INTERACTIVE VIDEOS IN TEACHING LISTENING SKILL FOR VIETNAMESE HIGH SCHOOL STUDENTS: AN INVESTIGATION INTO THEIR EFFICACY IN DEVELOPING LISTENING SUB-SKILLS
Main Article Content
Abstract
In comparison with conventional linear videos, interactive videos have displayed their great potential application in L2 listening teaching practices. This study aims to investigate the efficacy of teaching L2 listening with interactive videos in developing high school students’ listening sub-skills. 67 grade 10 English-majored students at a high school in Viet Nam participated in the 5-week study, employing a quantitative approach and quasi-experimental design. Those students were later assigned to the experimental and control groups based on their pre-test scores, respectively having 34 and 33 participants. Results from t-test showed that students in the experimental group significantly improved their skills of listening for specifics and inferential listening, while those in the control group did not show significant improvements in these sub-skills. Meanwhile, there were no statistically significant differences in the students’ gist listening proficiency in both groups. The findings suggested that interactive videos have a positive influence on learners’ ability to listen for specifics and inferential listening rather than their gist-listening skill. Therefore, L2 teachers are recommended to consider streamlining the use of interactive videos within the procedures of a listening lesson.
Keywords
interactive videos, inferential listening, listening sub-skills, listening for gist, listening for specifics
Article Details
References
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Adam, A. S. (2022). Pop-up question on educational physics video: Effect on the learning performance of students. Research and Development in Education (RaDEn), 2(1), 1-11. https://doi.org/10.22219/raden.v2i1.20271
Alderson, J. C. (2000). Assessing reading. Cambridge University Press.
Arnold, J. (2000). Seeing through Listening Comprehension Exam Anxiety. TESOL Quarterly, 34(4), 777. https://doi.org/10.2307/3587791
Aryadoust, V. (2012). Differential Item Functioning in While-Listening Performance Tests: The Case of the International English Language Testing System (IELTS) Listening Module. International Journal of Listening, 26(1), 40-60. https://doi.org/10.1080/10904018.2012.639649
Brame, C. J. (2016). Active learning. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/active-learning/
Buck, G. (2001). Assessing listening. Cambridge University Press.
Chang, A. C.-S. (2008). Listening Strategies of L2 Learners with Varied Test Tasks. TESL Canada Journal, 26(1), 1. https://doi.org/10.18806/tesl.v26i1.127
Chang, H. (2021). The effect of embedded interactive adjunct questions in instructional videos (28929292) [Doctoral dissertation, The Pennsylvania State University]. PennState University Libraries. https://etda.libraries.psu.edu/catalog/18525hkc1
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Feyten, C. M. (1991). The Power of Listening Ability: An Overlooked Dimension in Language Acquisition. The Modern Language Journal, 75(2), 173-180. https://doi.org/10.1111/j.1540-4781.1991.tb05348.x
Field, J. (2009). Listening in the language classroom. Cambridge University Press.
Graham, S., Santos, D., & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435-456. https://doi.org/10.1177/1362168811412026
He, S. (2022). Exploring the use of interactive videos in an L2 listening test [Unpublished Master’s thesis]. University of Western Ontario.
Knight, B. (2018). How long does it take to learn a language?. https://www.cambridge.org/elt/blog/2018/10/11/how-long-learn-language/
Lee, S.-P., Su, H.-K., & Lee, S.-D. (2012). Effects of Computer-Based Immediate Feedback on Foreign Language Listening Comprehension and Test-Associated Anxiety. Perceptual and Motor Skills, 114(3), 995-1006. https://doi.org/10.2466/28.11.21.PMS.114.3.995-1006
Lesnov, R. O. (2022). Furthering the argument for visually inclusive L2 academic listening tests: The role of content-rich videos. Studies in Educational Evaluation, 72, Article 101087. https://doi.org/10.1016/j.stueduc.2021.101087
Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75(3), 402-412. https://doi.org/10.1037/0022-0663.75.3.402
Mawaddah, N., Mustofa, M., & Putra, I. S. (2022). Improving Students’ Listening Ability Using Edpuzzle Interactive Video. Premise: Journal of English Education, 11(1), 65-81. https://doi.org/10.24127/pj.v11i1.4521
Mayer, R. E. (2014). Multimedia Instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp.385-399). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_31
Mendoza, G. L., Caranto, L. C., & David, J. J. L. (2015). Effectiveness of video presentation to students’ learning. International Journal of Nursing Science, 5(2), 81-86.
