i ABSTRACT Audio-visual aids, including animated films, have been considered a great tool in language teaching, yet past research in Vietnam has not paid attention to the use of animated films in English language teaching This research was carried out with the aim to see whether using animated films for EFL learners at high school has any impacts on their listening comprehension development In the experiment, two groups, one control and one treatment, were set up Before and after the six week experiment, both groups were asked to the pretest/post-test and to answer a pre-treatment and post-treatment motivation questionnaire During the treatment, the treatment group received six animated film based lessons while the control group did not The results showed that the treatment group achieve higher level of listening comprehension and gained greater motivation to study English ii ACKNOWLEDGEMENTS I would like to express my deep gratitude to my supervisor, Tran The Ngoc Yen, who I believe is the most wonderful supervisor, for her valuable direction, keen insight, precious orientation, warm encouragement, and continuous support throughout this project Her enthusiasm and positive attitudes were sparkling in such a way that it helped to make my research a serious yet fun task to fulfill I also wish to thank my Principal, Vu Tien Ca, who approved of my research, my colleagues who would come along during the project right from the first days I began it Without that, it would have been harder for me to finish the project I would also like to thank the board, teachers, and students at Tinh Gia2 High School for their cooperation and help Finally, I would like to delicate this work to my parents and family, who have been always supporting me with love and sympathy iii TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.4 Scope of the study CHAPTER LITERATURE REVIEW .6 2.1 Listening process 2.1.1 Definition 2.1.2 The nature of listening 2.1.3 Listening in foreign language .7 2.2 Listening comprehension .10 2.3 Assessing listening ability 12 2.3.1 Indicators of listening ability 12 2.3.2 Methods to assess listening ability 12 2.4 Teaching the listening skill 14 2.4.1 Factors affecting EFL learners’ listening ability .14 2.4.2 Difficulties EFL learners have when learning listening 15 2.4.3 Principles for teaching EFL listening 15 2.4.4 Techniques for teaching EFL listening 17 2.5 Animated films in English language teaching .18 iv 2.5.1 Kinds of audio-visual aids 18 2.5.3 Principles for selecting animated films for EFL learners 20 2.5.4 The benefits of animated films for EFL learners 21 3.1 Research questions .24 3.2 Study setting 24 3.3 Participants 24 3.4 Materials and instruments 25 3.4.1 Materials 25 Figure Frame grab of TiengAnh123 27 3.4.2 Instruments 27 3.5 Procedure .28 3.6 Pilot testing 29 The pilot testing of the four texts for the pre-test and post-test: 30 Table 2.1: Minimum and maximum of general test 31 Table 2.2: Means and standard deviations of the general test of the two groups .31 CHAPTER FINDINGS AND DISCUSSION 32 4.1 Results 32 4.1.1 General English test results .32 Table 3: Statistical mark rate to two groups on the general test 32 Figure 2: Pie charts for general test parallel of group .32 Figure 3: Pie charts for general test parallel of group .32 4.1.2 Pre-test and post-test results 33 4.1.2.1 Results of pre-test 34 v Table 4.1: Statistical mark rate of pre-tests to two groups 34 Figure 4: Pie chart for pre-tests of group 34 Figure 5: Pie chart for pre-tests of group 34 4.1.2.2 Results of post-test 35 Table 4.2: Statistical mark rate of post-tests to two groups .35 Figure 6: Pie chart for post-tests of group 36 Figure 7: Pie chart for post-tests of group 37 4.1.3 Comprehension increases in the comprehension listening course 37 Table 5.1: Statistical results of pre-and post-tests to group 38 Table 5.2: Statistical results of pre-and post-tests to group 38 Table 5.3: Within-group comparison results for the experimental and control groups 38 Figure 8: The bar chart for the improvement after the treatment for the experimental group 39 Table Experimental group’s reaction to the multiple-choice questions of survey 40 Conclusion 48 CHAPTER