improving pupils speaking motivation through making short daily topic clips an action research project at a secondary school in bac ninh province
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THAI NGUYEN UNIVERSITY OF EDUCATION
<b>FACULTY OF FOREIGN LANGUAGES </b>
<b>PHAN THI THE </b>
<b>IMPROVING PUPILS’ SPEAKING MOTIVATION THROUGH MAKING SHORT DAILY TOPIC CLIPS: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN BAC NINH PROVINCE </b>
<b>MASTER THESIS </b>
<b>THAI NGUYEN - JUNE 2023 </b>
</div><span class="text_page_counter">Trang 2</span><div class="page_container" data-page="2">THAI NGUYEN UNIVERSITY OF EDUCATION
<b>FACULTY OF FOREIGN LANGUAGES </b>
<b>PHAN THI THE </b>
<b>IMPROVING PUPILS’ SPEAKING MOTIVATION THROUGH MAKING SHORT DAILY TOPIC CLIPS: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN BAC NINH PROVINCE </b>
<b>Field: English language teaching methodology Code: 8.140.111 </b>
<b>MASTER THESIS </b>
<b>Supervisor: Dương Cong Đat. PhD. </b>
<b>THAI NGUYEN - JUNE 2023 </b>
</div><span class="text_page_counter">Trang 3</span><div class="page_container" data-page="3"><b>STATEMENT OF AUTHORSHIP </b>
I am fully declares that the thesis “Improving pupils’ speaking motivation through making short daily topic clips: An action research project at a secondary school in Bac Ninh province.” is the outcome of my personal research. This thesis has not been filed for any other degrees. It is for the Master's degree at the Faculty of Foreign Languages, Thai Nguyen University of Education.
<i>Thái Nguyên, tháng 6 năm 2023 </i>
Tác giả luận văn Phan Thị Thê
</div><span class="text_page_counter">Trang 4</span><div class="page_container" data-page="4"><b>ACKNOWLEDGEMENTS </b>
I want to extend my sincere gratitude to everyone who helped me with the research. My profound gratitude goes out to my mentor, Dr. Duong Cong Dat, for his support and direction during the project. I also want to thank all of my instructors at Thai Nguyen University of Education for their knowledge and support in helping me complete my thesis. The outstanding pupils at Vu Ninh Secondary School who assisted me in gathering the data deserve my acknowledgement and admiration. Finally, I want to express my gratitude to my family for their unwavering love and support.
</div><span class="text_page_counter">Trang 5</span><div class="page_container" data-page="5"><b>ABSTRACT </b>
The aim of the study is to improve students' speaking motivation by making short video clips in English speaking lessons in Bac Ninh.
During the academic year 2022-2023, the researcher conducted action research with the help of 40 students in grade 7 at Vu Ninh secondary school. The researcher designed two questionnaires, pre intervention questionnaire and post intervention questionnaire in order to find out that making short video clips can helps students’ motivation in learning English speaking.
Findings from the present investigation show that there are “teachers ” and “students” are considered to be the most important factors affecting student speaking. Based on the findings, some implications and recommendations were suggested.
The data analysis demonstrated where in the study was a strong influence of brief daily topic clips on pupils' speaking motivation. Recording video clips increased students’ interest in the speaking lesson. Additionally, the study's results showed that after 8 weeks, students are more actively in speaking lessons. Based on the encouraging results, this study suggests that teachers
<b>should ask students to make short daily topic video clips in speaking lessons. </b>
<b> </b>
</div><span class="text_page_counter">Trang 6</span><div class="page_container" data-page="6"><b>LIST OF ABBREVIATIONS </b>
EFL English Foreign Language
</div><span class="text_page_counter">Trang 7</span><div class="page_container" data-page="7"><i>2.1.2.2. The importance of video clips in speaking </i> 9 2.1.2.3 procedures of using video clips in speaking 10
</div><span class="text_page_counter">Trang 8</span><div class="page_container" data-page="8"><i>2.1.3.2.4. Instrumental Motivation </i> <b><small>14 </small></b>
<i>2.1.3.3. The benefit of motivation </i> 14
<i>2.3 Significance of using video clips inhancing motivation </i> 15
4.1. Results from the pre-intervention questionnaires 29 4.2. Results from the post-intervention questionnaires 38
</div><span class="text_page_counter">Trang 9</span><div class="page_container" data-page="9"><b>LIST OF TABLE </b>
<b>4.1. Results from the pre-intervention questionnaires 23 </b>
Figure 4.2. Students’ attitudes toward going abroad. 24 Figure 4.3. Students’ attitudes toward speaking to foreigners 24 Figure 4.4. Students’ attitudes toward making friends in a foreign country 25 Figure 4.5. Students’ attitudes toward speaking and self-study 25 Figure 4.6. Students’ attitudes toward communicating online 26 Figure 4.7. Students’ attitudes toward future job 26 Figure 4.8. Students’ attitudes toward using English outside the class 27 Figure 4.9. Students’ attitudes toward English speaking lessons. <b>27 Figure 4.10. Students’ attitudes toward watching English cartoon </b> 28
<i><b>Figure 4.11. Students’ attitudes toward making a video clip </b></i> 28
<b>Figure 4.12. Students’ attitudes toward speaking in front of camera </b> 29
<i><b>Figure 4.13. Students’ attitudes toward recording a video clip </b></i> 30
<i><b>Figure 4.14. Students’ attitudes toward their video clip </b></i> 30 Figure 4.15. Students’ attitudes toward improving English by making
<i>video clip </i>
31
<b>4.2. Results from the post-intervention questionnaires </b> 32
<i><b>Figure 4.2.1 Students’ attitudes toward making short video clip. </b></i> 32 Figure 4.2.2 Students’ attitudes toward recording short video clip. 33 Figure 4.2.3 Students’ attitudes toward speaking carefully 33 Figure 4.2.4 Students’ attitudes toward vocabulary 34 Figure 4.2.5 Students’ attitudes toward practicing English 34 Figure 4.2.6. Students’ interest in speaking lesson <b>34 </b>
<i><b>Figure 4.2.7. Students’ confidence in speaking lesson </b></i> 35
<i><b>Figure 4.2.8. Students’ speaking fluency </b></i> 36
<i><b>Figure 4.2.9. Students participating in speaking activities </b></i> 36
</div><span class="text_page_counter">Trang 10</span><div class="page_container" data-page="10"><b>LIST OF APPENDIXES </b>
APPENDIX 1 PRE- INTERVENTION QUESTIONNAIRE PAGE 63 APPENDIX 2 POST- INTERVENTION QUESTIONNAIRE PAGE 65 APPENDIX 3: SOME PHOTOS OF STUDENTS’ ACTIVITIES PAGE 66
</div><span class="text_page_counter">Trang 11</span><div class="page_container" data-page="11"><b>CHAPTER 1: INTRODUCTION <small>1.2. </small>Rationale of the study </b>
It is undeniable that English is on the rise and that learning English has received a lot of attention recently, both globally and in Vietnam specifically. People have given extra thought to learning the language because of its importance in order to compete on a global scale.
