers about the thesis topic
Chapter 3 (Methodology) deals with the methodology used in the study It provides information about the study design, the research site and participants, instruments and measurement, materials, the study procedure, data analysis, validity and reliability in detail
Chapter 4 (Result and discussion) presents the data collected from non- parametric analysis, questionnaire Discussion of the findings are also presented in this chapter.
Chapter 5 (Conclusion) summarizes the overview of the study, points out limitation of the study, offers implication and recommends for further research
The initial chapter outlines the research problem, rooted in the contextual background and existing literature It articulates the study's purpose statement, research questions, and hypotheses Additionally, it provides definitions for potentially confusing terms, ensuring clarity for readers Finally, the chapter presents an overview of the thesis structure.
LITERATURE REVIEW
Theoretical background
2.1.1 Nature of listening and stages of a listening lesson
Listening is a multifaceted process that involves receiving, constructing meaning, and responding to both verbal and nonverbal messages According to Brownell (2016), effective listening encompasses not just spoken words but also extralinguistic elements like gestures and emotional cues, as highlighted by Harris (2003) Schmitt (2010) further emphasizes that understanding spoken language relies on auditory and visual inputs, along with our background knowledge and the context in which listening occurs.
Listening is an active process that involves multiple components, including sound recognition, intonation perception, and the interpretation of information through both auditory and visual cues, as well as the listener's existing knowledge This means that in educational settings, any new information presented to students should connect to their prior knowledge to enhance understanding and retention (Schmitt, 2010; Rumelhart, 1977).
Listening involves two key processes: the top-down process and the bottom-up process The top-down process allows listeners to use their prior knowledge to acquire new information, as noted by Rumelhart (1977) In contrast, the bottom-up process focuses on understanding meaning through basic linguistic details.
Listening is a dual process involving both top-down and bottom-up approaches, which occur simultaneously (Wagner, 2002) According to schema theorists, effective listening requires listeners to connect their prior knowledge with new information In essence, listeners leverage these two processes to interpret and understand the information they encounter within a specific context, utilizing their existing schemata related to the theme.
Recent research emphasizes that listening is a crucial component of effective communication in the target language It goes beyond mere recognition and repetition of linguistic elements, requiring comprehension and interpretation skills The interpretive and interpersonal modes of communication enable researchers, educators, and learners to understand how listening functions both in the classroom and in real-world contexts According to Morley (1990), effective listening necessitates the integration of these modes, prompting listeners to reflect, respond, and form personal interpretations and inferences based on what they hear.
In summary, listening is a complex and active process that involves decoding audio and visual cues to acquire new information while connecting it to existing knowledge As a crucial skill in effective communication, it is essential to prioritize the teaching and learning of listening in language classrooms.
To implement an effective listening lesson in class, teachers should first plan a coherent sequence of appropriate activities By following logical steps, teachers can scaffold students, guiding them toward achieving the lesson objectives.
(1986) and Underwood (1989) suggest three stages in a listening lesson including
8 pre-listening, while-listening and follow-up or post-listening stage The term post- listening stage is preferably used
The pre-listening stage is crucial for preparing students to effectively engage with listening materials, as highlighted by Rixon (1986) This phase equips learners with essential background knowledge about the topic, enhancing their ability to comprehend the listening message Underwood (1989) further emphasizes the importance of providing students with pre-listening support, enabling them to focus better on the upcoming activities and content.
According to Rixon (1986), the pre-listening stage is crucial for contextualizing and providing background information, which helps students predict the content or context of the material Underwood (1989) recommends various activities designed to focus students' attention on the topic, activate their prior knowledge, and utilize their existing language skills.
- Students read something relevant to the listening text;
- Students look at some pictures;
- Discuss topic or situation to the listening text;
- Write questions and answers for the listening text;
- Do a written exercise to the listening text;
- Students follow instruction for while-listening stage;
- Students think about how while-listening activities will be carried out
Teachers choose appropriate pre-listening activities based on the time available, materials at hand, and the abilities of their students to foster engagement in listening lessons It is essential that all instructions provided by teachers are clear and easily understood, ensuring that students are fully aware of their tasks.