CONCLUSIONS 49 5.1 Summary of the main findings .49 5.2 Pedagogical implications .50 5.3 Limitations 52 5.4 Suggestions for further research 53 REFERENCES 55 APPENDIX A: Lesson Plan .63 Name of the film: THE LITTLE PRINCESS AND THE SEVEN DRARVES 63 vi Instructions .82 Instructions .83 https://www.youtube.com/watch?v=4aWvPhmZkQI 83 Toni's had an accident 83 APPENDIX D: POST-TEST .84 Instructions .85 https://www.youtube.com/watch?v=jzZo7I8u3qg .86 PARK FARM .86 - .86 LIST OF TABLES Table 1: The focuses of pilot testing Error: Reference source not found Table 2.1: Minimum and maximum of general test Error: Reference source not found Table 2.2: Means and standard deviations of the general test of the two groups .Error: Reference source not found Table 3: Statistical mark rate to two groups on the general test Error: Reference source not found Table 4.1: Statistical mark rate of pre-tests to two groups Error: Reference source not found Table 4.2: Statistical mark rate of post-tests to two groups .Error: Reference source not found Table 5.1: Statistical results of pre-and post-tests to group .Error: Reference source not found Table 5.2: Statistical results of pre-and post-tests to group .Error: Reference source not found Table 5.3: Within-group comparison results for the experimental and control groups Error: Reference source not found vii Table Experimental group’s reaction to the multiple-choice questions of survey .Error: Reference source not found viii LIST OF FIGURES Figure Frame grab of TiengAnh123 Error: Reference source not found Figure 2: Pie charts for general test parallel of group Error: Reference source not found Figure 3: Pie charts for general test parallel of group Error: Reference source not found Figure 4: Pie chart for pre-tests of group Error: Reference source not found Figure 5: Pie chart for pre-tests of group Error: Reference source not found Figure 6: Pie chart for post-tests of group .Error: Reference source not found Figure 7: Pie chart for post-tests of group .Error: Reference source not found Figure 8: The bar chart for the improvement after the treatment for the experimental group Error: Reference source not found CHAPTER INTRODUCTION 1.1 Rationale It goes without saying that English has developed into a world language It is considered international because of its significance in cultural aspects in not only former British colonies but also in other countries due to integration Besides, English is regarded as global thanks to the dominance of the language in this information technology age It is a common knowledge that any modern citizen of this rapidly growing twenty-first century mastering the English language is determined to overpower those who not Still, there remain some opponents of this trend who decide to go against the flow to probably avoid the domination of the language and its culture Notwithstanding, any practical and serious thinking individual could easily tell how that conservative idea is hardly working at this point now that English has been deeply rooted and undoubtedly here-to-stay in our society In other words, one, needless to say, greatly depends on English to survive and thrive in this contemporary world The teaching and learning of English; therefore, has been immensely concentrated around the globe English language is even separated into four distinctive skills to be easily taught to non-native speakers of English As a child, we learn to listen before we speak, so it is fairly clear that input should come first before output As a result, Reading and Listening are supposed to be taught before Writing and Speaking Novel movements in teaching English language also share the same opinion on placing more attention to the communicative purpose of the language by focusing on Listening and Speaking Yet, reality has showed inconsiderable improvement in learners’ listening skills accompanied by a bitter truth of listening remaining a struggle for English learners The apparently undesirable situation of teaching and learning listening skills has triggered a passionate need in every teacher or instructor of English language to invent new ideas to combat the problem As one myself, I have been concerned enough to