VIỆC sử DỤNG YOUTUBE của SINH VIÊN năm 2 hệ CHẤT LƯỢNG CAO KHOA sư PHẠM TIẾNG ANH THỰC TRẠNG và đề XUẤT

ACCEPTANCE PAGE
I hereby state that I: Lê Mai Hoa (QH.2012.F.1.E.2), being a candidate for
the degree of Bachelor of Arts (TEFL) accept the requirements of the College
relating to the retention and use of Bachelor’s Graduation Paper deposited in the
library.
In terms of these conditions, I agree that the origin of my paper deposited
in the library should be accessible for the purposes of study and research, in
accordance with the normal conditions established by the librarian for the care,
loan or reproduction of the paper.
Signature

Date
May 05, 2016

1


ACKNOWLEDMENT
First and foremost, I would like to express my very great appreciation to
my supervisor Ms. Đặng Anh Thư. But for her valuable assistance, advice, and
guidance, my research would not have been completed.
My special thanks are extended to the fast-track sophomores at FELTE,
ULIS, VNU for their cooperation and willingness. Without their participation in
the questionnaires and interviews, the research would not have received useful
data to accomplish the paper.
Additionally, I would like to express my deep gratitude to my friend Ms.
Tran Minh Hang who spends her time collecting the data and informing me
important information during the completion of the study.
Last but not least, I am particularly grateful for the assistance given by my
parents and sisters who always encourage and support me all the time through
my study.

2


ABSTRACT
The development of technologies has a great influence on English
language teaching as well as learning. Teachers nowadays can use technological
devices to improve their teaching because technology provides both teachers and
students with a wide range of tools to work on, which provokes their interest,
engagement in teaching and learning language, creativity and effort to produce
effective and appealing work since now they have more alternatives and methods
to adapt and present knowledge. Since YouTube is gradually becoming one of the
most popular tools of technology in language teaching, the focus of the study is
investigating the perception of the importance of using videos on YouTube for
listening practice of fast-track sophomores at Faculty of English Language
Teaching, University of Language and International Studies, Vietnam National
University. Moreover, the research is conducted to provide them with strategies
and tips for choosing appropriate and effective videos which actually help them
to improve listening skill for VSTEP – a standard language examination at the
end of second semester. After conducting questionnaires and interviews, the
researcher would like to summarize the findings of the study. Firstly, most of
students mainly want to enhance their communicative skills and deepen their
understanding about cultures. Secondly, the availability and diversity of the
content related to real-life situations, vocabulary and grammatical phenomenon
evoke students to use YouTube for listening practice. Nonetheless, YouTube still
has weaknesses that somehow prevent students from doing so. The difficulties
they have faced when using YouTube to practice listening are the lack of
transcripts, the diversity, the distraction of visual effects, unstandardized
languages, limited access, background noise. Besides, although YouTube is the
most popular listening sources, there is a huge gap between the time they spend

on YouTube for language learning and entertainment.

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TABLE OF CONTENT
ACCEPTANCE PAGE.........................................................................................i
ACKNOWLEDMENT........................................................................................ii
ABSTRACT........................................................................................................iii
TABLE OF CONTENT.....................................................................................iv
LIST OF FIGURES............................................................................................vi
LIST OF ABBREVIATION..............................................................................vii
Chapter 1: INTRODUCTION............................................................................1
1. Statement of the problem and rationale for the study..................................1
2. Aims and Objectives...................................................................................2
3. Significance of the study.............................................................................3
4. Scope of the study.......................................................................................4
5. Organization................................................................................................5
Chapter 2 : LITERATURE REVIEW...............................................................7
1. Listening......................................................................................................7
1.1 Listening vs. Hearing...............................................................................7
1.2 Listening process.....................................................................................8
1.2 Types of listening...................................................................................11
2. Listening materials used in language class................................................12
2.1 Recorded materials................................................................................16
2.2 Authentic materials...............................................................................17
3. The use of videos in language learning.....................................................21
3.1 The benefits of using videos in language learning.................................21
3.2 Criteria for selection of appropriate videos in language teaching..........23
4. YouTube videos in practicing listening skills............................................25

4.1 Definition of YouTube...........................................................................25
4.2 The use of videos on YouTube for practicing listening skills.................25
Chapter 3 : METHODOLOGY........................................................................27
1. Selection of participants............................................................................27
2. Research design.........................................................................................27