Miller, L. (2014). Listening to lectures in a second language: A Southeast Asian perspective. The Asian Journal of Applied Linguistics, 1(1), 64-75.
Ministry of Education and Training. (2015). Dinh dang de thi Danh gia nang luc Tieng Anh bac 3 den 5 theo Khung nang luc ngoai ngu 6 bac dung cho Viet Nam [The format of the English proficiency assessment from Level 3 to Level 5 according to the Foreign Language Capacity Framework Level 6 used for Vietnam]. Issued together with Circular No. 729/QĐ-BGDĐT dated March 11, 2015 of the Minister of Education and Training.
Ministry of Education and Training. (2018). Chuong trinh giao duc pho thong - Chuong trinh mon Tieng Anh [General education program – English program]. Issued together with Circular No. 32/2018/TT-BGDĐT dated December 26, 2018 of the Minister of Education and Training.
Moran, D. (2005, September 29- October 1). Teaching Listening to Lower-Level Learners [Paper presentation]. 18th Annual EA Education Conference, Brisbane, Queensland, Australia.
Nguyen, D. H., & Dinh, T. B. H. (2023). Metacognitive listening activities use to enhance first-year non-English majored students’ listening comprehension: An action research project. VNU Journal of Foreign Studies, 39(2), 43-67.
Nguyen, H. H. (2018). Fostering Positive Listening Habits among EFL Learners through the Application of Listening Strategy and Sub-skill Instructions. Journal of Language Teaching and Research, 9(2), Article 268. https://doi.org/10.17507/jltr.0902.07
Nguyen, N. T. D. (2024, May 18). Tim hieu tinh hieu qua cua phuong phap dung ngu lieu thuc te dang video co cau hoi tuong tac trong viec cai thien ki nang nghe hieu va thai do cua hoc sinh trung hoc pho thong [Teaching listening skill with authentic interactive videos: An investigation into effectiveness and high school students’ attitudes]. Proceedings of Ho Chi Minh City University of Education’s Student Research Conference Academic year 2023-2024 (pp.350-360).
Nguyen, T. D. H., & Hoang, T. V. A. (2023). The application of pre-listening activities to activate students’ listening comprehension: An action research at high schools in Viet Nam. IOSR Journal of Research & Method in Education, 13(3), 37-44.
Nunan, D. (2002). Listening in Language Learning. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching (pp. 238-241). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.032
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 87-100). Heinle and Heinle.
Phuong, V. H. N. (2020). Understanding teacher competence in multiple-choice test item writing for English reading and listening skill tests: A case of English as a foreign language (EFL) teachers in Vietnamese higher education settings. Doctoral thesis, The University of Melbourne. Minerva Access. https://minerva-access.unimelb.edu.au/items/a24f9a5e-846f-5764-95fc-ff8dc2b757ad
Rice, P., Beeson, P., & Blackmore-Wright, J. (2019). Evaluating the Impact of a Quiz Question within an Educational Video. TechTrends, 63(5), 522-532. https://doi.org/10.1007/s11528-019-00374-6
Richards, J. C. (2009). Teaching listening and speaking: From theory to practice. Cambridge University Press.
Rost, M. (2001). Listening. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 7-13). Cambridge University Press.