Speaking, listening, reading, and writing are the four foundational skills for learning English. Among four skills, speaking is the goal for any learners. At Vu Ninh secondary school, teachers of English have taken a number of steps to help students speak English fluently, such as using technology, using material aids. However, it has been discovered that pupils still view English as a challenging topic and speaking is the most difficult of the four skills at school. Teachers have taken into account the needs of the pupils and alter the teaching and learning materials in order to address their difficulties in learning speaking skill.
The researcher believes that new technology media, in this case video clips, should be included in the learning materials because modern pupils are familiar with media and technology. Many researchers have argued that film and video are multimedia products that can support both verbal and nonverbal communication as well as learning. Utilizing video clips has significant responsibilities in the teaching and learning process to enhance the four language skills, particularly speaking. Through noises and moving images, video clips can draw pupils' attention and increase their motivation for learning English. Additionally, pupils can learn how to use English in context through video clips, which also help them improve their speaking abilities including pronunciation, speed, tone, coherence...
Using video clip in the classroom is thought to be one of the ways to help students improve students’ motivation in speaking classes. Practically, video recording offers a number of benefits in the classroom. First of all, video
</div><span class="text_page_counter">Trang 12</span><div class="page_container" data-page="12">recording allows students to record their own voice or edit the recording when they want to improve the quality of the voice. Secondly, students can make their own scripted video clips so that they can listen to their own voice at home by using cell phones or computers. Therefore, students can be less anxious when practicing communication with their own voice. This is important because student’s anxiety is a common problem in English classes in many Vietnamese schools. Finally, using video recording enhance learner motivation because learners are more confidents and independent to speak English in accordance with their time and interests outside of school.
Most of the students at grade 7 at Vu Ninh Secondary School come from agricultural households and they do not have many conditions to learn English. They do not have the opportunity to practice speaking English outside of classroom time, and the communication environment in English is limited. This leads students to being afraid of speaking, making mistakes and not being able to convey their feelings to listeners in English. Besides that, the limited vocabulary makes most students not confident in using English in class. Consequently, the researcher has chosen a study: "Improving pupils' speaking motivation through making short daily topic clips: An action research at a secondary school in Bac Ninh province". This research is hoped to help pupils improve their motivation to learn speaking.
<i><b>1.2 The aims and objectives </b></i>
The aim of the study is to improve Grade 7 students’ English- Speaking motivation at a secondary school.
In order to achieve the aim, the study is expected to reach the following objectives.
The objective is to identify the effest of video clips on students’ motivation toward English speaking. The following objective is that pupils’ speaking motivation will be improved through making daily topic clips.
</div><span class="text_page_counter">Trang 13</span><div class="page_container" data-page="13">Investigate the students’ attitudes towards the clips which they had done in their speaking periods.
<i><b>1.3 Scope of the study </b></i>
The pupil’s speaking motivation would be the focus of this study. The study would be conducted in grade 7 at Vu Ninh Secondary School
<b>1.4 Research questions </b>
Base on the objectives of the study, the questions of the study are stated as follows:
1. What are the student’s attitudes toward English speaking skills?
2. How do making short daily topic clips improve pupils’motivation in speaking English ?
<i><b>1.5 The significance of this study </b></i>
It is hoped that this research will benefit those involved in the teaching and learning of English.
Employing video clips is believed to be a good way to enhance the English teaching and learning process. It is anticipated to implement the video clips as instructional media.
The study also helps English teachers at secondary School innovate their teaching strategies.
Additionally, the study supports the administration and English teachers at Vu Ninh Secondary School in igniting and sustaining student motivation in both English classes and extracurricular activities.
Moreover, the research will draw some outlines for effective teaching strategies that help English teachers motivate pupils based on the investigation's findings. Not to mention, the author hopes that other researchers who will conduct studies about students' motivation will use the research as a source of reference.
<i><b>1.6 Study Organization </b></i>
The research is divided into the following five chapters:
</div><span class="text_page_counter">Trang 14</span><div class="page_container" data-page="14">Chapter 1: Rationale: The purpose for selecting the thesis topic, its importance, key goals, some important research questions, and the scope of the study are all explained.
Chapter 2: Theory background:
A summary of the theoretical underpinnings of the variables influencing students' motivation to study English is given.
Chapter 3: Methodologies:
The research approach is highlighted. The research approach for data gathering and analysis is also covered in this chapter.
Chapter 4: Data Analysis:
The statistics from the questionnaire are displayed. In order to clearly attain goals and respond to the questions in Chapter 1, findings are examined.
Chapter 5: Conclusion:
The key findings are summarized along with suggestions for teaching strategies that can help pupils become more motivated. This chapter also identifies the restrictions and research consequences.
At the conclusion of the research, references and appendices are also adequately listed.
</div><span class="text_page_counter">Trang 15</span><div class="page_container" data-page="15"><b>CHAPTER 2: LITERATURE REVIEW </b>
In this chapter, the author reviews the theories and previous research on motivation and speaking skills.