The while-listening stage involves activities that assist students in understanding and interpreting the main information of a text as they listen According to Rixon (1986), students should concentrate on key details rather than lengthy interpretations Typically, while-listening activities emphasize three subskills: listening for the gist, identifying specific information, and discerning the speaker's attitude or opinion.
When selecting while-listening activities, teachers should prioritize engaging, varied, and challenging tasks that capture students' attention and enhance their focus It is essential that these activities are concise to maintain student interest Additionally, activities should be structured to progress from easy to difficult, providing varying levels of teacher support to ensure that weaker students are not overwhelmed while stronger students remain engaged.
According to Underwood (1989), effective while-listening activities include techniques such as ticking, filling in blanks, labeling, circling, marking, ordering, drawing, selecting, form-filling, making lists, spotting mistakes, completing tables, and making predictions Additionally, popular methods in listening classes involve matching exercises, true-false statements, multiple-choice questions, and answering queries.
After completing an activity, teachers should provide immediate feedback by replaying the listening text and offering correct answers Additionally, encouraging students to discuss the content in pairs or groups can enhance their understanding and engagement.
The post-listening stage is the final phase of the listening process, involving activities that students engage in after gathering information during the while-listening stage According to Underwood (1989), these post-listening activities serve three main purposes Firstly, they enable students to verify their success in completing the while-listening tasks Secondly, they encourage reflection on the reasons behind any difficulties encountered during the listening process.
Previous studies of using videos on students’ listening learning
2.2.1 Previous studies of the impact of using videos on students’ listening comprehension
Numerous studies have explored the effects of incorporating videos in language listening classes on students' listening skills, and their findings will inform the foundation of the current research.
Sarani et al (2014) investigated the impact of video-based tasks on the listening comprehension of Iranian pre-intermediate EFL learners The study involved 40 students divided into two groups: an experimental group (EG) that received instruction through videos and a control group (CG) that utilized audio materials After administering a pre-test, both groups completed their respective listening tasks, with the EG using video-based tests and the CG using audio-based tests, ensuring that both types had the same content and objectives The results demonstrated that video-based tasks significantly enhanced learners’ listening comprehension, attributed to the effectiveness of non-verbal cues such as body language and facial expressions.
The study highlights that while the teaching materials used for both groups had the same level of difficulty, their differing content could impact learners' listening comprehension Familiar topics enhance understanding, suggesting that when learners engage with material they recognize, they are likely to grasp the content more effectively than when faced with unfamiliar subjects.
A study by Herron, York, Corrie, and Cole (2006) investigated the effectiveness of a story-based video instructional package compared to a text-based instructional package in enhancing listening skills among 27 intermediate-level students Over 15 weeks, one group engaged with a text-based curriculum featuring an audio program, while the other group utilized a story-based video curriculum centered around a single film with five segments The results indicated that the story-based video group showed a more significant improvement in listening skills; however, differences in curriculum content, including topics, vocabulary, grammar, and sound quality, may have influenced these outcomes Additionally, the same test was administered for both pre-tests and post-tests, raising concerns about the validity of the post-test scores, as students may have performed better simply due to familiarity with the test format rather than an accurate reflection of their listening abilities.
In Mesri’s (2011) study involving 90 Iranian EFL students at the intermediate level, three experimental groups were tested to evaluate the impact of different media on listening comprehension The first group used tape recorders, the second group utilized pictures, and the third group engaged with videos from the same textbook The post-test results indicated a statistically significant advantage for the video group over the picture and tape recorder groups However, the absence of a pre-test raises concerns about the initial language skill levels of the groups, which could have influenced their post-test outcomes.
2.2.2 Previous studies of students’ attitudes towards using videos in listening learning
In addition to impacts of videos on students’ listening performance, some researchers investigate learners’ attitudes to videos in listening lessons
Research indicates that both teachers and students find motivation in listening classes that incorporate authentic videos, as they present real-life language in diverse communicative contexts (Hemei, 1997; Brett, 1995) Wagner’s (2010) study highlights that students maintain positive attitudes towards video texts, even though their scores on these texts do not surpass those achieved with audio texts.
