the use of dubbing video films to improve grade 12 student’s stress and intonation at lao cai high school number 1

MINISTRY OF INDUSTRY AND TRADE
PHAM VAN HUNG

HANOI UNIVERSITY OF INDUSTRY

THE USE OF EDUCATIONAL VIDEO CLIPS TO IMPROVE
English Language

GRADE 12 STUDENT’S STRESS AND INTONATION AT LAO
CAI HIGH SCHOOL NUMBER 1

Field: English Language

2022
Hanoi, 2022


MINISTRY OF INDUSTRY AND TRADE
HANOI UNIVERSITY OF INDUSTRY
/

/

THE USE OF EDUCATIONAL VIDEO CLIPS TO IMPROVE GRADE
12 STUDENT’S STRESS AND INTONATION AT LAO CAI HIGH
SCHOOL NUMBER 1

Field: English Language
Code:8220201
Supervisor:

Hanoi, 2022


i

DECLARATION BY THE AUTHOR
I, the undersigned Hung hereby, declare that the thesis entitled
“The use of educational video clips to improve grade 12 student’s
stress and intonation at lao cai high school number 1” is the result
of my own work for the Degree of Master of Arts at Hanoi University
of Industry. To the best of my knowledge this thesis contains no
material previously published by any other person except where due
acknowledgement has been made.
This is a true copy of the thesis.
Signature


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ACKNOWLEDGEMENTS
I am grateful to all of those have helped me during this research. First
and foremost, I would like to express my special thanks to my respected
supervisor Dr. Tran Ngoc Duc who gave me valuable guidance,
encouragement, and support to do this study. Without his assistance along the
way, I am not sure if I would have made it to the end.
I take this opportunity to express my thankfulness to my colleagues at
Lao Cai high school number 1 who spent their time teaching me all subjects
in the program and offered valuable knowledge.
I would also like to express my thanks to my students of 12D1 and
12D2 classes in at Lao Cai high school number 1 for their wholehearted

cooperation in completing the tests and interviews which helped to form a
significant part of this study.
Special thanks should go to my family members, my mom and dad and
my wife for their endless support during the research.


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TABLE OF CONTENTS
DECLARATION BY THE AUTHOR...........................................................i
ACKNOWLEDGEMENTS............................................................................ii
TABLE OF CONTENTS..............................................................................iii
ABSTRACT.....................................................................................................v
List Of Tables.................................................................................................vi
List Of Figures.............................................................................................vii
List of Abbreviations…………………………………………………...…..viii
INTRODUCTION………………………………………………………….…1
1. Rationale for the study................................................................................1
2. Aims of the study.........................................................................................2
3. Research questions......................................................................................2
4. Scope of the study........................................................................................3
5. Significance of the study..............................................................................3
6. Research methods........................................................................................3
7. Structure of the thesis..................................................................................4
CHAPTER 1: LITERATURE REVIEW......................................................5
1.1. SPEAKING AND THE IMPORTANCE OF SPEAKING SKILL.. …….5
1.1.1. Speaking and the components of speaking.............................................................5
1.1.2. The importance of speaking skill.............................................................................6
1.1.3. Activities in speaking class......................................................................................7

1.2. PRONUNCIATION AND ELEMENTS OF PRONUNCIATION...10
1.2.1. Intonation...............................................................................................................11
1.2.2. Stress......................................................................................................................12

1.3. TEACHING PRONUNCIATION........................................................12
1.4. EDUCATIONAL VIDEO CLIPS.........................................................14
1.5. SPEAKING TEST..................................................................................15
1.6. PREVIOUS STUDIES...........................................................................17