The current shift in emphasis in L2 teaching and learning—away from stressing texts and toward the acknowledgment that multimedia, such as video clips, may be beneficial and even necessary in language learning—inspired the creation of the course. The primary instructional implication of the current study is how well video clips motivate students. Getting pupils to participate in class and be motivated in studying English is one of the main issues teachers have in any EFL program aimed at secondary students. The current study demonstrates the importance of visual resources for fostering student motivation, which includes an interest in the language and culture as well as for raising student engagement. Additionally, according to this action research, language
<b>2.1 Theoretical background 2.1.1. Speaking </b>
<b>2.1.1.1 Speaking definition: </b>
According to Yuliana (2013), Budiarta and Krismayani (2014), speaking is a process of thinking and reasoning. One’s speech can be accepted and understood by others or listeners. Speaking and listening abilities go hand in hand. Both combine to form one whole.
The idea speaking is the key to verbal interaction with other people. This skill gives a general overview of the capacity to organize a variety of mastered words into a sequence of organized conversations (Koch & Schmitt, 2017).
Youngsters who are acquiring their first language seem to listen more than they speak, and their hearing is accompanied by bodily actions (reaching, grabbing, moving, staring, and so on). Speaking learning is the process of communicating a message or knowledge to others orally, according to language experts' opinions on the subject (Páez and Rinaldi, 2006). Before using the
</div><span class="text_page_counter">Trang 16</span><div class="page_container" data-page="16">language, learners will be more successful if they frequently practice their pronunciation skills.
According to (Bailey, 2000:25), speaking is a process of interaction where speakers intend to build meaning through producing, receiving and processing information. Leong and Ahmadi (2017: 34), state that speaking is an activity of pronouncing words, communicating verbally, conveying ideas and doing transaction.
All over above, the researchers believe that speaking is a process of communicating a message or knowledge to others orally. One’s speech can be accepted and understood by others or listeners.
<i><b>2.1.1.2. English Speaking </b></i>
According to (Bailey, 2000:25), speaking was a process of interaction where speakers intend to build meaning through producing, receiving and processing information. Leong and Ahmadi (2017: 34), state that speaking is an activity of pronouncing words, communicating verbally, conveying ideas and doing transaction.
According to Brown (2004:34), there are many aspects is measuring speaking skills, there are grammar, fluency, vocabulary, pronunciation, and comprehension.
Grammar
Susanto, D. A. & Widyaningsih, R. (2012:3) states grammar is a theory that describes how we choose and arrange our words. Grammar is a study of language rules that explains the relationship between words, and the relationship between these words is the correct arrangement so that it gives meaning or meaning to anyone who uses the language.
Fluency
Thornbury (2005:7), states that fluency is the length of run in the number of syllable between pause. The longer the runs, the more fluent the speaker
</div><span class="text_page_counter">Trang 17</span><div class="page_container" data-page="17">sounds. It can be concluded that a person who is fluent in this way does not have many times to think what to say next or how to phrase it.
Vocabulary
According Hornby (1995: 131), Vocabulary is the total number of words in a language; all the words known to a person or used in a particular book, subject, etc.; a list of words with their meaning, especially one that accompanies a textbook.
Vocabulary is not only confined to the meaning of words but also included how vocabulary in a language is structured: how people use and store words but how they learn words and the relationship between words, phrases, categories of words and phrases (Susanto, D. A., et al, 2019).
Pronunciation
Harmer (2007:11), said that user of the language must know how to say a word that is how to pronounce it. It means that the user of the language have to know how to pronounce some word well. This knowledge is made up of three areas; sounds, stress and intonation.
Comprehension
According to Schmidt and Hegelheimer (2004), comprehension is the identification of the intended meaning of written or spoken communication. It means that the ability to understand the information contained in the message.
<i><b>2.1.1.3. English Speaking problems and solutions </b></i>
Problems in speaking can be seen from two aspects. There is a psychological aspect and a language aspect. Psychological problems are problems that often interfere with emotional or physical health. This psychological problem can hurt students' speaking performance. According to Juhana (2012), there are several psychological factors that students face when they speaking in class: fear of mistake, shyness, anxiety, less confidence, and lack of motivation. Language Problem is an issue that has been widely discussed in the literature concerns the level of Indonesian students' EFL speaking
</div><span class="text_page_counter">Trang 18</span><div class="page_container" data-page="18">proficiency. Several reports indicate that Indonesian students generally have not achieved a good level of spoken English proficiency. Mahripah (2014), stated that students majoring in English have a lot of mistakes when speaking. These errors include pronunciation (word forms, prepositions, and sentence construction), vocabulary (wrong choice of words), fluency (often corrected), and interactive communication (difficulty in getting meaning).
According to Penny Ur (1996), there are some solutions that can the teacher do to solve the speaking problems. Those are:
A. Group Work
Group work increases the amount of time available for oral practice and allows more than one student to benefit from speaking time. Working in groups also lowers the barriers for shy students who are uncomfortable speaking in front of the whole class.
B. Easy Language
Simple language makes it easier for students to speak for longer without hesitation and gives them a sense of accomplishment. Essential vocabulary can be pre-taught or reviewed before the activity enabling students to fill- out their speech with more catchy sentences and rich language.
C. Interesting Topic
Choosing a topic according to the interests of the class ensures student motivation. If the material and task instructions are presented clearly and enthusiastically students will be more likely to meet the challenge set for them.
D. Clear Guidelines
Stating clearly what is expected from each student is essential in ensuring that everyone in the group contributes to the discussion. Appointing a chairperson to each group to regulate participation is a way to confirm that dominant students leave discussion opportunities open to more reserved students. Feedback reveals the output of the discussion and motivates each student to follow the guidelines.
</div><span class="text_page_counter">Trang 19</span><div class="page_container" data-page="19">E. English Monitors
A monitor can be assigned to each group to remind students who speak their mother tongue to switch back to English. Lack of classroom management and discipline will encourage students, who do not feel that there is a rejection of their mother tongue, to simply return to their mother tongue once they have problems expressing themselves.
In the study, the researcher employed all these solutions when requiring students to make video clips.