A study by Chiang (1996) explored the motivational impact of films on university students in Taiwan, involving 96 freshmen who identified their favorite movies After two months of engaging with these films, students completed a test and a questionnaire, revealing that films enhanced the enjoyment of lessons However, Chiang did not analyze test scores to interpret the results and noted the absence of an experimental method to assess the effects of videos on listening skills and attitudes, nor was there a comparison between video and traditional audio materials.
A study by Oddone (2011) explored the use of YouTube and website videos in a CLIL classroom, involving 30 students aged 17 to 20 in a North-West Italian vocational school, all at A2 English proficiency The instructional approach included three phases: pre-watching, while-watching, and post-watching, focusing on videos relevant to the students' majors The research observed that the use of authentic videos significantly enhanced student motivation, particularly among weaker students and those disinterested in traditional language classes Oddone (2001) emphasizes that increased motivation is crucial for effective learning.
19 improve students’ listening performance, but we need clear evidence to prove that belief
2.2.3 Previous studies of both the impact of using videos on students’ listening comprehension and their attitudes towards using videos in listening learning
To gain a thorough understanding of the effects of videos on learning, several researchers have explored their influence on both listening comprehension and learner attitudes, yet limitations persist Woottipong (2014) conducted an experimental course to investigate these impacts.
A study involving 41 English major freshmen at Thaksin University, Thailand, assessed the impact of video materials on listening skills over 20 teaching periods Students completed a pre-test before the course and a post-test afterward, alongside a questionnaire regarding their attitudes The findings indicated a significant improvement in learners' listening abilities and heightened interest in video content However, the study could not conclusively establish that the use of videos directly caused the improvement, as it was limited to a single group without a comparison to audio materials.
Sueyoshi and Hanrdison (2005) examined the effects of facial and gesture cues on the English listening comprehension of Swedish learners using a video lecture by a native speaker The study involved 42 EFL students at low-intermediate and advanced levels, divided into three groups: one with both facial and gesture cues, another with facial cues only, and a third group listening to an audio tape The findings revealed that the first two groups, which received visual cues, performed significantly better on listening tasks compared to the audio-only group Additionally, questionnaire responses indicated that students had a positive attitude towards the use of visual cues in their learning process.
Additionally, Nguyen (2012) conducted a study with 62 elementary sophomores in KienGiang Technology-Economics College The participants were assigned into an EG and a CG Each group comprised 31 students The EG had
20 opportunities to study listening with authentic videos from the Internet; whereas the
CG's study utilized audio recordings from the textbook and employed various data collection tools, including pre-tests, post-tests, questionnaires, and interviews The findings revealed a significant improvement in students' listening comprehension through the use of authentic videos, alongside a positive student attitude towards video-based listening learning However, it is important to note that while the videos and audio recordings shared a similar topic, they differed in vocabulary, length, and content, which limited the persuasiveness of the comparison between the two groups.
Previous studies indicate that utilizing videos significantly enhances students' listening comprehension and positively influences their attitudes towards listening learning This suggests that students' listening performance is closely linked to their perceptions and feelings about the learning process.
While previous studies indicate that videos positively influence students' listening abilities and attitudes, they also highlight certain limitations Notably, variations in content, vocabulary, and length between listening materials for control and experimental groups may skew comprehension results, suggesting that factors beyond video usage could be at play Additionally, many studies utilize a single group of participants, leaving it unclear whether videos outperform traditional audio materials, which also contribute to listening comprehension To address these issues, this study examined the effects of video versus audio materials that presented identical content, length, and vocabulary, allowing for a fair comparison Furthermore, a survey was conducted to gain insights into students' attitudes towards video use in listening comprehension.
This chapter provides a comprehensive theoretical framework and reviews prior research pertinent to the current study It begins by outlining fundamental concepts of listening, including the nature of listening comprehension and the stages of a listening lesson Subsequently, it explores video theories, detailing definitions, types, benefits of using videos in listening classes, criteria for video selection, and related activities Additionally, the chapter discusses learners’ attitudes, covering definitions, components, and their influence on language learning Finally, it presents relevant previous studies that inform the current research.
