Contents
1
Introduction
2
Literature review
3
Methodology
4
5
Data analysis and discussion
Conclusions and recommendations
Chapter 1: Introduction
Grammar translation method
(Dinh, 2010)
Test and examination
Listening and speaking neglection
Chapter 1: Introduction
Need to be motivated
Chapter 1: Introduction
Chapter 2: Literature review
- Videos enhance ‘perception, attention,
encoding, memory, and comprehension’
(Alessi and Trollip, 2001)
- Real context
- Authentic language with cultural information
- Non-verbal language
Chapter 3: Methodology
Chapter 3: Methodology
Chapter 3: Methodology
Chapter 3: Methodology
Chapter 3: Methodology
1. Why did Merida prevent other people from
killing the bear?
2. Who saved Merida from being killed by Mordu?
3. How did Mordu die?
4. Summarize the scene.
Chapter 3: Methodology
Research instruments
1. Questionnaire
2. Interview
20 students
6 students
Chapter 3: Methodology
1. Do videos motivate
students in learning
English in the rural area?
Research
questions
2. What difficulties do
students encounter while
watching videos?
Chapter 4: Data analysis and discussion
Student’s evaluation of
Number of respondents
videos
Interesting
17/20
Fascinating
14/20
Relaxing
16/20
‘Videos help me entertain and study better’ (6/6)
‘I am looking forward to the English class every day’
(3/6)
Chapter 4: Data analysis and discussion
Skills are improved Number of respondents
Listening skills
20/20
Reading skills
9/20
Speaking skills
6/20
Writing skills
3/6
‘My listening skills were improved’ (6/6)
Chapter 4: Data analysis and discussion
Students’ difficulties
Not enough vocabulary to
Number of respondents
12/20
fully understand
Feel frustrated
6/20
‘I feel lost when the videos have too many
scenes I don’t understand’ (3/6)
Chapter 4: Data analysis and discussion
Activities students Number of respondents
like
Discussion
12/20
Writing summary
5/20
Grammar learning
2/20
Chapter 4: Data analysis and discussion
Students’ favorite movie Number of respondents
genres
Animated films
12/20
Action
9/20
Comedy
7/20
Horror
4/20
Romance
1/20
Chapter 5: Conclusions and suggestions
- Interest students and enhance their listening and
speaking skills.
Chapter 5: Conclusions and suggestions
- Choose a suitable film.
+ Students’ favorite movie genres
+ Clear visual support
+ Appropriate speech delivery
+ Interesting and humorous content
- Pre-teach vocabulary.
- Introduce the context.
- Set the task before letting students watch the film.
- Guide students to perform post-watching video task.
References
Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: methods and development.
(3rd ed.) Needham Heights MA: Allyn & Bacon.
Arthur, P. “Why use video? A teacher’s perspective”, VSELT 2:4 (1999):4
Baltova, I. (1994) “Impact of video on the comprehension skills of core French students’.
Canadian Modern Language Review, 50:3.
Burt, M. (1999). Using Video with Adult English Language Learners. National Center for
ESL Literacy Education. Retrieved from:
http://www.cal.org/caela/esl_resources/digests/video.html
Canning-Wilson, C. 2000. Practical aspects of using video in the in the foreign language
classroom. The Internet TESL Journal. VI, 11. Retrieved from
http://iteslj.org/Articles/Canning-Video.html
Dinh, T. P. T. “Techniques for teaching English grammar in four selected schools in Bien
Hoa city”. MA. thesis, University of Social Sciences and Humanities-Ho Chi Minh City,
2010.
Herron, C., Hanley, J. and Cole, S. (1995) “A comparison study of two advance
organizers for introducing beginning foreign language’ The Modern Language Journal.
Volume 79, Issue 3. Pages 387 – 395.
King, J. (2002). Using DVD feature films in the EFL classroom. Taylor & Francis Online
Volume 15, Issue 5, 2002. Retrieved from:
http://www.tandfonline.com/doi/abs/10.1076/call.15.5.509.13468#preview
Sherman, J. (2003). Using Authentic Video in the Language Classroom. UK: Cambridge
University Press
Williams, R. T., & Lutes, P. (2008). Using video in ESL classroom. 高松大学紀要, 48(1),