<b>2.1.2. Procedures of using video clips in speaking lessons 2.1.2.1. Video clips definition </b>
Video is described as moving visuals that are accompanied by appropriate and natural sounds, portray true images, and have the power to attract (Arsyad ,2002). According to Richards and Renandya (2002:364), video is an extremely dense kind of media that incorporates spoken words as well as a wide range of aural experiences in addition to a wide range of visual characteristics. She stated that in addition to words, videos also contain visual elements, audio effects, and music that provide vital evidence of character motivations, setting, and behavior that is generally absent from scripts. Video is such a wonderful resource for language acquisition since it may give students enjoyment and leisure time as well as tremendous incentive. Video can promote language use and provide practice for realistic listening. Video in language learning might relate to using both brief documentaries and television ads as well as using content from well-known movies.
Given this, it is possible to define video clips as recordings of moving image and audio pieces that can be seen on a computer or television to illustrate the functions and forms of language. Through making video clips, students can express their own emotion and knowledge.
</div><span class="text_page_counter">Trang 20</span><div class="page_container" data-page="20"><b>2.1.2.2. The importance of video clips in speaking </b>
Video clips are being used as the language input source. Videos can serve as accurate representations of English conversation. According to Richards & Renandya (2002), video is a "highly thick" form of media since it includes visuals, sound effects, and audio. Video is a powerful educational tool because it enables pupils to see and experience things they have never seen before. Videos can show places, verbal and nonverbal clues, and paralinguistic aspects of speech, all of which can work as essential "visual stimuli" for language practice and learning. But recently a new trend has emerged: training videos are now just quickly shown and are known as video snippets or video annotations (Trebor Scholz, 2013).
Many studies have examined the potential benefits of using video for language learners. Videos helped students become more motivated since they could see how native English speakers spoke with their paralinguistic aspects, according to Bravo et al. (2011). According to studies by Brewster & Girard (2004), video offered a variety of benefits. It is preferable to show pupils "short (3-5 minutes) chunks of video thoroughly and systematically" as opposed to "extended sequences," which can make them less engaged in watching and noting the action. Students find them entertaining, interesting, and inspiring psychologically. Also, video might be employed as a tool for fostering and growing optimistic attitudes, academic success, and self-assurance. Video can be used to promote and create positive attitudes, success in learning processes, and confidence in one's talents. Pupils find them interesting, exciting, and psychologically motivating. By providing students with current information, enhancing their capacity to infer meaning from context, and fostering the development of skills like motor skills, information and research skills, as well as communication skills, movies can help students become more inquisitive when it comes to cognitive components (Brewster & Girard, 2004). Films, which contain all the characteristics of spontaneously spoken English in real
</div><span class="text_page_counter">Trang 21</span><div class="page_container" data-page="21">circumstances and allow students to feel and experience a situation without actually being there, provide real models as well. As a result, students do not need to fly to England in order to learn how to order food in a restaurant there.
According to Richards and Renandya (2002:209), extensive exposure to authentic language through audiovisual stimuli and chances to utilize the language can be one technique to motivate students to speak. According to Harmer (2007:282), there are a few reasons why a video might add a special, supplemental layer to the learning process. The primary advantage of using video as a teaching medium is that in addition to hearing the language, students can observe gestures, facial expressions, and other visual signals that offer general meaning. Videos can serve as realistic models since they exhibit all the characteristics of English as it is used in regular speech. Second, using video gives pupils a fresh perspective on events taking place outside of the classroom. It might make kids more sensitive to other cultures.
<b>2.1.3. Motivation </b>
<b>2.1.3.1. Motivation definition </b>
It is widely common that motivation is the willingness to do something for the purpose of achieving a desirable goal. Lasagabaster (2014;52) highlighted that motivation is the driver for any learners to engage in the learning process. From this perspective, motivation is the basic aspect and the essence of the learners’ involvement in the learning process. It is particularly interested in activities that represent the achievement of a clear objective. Furthermore, motivation seen as “a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal- directed behavior” (Brophy, 2004, p. 3). Graham and Weiner (2011) similarly saw motivation as “the study of why individuals behave as they do, what gets their behavior started and what directs, energizes, sustains, and eventually terminates actions. That is to say, motivation is a concept used to describe how the process started, as well as describing the path, the strength,
</div><span class="text_page_counter">Trang 22</span><div class="page_container" data-page="22">the consistency, and the standard of a behavior especially behavior with a specific purpose.
According to Murray et al. (2011), the term motivation at one level, is an essential concept in the area of second language acquisition, and at another level, it is a complicated and a difficult aspect to manage. The fact that this term is not static, but varies all over the learning process ranging from one individual to another as a consequence of the classroom atmosphere, teachers’ attitudes, methods, strategies, and students’ psychological status.
Brophy (2004) mentioned that motivation refers to the students’ mental processes to solve targeted activities rather than bodily actions, or the time needed to perform those actions where there is a correlated relationship between motivation and success, in which when motivation is in its ultimate degree, the performance will be in its highest pitches.
In the light of those definitions, the verb motivate refers to the surrounding environment which summarizes the methods that the teacher conducts to push his students for a better result (Saripah & Syukri, 2017). Yet, in this study, our concern is straightforward to students’ motivation as the
<b>students’ ability to focus more and perform higher (Huang, 2012). 2.1.3.2. Types of motivation </b>
The main purposes of making video to improving student’s motivation in learning English is to provide a breakthrough new media in learning English that already exists but is rarely used by most teachers. In addition, to provide an overview to the teacher to trying to use this media of teaching will be more enjoyable for students and reduce the level of boredom students in learning English. With trying this media, the teachers also expected to have other creativity to develop this method in order to improve student motivation in learning English.
</div><span class="text_page_counter">Trang 23</span><div class="page_container" data-page="23"><b>2.1.3.3. Intrinsic Motivation </b>
According to Ryan and Deci (2000) intrinsic motivation is described as doing something for the sake of its intrinsic pleasure rather than for the sake of any tangential benefits.