METHODOLOGY
Study design
The study employed a convergent parallel mixed methods design to gather both quantitative and qualitative data It focused on assessing the impact of videos on students' listening comprehension and their attitudes towards video-based learning through tests and questionnaires The quantitative data collected provided comprehensive answers to the research questions, leading to the decision not to conduct interviews for qualitative data collection Consequently, the study relied solely on the quantitative findings to draw conclusions.
The current study employed a quantitative approach utilizing a quasi-experimental design, as defined by Creswell (2012), which involves using intact groups without random assignment Two intact classes were selected as the sample for this research The study implemented a pre- and post-test design, where the intact groups were designated as the control group (CG) and experimental group (EG) Following this, a pre-test was administered to both groups before the experimental program was conducted.
At the conclusion of the course, a post-test was given to both the experimental group (EG) and the control group (CG) Additionally, to assess the students' attitudes toward learning listening skills through videos, a questionnaire was distributed specifically to the control group The following table outlines the design of the pre-test and post-test used in the study.
Select CG Pre-test No treatment Post-test
Select EG Pre-test Treatment Post-test
Adapted from Creswell (2012, p.310) Table 3.1 The pre- and post-test design
Research site and participants
The Foreign Languages and Informatics Center of PPC II, located in Thu Duc District, Ho Chi Minh City, was established in 2013 Its primary goal is to provide English and Informatics certification, as well as to offer courses in Communicative English and Applied Informatics.
Communicative English classes for beginners and elementary learners have been conducted using the textbook "English Unlimited" by Tilbury et al (2011) Additionally, some classes focus on preparing students for A1 and A2 English proficiency certificates, following Vietnam's six-level language ability framework, utilizing the Key English Test series for practice.
KET, by Cambridge University Press (2013)
Students in the PPC II program are required to complete a test preparation course for English certificates at the center after finishing their main courses The majority of these students are police students, while a smaller group comes from police stations and other organizations in southern Vietnam.
The study involved two intact classes of sophomore police students from PPC II, who had completed the English Unlimited - Elementary textbook They were enrolled in a test preparation course aimed at obtaining A2 certificates in English proficiency necessary for graduation The students attended three class meetings per week, with each session consisting of three periods.
Only elementary level students were selected because most of the classes in
The researcher focuses on elementary-level students at the center where she teaches, aiming to explore relevant issues to enhance her future teaching practices Furthermore, her familiarity with the population allows for easier access to the subjects of her study.
In this study, participants were selected through convenience sampling due to the scheduling constraints of police students, who had evening duties and activities To facilitate the research, two classes were chosen that met on different days: one on Monday, Wednesday, and Friday evenings with 40 students, and the other on Tuesday, Thursday, and Saturday evenings with 39 students The researcher randomly assigned the first class as the control group (CG) and the second as the experimental group (EG) by flipping a coin Ultimately, the study included 35 students from the CG and 36 from the EG, totaling 71 participants.
The participants in both groups had similar general characteristics in terms of gender, age, number of years of studying English and time practicing listening English outside class (see section 4.1).
Instruments and measurement
In order to answer the research questions, two instruments were used to collect data including tests and questionnaires
RQ1: How do PPC II elementary students who are taught listening with videos differ from those who are taught listening with audio materials in terms of listening comprehension?
Pre-test and post-test on listening skills
RQ2: What are PPC II elementary students’ attitudes towards using videos in listening learning?
25 o Pre-test and post-test
Participants enrolled in an elementary-level English proficiency course completed pre-tests and post-tests sourced from the Cambridge Key English Test 1, published by Cambridge University Press.
In 2003, assessments were developed to evaluate the English proficiency of elementary students Additionally, the Foreign Languages and Informatics Center in PPC II utilizes test items from the Cambridge Key English Test series for their final examinations.