conduct a study on the effectiveness of using animated cartoons as supplementary materials in enhancing students’ listening skills at Tinh Gia High School in Thanh Hoa province A number of studies have shown the positive influence of comprehensive listening courses on students’ listening comprehension but there has not been any research on what supplements of a comprehensive listening course will cause the greatest increase and how comprehension increases will affect on English learners This thesis explores the effects of the use of supplements of nominated films to schedule comprehensive listening skill A group of participants followed the comprehensive listening course with one, two, three, and four sessions in a week Another group of participants allowed with the same period of time without any supplement of animated films The results were compared to see which group gained the greatest increase It is essential for language teachers to help our students become effective active listeners It has been proved that By providing further active listening practice such as supplements of animated films can learners improve their comprehensive listening I have realized that animated films have not only humorous actions, funny context us also communicative contents usefully and easy imitation The lively images and fascinating sound of animated films will attract student’s interest to pay attention to listening while watching With real and natural voices in conversations, students will listen to characters’ intonation and can guess the meaning of vocabulary through watching That will make them enjoy and take 79 TASK 2: Paragraph writing ( marked from 66 to 80) Write your paragraph (around 100-150 words) to express your opinion about this: “Good English is the key to success” PAPER IV LISTENING (25 ms) Part Instructions There are questions in this part, for each question there are pictures and a short recording Choose the correct picture Type in CAPITAL LETTERS A, B or C in the answer box Example: How many people were at the meeting? Your answer (A, B or C): C 81- 82- What music will they have at the party? 80 Your answer (A, B or C): 83-84 - When will the man go on holiday? Your answer (A, B or C): 85-86 - What will the weather be like tomorrow? Your answer (A, B or C): 87-88 - What color is Mary's coat? Your answer (A, B or C): 89-90 - What did the woman repair? 81 Your answer (A, B or C): https://www.youtube.com/watch?v=pW2hXZW_C94 Part Instructions You will hear a student telephoning a school Listen and complete the questions given The pass mark for this exam is 70% or over https://www.youtube.com/watch?v=pQLrLdhjG_4 NOTEBOOK Name of School: (91-92) Next course begins: Day: (93-94) Date: (95-96) Classes begin at: (97-98) Address: (99-100) …………………… THE END………………… 82 APPENDIX C: PRE-TEST LISTENING TIME: 25 MINUTES Part Instructions Listen to Jim and Julie talking at a party What the guests want to eat or drink? For each question, drag and drop, or type the correct answer, or the corresponding letter, in the answer box The pass mark for this exam is 70% or over https://www.youtube.com/watch?v=8cwl6yJhirs PEOPLE Kevin: FOOD AND DRINK • A) coffee • B) coke • C) ice-cream • D) milk Jim: • E) orange juice Julie: • F) sandwich • G) tea • H) water Barbara: Paul: Diana: 83 Part Instructions You will hear a girl talking about her brother, Toni Listen and complete the questions given The pass mark for this exam is 70% or over https://www.youtube.com/watch?v=4aWvPhmZkQI Toni's had an accident He's hurt his: (1) Name of hospital: (2) Room: (3) Floor: (4) Visiting hours: (5) Please take: (6) every day 84 APPENDIX D: POST-TEST LISTENING TIME: 25 MINUTES Part Instructions Listen to Carlos asking for information about a library Choose the best answer (A, B or C) for each space, drag and drop it, or type the answer, or the corresponding letter, in the answer box The pass mark for this exam is 70% or over https://www.youtube.com/watch?v=1A0vgTrv20Y - The library is closed until Your answer: • A) Tuesday • B) Wednesday • C) Thursday - What must Carlos take to the library? Your answer: • A) a student card • B) a teacher's letter • C) a passport - How much will it cost Carlos