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CHAPTER 2: RESEARCH METHODOLOGY........................................19
2.1. METHOD................................................................................................19
2.2. PARTICIPANT......................................................................................20
2.3. INSTRUMENT OF THE RESEARCH................................................20
2.4. RESEARCH PROCEDURE.................................................................22
2.5. DATA ANALYSIS..................................................................................23
CHAPTER 3: FINDINGS AND DISCUSSIONS.......................................25
3.1. PARTICIPANTS’ INFORMATION...................................................25
3.2. THE IMPROVEMENT STUDENTS’ PRONUNCIATION BY
EDUCATIONAL VIDEO CLIPS................................................................26
3.3. STUDENTS’ PERCEPTION TOWARD THE USE OF
EDUCATIONAL VIDEO CLIPS VIDEO IN TEACHING
PRONUNCIATION.......................................................................................28
3.3.1. Students’ difficulties when learning pronunciation...........................................28
3.3.2. Students’ awareness toward the benefits of educational video clips in learning
pronunciation................................................................................................................32
3.3.3. Students’ self-assessment of the improvement of stress and intonation............34
3.4. DISCUSSION...............................................................................................................35

CONCLUSION..............................................................................................40
1. Recapitulation...........................................................................................40
2. Implication.......................................................................................................................41
For teachers.........................................................................................................................41
For students..........................................................................................................................43

3. Suggestions for further studies.................................................................44
REFERENCES..............................................................................................46
APPENDIX.....................................................................................................49


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ABSTRACT

Using educational video clips to teach pronunciation can improve
students' pronunciation, especially intonation and stress. If the pronunciation
is correct, all skills, such as listening, speaking, and reading, will become
much more manageable. On the contrary, if the listener misunderstands or
does not understand the speaker's meaning, the Listening and Speaking skills
cannot be as expected. The ultimate goal of teaching English is for students to
be able to communicate in English. This research aimed to determine the
effects of using educational video clips to improve grade 12 students’ stress
and intonation at Lao Cai high school number 1. This study investigated the
effects of using educational video clips in teaching pronunciation to improve
students' pronunciation, especially in intonation and stress. The research
method that combines the quantitative research method with the data
collection tool, which is the survey questionnaire, and the qualitative research
method with the data collection tool, which is the semi-structured interview,

provides an overview of the difficulties and common errors in students'
pronunciation, the actual situation of using educational video clips in teaching
pronunciation. Research results show that students and teachers of Lao Cai
No.1 High School are highly aware of the benefits of using educational video
clips in teaching pronunciation. In addition, educational video clips make
students aware of a marked improvement in their pronunciation skills.
Key words: Pronunciation, Educational video clips, Intonation,
Skills


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LIST OF TABLES
Table 2.1 Scoring criteria of pronunciation ...................................................21
Table 3.1: The students’ pronunciation changes between Pre-test and Post-test
.........................................................................................................................26
Table 3.2: The students’ pronunciation changes between Pre-test and Post-test
.........................................................................................................................27
Table 3.3: Students’ difficulties when learning pronunciation...................... 29
Table 3.4: Students’ awareness toward the benefits of educational video clips
in learning pronunciation ...............................................................................32


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LIST OF FIGURES
Figure 3.1 Gender structure of the research sample .......................................25
Figure 3.2. Number of years studying English ...............................................25
Figure 3.3 The students’ pronunciation changes between Pre-test and Posttest ..................................................................................................................27

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LIST OF ABBREVIATIONS
ESL: English as a Second Language
EFL: English as a Foreign Language
DS: Descriptive Statistic
CAE: Cambridge Assessment English
CEFR: Common European Framework of Referenc


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INTRODUCTION
1. Rationale for the study
In today's globalization era, English has become a universal language
and has played an essential role in every field of life. Every student is hoped
to be able to use English fluently and effectively in both written and spoken
form. However, there is a fact that many teachers tend to put more emphasis
on teaching grammar and reading than teaching speaking. Moreover, they also
tend to use conventional methods or solely textbooks while teaching but
ignore the appropriate use of media. In these cases, students just sit down and
listen to the teacher’s explanation without achieving competence. Interactive
media, such as videos, movies, songs, regalia, etc., are not optimally used in
ESL teaching and learning. The lack of media can easily cause boredom in
students and demotivate their interest in learning English which may lead to
students’ low efficiency and performance.
Among the four communicative sub-skills, speaking is one of the
essential skills as it is an effective means of communication. Even though
speaking skill has remained a focus of English language teaching, it is still

considered one of the most challenging aspects of the language learning
process (Gilakjani & Ahmadi, 2011). Many students still find it difficult to
express their thoughts in English fully; even some may fear communicating in
English after years of learning this language.
In speaking skills, pronunciation plays an essential role in helping
English learners develop the ability for communication needs and gives them
communicative empowerment for being easier to be understood (Morley,
1991). However, many English language learners struggle to learn English
pronunciation (Gilakjani & Ahmadi, 2011). Problems in pronunciation
weaken their communicative competence (Kelly, G., 2000).