The pre-test and post-test were designed with identical formats and difficulty levels, mirroring the final exams at the Foreign Languages and Informatics Center in PPC II Each test comprised five sections: Part 1 featured five multiple-choice questions where students listened to short conversations and selected the correct images Part 2 involved matching items, requiring students to pair words or phrases from two columns based on a conversation Part 3 again presented multiple-choice questions based on a conversation In Part 4, students listened to a conversation and filled in five missing pieces of information, while the final part required them to complete another set of five gaps after listening to a talk.
The researcher utilized a 10-point scale to evaluate both the pre-test and post-test, consistent with the methodology used in PPC II Each test comprised 25 items, with each item contributing 0.4 points to the overall score.
The pre-test was piloted with 11 students who were also sophomores at the PPC
The pre-test was piloted to evaluate its quality and appropriateness for students' proficiency levels after completing an elementary communicative English course Participants engaged with the test by reading and answering the questions, followed by a discussion to assess their understanding of the test items, sound quality, speed, and unfamiliar vocabulary Overall, the participants expressed agreement on the clarity of the test items.
The pre-test was appropriate for the students, as it featured clear sound and an average speed, with only a few unfamiliar words The following day, the post-test was administered to the same group, and they confirmed that it was also suitable for their levels.
Following the pilot testing phase, a pre-test was conducted with all participants to assess their initial listening levels prior to the treatment Subsequently, a post-test was administered to evaluate the students' progress in listening comprehension after the treatment Additionally, questionnaires were utilized to gather further insights.
Purpose Item Variables to measure
5 Time of practice listening outside class
6 Materials used for listening outside class
Table 3.3 Content of the first questionnaire
The initial questionnaire (refer to Appendix 1) gathered essential demographic data from participants, including their age, gender, years of English learning, and the duration of their listening practice with audio materials and videos outside of class This questionnaire was completed by all students in both groups following the pre-test.
The initial questionnaire, consisting of just six straightforward questions regarding students' background information, was tested with a group of 10 students They found the questions easy to comprehend and responded quickly, indicating its clarity and simplicity.
The second questionnaire (see Appendix 2) aimed to investigate students’ attitudes (feelings, beliefs, and behavior tendencies) towards using videos in listening
27 learning; therefore, it was administered to the EG only
The questionnaire included three scales measuring three different components of attitudes, namely feelings, beliefs, and behavior tendencies The first scale (items
The study investigates students' feelings towards using videos in listening learning, assesses their beliefs about the impact of videos on this learning process, and examines their behavioral tendencies related to video-based listening education.
Research Question Items Variables to measure
RQ2: What are PPC II elementary Ss’ attitudes toward using videos in listening learning?
1-4 Ss’ feelings on videos in listening learning 5-11 Ss’ beliefs about videos in listening learning
12-14 Ss’ behavior tendencies towards listening learning with videos
Table 3.4 Content of the second questionnaire
To assess students' attitudes, a five-point Likert scale was employed, allowing for the measurement of positive, negative, or neutral responses (Walley et al., 2009) This scale ranges from 1 (strongly disagree) to 5 (strongly agree), with 3 indicating uncertainty.
To make sure that the questionnaire was valid and reliable, it was piloted twice before being administered
The initial version of the questionnaire consisted of 14 items in English, which were administered to a selected group of ten elementary students for feedback The pilot test indicated that the majority of the students either comprehended the questions or successfully inferred their meanings.
After the students completed the questionnaire, the researcher conducted follow-up questions to assess their understanding of the questionnaire items and to identify any language difficulties they encountered.
In a recent survey, two out of ten students expressed uncertainty regarding certain items, indicating that they sometimes found the questions difficult to understand When asked to choose between the phrases "motivate me" and "cause me to have more interests," preferences varied, highlighting the complexity of language comprehension among students.
The feedback highlighted a sense of uncertainty, particularly regarding question 2, where challenging terms such as video materials, audio materials, visual clues, concentrate, and motivate were mentioned Additionally, for the final question, participants expressed a preference for the phrase "cause me to have more interests."