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3. Method and procedure of data collection..................................................28
3.1 Method...................................................................................................28
3.2 Procedure of data collection...................................................................29
4. Method and procedure of data analysis.....................................................31
4.1 Method...................................................................................................31
4.2 Procedure of data analysis......................................................................31
Chapter 4 : RESULTS AND DISCUSSION....................................................33
1. Research findings......................................................................................33
1.1 The perception of the usefulness of YouTube materials for practicing
listening skills...............................................................................................33
1.2

The factors that affect choosing YouTube materials for practicing

listening skills...............................................................................................37
2. Discussion of findings...............................................................................44
2.1 The perception of the usefulness of YouTube materials for practicing
listening skills...............................................................................................44
2.2

The factors that affect choosing YouTube materials for practicing

listening skills...............................................................................................47
3. Conclusion................................................................................................50
Chapter 5 : CONCLUSION..............................................................................51
1. Summary of findings.................................................................................51
2. Implications of the study...........................................................................53
3. Limitations of the study.............................................................................54
4. Suggestions for further research................................................................55
REFERENCES..................................................................................................56
APPENDICES...................................................................................................60
APPENDIX 1: QUESTIONNAIRE.................................................................60
APPENDIX 2: QUESTIONS FOR INTERVIEW............................................65
APPENDIX 3: TRANSCRIPTS OF INTERVIEWS........................................66

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LIST OF TABLES
Table 1: Comparison between hearing and listening

8

Table 2: Listening process

10

Table 3: Sharpling’s realization of listening materials

13

Table 4: Definitions and comparison of “Scripted” and “Unscripted”

14

Table 5: Comparison between authentic and non-authentic materials

21

Table 6: The influence of brain waves on students

22

Table 7: Summary of the subjects

27

Table 8: Comparison between the frequencies of using YouTube for different
purposes

36

Table 9: Advantages of YouTube materials in practicing listening

37

Table 10: Advantages of YouTube in descending order of agreement

40

Table 11: Disadvantages of YouTube materials in practicing listening

41

LIST OF FIGURES
Figure 1: Types of listening materials

15

Figure 2: Overall classification of listening materials

16

Figure 3: Characteristics of Authenticity

19

Figure 4: Purposes of practicing listening in language learning

33

Figure 5: Popularity of different listening sources

34

Figure 6: Purposes of using YouTube

35

Figure 7: Frequency of using YouTube

35

Figure 8: Frequency of using YouTube for practicing

35

Figure 9: Students' agreement on the advantages of YouTube materials in
practicing listening

38

Figure 10: Students' agreement on the disadvantages of YouTube materials in
practicing listening

42

6


LIST OF ABBREVIATION
No.
1.
2.
3.
4.
5.
6.
7.

Abbreviation

FELTE
ULIS
VNU
SD
VOA
BBC
CNN

Meaning
: Faculty of English Language Teacher Education
: University of Language and International Studies
: Vietnam National University
: Standard deviation
: Voice of America
: British Broadcasting Corporation
: Cable News Network

7


Chapter 1: INTRODUCTION
1.

Statement of the problem and rationale for the study
When it comes to language learning, learners are expected to acquire not

only one certain skill such as listening, speaking, reading or writing but also all
four of them. However, each of them seems not to be paid the equal attention
from the learners and teachers. In comparison between speaking and listening,
language learners appear to concentrate more on speaking than the other. In fact,

in any form of communication, speakers do not just talk all the time, but also
need to listen to their partners and then reply or respond what they have heard.
According to Mendelson (1994) claims that when people communicate
with each other, they spend 40-50% of the time on listening, while speaking,
reading, and writing account for 25-30%, 11-16% and around 9% respectively (as
cited in Gilakjani, 2011). However, as said by Dr. Kline (1996), listening is a
skill that is commonly ignored and neglected by learners and teacher. He explains
that speaking and writing is the skills that learners can see and made physically
or “visible”. They are also “more easily assessed than listening and reading”.
Likewise, compared with reading, listening is more difficult to be tested. In spite
of that, Kline (1996) highlights the significance of listening in communication
““listening is an integral part of the total communication”. Hence, listening is
recognized as an important and essential element in communication as it is “an
active process of deciphering and constructing meaning from both verbal and
non-verbal messages”, according to Nunan (1998) (as cited in Gilakjani, 2011).
Since 1960s and 1980s, listening began to receive a great attention from
linguistics all around the world (Nunan, 2002).
Nowadays, there are many methods and materials to improve learner’s
listening independently and effectively. One of them is authentic materials, which
are any verbal form of speech which have not been prepared in advance for
language teaching (Miller, 2003). Miller (2003) suggests using the Internet for
practicing listening because of the increasing demand and interest in technology.
Therefore, the research focuses on YouTube, one of listening sources available on
the Internet, used to help learners enhance their listening skills.