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For these reasons, many researchers, authors, and teachers have tried to
inquire about and apply different teaching methods to the most effective
learning environment for learners.
Lao Cai High School Number 1 is a mountainous school in North
West of Vietnam. School is still lack of facilities and not very well
equipped. Three forth of the students are from the minority groups and
have poor living condition. For people here, Vietnamese actually is the
second language. Thus, the study with the title “The use of educational
video clips to improve grade 12 students’ stress and intonation at Lao
Cai high school number 1” aims at investigating the effectiveness of
using video in teaching English to improve K12 student’s stress and
intonation at Lao Cai High School Number 1.
2. Aims of the study
The study aims at investigating the effectiveness of using educational
video clips in teaching English to improve K12 student’s stress and intonation
at Lao Cai High School Number 1 then examining students’ perceptions

toward the use of educational video clips in teaching speaking.
3. Research questions
To achieve the aims of the study, two research questions have been
formulated:
1) What are the effectiveness of educational video clips in improving
K12 students’ stress and intonation at Lao Cai High School Number 1?
2) What are the perceptions of K12 students at Lao Cai High School
Number 1 towards the use of educational video clips in improving stress and
intonation?
4. Scope of the study


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The study focuses on improving pronunciation, especially stress and
intonation, through educational video clips for K 12th non - English
majors at Lao Cai high school number 1. So the study limits itself to the
teaching and learning stress and intonation only, and the subjects of the
study are 69 non-English majors from class 12D1 and 12D2 studying the
new “Tieng Anh 12” textbook at Lao Cai high school number 1.
5. Significance of the study
The researcher hopes that the result of this research will distribute
some benefits.
Theoretically, the results of this research may contribute to the
literature on the use of educational video clips. Besides, the results of this
research can be used as references for the high school teacher in their teaching
process.
Practically, the results of this research also would be the suggestion
for teachers to apply in actual teaching speaking context. Besides, the results
of this research can be used to boost students’ interest in learning English, as

using media in teaching would motivate students more. For the researchers,
the results of this research can contribute to finding out the inspiring methods
in teaching speaking in general and pronunciation in particular.
6. Research methods
Based on the research objectives, quantitative method is used combined
with qualitative method to collect data and give out conclusion. Descriptive
Statistic (DS) in quantitative data analysis is also used to summarize a
collection of data in a clear and understandable way.
7. Structure of the thesis
Apart from the Introduction and Conclusion, the thesis paper was
comprised of three chapters as follows:


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Chapter 1: Literature Review
This chapter provided theoretical knowledge, which included
definitions of key concepts, related theories about how educational video clips
can help to improve students’ pronunciation and the proposed theoretical
framework.
Chapter 2: Methodology
This chapter gained insight into research design, setting, population of
the study, data collection instrument and procedures employed in the
research.
Chapter 3: Findings and Discussions
This chapter presented and analyzed data collected and provided a
detailed discussion.