Materials
No Time Topics CG EG
17/4/2017-21/4/2017 World party Audio recording Video
Coober Pedy’s opals Audio recording Video
1/5/2-27-5/5/2017 Cowley Road Audio recording Video
08/5/2017-12/5/2017 In my free time Audio recording Video
15/5/2017-19/5/2017 Gelato University Audio recording Video
22/5/2017-26/5/2017 Bactrian treasure Audio recording Video
29/5/2017-02/6/2017 Women in space Audio recording Video
Festivals and special events Audio recording Video
12/6/2017-16/6/2017 Camera traps Audio recording Video
Memory and language learning Audio recording Video
The experiment utilized audio and video materials from 10 listening sections of the course book "Life A1-A2" by Hughes, Stephenson, and Dummett (2016) - Vietnam edition Both formats featured identical scripts, ensuring consistency in content for the study.
Appendix 10) The listening materials comprised 10 recordings on 10 familiar topics and activities available in the course book (see Appendix 9) Every recording was taught for two periods
The book emphasizes that listening skills should be developed using videos, yet the study focused solely on audio recordings The listening materials utilized were nature documentaries from the National Geographic channel To enhance comprehension for EFL learners in Vietnam, the speech speed was modified, and challenging terminology was simplified by the authors.
The course book features a structured approach to lessons, organized into three sections: "before you watch," "while you watch," and "after you watch," as detailed in the printed materials (see Appendix 10) The "before you watch" section includes activities such as answering questions based on images, engaging in discussions, making predictions, reading, and pre-teaching vocabulary During the "while you watch" phase, students participate in activities like short answers, true-false questions, multiple-choice quizzes, ordering tasks, completing tables, filling gaps, identifying the gist and specific information, matching, and describing scenes with the sound turned off Finally, the "after you watch" activities offer a variety of options, including group discussions with poster presentations, role-playing, and writing reports or descriptions.
The researcher modified or eliminated certain viewing activities deemed inappropriate for the control group to ensure uniformity in the assignments for both groups For instance, adjustments were made to activity 4 in topic 2 to maintain consistency across the study.
In activities from topic 3 and topic 9, students were tasked with listing visible elements from videos that the CG could not see, leading to the exclusion of these activities Furthermore, in activity 2 of topic 10, students were required to write down questions displayed in the video Since the CG was unable to view these questions, they were presented on-screen via PowerPoint, after which the teacher played audio segments and guided students through each question.
Intervention
The experimental teaching program lasted 10 weeks staring on April 17 th ,
2017 and finishing on July 23 rd , 2017 The CG learnt listening with audio materials, whereas the EG with videos
Each listening section featured two distinct lesson plans tailored for the CG and EG, structured into three key stages: pre-listening, while-listening, and post-listening While the activities for both groups were largely similar, a few were specifically adapted for the CG to align with different types of materials An example of this variation can be observed in the lesson plans for listening topic 10, which focuses on Memory and language learning.
To engage students' prior knowledge, both groups were instructed to examine a photo from the course book and discuss related questions in pairs.
During the while-listening stage, students in the experimental group (EG) engaged in an activity where they watched a video and formulated questions based on the responses given by participants in the video In contrast, the control group (CG) did not have access to the video questions; instead, they read four questions displayed by the teacher and listened to corresponding segments of an audio recording that aligned with those questions.
During the subsequent activity, the experimental group (EG) rewatched the video, taking notes on the answers to the four questions from the previous task, while the control group (CG) listened to the recording again and completed the same tasks The final activity in the while-listening stage involved students working in groups of four to compare their notes and answers to the four questions.
32 questions The teacher, then, played the recording again for the students to check with subtitles for both groups
After completing the while-listening activities, students engaged in two additional tasks In the first task, they paired up to discuss which answers were personally true for them The second task involved working in groups of four to discuss questions and compile a list of advice for learning English Subsequently, each group created posters to display their insights While two members of each group presented their poster, the other two circulated to view and learn from the other groups' work.
Both groups attended three class meetings weekly, with the researcher obtaining approval to conduct the experiment during their main courses, ensuring no additional class time was required The experimental treatment for the experimental group (EG) commenced in the second week, where they engaged with video materials and exam preparation during the first class of each week In contrast, the control group (CG) utilized audio materials, and both groups experienced four periods of instruction during the last two class meetings.
