HANOI PEDAGOGICAL UNIVERSITY FOREIGN LANGUAGES FACULTY - ĐỖ THỊ CHỌN THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS IN FOREIGN LANGUAGE FACULTY AT HPU2 (SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF ARTS OF ENGLISH) BA THESIS IN ENGLISH HANOI, 2017 HANOI PEDAGOGICAL UNIVERSITY FOREIGN LANGUAGES FACULTY - ĐỖ THỊ CHỌN THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS IN FOREIGN LANGUAGE FACULTY AT HPU2 (SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF ARTS OF ENGLISH) BA THESIS IN ENGLISH SUPERVISOR: NGUYỄN THỊ HÀ ANH, MA HANOI, 2017 ACKNOWLEDGEMENTS For the completion of this thesis, I have received great assistance and support from many people without whom the work could not have been fulfilled First and foremost, I would like to express my sincere thanks to my supervisor Mrs.Nguyen Thi Ha Anh, M.A.; I would love to show profound gratitude to them for her scholarly instruction, critical comments, great encouragement and valuable materials Without these, this thesis could have probably uncompleted I also would like to show my profound gratitude to all the lectures at Hanoi Pedagogical University N.o2, especially the lectures in the Foreign Language Faculty for the tirelessly devoting time and efforts to enrich, broaden and deepen my knowledge over the past four years Also, I am particularly grateful to the second year English majors coming from Course 41 of Foreign Language Faculty, Hanoi Pedagogical University N.o2 who help me a lot in completing the surveys and participating the experimental research so that I can get the data for my research Last but not least, I owe a debt of gratitude to my beloved family, for their support, encouragement and love, which were extremely important for the completion of this thesis STATEMENT OF AUTHORSHIP Title: THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS IN FOREIGN LANGUAGE FACULTY AT HPU2 (Graduation paper submitted in partial fulfillment of the Degree of Bachelor of Arts in English) I certify that no part of above report has been copied from any other person‘s work without acknowledgements and that the reports is originally written by me under instructions of my supervisor Date submitted: May 2017 Student Supervisor Do Thi Chon Nguyen Thi Ha Anh,M.A LIST OF TABLES Table 1: Students’ opinions whether listening is difficult to improve Table 2: Students’ opinions about new techniques applying in listening Table 3: Frequency of practicing listening Table 4: Students’ attitudes towards using YouTube videos i LIST OF GRAPHS Graph 1: The marks of two groups in pre-test Graph 2: The average marks of two groups in pre-test Group 3: The marks of two groups in post-test Group 4: Average marks of two groups in post-test Group 5: Compare the marks of two groups between pre-test and post-test Graph 6: Students’ opinions whether listening skills is difficult Graph 7: Students opinions about traditional ways of learning listening Graph 8: Frequency of Internet use Graph 9: The popular visited websites of students Graph 10: Frequency of using YouTube website Graph 11: YouTube for educational purposes Graph 12: Common ways to practice listening Graph 13: The benefit of educational YouTube Graph 14: YouTube-source for practicing listening Graph 15: Videos are better than audio sound recording Graph 16: Videos as a Teaching Material ii LIST OF ABBREVIATIONS HPU2: Hanoi Pedagogical University Number EFL: English as Foreign Language ICT: Information Communication Technology OHP: Overhead projector iii ABSTRACT This study investigates whether watching clips/videos from YouTube enhances the second year English major students’ listening comprehension and identify students' attitudes towards using YouTube videos in listening comprehension The population was 40 second-year students from the Course 41 at Foreign Language Faculty of Hanoi Pedagogical University No.2 Participants were divided in two groups; one group is given the treatment (watching YouTube videos) during five weeks and the results are gathered at the end; the control group receives no treatment, over the same period of time, but undergoes exactly the same tests The main methodology using in study is experimental research Videos used in this study were chosen based on the abilities and interesting of students and they were in various kinds of videos in YouTube for students to practice Clips and comprehension exercises were introduced in classroom and they continue viewing at home In addition, one questionnaire was given at the end of the five-week project to determine students' attitudes towards their experience in using the YouTube clips Results indicate overall positive attitudes and effectiveness towards using the clips to supplement classroom instruction The majority of students agreed that watching English movie was very useful and that the clips helped them to improve their listening skills and better understand vocabulary and phrases used by native speakers iv TABLE OF CONTENTS PART ONE INTRODUCTION I Reasonable of study II Research questions III Research objectives IV Research scope V Research methods VI Significance of the proposed research VI Design of the research work PART TWO DEVELOPMENT CHAPTER ONE THEORETICAL BACKGROUP I Introduce to listening comprehension Literature review in brief Definition of listening Listening comprehension Process of listening comprehension 4.1 Bottom-up processing 4.2 Top-down processing 10 v Listening stages 11 5.1 Pre-listening stage 11 5.2 While-listening stage 12 5.3 Post-listening stage 13 Some factors affect listening comprehension 14 6.1 The listeners 14 6.2 The speakers 16 6.3 The content 17 6.4 Physical settings 17 II The employment of audio visual aids 18 Audio Aids 18 1.1 Types of Audio Aids 19 Visual Aids 21 2.1 Types of visual aids 21 III Introduction YouTube 23 An Overview of YouTube 23 The Value of YouTube 23 Reasons for using YouTube in learning to listening 24 3.1 Cognitive reasons for the use of YouTube 25 3.2 Affective reasons for the use of YouTube 25 3.3 Authenticity reason for the use of YouTube 26 CHAPTER TWO 28 METHODOLOGY 28 vi learners can