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CHAPTER 1: LITERATURE REVIEW
This chapter deal with the theories related to the title and formulations
of the problem. The theories are presented through reviews of related
literature, including educational video clips, speaking skills, pronunciation,
learning and teaching pronunciation, student problems of pronunciation, and
rubrics for grading pronunciation. Considerable efforts will be focused on
reviewing various approaches to researching motivation in the second
language field and eliciting the framework the researcher will follow. After
that, a brief review of the related studies will disclose the research gap and
rationalize the aims and objectives of this research paper.
1.1. SPEAKING AND THE IMPORTANCE OF SPEAKING SKILL
1.1.1. Speaking and the components of speaking
Language will be beneficial if someone can use it in speaking. It means
that learning a language is learning about theory and how to practice it in honest
communication as the function of language. Therefore, speaking skill is the most
critical skill for skill in English. Language is measured by its result in speaking
skills or oral communication. In other words, we can also measure the ability of
language from his or her ability to speak.
Many definitions of speaking have been proposed by language. According
to Brown, “Speaking is a productive skill that can be directly and empirically
observed. Those observations are invariably colored by the accuracy and
effectiveness of a test-takers listening skill”.
In addition, Scott stated that speaking is so much a part of daily life that
we take it or granted. The average person spends thousands of words daily,
although some people-like auctioneers, may produce even more. Speaking is a
productive aural/oral skill. It consists of producing systematic verbal utterances to
convey meaning.

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In speaking skills, five components of language influence speaking ability,
including Pronunciation, Grammar, Vocabulary, Fluency, and Comprehension.
To the limitation of the time and scope of this research, the influence of the
educational video clips video technique on K12 students’ pronunciation skills was
primarily focused.
Cameron states that organizing the discourse is essential so that the
interlocutor understands what the speaker says. Speaking is essential for language
learners because speaking is the first form of communication. They are expected
to be able to speak English accurately, fluently, and acceptably in daily life.
From the definitions above, the researcher concludes that speaking is an
oral way to convey and share ideas and feelings. Speaking involves some skills
such as vocabulary, pronunciation, accuracy, and fluency. Students need to master
all of those elements. Speaking, especially in a foreign language, is a necessary
activity for all learners because, from this activity, people can understand what
others say who use a foreign language too.
It means that people in the world have speaking abilities because speaking
is an activity that we always do in every time to communicate with other people
and to make a good relationships in society.
1.1.2. The importance of speaking skill
English has evolved into a worldwide language. It is used as a lingua
franca among nations. Even in nations where it is not the national language, it is
spoken, learned, and understood. English is essential in many fields, including
medicine, engineering, education, advanced studies, business, technology, finance,
computers, tourism, etc. Speaking skill is the productive skill that refers to a
person's capacity to generate language through coordinating the speaking organs
such as the lips, tongue, teeth, vocal cords, larynx, pharynx, and so on. It is more
than just employing words which requires a more complex process of making

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speech and much practice.
Furthermore, the objective of developing language is to convey thoughts and
experiences so that the listener can well receive the language. Thus, the ability to
be directly and empirically observed indicates that the speaking execution may be
directly heard or seen and empirically measured in the speaking process by
examining the speaker's accuracy and effectiveness (Harmer, 2007). According to
Renandya et al. (2002), speaking has grown challenging for foreign language
learners since it requires the capacity to utilize the language effectively in social
contact. They also stated that speaking is one of the elements of communication.
As a result, the value of speaking abilities is immense for language
learners. A language is reduced to a script when it lacks speech. Language usage
is an activity that occurs inside the boundaries of our community. Language is
used in several contexts. People at work, such as researchers working in a medical
laboratory or a language laboratory, are expected to talk appropriately and
efficiently in order to interact successfully with one another.
1.1.3. Activities in speaking class
Speaking should be taught via engaging and conversational activities.
When constructing speaking activities or instructional materials for a second
language or foreign language education, it is essential to acknowledge the
many roles of speaking in daily communication and the various objectives for
which students require speaking abilities. Brown (2001) outlines six sorts of
oral activities that teachers might apply in the speaking classroom: Imitative,
intensive, responsive, transactional (dialogue), interpersonal (dialogue), and
extensive (monologue).
a. Imitative
Learners imitate or repeat back a word, phrase, or potentially a
sentence in imitative speaking performance. The goal of imitation is not to