Huang (2012) confirmed that intrinsic motivation refers to the standard internal ability and passion to learn the desirable language for the purpose of satisfying learners’ curiosity. In addition to this, it is also for the sake of self-enjoyment, amusement, gratification and pleasure satisfaction. Hence, learners who possess enormous energy for learning and enjoying the learning experience have indeed an intrinsic motivation.
Correspondently, Ryan and Deci (2000) reported that intrinsic motivation is not the only type of motivation, or even of volitional behavior human, but it is the most common and essential one. Also, the authors believed that intrinsic motivation can be found within individuals, and in the relationship between individuals and activities; some activities are inherently motivating for people, whereas others are not. Besides, not everybody is intrinsically motivated for every activity.
For educators, intrinsic motivation has emerged as a phenomenon and a normal wellspring of teaching as well as accomplishment that can be routinely catalyzed or disrupted by parental and teacher practices (Ryan & Deci,2000).
To conclude, Ryan and Deci (2017) demonstrated that in contrast to externally mandated learning and teaching, intrinsic motivation is likely to be responsible for the majority of human learning through life. Intrinsic motivation is in evidence whenever students’ natural curiosity and interest energize their learning when the educational environment provides optimal challenges, rich sources of stimulation, and a context of autonomy, this motivational wellspring in learning is likely to flourish. The fact that, it is deep-seated in the learning context and it plays an important role in this field.
Significance of using video clips in enhancing students’ motivation.
</div><span class="text_page_counter">Trang 24</span><div class="page_container" data-page="24">Gives clear and realistic illustrations. Using tutorials and other available materials relevant to the lesson Adapt teaching methods to students' abilities according to each topic. For weak students, teachers spend more time alone to help them improve gradually over time.
The student/teacher relationship concerns their interactions with students in terms of cognitive access to information and the application of the teacher's suggested content to their own speech. The instructor uses positive statements with students. Instructors accept non-"correct" answers with slow students, striving to maintain a friendly and respectful teacher-student relationship with their students.
<b>2.1.3.4. Extrinsic Motivation </b>
In contrast to intrinsic motivation, extrinsic motivation “is … seen as less or weaker form of motivation” (Kember,2016, p.22). In other words,it is thought to be less powerful or less effective source of motivation. Ryan and Deci (2000) defined extrinsic motivation as “a construct that pertains whenever an activity is done in order to attain some separable outcomes. Extrinsic motivation thus contrasts with intrinsic motivation, which refers to doing an activity simply for the enjoyment of the activity itself, rather than its instrumental value”. It means that extrinsic motivation is a term that applies if something is achieved with the intention of achieving a distinct result.
Furthermore, Huang (2012) confirmed the claim that this type appears due to several environmental reasons such as receiving rewards (teachers’ praise, bonus, and gifts) and avoiding punishment. To explain further, to achieve personal advantage, and thus, they learn because of their desire to receive awards or avoid penalties, and not because of their intention to learn or investigate by bearing in mind that these rewards motivate them to come to class, however, with the withdrawal of these prizes, they will no longer have the desire to come to class. Following the trace of this idea, it is noteworthy, when learners’ activities are carried out to accomplish some intangible goals such as
</div><span class="text_page_counter">Trang 25</span><div class="page_container" data-page="25">winning a reward or escaping punishment, they become intrinsically motivated (Gilakjami,2012)
<b>2.1.3.5. Integrative Motivation </b>
Integrative motivation according to some scholars is essential for effective language learning. It is considered higher than instrumental motivation (Vaezi, 2018). Furthermore, it is proposed by Carreira (2006) as “ the positive attitudes and feelings towards the target language group”. Here, integrative motivation reflects the good side of attitudes towards the members of language,as well as having the tendency to communicate with, and get closer.
<b>2.1.3.6. Instrumental Motivation </b>
Instrumental motivation is a helpful tool used in learning a second language to obtain a variety of rewards (Rehman et al. 2014). Carreira (2006) in the same vein added that it is “the potential utilitarian gains of second language proficiency, such as getting a better job or a higher understanding ”. In other words, it is the possible benefits of learning a second language like achieving a greater career and getting a higher wage. The same idea was mentioned by Sadighi and Anjomshoa (2015) when he said that motivation represents the need to learn a language in order to achieve specific objectives as advancing in a profession, employment, or reading professional texts. Sadighi and Anjomshoa continue to say that a person who learns a language solely for the sake of getting hired or meeting a degree institution would have an instrumental inspiration as
<b>an effect for him. </b>
<b>2.1.3.7 The benefit of motivation </b>
Motivation is considered as one of the most beneficial factor in achieving good learning outcomes due to its importance on learning (Cheung, C.S.S & Pomerantz, E.M , (2012). Hence, it plays a big role in whether you success or fail at learning a second language. Learners who are inspired are more likely to learn, and learn faster than students who are not. More specifically, students who are less inspired are more likely to lose focus, misbehave, and trigger
</div><span class="text_page_counter">Trang 26</span><div class="page_container" data-page="26">discipline issues in a particular learning environment. Students who are highly motivated, on the other hand, will engage actively and pay more attention to any specific learning issue (Gardner (2010:23) back up the former belief by stating that motivated students work hard to achieve their objectives and appreciate everything that has to do with achieving those objectives(as cited in Orio,2013).
<b>2.2 Previous Studies </b>
Many previous practitioners have used a variety of techniques to improve English speaking skills for their students, according to studies like Mitra Alizadeh (2016), which discovered some suitable ways to recover limitations in English speaking ability are recorded by using various media, such as a recording device or a smartphone with a recoding application.
Hedge (2000) conducted a study that investigated the motivation of 20 Japanese students who were studying English. The findings of this study indicated that the most common reasons for studying English as a foreign/second language was for communicating with foreigners, finding employment in a high profile career, processing international information, and for understanding other cultures, etc.
Siriluck and Sirithip (2004) also conducted a study about the relationship between motivation and proficiency in English learning of undergraduate students. The study indicated clearly that high English proficiency students are more integrative motivated than low English proficiency students. However, there was no significant difference in the level of instrumental motivation between the two groups of students. Moreover, the study also showed that high English proficiency students are more motivated than low English proficiency students with low English achievement.
