VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES

DANG THI KIEU GIANG

AN EMPIRICAL STUDY ON THE BENEFITS OF VIDEO-ASSISTED
ACTIVITIES TO STUDENTS' ORAL PROFICIENCY

(NGHIEN CLIU VE LOI ICH CUA CAC HOAT DONG CO SU TRO (;IL P CUA
VIDEO VOI VIEC PHAT TRIEN KHA NANG NOI CHO SINII MEN)

M.A. MINOR PROGRAVLME THESIS

Field: English .Methodology
Code: 601410
Course: kl7
Supervisor: LE \ AN CANH, M.A

Hanoi, August 2010


IV
LIST OF TABLE

"hart 1

20

fable 1



13. Research questions

2

1.4. Scope of the study

2

1.5. Method of the study

3

1.6. Significant of the study

3

1.7. Structure of the study

3

IIIAPIER IWO: LITERATURE REVIEW

5

!.l. Oral Proficiency

5

!.2. IJcmcnts get involved in oral proficiency


. 1. fhe context of the study

15

3.1.2. 1 he English Department

15

3.1.3. Students' background and needs

15

3.1.4. Course book and teaching materials for teaching speaking skill

16

.2. Research Methods

16

3.2.1. Participants

16

3.2.2. Instruments

17

3.2.3. Procedures

,

25

4.1.5. Some disadvantages of leaming to speak English with the videos
4.2. Discuss of the

findings

27
28

4.2.1. To what extent do video-assisted activities enhance the students' motivation to
practice speaking English?

28

4.2.2 To what extent do the students think the video-assisted activities help to develop their
jral proficiency?

29

4.2.3. Which areas of oral proficiency arc most positively affected by the video- assisted
ictivities?

30

CHAPTER FIVE: CONCLUSION

32

i.4. Limitations of the study and suggestions for further studies

35

iEI ERENCES

36

U»PK\DI( ES


CHAPTER ONE: INTRODUCTION.
1.1. Rationale.
In globalization trend, the communication in English has been had an increasingly
significant role than ever before. The ability to communicate in real life has become the
main goal of most learners. They invest a considerate amount of time and money in the
hope of using English better in all communicative situations. The desire to speak English
fiucnlly drives students of all areas in Vietnam to make more effort to improve their oral
proficiency. Many students, besides the time of participating in regular course at colleges
or universities, seek further occasions to practice speaking. Some meet and converse face
to face with foreigners to familiarize themselves with native speakers' sounds while others
like self-education with available softwares, or online English teaching programmes to
ameliorate their oral proficiency. These practical deeds offer students much success; help
them be more llexible and confident in using English to contact w ith others.
Despite the impressive progress made by my own students, their speaking ability was still
limited. They seemed to be more reticent and reluctant in presenting something in crowd
audience. This was clearly shown in several English speaking courses as well as the
workshops with the presence of many students coming from different areas. They were
afraid of opening their mouth even to raise questions to the teacher or express their ideas in
participating classroom speaking activities. Their reticence led the atmosphere of my

practice speaking English?
- To what extent do the students think the video-assisted activities help to develop their
oral jiroficicncy?
- Which areas of oral proficiency are most positively affected by the video-assisted
activities?
L4. Scope of the study.
In this action research, I intended to investigate the extent to which the video-assisted
activities motivate and help my students to develop their oral proficiency as well as find
out the areas of oral proficiency that arc most positively affected by these activities. The


action research are conducted within a periods of five months during the second term of
the academic year of 2010. The participants are 79 students of two classes at the same
college junior level.
1.5. Method of the study
Action research has proved to be the best choice for this study since its aim is to improve
the students' oral proficiency in a certain context. The combination of different
instruments: an observation, an informal talk with the student participants, a refiective
journal-keeping, and a questionnaire in this research was intended to collect the data for
the study.
1.6. Signification of the study
This study is expected to provide an insight into the effectiveness of video-assisted
activities on students' oral proficiency. The findings from the study will therefore shed
light on the practicality of video-assisted activities in developing students' oral skills in a
context where exposure to the target spoken language is very limited.
1.7. Structure of the study
The study is presented