1


2.

Aims and Objectives
Martin Peacock, the head of English Product Development, British

Council (as cited in Motteram, 2013) emphasizes that the development of
technologies has a great influence on English language teaching as well as
learning. Teachers nowadays can use technological devices to improve their
teaching flexibly rather than sticking to “a textbook, a tape recorder and a
blackboard” to deliver lessons. He also mentions teachers can encourage students
to enhance and practice language skills as well as using “web-based tools that
allow them to publish work and engage audiences in real context” (as cited in
Motteram, 2013). Moreover, technology provides both teachers and students with
a wide range of tools to work on, which provoke their interest, engagement in
teaching and learning language, creativity and effort to produce effective and
appealing work since now they have more alternatives and methods to adapt and
present knowledge.
According to Altenhoff (2009), YouTube is an appropriate, which makes
“integrating videos” more accessible, available and suitable to classroom’s
context because teachers can find short and concise clips in various areas rather
than long ones. In other word, YouTube can be considered as one of feasible
material sources of language teaching and learning activities in classroom
because of its diversity, availability and accessibility. Therefore, using videos
available on YouTube as sources for learners’ practicing listening skills is the
main focus of this research.
The research aims at investigating the perception of the importance of
using videos on YouTube for listening practice of fast-track sophomores at
Faculty of English Language Teaching, University of Language and International
Studies, Vietnam National University. Moreover, the research is conducted to
provide them with strategies and tips for choosing appropriate and effective
videos which actually help them to improve listening skill for VSTEP – a
standard language examination at the end of second semester.

In the research, the following questions are expected to be answered:

2


1. To what extend does fast-track sophomores at FELTE, ULIS, VNU
perceive the usefulness of using videos available on YouTube for
practicing their listening skills?
2. Which difficulties do fast-track sophomores at FELTE, ULIS, VNU face
when they use YouTube videos for listening practice?
3.

Significance of the study
According to Downs (2008), listening is “making an effort to hear

something”. In real life, the words listening and hearing often used
interchangeably. However, hearing is the process of receiving sound waves and
then transmitting them to the brain to analyze (Downs, 2008, p. 1). In contrast,
listening is defined as interpreting the meaning of what is heard (Ahuja, 2007, p.
23). In other words, listening is “active cognitive process” (as cited from Barclay,
2012). It means that listeners are required to be heavily involved in retrieving and
comprehend what they hear.
In other words, listening in language learning is not only the ability to
hear something, but also the ability to understand and perceive them. Thus,
choosing appropriate materials for listening is virtually essential. The suitable
materials not only enhance learners’ listening skill in general, but also shape their
critical thinking and develop cognitive ability.
Sharpling (2012) classified listening materials into authentic materials and
course book materials. Authenticity is used as a term for anything produced for
non-teaching purposes; therefore, the target audience of authentic work is mainly

native speakers (as cited in Kadagidze, 2006). Therefore, students who learn
authentic materials have chance to expose to “many aspects of target culture” and
“real language” which students can apply in real life (Richard, 2001, p. 253).
One of available sources of listening materials widely used in language
classroom is YouTube. Teachers mainly use YouTube videos to engage students
into the lesson because they have both visual and auditory affects that catch
students’ attention rather than simply listening to tape recorders. Hence, the time
of students’ exposure to language is longer and to some extents, students’
listening competence will be improved spontaneously.

3


Nonetheless, the more important feature of YouTube videos are preferred
by English teachers is authenticity. As concluded from the definition of
authenticity above, YouTube videos give learners opportunities to approach to the
target culture, the real language in the real contexts in daily life rather than
language produced to serve educational purposes, which is sometimes unnatural.
From my experiences, using YouTube videos is the cheap and convenient
way to improve my listening skills. I do not have to spend a great deal of money
to buy tape recorded or DVD, CD as listening materials. Now with YouTube, I
can download tracks anytime and anywhere without paying too much. Moreover,
YouTube contains a variety of video genres which really stimulate my interest
and encourage me to listen more. Finally, watching English movie episodes gives
me chances to learn colloquial language that is rarely taught at school.
Because of reasons mentioned above, I decide to do a research about the
perception of students at my university to see whether we have same opinions
about this matter.
4.