access the Internet all the time from different settings and use it for educational purposes In addition to that, learners seem to be familiar with YouTube as a concept and as a popular website that can provide them with all the types of educational videos they need Most of them appear to be constant visitors to YouTube website and they access it as one of their most visited websites to be used for educational purposes Furthermore, almost all the learners show that they will be very motivated if videos are used in the educational setting and they believe that if videos were integrated in the classroom, they will interact more and participate in the sessions They also consider that videos can be the reason for increasing the comprehension of the lesson content Concerning the positive effect of using educational YouTube videos inside the classroom, most participants seemed positive towards this assumption and they agreed upon its usefulness in the classroom Most participants appear to be curious and positive towards the idea of considering videos as a good source for practicing their listening ability and they have shown their interest to experience the use of videos in the classroom by the teacher as a teaching material Videos have many advantages in the field of teaching, one of them maybe its ability to create a communicative atmosphere Another advantage which is the videos’ ability to cover the non-verbal communication and that will help the learners to comprehend better (Tarnopolsky & Degtiariova, 2003) Compared to the printed texts, videos seem to gain the support of most of the students and the reason is their desire to break the routine and bring new things to the educational setting which - as they pointed out - will be fun and entertaining Almost all of the students also believed that the use of videos can be a way to solving their pronunciation and intonation problems through the listening to 58 the content of those videos which can contain native English speakers who probably will bring a correct form of clearly pronounced words This would make the students imitate what they listen to and eventually turn to native like speakers Comparing videos with audio sound recordings, participants agreed that both tools are very helpful for understanding oral English with a bigger hope that videos would bring an additional help to them since they will be watching and listening at the same time The traditional method have always been the usual way for studying concerning the participants and almost half of them were positive towards its usefulness concerning developing the listening ability On the other hand, more than half of the participants were more opened to try new methods and they hoped to be able to experience new things in order to break the routine and witness methods that kill their boredom, plus their desire to integrate technological tools in educational settings made them want to discover modern methods 59 PART THREE CONCLUSION Alongside this study, we tried to show the widespread of the ICT tools and their affection on the world Internet is one of most affectionate tools which are invading every field in our life, one of them is education Also, we talked about the use of YouTube videos in the learning process and we tried to prove that its use will promote students’ comprehensive listening This research was divided into two parts, the theoretical part and the field work The theoretical part consists of two issues in which the study was about the two variables of the topic The first one concentrated on the listening comprehension variable in which it covered some areas concerning that ability On the other hand, the second one concentrated on YouTube videos as a second variable in this study The aspect work was concerned about the data analysis of the students ‘questionnaires and experimental research with the discussions of the findings This setting could be the cause for certain limitations that learners may encounter One of these limitations is short time applying the method The investigation took place at Hanoi Pedagogical University No.2 with Course 42 English major students The population was second year students of English language and the reason for choosing them was because they have oral expression module The students were chosen randomly without any consideration of age, gender, or social status The questionnaire was handed to them in order to know their attitudes towards the adoption of such technology such as YouTube website for enhancing their listening comprehension The aim of this research was 60 whether to confirm or reject the hypothesis that if EFL learners integrate YouTube videos while learning the English language, they will develop their listening comprehension The findings of the investigation showed that English language learners are interested in the use of Internet tools like YouTube in their learning process since it represents to them a new way which they think it is going to help them in the educational setting and enrich their English language knowledge The most of the students are interested and curious about how can YouTube change the way of their learning and be presented to them as a new method of teaching them the English sessions The second method is experimental research was apply five weeks with two independent groups to investigate watching clips/videos from English movies, YouTube enhances the second year English major students’ listening comprehension positively This technique should be applied both for learners and teachers to enhance listening comprehension The finding shows that watching educational YouTube videos has beneficial effect on learning to listen The majority of participants get positive result in improving listening YouTube videos are good source for practicing listening comprehension 61 LIMITATIONS The first limitation of the study is the five weeks is quite short time apply the experimental research as the results that the effectiveness shown unclearly Beside it is very difficult to control the viewing YouTube videos of students at home to enhance their listening