</div><span class="text_page_counter">Trang 27</span><div class="page_container" data-page="27"><b>CHAPTER III RESEARCH METHODOLOGY </b>
This chapter describes the research methodology used in this study to answer the research questions. The chapter starts with the research design, research context with information about educational systems, curriculum and participants, and research data collection and analysis. Finally, the chapter discusses research validity, research reliability, and ethical considerations of instruments which will be used in this study.
<b>3.1. Research design </b>
Based on the research goal, the study is an action research which is a type of study that seeks out problematic situations that the participants believe warrant additional, in-depth investigation (Burns, 2010). Action research is conducted locally with the aim of enhancing through the adoption of more effective teaching strategies.
According to Burns (2010), the primary objective of action research in the field of education is to actively intervene in a difficult circumstance. The cornerstone for improvement in action research is the information or data that the researcher meticulously collects during the procedure. Second, because the problems with teaching and learning are addressed inside a specific social context, action research is a constrained and contextualized study. Thirdly, because it allows people to consider issues together, it is inclusive and participative. Also, the foundation for adjustments and advancements in practice will be the systematic gathering and analysis of data.
<b>Process of action research </b>
According to Nunan (1992) he introduced seven steps in the action research cycle.
Initiation: The teacher comes up with a problem. His/her students do not seem interested or motivated. What should be done?
</div><span class="text_page_counter">Trang 28</span><div class="page_container" data-page="28">Preliminary investigation: spending some time collecting baseline data through observation and recording classroom interaction.
Hypothesis: After reviewing the initial data, he/she formed the hypothesis that the students are unmotivated.
Intervention: The teacher devises a number of strategies for encouraging the students to relate the content of the lesson.
Evaluation: After several weeks, the classroom is recorded again. There is much greater involvement of the students, and the complexity of their language and student-led interactions is enhanced.
Dissemination: The teacher runs a workshop for colleagues and presents a paper at a language conference.
Follow-up: The teacher investigates alternative methods of motivating students.
<b>Action plan </b>
The action plan implemented with the participation of 40 students from Vu Ninh Secondary School in 8 weeks beginning in early February 2023 and ending in the middle of April 2023 in accordance with the school's schedule. In 8 weeks, the researcher required students to make video clips each week. The researcher had a cycle invention week 5 with a little bit change which helped students motivated:
Week 1 Hobbies * Objective:
- Introduce the hobby
- Listen to friends’ favorite hobbies.
+ What is your hobby? + How often do you do it? + Who with?
+ When?
My hobbies
</div><span class="text_page_counter">Trang 29</span><div class="page_container" data-page="29">+ How do you feel when you do it? - Talk about likes and dislikes - Ask and answer about hobbies.
- Review the vocabulary and grammar of the healthy habits
- Apply what they have learnt
(vocabulary and grammar) into practice through a video clip.
* Output: Students make a short video clip about their healthy habits.
- identify problems that their
neighbourhood is facing and brainstorm possible solutions to deal with public transport problems.
* Content:
think about the public transport
problems and discuss how to solve the problems.
* Output:
Students make a short video clip about the public transport.
- Help students talk about how students in Viet Nam like music and arts.
- Help them compare their idol * Content:
+ talk about who is your idol
what kind of music he/she play why you like music
how long you listen to music
My favourite singer
</div><span class="text_page_counter">Trang 30</span><div class="page_container" data-page="30">How often
+ compare with their friend. * Output:
Students make a short video clip about their favourite singer.
Week 5 Food And Drink
* Objective:
- draw a poster about eating habits in their area or in the world they know . * Content:
Make their posters about eating habits in the area or a foreign country they know.
* Output: Students make a short video clip about : My favourite food.
- draw the posters about their teacher on the wall or notice board, present their poster to the whole class fluently. * Content:
Display and present their poster about visitting their old school.
The teacher who they enjoy.
* Output: Know what information they should write and what pictures or
photos they should use to illustrate the
Week 7 Traffic * Objective: To provide students with the way of asking and answering about means of transport
* Content: + talk about The traffic in Vu Ninh town
How to keep to the right on the road * Output: Students make a short video clip about the traffic in Vu Ninh town.
The traffic in Vu Ninh town
Week 8 Films * Objective:
To help students revise adjectives describing films.
To allow students to apply what they have learnt (vocabulary and grammar)
My Favourite Film
</div><span class="text_page_counter">Trang 31</span><div class="page_container" data-page="31">into practice through a project.
* Content:Choose one of your favorite films and design a poster for it
* Output: Ss can design a poster for their favorite type of film and give a poster exhibition
: Students make a short video clip about my Favourite Film.
Encourage your pupils to screencast their progress through a project difficulty in order to make their thoughts evident. All students can have a deeper understanding of the subject by seeing other children go through a procedure.
More often than not, students will listen to their classmates rather than another adult "telling them what to do." Make a list of potential subjects or invite the students to come up with critical school-wide issues.
Her pupils create a personal video that counts for their overall grade in order to jumpstart their development of critical communication skills. Making video's production is scaffolded, with detailed instructions and evaluation data provided. Students create rough drafts of their video plans, get input from their peers on both the plans and the videos, and then turn in the finished output for grading later at the weekend. To highlight the diversity of science communication, they can select the pictures of the topic that piques their interest, such as "Could you tell your class how to make a good video clip?" "Why do you like making video clips?" and "What is the most difficult when you make your daily clips?"
<b>"I loved the video recording unit and processing," some of her pupils said. </b>
"It was a bit challenging at first, but it was great as it allowed us to express our own individual creativity so that bio wasn't just a mundane memorizing subject." Additionally, "I really enjoyed making video and processing task as it allowed us to branch out and practice communication in ways that we might not be comfortable with."
</div><span class="text_page_counter">Trang 32</span><div class="page_container" data-page="32"><b>3.2. Participants of the study </b>
During the academic year 2022–2023, 40 the seventh-grade pupils of Vu Ninh Secondary School took part in this study. They were 25 boys and 15 girls at the same age and grade. Luckily, the researcher was a teacher of English who taught them weekly. The researcher also acted as observers while they presented their video clip in class.