Scope of the study
The study focuses on the usefulness of YouTube materials in practicing

listening perceived by a group of learners. After the study, the difficulties they
have faced and their perception of using YouTube materials for improvement
need defining.
The study has been carried out at FELTE, ULIS, VNU, where the
participants are sophomores in fast-track division. They are about to take VSTEP,
a proficiency examination occurring at the end of the second semester.
The research collects data through quantitative and qualitative research
methods. Questionnaire is proved to be the useful and effective tools to collect
general and specific information from a small to large number of participants.
Because the subject of the study is fast-track sophomores in three classes at Fasttrach Division of the Faculty of English Language Teaching, University of
Language and International Studies, Vietnam National University, which
accounts a large scale of participants, using questionnaire is likely to save more
time and work effectively. Moreover, questionnaire gathers data objectively

4


because there is no emotional and personal factors affecting the process of
conducting and delivering questionnaires. To gather more specific information or
further explanation, interviews will be conducted after the questionnaire. With
the interview, the researcher is able to ask participants several problems which
have not been covered in the questionnaires. Moreover, Opdenakker (2006)
points out many benefits of an interview in research. In his study, there are four
types of interview mentioned including face-to-face, telephone, MSN messenger
and e-mail interview, which helps the researcher adapt to different situations,
participants and period of time. In conclusion, the study exploits two main data
collecting methods: quantitative and qualitative.

5.

Organization
The study contains five chapters including introduction, literature review,

methodology, result and discussion, conclusion.
Chapter 1: Introduction
As usual, the first chapter “Introduction” plays an important role in
addressing the problems, significance, objectives, scope of the study. In the
chapter, the research questions, the subject of the study as well as the importance
of the problems are also found.
Chapter 2: Literature Review
The next chapter “Literature Review” provides the background of the
problems. In other words, the definition and classification of related aspects are
synthesized to present an overview of the matter and build a framework for the
study. The chapter helps the researcher avoid misleading and confusion when
carrying out the study. Furthermore, the researcher can base on the content of this
chapter to create the questionnaire and interview questions.
Chapter 3: Methodology
The following chapter “Methodology” includes the methods of collecting
and analyzing data. In the chapter, data collecting and analyzing methods are
described carefully, meticulously and gradually. In addition, the general
description of research population is included. While the second chapter offers

5


the researcher a framework for questionnaires and interview, this chapter helps
the researcher create them logically and systematically.
Chapter 4: Result and discussion

The chapter “Result and discussion” presents the findings of the study. It
contains both information of questionnaires and interviews. In the chapter, the
researcher analyzes data by using mathematic calculation with the assistance of
table and figures. The information collected from the interview is coded,
classified and analyzed as well.
Chapter 5: Conclusion
The last but not least chapter “Conclusion” summarizes the major findings
of the study along with the limitation and suggestions for further research. The
chapter provides the future readers/researchers with an overview of the study
results as well as ideas or suggestions for further studies to remove the
limitations in this study or exploit the problems more profoundly.

6


Chapter 2 : LITERATURE REVIEW
Martin Peacock, Head of English Product Development, British Council
(as cited in Motteram, 2013) emphasizes that the development of technologies
has a great influence on English language teaching as well as learning inside and
outside classroom, especially in terms of listening. Thanks to the explosive
growth of the Internet, nowadays teachers and students have more opportunities
than ever to expose to a wide selection of listening sources to facilitate their
teaching and learning. YouTube is a typical example. It has become more and
more popular because of its obtainability and free access to education
(Armstrong, 2013).

In this research, the researcher focuses on the use of

YouTube videos to help students practice their listening skill.
1.

Listening

1.1 Listening vs. Hearing
In the early 1990’s, Dr. Kline (1996) distinguished between two terms:
hearing and listening and indicated the common fallacy about the similarity
between them. In his study, explained that if a person were a good hearer, it
would not means that he was a good listener because “good listeners don’t
simply hear words-they focus on the meaning”. He added that communication
would not be called a success if a person tell something and the other
misunderstands him. In sum up, according to Kline (1996), “hearing is the
reception of sound” and it is “passive”; whereas, “listening is the attachment of
meaning to sound” and it is “active".
Sharing the same opinion with Kline, Downs (2008) defines and expands
that listening is “making an effort to hear something”. He also mentions that the
words listening and hearing often used interchangeably in real life. However,
hearing is the process of receiving sound waves and then transmitting them to the
brain to analyze (Downs, 2008, p. 1). In contrast, listening is defined as
interpreting the meaning of what is heard (Ahuja, 2007, p. 23), in which hearing
is a step of listening. In other definitions, listening is “active cognitive process”
(as cited from Barclay, 2012). Listening required listeners to be vigorously
involved in retrieving and analyzing what they hear.