in five chapters; namely, introduction, literature review,


ability to use language coherently and cohesively while strategic competence refers to the
ability to deal with linguistic challenges by using the existing language resources. One
linguistic component which is missing from the above construct regarding oral proficiency
is the phonological competence, i.e., pronunciation, intonation, and rhythm as well as the
lexical competence, or the appropriate range of vocabulary.
Applying the above construct of communicative competence to oral proficiency, I, in this
study, define oral proficiency as being composed of the following:
- ability to use English for oral communication accurately;
- ability to speak intelligible English
- ability to show cultural sensitivity to the interlocutor
- ability to speak English with relatixc confidence and ease.
- ability to get the meaning across w ith whatever linguistic resources available.
- ability to show a relatively sizable vocabulary.
These mdicatoi-s will be used lo measure the mipact of video-assisted activities on
students' oral proficiency in this study.
2.2. Elements get involved in oral proficiency.


With regard to speaking, many researchers have provided several definition and
explanations of this concept. According to Chancy (1998) speaking refers to the process of
building and sharing meaning through the use of verbal and non-verbal symbols, in a
variety of contexts. In Plorez's view (1999) "speaking is an interactive process of
constructing meaning that involves producing and receiving and processing information"
(p. 1, cited in Bailey, 2005).
Bailey (1993) divides the oral proficiency into four components; namely, accuracy, fluency,
functions and mitigation. Accuracy refers to the ability select the correct words and
expressions to convey the intended meaning and use the grammatical pattems of English as
well. I'luency is the capacity to speak fiuidly, confidently, and at a rate consistent with the
norms of the relevant native speech community. Fluency happens naturally when proficient
learners have ability to use vocabulary flexibly to speak smoothly especially for topics

involves more than linguistic know ledge, i.e., grammar and vocabulary
Fluent oral production is often seen as the final piece in the jigsaw. Nunan (1991) also
affirms that "course books, particular those aimed at lower-proficiency learners, consist
largely of manipulative, form focused exercises" (p.5, cited in Haymes, 2009). This may
lead to two problems: firstly, fluency is not developed as leamers arc denied the
opportunity to combine the disparate elements of their existing productive store to
communicate

authentically; secondly, the original

structures

themselves are not

internalized, as they are not used by the learners to create personalized meaning. That
practice alone is not the most expedient means to oral proficiency, many leamers become
de-motivated because they are not given opportunity to use the language communicatively.
Moreover, the balance between fluency and accuracy is complex for students at the
beginning and intci'mcdiate levels of language leaming because while developing the
proficiency, fluency and accuracy often against each other. Bailey (2005.) concludes that:
Before grammar rules hccomc automatic and while learners arc still acquiring
essential vocahulaiy itetns, applying the rules and searching one's memory Jor the
right words can he laborious mental processes, which glow the leartiers' speech
and tnakc thctn dysfluent. Likewise, language learners can sometitnes speak quickly,
without hesitating to apply the rules they have learned, but doing so tnay decrease
their accuracy (p.5).


8


- Involve speaking activities not only in class but also out of class; contact parents and
other people who can help.
- Circulate around classroom to ensure that students are on the right track and see whether
they need your help while they work in groups or pairs.
- Provide the vocabulary beforehand that students need in speaking activities.
- Diagnose problems faced by students who have difficulty in expressing themselves in the
target language and provide more opportunities to practice the spoken language (p.5).
Agreeing with Kayi's ideas but Zhao (1998) gathers them into concrete terms; namely,
giving a good environment, timely encouragement and appropriate methods. This is detail
of what he suggests.
- Giving a good environment.
Generally, according to Zhao (1998) there are two factors to affect students' speaking
English in class. Firstly, students fail because they do not find suitable words to convey
their ideas. Secondly, students arc afraid of making mistakes when speaking because they
are not sure about their pronunciation or intonation what may make them embarrassed in
frond of classmates. Worry and failure would drive students to keep silent; thus, a safe
environment is necessary to help language leamers confidently open their mouth. Such a
safe leaming environment can be created with various pedagogical inter\entions, some of
which arc discussed below.
- Timely encouragement
Zhao (1998) suggests that after students finish their speaking in class, teachers should
encourage them and let students feel they have made some progress with a sense of their
fulfillment. Teachers behave students in a gentle way and give them praise whenever they
are doing anything close to a good job. Teachers are also sincere and look for opportunities
to find them doing something right. Sometimes, teachers should remind themselves ot
a\oid getting frustrated, angry and impatient. Also, teachers should be nice, sensitive, and
approachable person at all times and never single students out or put them on the spot.
Treating students with kindness, respect and valuing students' opinions benefit students.
Teachers, especially, should not laugh at or say anything that makes them reticent.