Data collection procedure
So as to collect data for the research questions, the author strictly followed the procedure below
14/4/2017 Administrating the 1 st questionnaire and the pre-test to both CG and EG
26/6/2017 Administering the post-test to both groups and the 2 nd questionnaire to the EG
Administrating the 1 st questionnaire and the pre-test to both CG and EG
Following the approval of the study by the director of the Center for Foreign Languages and Informatics at PPC II, the researcher informed two classes about the research objectives and procedures All students voluntarily agreed to participate in the experimental course, with many expressing enthusiasm to join in order to enhance their listening skills in preparation for the upcoming exam.
In the week leading up to the treatment, a questionnaire was administered to 76 students across two classes to gather background information, although three students were absent To ensure the reliability and validity of the data, the researcher clarified the questionnaire's purpose and guided participants on how to respond to each question, resulting in all questions being answered within five minutes After collecting the questionnaires, participants enjoyed a five-minute break before taking the pre-test The researcher clearly outlined the purpose, format, and requirements of the pre-test, which involved listening to an audio recording twice and completing the test under the supervision of the researcher and a colleague, taking approximately 30 minutes to finish.
The initial questionnaire revealed that three students from the control group (CG) and two students from the experimental group (EG) were excluded from the study due to prior experience with listening activities involving videos, such as songs and films, outside of class Consequently, the final sample comprised 35 students in the control group.
36 students in the EG, totally 71 students
Administering the post-test to both groups and the 2 nd questionnaire to the EG
A post-test was conducted to evaluate the listening comprehension differences between two groups of students after completing the course Seventy-one selected students gathered in a large room to take the post-test, which followed a similar administration procedure to the pre-test, with the primary distinction being the handling of the post-test results.
34 test papers, the students in the CG left the room
Following the post-test, the experimental group (EG) took a 10-minute break before completing a second questionnaire designed to gauge their attitudes toward using videos in listening learning To ensure the reliability and validity of the collected data, the purpose of the questionnaire, instructions for answering each question, and explanations of challenging terms were thoroughly communicated to the students prior to their responses The questionnaire took the students 10 minutes to complete.
Data analysis
The data gathered from tests and questionnaires was compiled into a data file, followed by a thorough screening and cleaning process to eliminate any errors that could potentially disrupt the analyses.
The data analysis employed both descriptive and inferential statistics to uncover key patterns in participants' demographic information and their attitudes towards video-based listening learning Descriptive statistics calculated percentages, minimums, maximums, means, medians, and standard deviations, while inferential statistics examined differences in general characteristics between two groups and assessed improvements within and between these groups The analysis was conducted using version 23 of the Statistical Package for the Social Sciences (SPSS) software.
3.6.1 Analysis of the first questionnaire
The initial questionnaire was designed to gather information about participants' general characteristics Data analysis involved both descriptive and inferential statistics Descriptive statistics provided insights into central tendencies, calculating percentage, minimum, maximum, mean, and standard deviation for variables such as age, gender, years of English learning, and time spent practicing listening outside of class.
With inferential statistics, it is essential to firstly determine if a data set is well- modeled by a normal distribution With a normal data distribution, parametric testing
35 will be utilized, but if the data set has no normality, nonparametric testing will be used Table 3.7 shows four values of sig being 000 which is less than 05 for both
CG and EG, so the hypothesis that the data set had a normal distribution was rejected
To assess the variance differences, nonparametric tests were conducted, specifically utilizing the Mann-Whitney U test This analysis focused on the correlation between the number of years spent studying English and the amount of time dedicated to practicing English listening skills outside of the classroom.
Kolmogorov-Smirnov a Shapiro-Wilk Statisti c df Sig Statistic df Sig
Year of studying English CG 368 35 000 778 35 000
Time of practicing English CG 518 35 000 297 35 000
3.6.2 Analysis of the pre-test and post-test
To address the initial research question, an analysis was conducted on the data gathered from both the pre-test and post-test, focusing on the differences observed within each group as well as between the groups before and after the treatment.