comprehension Another limitation is that when doing pre-test and post-test, students may exchange or enter Internet to search the results 62 63 RECOMMENDATIONS At the end of this research, it can be said that in order to be able to integrate the use of technology in the process of teaching and learning English as a foreign language, some conditions need to be addressed: - Curriculum designers should be aware of the involvement of technology in the educational field and merge ICT tools within the curriculum - Teachers need special training concerning the use of ICT tools - Opening channels in YouTube website in which teachers and students could interact through video postings and comments will be a good method for both teachers and learners - Those technology tools would not be effective without taking the aforementioned qualifications into consideration 64 REFERENCE Anderson, A., & Lynch, T (1988) Listening Oxford: Oxford University Press Arulchelvan, S (2006) Role and Effectiveness of Electronic Media in Higher Educationwith special reference to tamilnadu Turkish Online Journal of Distance Education, 7(4) Batova, N (2013) Academic listening: is there a place for bottom-up processing? International Journal of Education and Research, 1(4) Brown, S (2006) Teaching Listening New York: Cambridge University Press Greenberg, A., & Zanetis, J (2012) The Impact of Broadcast and Streaming Video in Education Cisco Systems Inc Wainhouse Research, LLC Hasan, A (2000) Learners’ perceptions of listening comprehension problems Language, Culture and Curriculum, 13, 137–153 Herron, C (1994) An investigation of the efectiveness of using an advance organizer to introduce video in the foreign language classroom Modern Language Journal, 78(2), 190–198 Joy, S (2009) Lost in translation: Emotion and expression through technology.http://digitalcommons.uconn.edu/srhonors_theses/87/ [Accessed January 30, 2011] Kolokdaragh, V (2009) ESL/EFL Learners’ Perception of their Pronunciation Needs and Strategies California State University, Fresno Konomi, D Using Visual Materials in Teaching Vocabulary in English 65 as a Foreign Language Classrooms with Young Learners In International Conference: New Perspectives in Science Education Albania: Fan S Noli University Krashen, S D (1982) Principles and practices in second language acquisition Oxford, UK: Pergamon Press Krashen, S D (1985) The input hypothesis: Issues and implications Longman Richards, J., & Renandya, W (2002) Methodology in Language Teaching New York: Cambridge University Press Metekohy, M (2010) YouTube statistics, [Online] Available at: http://www.viralblog.com/research/youtube-statistics/ [Accessed December 18, 2010] Rost, M., 1991 Listening in action: Activities for developing listening in language teaching.New York: Prentice Hall Rost, M., 1994 Introducing listening London: Penguin Shin, D (1998) Using video-taped lectures for testing academic language International Journal of Listening, 12, 56–79 Ur, P., 1984 Teaching Listening Comprehension Cambridge University Press: Cambridge Wang, y., & Gafurov, D (2015) The Cognitive Process of Comprehension: A Formal Description University of Calgary, Canada Gjovik University College, Norway Watkins, J & Wilkins, M (2011) Using YouTube in the EFL Classroom.Language Education in Asia, doi:10.5746/leia/11/v2/i1/a09/watkins_wilkins Weyers, J (1999) The effect of authentic video on communicative competence Modern Language Journal, 83(3), 339–353 66 2(1) 67 APPENDIX STUDENTS’ QUESTIONNAIRE Chapter 1: Students’ opinion with listening For the following items, please tick  the answer that best show your opinion Listening skills is a difficult skills  Yes  No It is difficult to improve listening skills  Yes  No Practicing listening by using traditional ways is very boring  Yes  No I want to be good at listening  Yes  No I want to be introduced some new techniques to be better in listening  Yes  No Chapter 2: Background information For the following items, please tick  the answer that best show your opinion How often you access the Internet?  Always  Often 68  Sometime  Rarely  Never When you access the Internet, where you usually visit?  Social media (Facebook, Twitter, Instagram…)  Educational websites  News/ Sport  YouTube website  Other How often you use the Internet for educational purposes?  Always  Often  Sometime  Rarely  Never How often you visit YouTube website?  Always  Often  Sometime  Rarely  Never How often you use YouTube website for educational purposes?  Always  Often  Sometime  Rarely  Never 69 By what way you practice listening English :  Watching films  Listening to English music  Listening the sample tests  Watching YouTube videos  Others: ……… How often you practice listening English?  Always  Often  Sometime  Rarely  Never Chapter 3: Students’ Attitudes towards Using YouTube Videos For the following items, please tick  the answer that best show your opinion Strongly Slightly Neutral Slightly Strongly agree agree Watching YouTube videos helps improve listening comprehension Watching YouTube videos helps me understand vocabulary phrases used and by 70 disagree disagree native speakers Watching YouTube videos helps me understand English speaking culture Watching YouTube videos is more useful listening than to a textbook CD YouTube videos are good source for practicing listening comprehension It is helpful for students practice to English listening comprehension with computers using videos It will be more interested in learning the English language if the 71 teacher uses videos in English as a teaching material? 72 ... of this thesis STATEMENT OF AUTHORSHIP Title: THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS IN FOREIGN LANGUAGE FACULTY AT HPU2. .. UNIVERSITY FOREIGN LANGUAGES FACULTY - ĐỖ THỊ CHỌN THE EFFECTIVENESS OF USING YOUTUBE VIDEOS IN LISTENING COMPREHENSION FOR THE SECOND YEAR ENGLISH MAJOR STUDENTS IN FOREIGN LANGUAGE FACULTY AT. .. to research in listening activities The effectiveness of using YouTube videos in listening comprehension for the second year English major students at Foreign Language Faculty of HPU2. ” II Research