Rost, M. (2011). Teaching and researching: Listening (2nd ed.). Routledge. https://doi.org/10.4324/9781315833705
Siegel, J. (2018). Listening for Gist. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). Wiley. https://doi.org/10.1002/9781118784235.eelt0609
Suvorov, R., & He, S. (2022). Visuals in the assessment and testing of second language listening: A methodological synthesis. International Journal of Listening, 36(2), 80-99. https://doi.org/10.1080/10904018.2021.1941028
Suvorov, R., & Li, Z. (2023). Investigating the effect of interactive videos on test-takers' performance on the listening section of IELTS. IELTS Research Report Online Series, No. 2/23. British Council, Cambridge Assessment English and IDP: IELTS Australia. https://www.ielts.org/-/media/research- reports/suvorov-li-june-2023.ashx
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. https://doi.org/10.1016/0959-4752(94)90003-5
Taslibeyaz, E. (2020). The effect of scenario-based interactive videos on English learning. Interactive Learning Environments, 28(7), 808-820. https://doi.org/10.1080/10494820.2018.1552870
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537. https://doi.org/10.1093/applin/19.4.515
Xu, J. (2017). The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach. Frontiers in Psychology, 8, Article 2201. https://doi.org/10.3389/fpsyg.2017.02201
Yang, C. (2009). A Study of Metacognitive Strategies Employed by English Listeners in an EFL Setting. International Education Studies, 2(4), 134-139. https://doi.org/10.5539/ies.v2n4p134
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004
Zou, & Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8), 1127-1142. https://doi.org/10.1080/10494820.2018.1495654
Adam, A. S. (2022). Pop-up question on educational physics video: Effect on the learning performance of students. Research and Development in Education (RaDEn), 2(1), 1-11. https://doi.org/10.22219/raden.v2i1.20271
Alderson, J. C. (2000). Assessing reading. Cambridge University Press.
Arnold, J. (2000). Seeing through Listening Comprehension Exam Anxiety. TESOL Quarterly, 34(4), 777. https://doi.org/10.2307/3587791
Aryadoust, V. (2012). Differential Item Functioning in While-Listening Performance Tests: The Case of the International English Language Testing System (IELTS) Listening Module. International Journal of Listening, 26(1), 40-60. https://doi.org/10.1080/10904018.2012.639649
Brame, C. J. (2016). Active learning. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/active-learning/
Buck, G. (2001). Assessing listening. Cambridge University Press.
Chang, A. C.-S. (2008). Listening Strategies of L2 Learners with Varied Test Tasks. TESL Canada Journal, 26(1), 1. https://doi.org/10.18806/tesl.v26i1.127
Chang, H. (2021). The effect of embedded interactive adjunct questions in instructional videos (28929292) [Doctoral dissertation, The Pennsylvania State University]. PennState University Libraries. https://etda.libraries.psu.edu/catalog/18525hkc1
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Feyten, C. M. (1991). The Power of Listening Ability: An Overlooked Dimension in Language Acquisition. The Modern Language Journal, 75(2), 173-180. https://doi.org/10.1111/j.1540-4781.1991.tb05348.x
Field, J. (2009). Listening in the language classroom. Cambridge University Press.
Graham, S., Santos, D., & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435-456. https://doi.org/10.1177/1362168811412026
He, S. (2022). Exploring the use of interactive videos in an L2 listening test [Unpublished Master’s thesis]. University of Western Ontario.
Knight, B. (2018). How long does it take to learn a language?. https://www.cambridge.org/elt/blog/2018/10/11/how-long-learn-language/
Lee, S.-P., Su, H.-K., & Lee, S.-D. (2012). Effects of Computer-Based Immediate Feedback on Foreign Language Listening Comprehension and Test-Associated Anxiety. Perceptual and Motor Skills, 114(3), 995-1006. https://doi.org/10.2466/28.11.21.PMS.114.3.995-1006
Lesnov, R. O. (2022). Furthering the argument for visually inclusive L2 academic listening tests: The role of content-rich videos. Studies in Educational Evaluation, 72, Article 101087. https://doi.org/10.1016/j.stueduc.2021.101087
Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75(3), 402-412. https://doi.org/10.1037/0022-0663.75.3.402
Mawaddah, N., Mustofa, M., & Putra, I. S. (2022). Improving Students’ Listening Ability Using Edpuzzle Interactive Video. Premise: Journal of English Education, 11(1), 65-81. https://doi.org/10.24127/pj.v11i1.4521
Mayer, R. E. (2014). Multimedia Instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp.385-399). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_31
Mendoza, G. L., Caranto, L. C., & David, J. J. L. (2015). Effectiveness of video presentation to students’ learning. International Journal of Nursing Science, 5(2), 81-86.
Miller, L. (2014). Listening to lectures in a second language: A Southeast Asian perspective. The Asian Journal of Applied Linguistics, 1(1), 64-75.
Ministry of Education and Training. (2015). Dinh dang de thi Danh gia nang luc Tieng Anh bac 3 den 5 theo Khung nang luc ngoai ngu 6 bac dung cho Viet Nam [The format of the English proficiency assessment from Level 3 to Level 5 according to the Foreign Language Capacity Framework Level 6 used for Vietnam]. Issued together with Circular No. 729/QĐ-BGDĐT dated March 11, 2015 of the Minister of Education and Training.