Kolmogorov-Smirnov a Shapiro-Wilk Statistic df Sig Statistic df Sig
First of all, the normality of the data set of the tests was checked before choosing parametric tests or nonparametric tests As can be seen in Table 3.8, sig 36
The results of the pre-test indicated a significance level of 005 and 000, both of which are below the 05 threshold, leading to the rejection of the hypothesis that the data set follows a normal distribution Similarly, the post-test showed a significance level of 000, also less than 05, while another value of 147 exceeded 05, further confirming the absence of normal distribution in the data set Consequently, nonparametric tests, specifically the Mann-Whitney U test and the Wilcoxon Signed Ranks Test, were employed The Mann-Whitney U test assessed the differences between the two groups, while the Wilcoxon Signed Ranks Test evaluated the differences between the pre-test and post-test results within each group.
3.6.3 Analysis of the second questionnaire
So as to answer the second research question, the data collected from the second questionnaire was analyzed to see the students’ attitudes towards using videos in listening learning
The students’ attitude questionnaire was structured into three scales reflecting the components of attitudes, with an initial assessment of each scale's reliability to ensure internal consistency Items that negatively impacted this consistency, indicated by a mean inter-item correlation value below 2, were eliminated Subsequently, the total score for each scale was determined by summing the scores of the retained items, which were then utilized for further analysis Descriptive statistics for both the overall score and individual items within each scale were computed to provide a comprehensive overview of the data.
Reliability
Reliability is defined as the stability and consistency of scores obtained from an instrument (Creswell, 2012) To assess reliability, various methods can be employed, including the test-retest method, equivalent-forms method, and internal-consistency method In this study, data from the pre-test, post-test, and the second questionnaire were utilized to address the research questions, while the first questionnaire was designed to collect background information.
37 participants Thus, only reliability of the tests and the second questionnaire were checked with inter-rater reliability method and internal consistency method respectively
3.7.1 Reliability of the pre-test and post-test
To ensure the reliability of the pre-test and post-test, the inter-rater reliability method was employed, involving two colleagues as raters and the researcher as a supervisor Each rater received an answer key containing 15 multiple-choice items and 10 written items to guide their scoring No points were awarded for student answers that did not match the answer key.
In a study assessing inter-rater reliability, two raters independently evaluated 71 pre-test and 71 post-test papers, achieving a perfect agreement rate of 100% for both assessments This indicates a high level of consistency between the raters' evaluations.
3.7.2 Reliability of the second questionnaire
The internal consistency method was employed to assess the reliability of the second questionnaire, which was structured into three scales reflecting different components of attitudes Scale 1 focused on students' feelings regarding the use of videos in listening learning, Scale 2 addressed their beliefs about this method, and Scale 3 examined their behavioral tendencies towards listening learning with videos Each scale comprised fewer than 10 items, ensuring a concise evaluation of the relevant attitudes.
According to Pallant (2011), Cronbach’s alpha values above 7 are deemed acceptable; however, scales with fewer than 10 items typically exhibit lower alpha values Consequently, these scales should maintain a mean inter-item correlation between 2 and 4 In this study, each scale in the questionnaire contained fewer than 10 items, resulting in low Cronbach’s alpha values of 649, 613, and 479, respectively (refer to Table 3.9) Therefore, the mean inter-item correlation values were considered crucial for evaluating the reliability of the scales.
Cronbach's Alpha Based on Standardized
Table 3.9 Cronbach’s Alpha values of the three scales
Scale 1 (feelings) included 4 items (Q1-Q4) with the mean Inter-Item Correlations value being 314 and all values of Corrected Item-Total Correlation being greater than 3 (see Table 3.10) Thus, all items in this scale had good correlations with each other
Maximum / Minimum Variance N of Items Inter-Item
Table 3.10 Scale of feelings: Inter-item correlations
Maximu m / Minimum Variance N of Items Inter-Item
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 3.11 Scale of beliefs: Inter-item correlations 1
Scale 2 (beliefs) included 7 items (Q5-Q11) The mean Inter-Item Correlations value was computed 177