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Table 1: Comparison between hearing and listening
Hearing
Receiving sounds and send to

-

Listening
Interpreting what is heard

the brain to analyze

-

Active process

-

Passive process

-

5

-

A step in listening

-

stages:

understanding,

attending,

interpreting,

responding, and remembering
1.2 Listening process
1.2.1 Kline’s listening process
Dr. John A. Kline is a former executive and Academic Provost for Air
University and a professor of communication at the universities of New Mexico
and Missouri-Columbia. He was famous for the publication of books, papers in
leading professional journals and the speeches to a number of military,
professional, religious organizations all around the world. In 1996, he published
the book “Listening Effectively” after the success of the book “Speaking
Effectively”.
Kline (1996) defines the listening process is the combination “receiving,
attending, attending, and understanding auditory messages; that is, messages
transmitted through medium of sound” and “responding and remembering”. (p. 15)
1. Receiving
He describes the first stage as receiving a message from a sender. If there is
no interruption (such as “hearing deficiency of listener”) in transferring the message,
receiving it is successfully. Moreover, as mentioned in the previous part, hearing is
receiving sounds and receiving is the first step of listening; therefore it can be
concluded that hearing is “a necessary prerequisite for listening and an importance
component of the listening process”. (Kline, 1996, p. 16)
2. Attending
In terms of the next step “attending”, he defines it as being willingness of
reading the messages. For instance, if someone receives a message without
reading it, that will not be call “attending”. He names three factors that influence
the stage “attending”: selectivity of attention, strength of attention, sustainment
8

of attention. Selectivity of attention enables listeners pay attention to “certain
things [that they are really interested in and familiar with] to prevent an
information overload”. Strength of attention is the extent to which listeners are
interested in certain information and can be measured by “the length of time that
the memory of something continues to influence” the listeners. Sustainment of
attention is the duration that listeners can listen to certain things and influenced
by the two factors above. (Kline, 1996, p. 18-20)
3. Understanding
Understanding is the next step in which the meaning of the message is
analyzed and interpreted and then listeners can get the “the key point” of the
message. Likewise he points out the reasons why this step usually fails including
“the words [listeners] used and the manner in which [they] arranged them”. To
avoid the misunderstanding, listeners need to take notice of both verbal and
nonverbal symbols. Firstly, there are two elements of verbal symbols, which
cause misunderstanding. They are the polysemy (referring the words that have
more than a meaning) and synonym (referring to that the different words have the
same meaning). However, Kline (1996) concludes that “meanings are not in
words, meanings are in people […] Good listeners always consider who the
sender of the message is” and understanding senders removes misunderstanding
between the sender and receiver of the message. When it comes it nonverbal
symbols, he indicates some obstacles that listeners often encounter including
misapprehension of action (e.g.: facial expression, eye contact), nonaction
symbols and voice (e.g..: volume, pitch). (Kline, 1996, p. 20-25)
4. Responding
In the Kline’s study (1996), he lists out different types of response. Firstly,
direct verbal response is the direct reply to the message of the receiver in form of
writing or speaking. Secondly, response that seek clarification require senders
more information. Thirdly, responses that paraphrase repeat the message in
different way to seek for agreement. Lastly, nonverbal responses are known as
nonverbal actions such as “the knowing nod of head, an understanding smile”.