<b>3.3. Data collection Instruments </b>
The researcher designed two questionnaires, pre intervention questionnaire and post intervention questionnaire. They were designed in English, and then they were translated for actual use into Vietnamese. The pre-questionnaire focused on pupil’s attitude in learning speaking skill. The post-questionnaire focused on pupil’s attitude in making short clips and motivation on speaking skill.
These closed-ended items were accompanied by five response options for respondents to indicate the extent to which they agreed or disagreed with it by marking one of the responses ranging from “strongly agree” to “strongly disagree”. This often-used tool is called the Likert scale which does not require the respondents to produce any free writing. After a careful study of Dörnyei´s motivation questionnaires, the 15 statements in each questionnaire were formulated.
The pre-questionnaire included three sections. The first section was about students’ personal information. These questions were to compare the characteristics of this study's participants with those of other studies, thereby indicating a new contribution to the study. The second section was designed to find out how the students felt about speaking skill and motivation. The third part was about video clips. The purpose of the portion was to ascertain the students' perceptions about speaking skill and the use of brief daily topic clips in English language instruction.
The post-questionnaire assessed students' attitudes toward the incorporation of making short daily topics clips content and sought to learn more
</div><span class="text_page_counter">Trang 33</span><div class="page_container" data-page="33">about their motivation, interests, and feedback on the use of making short daily topics clips as supplemental activities in English lessons
The questionnaire used in the research was a Likert Scale, which ranged
The survey consisted of questionnaires on all factors affecting students’ learning motivation stated in the literature review part including intrinsic motivation, extrinsic motivation, integrative motivation, and instrumental motivation. The advantages of having student teams work on a clip project with a final product that can be graded and shared with a larger audience. She created an activity to help students gain a better understanding of how physiotherapy is used to manage complex problems in the community and to make theoretical, assessment, treatment, and clinical reasoning concepts more accessible to the educated lay public in general.
How can I get started with clips making?
Giving pupils a choice in how they communicate and build their own knowledge by creating little daily clips is a terrific idea. The change in higher education toward the learner, where individual students are acknowledged and where we as teachers move further away from didactic, teacher-focused educational approaches, can also be witnessed in the process of making videos.Studies have shown that making of clips can improve learning by:
Expanding face-to-face class time for application and reinforcement of knowledge through interactive activities and group discussions, and allowing students to examine content outside of class granting students the freedom and autonomy to choose how they want to learn supplying pupils with extra
</div><span class="text_page_counter">Trang 34</span><div class="page_container" data-page="34">materials to complement their core studies presenting demonstrations or visuals that are impossible to recreate in class
1. Prepairing for making clips
Additionally, it gives students an idea of how to complete the assignment, how to construct a compelling script, and how to integrate various pieces of material into an interesting and instructive film.The topic is given to the students by the instructor along with advice on how to prepare the assignment, vocabulary, and grammar.
Before filming the clips, the instructor requested time to prepare the lesson at home and memorize the material.
Students have the option of filming themselves or having someone else film for them. You must dress correctly for filming. Use easy-to-understand language while speaking out loud and clearly.While the other students interact with their favorite characters, the students can ask questions to further their understanding. It is among the best original school project suggestions for pupils. However, students should conduct research, draft interview questions, and record the conversation.
Additionally, it gives students a concept of how to produce the work, how to conduct interviews with an appealing screenplay, and how to organize various bits of material into an entertaining and useful movie..
2. Build video slides
he best instructional videos have a clear objective, use little on-screen text, and emphasize key points with visual clues. slides that a student would present during a lecture. Students were able to listen intently to what their friend was saying while still picking up on the crucial ideas and vocabulary they needed to include in their notes.
3.Record
The school's favorite spot or a gorgeous site could be included in a video made by the students.
</div><span class="text_page_counter">Trang 35</span><div class="page_container" data-page="35">By doing this, you may effortlessly annotate images and present your work. You may still create your own videos, and handwriting gives a lovely personal touch. Choose a program with a capable video editor and a built-in annotation tool.Students will watch a computer video to learn how to use the Soundtrap application to build their own challenge.If they so choose, students are free to fast-forward to important sections of the movie to gauge their understanding of the subject. To allow other students to take notes while watching, they print off copies of the video slides for them.
Encourage your pupils to screencast their progress through a project difficulty in order to make their thoughts evident. All students can have a deeper understanding of the subject by seeing other children go through a procedure.
More often than not, students will listen to their classmates rather than another adult "telling them what to do." Make a list of potential subjects or encourage the students to come up with relevant concerns that affect the entire school.Students love working on this kind of project. This creative video idea for school projects also benefits students and teachers.
It allows students to record the things they did throughout the day in the classroom. Let them improve their video recording and editing skills. It will enable students to polish their video creation skills.
The use of video projects by instructors as instructional tools has gained popularity. The appeal of having students participate in video projects is that they provide them the freedom to be creative, think outside the box, and share novel ideas to make their movies stand out.
Making videos was tough for many pupils. On their video creation, they might make the free templates available.
<b>3.4. Research procedures </b>
The study was carried out by the researcher over a period of 8 weeks, from Match to April 2023. Using all of the data gathering devices specified, the researcher worked in the method containing 3 stages as follows:
</div><span class="text_page_counter">Trang 36</span><div class="page_container" data-page="36">Stage 1
The questionnaire was administered by the author in Match 2023 during extra English lessons and break time. The author used 20 minutes in the extra lessons to deliver the survey to her students. Before filling in the questionnaire, students were given an explanation of the purpose of the research and the importance of the results during the English language learning/teaching process. Afterward, the participants were explained how to fill in the questionnaire and requested to read the statements thoroughly. They were requested to complete the questionnaire honestly and completely by the researcher.
The information obtained from the survey was analyzed as follows:
- Percentage Analysis: Determine the proportion of respondents for each category of response. This makes it clear how many people agree or disagree with each statement overall (Hair et al., 2019).