many opportunities to practice speaking as well as develop their \ocabular\. grammar
structure and natural language use.


11

2.6. Pedagogy value of the video-assisted activities in teaching speaking skiH.
Watson (2005) in guiding the principles for teaching speaking to intermediate leamer
states: personalizing the content of speaking activities is great important because this is the
process of making activities conformable the learners' own circumstances, interests and
goals. Watson suggests language teachers should create activities based on song lyrics,
reading passages, pictures...to stimulate students' leaming. Litterwood (1991) also claims
that teachers need to design further activities so as to provide an opportunity for leamers to
produce language that they have recently leamed. Therefore, using the video-assisted
activities is extremely significant in the context of Ha Tinh students. Of greater concem is
that these speaking activities are based on the authentic video clips that have been
considered to be of great advantage to language leamers. What follows is a discussion of
the benefits and drawbacks of video-assisted activities.
2.7. Benefits of using videos in language teaching.
There arc two kinds of videos: educational videos and authentic \idco materials. Both of
them are valuable teaching aids for language speaking. According to Shcmian (2003),
authentic videos should be used to students in language classroom because there's a large
amount of high quality, easily available, cheap material around these days.
During the past several decades, videos have become quite popular from the form of
language teaching materials. A number of authors have discussed the benefits and
advantage \ ideos based presentation of language has over other fomis of presentation.
According lo Stempleski and Tomalin (1990), benefits of videos to leamers are separated
into two terms: motivation and communication.
Ill terms of motivation: students arc more motivated in their studies when leamine with
video clips. In other words, videos can stimulate students' motivation, maintain their

the non-verbal communication such as facial expression, body language as well as
pi-oiuinciation, stress (Murugavel, 2005).
Thanks to videos, students can improve their spoken English (Sun, 2005). As listening and
speaking arc the two major skills students should acquire, the video materials not only help
lo present the target language more vividly but get students to use English thev have
learned in talking about the videos (Hcmcl, 2005).
Also, Vidcos are an useful access acquainting students with native speaker modes (Pctridcs,
2005). They bring students all kinds of situations, with full contextual back-up that help


13

students more easily familiarize different voices from different people (Canning-Wilson,
2000).
Besides, videos provide students with many occasions to leam about culture. Videos can
give students realistic models to imitate for role-play: can increase awareness of other
cultures by teaching appropriateness and suitability (Arthur, 1999). Videos are a window
on English -language culture (Sherman, 2003), for example , short documentaries can open
up students' eyes to different cultures ways of life; therefore, the aspects of culture are
seemed as good and idea for any people using video material with classes (Shemian, 2003).
Furthermore, language teaching, when added with video allows difTerentiation of teaching
and learning according to the students' abilities, leaming styles and personalities (Bum and
Reed, 1994). Since video as a moving picture book, gives access to things, places, people,
events, and behavior, regardless of the language used, and is worth thousands of picture
dictionaries and magazines, using this tool pemiits teachers widen the classroom range of
activities (Arthur, 1999). Teaching with videos promotes a pleasant environment through
provision of a variety of activities.
Obviously, leamers leam primarily because of what they bring to their classroom
experience in terms of their perceived needs, motivation, past experiences, background
knowledge, interests and creative skills (Combe and Kinney, 1999).

watching the plot to listening the language (Sun, 2005). In some cases, students will feel
tired of catching with the language if the plot of video is too long and complex (Moobin,
2008).
In short, if students can not comprehend the video to an acceptable level, initial enthusiasm
is lost and the entire endeavor may lead to frustration for both students and teacher (Gainer,
2005).
Conclusion
This chapter reviews the pros and cons of video-assisted activities to promote second or
foreign language teaching in general and speaking skills in particular. One of the major
advantages of video-assisted language activities as discussed in this chapter is they help to
motivate the students and maintain that motivation. Another advantage is they stimulate
students' participation. The next chapter presents the study.