(Kline, 1996, p.25, 26)
5. Remembering
9


Kline (1996) emphasizes that “memory is often a necessary and integral
part of the listening process”. He explains clearly the relationship between
memory and listening basing on the definition of long-term and short-term
memory. In short-term memory, the information are used instantly and forgotten
quickly; the long-term memory is the reverse. (Kline, 1996, p. 26, 27)
1.2.2 Listening process in other studies
Ahuja (2007) describes listening as “the process of becoming aware of,
paying attention to and interpreting auditory stimuli or raw sensory data”, which
indirectly demonstrates the process pattern of listening. Meanwhile, Downs
(2008) highlights the active role of listening and the process of listening with the
five following steps: “attending, understanding, interpreting, responding, and
remembering”. As can be seen, the two studies actually share some thoughts
about the process of listening; for example, being aware may contains attending
and understanding and interpreting is mentioned in both studies. It can be
deduced that listening is not only a simple process of absorbing sound waves like
hearing, but the combination of many stages.
Table 2: Listening process
Study
Kline’s
Downs’
Ahuja’s

Listening process
Receive Attend
Attention

Understand

Respons

Remember

Understand Interpret

e
Respons

Remember

e
Awareness Interpret
In the table above, Ahuja’s listening process does not mention the reaction

and consequences after the listeners analyze the data; while in Down’s study,
after interpretation, the listeners are usually expected to acknowledge and
respond to the information retrieved, rather than not producing any results after
going through the whole previous process. Thus, the Downs’ listening structure is
much more similar with Kline’s.
All in all, in comparison with hearing, listening is a complicated and
multistage process of receiving, understanding, interpreting and remembering
what is said since it plays an essential role in communication. If the information

10

is not exchanged between or among speakers by listening and speaking, there is
no interaction between speakers. According to Jennerich (2005), “poor listening
skills are the biggest contributors to poor communication”. For example, if a
person misunderstands what his/her partner say, his/her response will contain
false information and then if the conversation continues, communicative conflicts
will occur.
1.2 Types of listening
1.2.1 Kline’s realization
1. Informative listening
Informative listening requires listeners to understand the meaning of the
message which the sender actually means. Kline (1996) gives examples of this type of
listening that the action of listening informatively is as close as the action of listening
to “lectures or instructions from teachers – and what [listeners] learn depends on how
well [they] listen. He also mentions three essential elements of informative listening
including vocabulary, concentration and memory. In terms of the first one, the more
vocabulary listeners can learn the better understanding. The next is concentration
which enable listen involve in the communication and prevent them from
misunderstanding. Memory helps listener reminisce necessary experiences and
information, shape expectations and understand the message. (p. 30-32)
2. Relationship listening
The main aim of relationship listening is developing the relationship
between listeners and senders.
This type include therapeutic listening which is “the situations where
counselors, medical personnel, or other professionals allow a troubled person to
talk through a problem” and primarily focus on getting to know others. Three
factors influencing therapeutic listening are attending (as explained above),
supporting and empathizing. In this type of listening, listeners should avoid
“interrupting the speaker, changing the subject, turning the conversation toward
[themselves], and demonstrating a lack of concern for the other person”.
Empathizing is not being sorry for somebody, but “feeling and thinking with

another person”. (Kline, 1996, p. 32-34)

11


3. Appreciation listening
Appreciation listening means listening to what listeners are interested in
and willing to do so. There are three factors including presentation, perception
and previous experiences. Presentation contains “the medium, the setting, the
style and personality of the presenter”. Likewise, perception is how listen see the
world around them and what their reactions are, which previous experience
partly contributes to. (Kline, 1996, p. 34-38)
4. Critical listening
Critical listening requires listeners to judge and measure the credibility,
logic and psychology of the message. It means that when a person listens to
something, they need to react and reflect what they hear to their perception and
experiences by asking questions to themselves. (Kline, 1996, p. 38-41)
5. Discrimination listening
According to Kline (1996), in discrimination listening, listeners are aware
of “the speaker’s rate, volume, force, pitch, and emphasis”. However, there are
some problems that hinders discrimination listening. They are hearing disability,
unawareness of sound structure (referring to differentiating vowels and
consonant), and nonverbal signals.
1.2.2 Other realizations
Besides Kline’s classification of listening, there are several types of listening.
According to Jennerich (2005), there are 4 types of listening:
1. Inactive listening: listening without response
2. Selective listening: listening to what listeners are fond of
3. Active listening: listening carefully and closely
4. Reflective listening: explaining what the message is and assure the

understanding between listener and sender of the message
2.