In order to make sense of the information gathered, provide explanations, produce hypotheses, construct theories, and establish linkages with other narratives, it is essential to analyze interviews as part of qualitative data analysis (Brown, 2001, p. 212). Categorization, synthesis, pattern detection, and interpretation of the acquired data are all steps in the analytical process.
The researcher begins by carefully listening to the interviews that were recorded and concentrating on the responses and facial expressions of the students. By verbatim transcribing the interviews, the researcher can understand the complexities and subtleties of the participants' thoughts and opinions while also ensuring that no significant details are missing.
The researcher then conducts a systematic analysis of the transcriptions to spot recurrent themes and concepts. This calls for attentive reading, information extraction, and data coding. In order to fully collect all pertinent details, the researcher uses both inductive and deductive coding techniques.
The coded information is then organized into useful groups. The study divides the students' ideas into four different categories: their comprehension of
</div><span class="text_page_counter">Trang 37</span><div class="page_container" data-page="37">mind mapping, their attitudes toward mind mapping, the predicted advantages and disadvantages of mind maps, and their planned use of mind maps in the future. The data may be examined methodically thanks to categorization, which also makes it possible to spot broad trends and patterns.
To further organize and distinguish each participant's contributions within the study, each is coded (e.g., S1, S2) with a unique code.
Stage 2
There were two intervention cycles in the study. In the first cycle, the researcher asked the participants to make 4 short video clips in the first four weeks. The researcher required them to learn by heart and then to record a video lips by their parents’ smart phones. The researcher received their clips and marked them all. The next speaking period, the researcher asked them to present their topic in group and observed them with the checklist. In the second intervention, the researcher asked some students to present in front of the class. The rest of the students listened and gave feedback. The best video clip was awarded a small gift from the researcher.
<b>The rate of teacher’s clips </b>
<b>Fluency and coherence (2.5ms) </b>
Fluently communicates, rarely repeating or self-correcting; any hesitancy is content-related rather than a lack of vocabulary or improper language speaks clearly and with all the necessary cohering qualities.
Topics are completely and suitably developed
<b>Lexical resource (2.5ms) </b>
complete flexibility and accuracy when using terminology across all topics accurately and organically employs idioms
<b>Grammatical range and accuracy (2.5ms) </b>
tilizes a wide variety of structures in a natural and acceptable way. produces structures that are consistently precise, excluding "slips."
</div><span class="text_page_counter">Trang 38</span><div class="page_container" data-page="38"><b>Pronunciation (2.5ms) </b>
utilizes all available pronunciation features with accuracy and nuance. maintains features' flexibility throughout
Is simple to comprehend Stage 3
The researcher invited participants to complete a post-questionnaire about their attitudes and opinions regarding the creation of clips and the effectiveness of clips after 8 weeks.
<b>3.5. Data analysis </b>
This study used a quantitative method to analyze data collected from questionnaires and analyze numerical data. The author used a simple percentage analysis. This form of the analysis looked at raw streams of data in the form of a percentage. The author used Excel to calculate the percentage of response to each item.
Week1: My hobbies
The students did not pay attention to what others were speaking. They made noizy a lot. They took much time to make a clips. They did not learn by heart their lesson. They brought the paper or others look at out side.
Student did not hand in the task.
S1“Making video clip is not my hobbies. I like playing computer games with my friends”. Ony 19 students could make their clips.
Week 2: Healthy living.
They brought lot of food to the class they were more enjoyed with their second project. Some smart students wanted to be model.They raised their hand to be the first person. Their pronunciation were not good they repeated the words again and again. This week 28 students finished their clips.
Week 3: Public transport this was the topic.
The early morning the monitor came to class with very remarkable. They were ready for this project
</div><span class="text_page_counter">Trang 39</span><div class="page_container" data-page="39">The class were excited when the teacher came. They hang their picture on the black broad they felt happy.
Week 4: Arts
In the early morning students came to class they sang lots. They were eagered to their teacher coming. One student sang a fold song. They made the lesson became shorter than the others. They were not shy, but their pronuncition were good.
Week 5: Food And Drink
They mada their posters about eating habits in their area. They wanted to joined the lesson. They said they were ready to make clips with their favorite food and lemon drink. There were 40 students could make their clips.
Week 6: A Visit To School
Students really wanted to become the firs person who can making clips with their favourite teacher.
A girl ‘‘I like my English teacher the most because she is helpful. She often teaches me how to have a good lesson’’
They spoke more clearly and fluenly. They made less mistake than they before. Week 7: Traffic
The lesson did not come some students called their teacher to the class. They brought smart phone they wanted to make their clips.
They spoke more happy they made their clips in the first time. Week 8: Films
Student made their clips in very short time they did not wanted to stop their clips they made clips with more time and their body languages were used. They finished the lesson happyly.They speak clearly and facially of the pupils during their speaking performances.
</div><span class="text_page_counter">Trang 40</span><div class="page_container" data-page="40"><b>CHAPTER IV FINDINGS AND DISCUSSIONS </b>
The purpose of the study was to investigate and identify the factors affecting of making daily clips in motivation English speaking in a secondary in Bac Ninh provice.
The research chose to conduct actions method analysis to complete the research study and answer two researh questions as follows:
question 1 “What are the students’ attitudes toward speaking skills?”, the researcher used pre-intervention questionnaires. To answer question “How does short daily topic clips improve pupils’ motivation?”, the researcher used
<b>post-intervention questionnaires and observation. </b>
<b>4.1. Results from the pre-intervention questionnaires </b>
Item 1: English is very helpful for my future.
Figure 4.1 students’ attitudes toward English future.
It could be seen in figure 4.1 that most of the students agree that English is helpful in the future. To be specific, the statement was strongly agreed by 70% of participants. It was also agreed upon by 17.5% of the participants. Although there are opposite ideas, they accounted for only 12.5%.
Item 2: Knowing English I can go to aboard alone
In this question, the writer would like to learn about the students’ attitudes toward going abroad.
<small>0 12.5017.570</small>
English is very helpful for my future
<small>strongly disagreedisagreeneither agree nor disagreeagreestrongly agree</small>
</div>