to join? Your answer: • A) 1000 pesetas • B) 1500 pesetas • C) 3000 pesetas 85 - Carlos will get Your answer: • A) library tickets • B) library tickets • C) library tickets - On Saturdays, the library opens at Your answer: • A) 10.30 a.m • B) 11.00 a.m • C) 2.30 a.m - The library is in Your answer: • A) Murdoch Street • B) Murdosh Street • C) Murdock Street Part Instructions You will hear some information about a farm Listen and complete the questions given 86 https://www.youtube.com/watch?v=jzZo7I8u3qg PARK FARM To see: Food in: (1) (2) Cat Tea Room opens at: Family ticket costs: (3) (4) pounds Don't bring: (5) Not far from: (6) - 87 APPENDIX E QUESTIONNAIRE (Experimental group’s reaction to the multiple-choice questions of survey) Participant’s name:…………………………….……… Tick (V) in the column you think it’s right, and (X) in the column you think it’s wrong I Strongly Agree Disagree prefer only the Agree Strongly Disagree listening materials provided in the textbook (Tơi thích học nghe với kiến thức sgk) I’d Strongly Agree Disagree like to use both Agree Strongly Disagree animated films and textbook recordings as a combination (Tơi thích kết hợp nghe phim hoạt hình nghe theo kiến thức sgk) I Strongly Agree Disagree Strongly 88 not want to Agree Disagree watch animated films in the classroom (Tôi khơng muốn xem phim hoạt hình nghe lớp) I often Strongly Agree Disagree not listen to Agree Strongly Disagree English if I not have to (Tôi không thường xuyên nghe tiếng Anh không bắt buộc phải nghe) Strongly Agree Disagree Animated films Agree help me improve my Strongly Disagree English (Phim hoạt hình giúp tơi nâng cao vốn tiếng Anh mình) The Strongly Agree Disagree Strongly 89 English in Agree Disagree animated films is easier to understand than it in the textbook recordings (Tiếng Anh phim hoạt hình dễ hiểu so với tiếng Anh tapescript sgk) Strongly Agree Disagree Animated films Agree are Strongly Disagree more interesting than the recordings in the textbook (Phim hoạt hình có dung thú nội vị so với sgk) Animated films Agree encourage me to understand Strongly Agree Disagree Strongly Disagree 90 other listening materials outside the classroom (Phim hoạt hình giúp tơi hiểu thêm kiến thức nghe lớp học) Both Strongly Agree Disagree animated films Agree and Strongly Disagree the listening lessons enable me to listen to other materials outside the classroom (cả phim hoạt hình sgk giúp tơi hiểu kiến thức xã hội) 10 Animated films Agree help improve my English Strongly Agree Disagree Strongly Disagree 91 listening skills more than the recordings the in course book ( Phim hoạt hình giúp tơi cải thiện kĩ nghe tất nội dung sgk) 11 Strongly Agree Disagree Animated films Agree Strongly Disagree are difficult for me to understand (Phim hoạt hình khó cho hiểu) 12 Strongly Animated films Agree motivate me to more listening outside the classroom (Phim hoạt hình thúc đẩy Agree Disagree Strongly Disagree 92 việc nghe tiếng Anh tơi ngồi lớp học) 93 APPENDIX F INTERVIEW (FOR INTERVIEWING PARTICIPANTS’ RESPONSES TO THE TREATMENT) STUDENT’S NAME:………………………………………… Question1: Hầu hết học sinh tham gia thử nghiệm cho việc thực nghiệm hữu ích cho giao tiếp Question 2: Tất học sinh thích xem phim hoạt hình lớp cảm thấy thoải mái với việc kết hợp hai giữ sgk kiến thức bổ trợ hàng tuần với phần luyện tập sau xem phim Question 3: Hầu hết học sinh tham gia thử nghiệm cho sử dụng phim hoạt hình bổ trợ cho kĩ nghe tiếng Anh có tác dụng thúc đẩy kĩ nghe hiểu Question 4: Gần nửa học sinh tham gia thực nghiệm áp dụng từ vựng, cấu trúc, ngữ điệu, phát âm sau thử nghiệm xem phim hoạt hình lớp học ... xuyên 12% 14% nghe tiếng Anh không bắt buộc phải nghe) Animated films help me improve my English (Phim hoạt hình giúp Strongly Agree 27% Strongly Disagree 8% 42 nâng cao vốn tiếng Anh The English... Disagree films is easier to understand than it in the textbook recordings (Tiếng Anh 14% 17% phim hoạt hình dễ hiểu so với tiếng Anh tapescript sgk) Animated films are more interesting than the recordings... as supplementary materials in enhancing students’ listening skills at Tinh Gia High School in Thanh Hoa province A number of studies have shown the positive influence of comprehensive listening