Listening materials used in language class
Tomlinson (1998) defines materials in language learning, which are used

to enrich learners’ knowledge and opportunities to experience the targeted
language.
Tomlinson’ study (2003) states the following:

12


Materials include anything which can be used to facilitate the learning of
language. They can be linguistic, visual, auditory or kinesthetic, and can
be presented in print, through live performance or display, or on cassette,
CD-ROM, DVD or the internet. (p. 2)
As Tomlinson mentions above, materials are designed to help learners to
acquire language proficiency with suitable learning styles such as linguistic,
visual, kinesthetic intelligences and so on.
In this research, the researcher concerns about the students’ perception of
using YouTube videos for listening practice; hence, another focus of this research
is materials used for listening rather than the ones for reading, speaking and
writing.
Sharpling (2014) classified listening materials into authentic 1 materials
and course book materials. He describes the former as “anything 'unscripted',
'live' lectures and seminars, the English you hear on the television and radio, and
English spoken outside the classroom” and the latter as “simulated lectures and
seminar presentations and semi-scripted listening tasks from course books”.
Simultaneously, he separates these two main types into smaller units

demonstrated in the table below:
Table 3: Sharpling’s realization of listening materials
Listening
materials

Authentic materials
Course book materials
A unscripted talk given by a A scripted talk given by a
speaker
speaker
A unscripted dialogue between A unscripted dialogue between
two speakers
A unscripted

two speakers
conversation A unscripted

between three or more people
(Sharpling, 2014)

conversation

between three or more people

This table shows both authentic and course book materials are produced in
different ways.
According to Hornby (2005) in Oxford advanced learner’s dictionary,
“scripted” refers to reading directly from a written record of a film, movie, talk,
speech and so on. Cambridge dictionaries online (1999) defines the word
1 Authentic: this term is explained in the part 3 of the Literature Review

13


“scripted” in the following example “a scripted speech or broadcast has been
written before it is read or performed”, while Macmillan dictionary online (2009)
describes

it

more

general

“something said or

done

that

is

scripted, planned before, and sometimes does not seem natural for that reason”.
From three definitions above, the key words should be written, planned and
before; therefore, in general, “scripted” describes something written or planned
before.
In contrast, the word “unscripted” is identified as “not written or prepared
in detail in advance” by Hornby (2005), “not…planned or written down” in
Macmillan dictionary online (2009) and “not…written before it is made” in
Cambridge dictionary online. “Unscripted” is also the negative form of

“scripted”. In other words, “unscripted” can be defined as “not written, prepared,
planned before”.
Table 4: Definitions and comparison of “Scripted” and “Unscripted”
Oxford

Word

dictionary
dictionary
Reading from A
speech or

Scripted:
Written

Cambridge

Macmillan dictionary
- Something said, done

or written record broadcast written or planned before

planned

of

before

film/movie,

a before it is read or
performed

- Sometimes unnatural
for the above reason

talk, speech and
Unscripted

so on.
not written or not…written

not…planned or writte

:

prepared

n down

Not written, detail
prepared,

in before it is made
in

advance

planned
before

In terms of the realization of listening materials, Kadagidze (2006)
classifies listening materials into two types: recorded materials and live listening.
According to Hornby (2005), “record” is a verb describing the act of “[making] a
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copy of music, a film/movie, etc by storing it on tape or a disc so that [can be
watched] again”. It is also defined as “[storing] sounds or moving pictures using
electronic equipment so that they can be heard or seen later” (Cambridge
University Press, 1999). In other words, the recorded materials can be interpreted
as something prepared and planned for later usage. On the contrary, “live” is
“sent out while the event is actually happening” (Hornby, 2005), and “broadcast,
recorded, or seen while it is happening” (Cambridge University Press, 1999).
In conclusion, the classification of both scholars indicates a certain status
of listening materials: Preparedness. They concern about whether listening
materials are prepared or unprepared.

Kadagidze's

Sharpling's

Course book
materials
(Scripted)

Recorded
materials

Authentic
materials

(Unscripted)

Live listening

Figure 1: Types of listening materials
However, recorded materials include not only the recordings in the course
book, but also the ones found on anywhere, for instance, the Internet or radio.
Moreover, there is a mismatch between authentic materials and live listening.
While authentic materials refer to the things that unprepared and written before
performance, Masters of Ceremonies in live events like broadcast shows still
reads out from their prepared notes to remind themselves. In other words, live
listening includes both semi-prepared an unprepared texts.