15

CHAPTER THREE: METHODOLOGY
3.1. The context of the study.
Ha Tinh University was established in May of 2007 from merging three separate educational
institutions: Ha Tinh teacher's training college. Ha Tinh economic college and Ha Tinh
branch of Ha Noi National University. This is a young university whose main task is to train
students with multiple fields and various levels mostly serving for Ha Tinh province and the
areas nearby.
Experiencing three years of unity, Ha Tinh University quickly develops about quality and
quanlily of students and staff of teachers. Every year, the University of Ha Tinh receives
thousand of students into studies; including many inlemational students from Lao, China...
Enhancing the quality of students is the focus of Ha tinh University; therefore, the selection
of new teachers with high qualification is hold strictly. Also, the improvement of specialty
and study for higher level at home or abroad is a compulsory task for all staff of teachers
here. Besides, the well-equipped classrooms with leaching devices such as televisions,

3.1.4. Course book and teaching materials for teaching speaking skill.
Like other universities, major English students at Ha Tinh University have four years with
eight semesters of learning speaking for university level and three years with six semesters
for junior college level.
The students at both levels have fifteen weeks for each semester and have two 45 minute
periods for every week. They do not have speaking lessons in the last semester (the 8''^
semester for university students and the b"^ semester for junior college ones).
The main textbooks for teaching speaking skills are four volumes for speaking onl> that
were modified from series of books of Da Nang University. Each volume includes 15
lessons with different themes, arranged from simplicity to complexity. However, these
textbooks only provide the topics as well as concrete situations for discussion, but not deal
with vocabulary, pronounce, or intonation. Therefore, looking for further material and
creating appropriate activities to fill the gap arc extremely necessary.
3.2. Research Methods.
3.2.1. Participants.
This actiiMi research was performed during the second semester on two first-year English
major classes of junior college level: kl6A and kI6B. The total number of participants is 79
students (40 sludcnls of kl6A and 39 students of kl6B), among them. 4 male and 75 female.
However, there arc only 77 students completing the questionnaire (2 students were absent
from class).


17

All participants are freshmen, so they are very young with average age of 18,5. Of 79
students, 40 students know the way of using computer network but do not use them
effectively, and only 4 students have personal computer.
The first students of junior college were chosen for this research because of some reasons.
Firstly, these students have just left high schools where they were mainly focused on doing
written exercises to serve imminent competition; thus, they had a big gap in speaking in

- Questionnaire
Questionnaire is chosen for this study because it is extremely versatile and uniquely
capable of gathering a huge amount of information in a short time. "The researcher can
collect a large amount of information in less an hour" (Brown, 2001). Moreover,
questionnaire is easy to construct and simple when using. The answers are usually recorded
in some way so that they become available for reflection and analysis (Wallance, 1998).
The questionnaire was designed into 6 parts with 22 questions. Part one including 10
different statements aims at determining if the video clips given are appropriate to the
students' language proficiency as well as finding out the benefits of the v ideo-assisted
activities to the participants in term of motivation and aspects of oral proficiency such as
words, intonation, pronunciation, the use of natural language....
Part two consisting of 8 statements mainly focus on the improvement of the students after
learning lo speak with the video clips and their preference between the activities with
videos or without videos.
The questions in the part one and part two were designed in both affirmative and negative
form. These varieties were evaluated through arranged items with a 5- point rating scale so
that the students could indicate the extent to which they agreed or disagreed with the
statements given.
Two open questions in part three and four were built in order to discover the aspects that
arc the most beneficial and drawbacks the participants met in leaming process with the
videos.
A question of part five aims at checking the rate of speaking skill that the students had after
finishing the speaking course.
The content of the last question m part 6 is lo figure out whether students like leaming to
speak with videos or not.
- Rejlective

Journals