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engage in meaningful dialogue but to concentrate on certain parts of language
form. Imitative speaking performance is demonstrated via drilling. Imitative.
Meaningful engagement in imitative focused on a particular aspect of
language form. In imitative categories, such training allows pupils to listen to
and verbally repeat particular strings of language that may pose specific
linguistics. It was referred to as "a human tape recorder" speech.
b. Intense
An intensive speaking performance is related to the production of short
stretches of oral language to demonstrate competence such as grammatical,
phrasal, lexical, or phonological relationships (prosodic elements: intonation,
stress, rhythm, juncture) (Brown, 2004, p. 273). Intensive. Intensive speaking
performance is designed for practicing some phonological or grammatical
aspects of language. It can be self-initiated or can be a part of some pair work
activity where the learners go over particular in forms of languages.
a. Responsive
Another form of classroom speaking activity is responsive; short
answers are a sample of a speaking performance that does not expand into
dialogues, such as typical greetings, simple requests and remarks, and so on.
The classroom exercise gives students-initiated questions or comments on
brief responses to the teacher. These responses do not extend into discussions
and are, therefore, insufficient.
b.

Interactive

The interactive speaking performance consists of transactional and

interpersonal dialogues. Speaking as interaction refers to the interaction
which serves a primarily social function. When people meet, they exchange
greetings, engage in small speaking and chit-chat, and recount recent
experiences because they wish to be friendly and establish a comfortable zone


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of interaction with others. The focuses more on the speaker and how they
wish to present themselves to each other.
c.

Transactional

Transactional (dialogue), in this circumstance transactional, is done in
the discourse. Transactional dialogue is carried out to convey or exchange
information. This type of speaking performance is an extended form of
responsive language. A conversation is an example of transactional dialogue.
Speaking as interaction refers to the interaction based mainly on social
interaction. When individuals meet, they exchange greetings, engage in small
talk and chit-chat, and share recent experiences to be friendly and create a
comfortable zone of engagement with others. The emphasis is on the speaker
and how they want to express themselves to one another. It is an extended
responsive language communication that aims to express or exchange certain
information. Speaking as transaction refers to a situation in which the primary
focus is on the message of what is said or attained in order to ensure that
people are understood clearly and precisely. Interpersonal speaking is done in
a discourse to preserve social ties rather than transmitting facts and
information. These talks are more difficult for learners because they might
include slang, ellipsis, sarcasm, a casual register, colloquial language, and

hidden meanings that require comprehension "between the lines." This
frequently causes learners to struggle with or misunderstand the language.
Learners would need to understand how interlocutors' relationships, informal
manners, and sarcasm are coded linguistically in the dialogue.
Extensive
Interpersonal (dialogue) refers to improving social interactions over
information exchange. Dialogue may include informal tone, colloquial
language, emotionally charged language, slang, ellipsis, sarcasm, and so on.


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The last speaking performance is lengthy (monologue). Reports, summaries,
and speeches are examples of extensive oral productions. It might be planned
or unplanned.
1.2. PRONUNCIATION AND ELEMENTS OF PRONUNCIATION
Communication is considered a crucial part of our daily life. For better
communication, people need to have correct pronunciation. In general,
pronunciation refers to how words are spoken, and proper pronunciation is a
reproduction of language sounds so that the intended message is passed
quickly. Pronunciation is the act of articulating words. It refers to how we
make the sound of words. To pronounce words correctly, we push air from
the lungs up through the throat and vocal cords past our tongue and between
teeth and lips. To change the sound that is made, people primarily utilize the
muscles of the mouth, tongue, and lips to control the shape of the mouth and
the stream of discussion. To present the words, people use a system of
phonetic symbols. Pronunciation is long believed to have a close connection
with listening skills. For ESL learners, the more they listen, the better they
may gain at speaking, especially in pronouncing words correctly. By
listening, students can quickly learn the words' pronunciation, imitate specific

rhythm and intonation patterns, and communicate effectively. Good
pronunciation can help to leave an excellent first impression on listeners and
bring self-confidence to speakers as it has a significant influence in
understanding the word's meanings and help to convey the message of the
conversation. So, it has become increasingly essential for ESL learners when
learning English. Besides, mastering pronunciation also helps to develop
English comprehension and reading and spelling capacity. On realizing the
importance of pronunciation, students should spend a certain amount of time
improving their pronunciation instead of just focusing on learning grammar or