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Listening
materials
Recorded
materials

Authentic
materials

Figure 2: Overall classification of listening materials
In conclusion, here is the framework of the classification of listening
materials the research bases on.
2.1 Recorded materials
Many scholars have undertaken in-depth researches into the significances
of recorded materials to indicate their advantages and disadvantages in ELT

classes all around the world. The following will investigate and illustrate these
two features of the recorded materials in the previous studies.
2.1.1 The advantages of recorded materials
According to Kadagidze (2006), recorded materials deliver a wide range
of language elements such as accents and sounds, a variety of topics as well as
forms of speech such as discussion and conversation designed to serve
educational purposes. Because of that, student can get familiar with many accents
and topics which may appear in listening tests. Furthermore, their availability
facilitates language learning and teaching, which means that both teachers and
learners can select them as sources for listening activities and practice; they can
find recorded materials easily on course and supplementary books as well.
Additionally, recorded materials can be replayed and repeated at any time for
analysis. For example, students can repeat the parts of the recording they are
unclear about when practicing listening.
Besides, Taylor (2012) focuses on the reliability of the recorded materials
when he points out that disadvantage of using live listening. He claims that the
diversity of speaker voice will influence the reliability of test results as some
aspects of individual’s voice such as highness and pronunciation is different over
the time, which leads to the inconsistence of test administration. Moreover,
according to American Speech-Language-Hearing Association (ASHA), recorded

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materials will control “the intensity of the test items and ensures that the speech
pattern of the recorded talker will be consistent to each client” (as cited in Taylor.
2012), which means the test designer can assure that the recorded materials will
help to measure what is supposed to be measure.
Woodward (2001) states recorded materials “give a sense of clarity,
direction and progress to a student”, as well as informs teachers “what to teach,

how to teach it and with what materials”.
2.1.2 The disadvantages of recorded materials
Kadagidze (2006) specifies two drawbacks including the lack of direct
interaction between listener and speaker and poor quality. He explains that the
content of recorded material is often designed in advance, so communication
elements such as speed and rhythm do sometimes not function well.
Although recorded materials and course book materials contains a wide
variety of topics, they are sometimes unrelated and not motivating for learners or
even “very predictable and boring” (Woodward, 2001, p. 146).
Moreover, according to Taylor (2012), one of criteria to design recorded
materials is “familiarity”, which requires recorded materials to include
vocabulary that fairly undemanding for listeners to identify. This criterion helps
to assure that students will be familiar with what is intended to be tested. For
example, if the knowledge is limited to wildlife, the recorded materials should be
about wild animal rather than human life. Familiarity also prevents the listening
process from the interruption of the lack of vocabulary. Nonetheless, to design
recorded materials for non-native English speakers to fulfill this criterion is not
an easy task. He suggests the reduction in vocabulary in the materials as a
solution, but it results in the lack of reliability and validity of the recorded
materials.
2.2 Authentic materials
Tomlinson (2003) demonstrates the importance of using authentic
materials to acquire “communicative and strategic competence” as well as
providing “interactive negotiation between learners”.

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Authentic materials are retrieved from “real life communication”
(Kadagidze, 2006, p. 150). They may be conversation, lecture, interview, and so

on happening in daily life.
According to Heitler (2005), authentic materials are produced and used by
native speakers. Richard (2001) adds “authentic materials refer to the use in
teaching of texts, video selection, and other teaching resources that were not
specially prepared for pedagogical purposes”.
2.2.1 Authenticity
Kramsch (1993) defines the term authenticity as “a reaction against the
prefabricated artificial language of textbooks and instructional dialogues”. In
other words, authenticity “refers to the way language is used in non-pedagogic,
natural communication” (Kramsch, 1993, p. 179). Therefore, the main
characteristics of authenticity should be natural and not for educational purposes.
MisHan (2003) describes the terms authentic and authenticity with a range
of adjective such as “real, genuine, bona fide, pure”. However, this definition
seems to contain several uncommon words that confuse the readers because
besides the meaning of being real, the word “bona fide” also means “legal”
(Hornby, 2005). Linked to the research problem, how could listening materials be
legal? Furthermore, compared with the previous definition, MisHan’s definition
just indicates one aspect of authenticity about reality and fail to the absence of
education purposes.
Likewise, Tomlinson (1998) states “authentic text are not written and
spoken for language-teaching purposes”. He also names a list of authentic
materials such as newspaper articles, a novel and even an instruction for a game.
Compared with MisHan’s definition, he explains authenticity clearly with simple
and easy words (language, teaching). Nonetheless, although he mentions the
removal of educational purposes in his definition, the reality in authenticity as
Kramsch states is missing.
According to Widdowson (1979), authenticity involves “the interaction
between the reader/hearer and the text which incorporates the intentions of the
writer/speaker”. In other word, it requires both speaker and hearer to understand

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