Ministry of Education and Training. (2018). Chuong trinh giao duc pho thong - Chuong trinh mon Tieng Anh [General education program – English program]. Issued together with Circular No. 32/2018/TT-BGDĐT dated December 26, 2018 of the Minister of Education and Training.
Moran, D. (2005, September 29- October 1). Teaching Listening to Lower-Level Learners [Paper presentation]. 18th Annual EA Education Conference, Brisbane, Queensland, Australia.
Nguyen, D. H., & Dinh, T. B. H. (2023). Metacognitive listening activities use to enhance first-year non-English majored students’ listening comprehension: An action research project. VNU Journal of Foreign Studies, 39(2), 43-67.
Nguyen, H. H. (2018). Fostering Positive Listening Habits among EFL Learners through the Application of Listening Strategy and Sub-skill Instructions. Journal of Language Teaching and Research, 9(2), Article 268. https://doi.org/10.17507/jltr.0902.07
Nguyen, N. T. D. (2024, May 18). Tim hieu tinh hieu qua cua phuong phap dung ngu lieu thuc te dang video co cau hoi tuong tac trong viec cai thien ki nang nghe hieu va thai do cua hoc sinh trung hoc pho thong [Teaching listening skill with authentic interactive videos: An investigation into effectiveness and high school students’ attitudes]. Proceedings of Ho Chi Minh City University of Education’s Student Research Conference Academic year 2023-2024 (pp.350-360).
Nguyen, T. D. H., & Hoang, T. V. A. (2023). The application of pre-listening activities to activate students’ listening comprehension: An action research at high schools in Viet Nam. IOSR Journal of Research & Method in Education, 13(3), 37-44.
Nunan, D. (2002). Listening in Language Learning. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching (pp. 238-241). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.032
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 87-100). Heinle and Heinle.
Phuong, V. H. N. (2020). Understanding teacher competence in multiple-choice test item writing for English reading and listening skill tests: A case of English as a foreign language (EFL) teachers in Vietnamese higher education settings. Doctoral thesis, The University of Melbourne. Minerva Access. https://minerva-access.unimelb.edu.au/items/a24f9a5e-846f-5764-95fc-ff8dc2b757ad
Rice, P., Beeson, P., & Blackmore-Wright, J. (2019). Evaluating the Impact of a Quiz Question within an Educational Video. TechTrends, 63(5), 522-532. https://doi.org/10.1007/s11528-019-00374-6
Richards, J. C. (2009). Teaching listening and speaking: From theory to practice. Cambridge University Press.
Rost, M. (2001). Listening. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 7-13). Cambridge University Press.
Rost, M. (2011). Teaching and researching: Listening (2nd ed.). Routledge. https://doi.org/10.4324/9781315833705
Siegel, J. (2018). Listening for Gist. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). Wiley. https://doi.org/10.1002/9781118784235.eelt0609
Suvorov, R., & He, S. (2022). Visuals in the assessment and testing of second language listening: A methodological synthesis. International Journal of Listening, 36(2), 80-99. https://doi.org/10.1080/10904018.2021.1941028
Suvorov, R., & Li, Z. (2023). Investigating the effect of interactive videos on test-takers' performance on the listening section of IELTS. IELTS Research Report Online Series, No. 2/23. British Council, Cambridge Assessment English and IDP: IELTS Australia. https://www.ielts.org/-/media/research- reports/suvorov-li-june-2023.ashx
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. https://doi.org/10.1016/0959-4752(94)90003-5
Taslibeyaz, E. (2020). The effect of scenario-based interactive videos on English learning. Interactive Learning Environments, 28(7), 808-820. https://doi.org/10.1080/10494820.2018.1552870
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537. https://doi.org/10.1093/applin/19.4.515
Xu, J. (2017). The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach. Frontiers in Psychology, 8, Article 2201. https://doi.org/10.3389/fpsyg.2017.02201
Yang, C. (2009). A Study of Metacognitive Strategies Employed by English Listeners in an EFL Setting. International Education Studies, 2(4), 134-139. https://doi.org/10.5539/ies.v2n4p134
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004
Zou, & Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8), 1127-1142. https://doi.org/10.1080/10494820.2018.1495654