The effects of online English movies on 38AV students’ listening skill

CHAPTER 1
INTRODUCTION
1.1. Background of the study
Language is essential for communicating in everyday situations and sharing thoughts and
ideas in society. As the world has become more globalized, the ability to speak a foreign
language, namely English, has become more necessary, especially in politics, science,
and technology. For this reason, many countries throughout the world are making
changes to their educational policy to include the learning of English in their curriculum.
It brings the world closer, so listening skill is very important. It is one of four skills of
English which help us understand what the orther say. Listening is the crucial skill to
help people communicate and understand what the other exchange. People who have a
good listening skill are much more likely to advance their careers. Moreover, a strong
command of the English listening skill will leadto higher paying jobs, more social
mobility, and a great deal of social success.
However, learning a foreign language is very hard task for everyone, especially for
students who live in another nation. It‟s very hard for them to understand a language,
speak it fluently (Novitas- ROYAL, 2010). Students at An Giang University also face
this problem. There are many researches about how to improve listening skill of students.
Ahmad Atawneh (as cited in Bachman & Palmer, 1996, p.68; Carrol, 1968, p.54-55)
vocabulary has long been regarded as a vital component of communicative language
ability.
In the developing nation, watching online English movies through the internet is more
and more popular. They are available resources on the internet so students can watch
anytime and anywhere. With the efforts of students at An Giang University, students
major in English have tried to develop listening skill. In free time, they also spend a lot of
time to watch the movies in which English movies but do not pay attention advantages
through watching online English movies. Therefore, they do not make use of the great
environment to improve listening skill. Thus, Herron (1995) indicated that…
“Video is lauded for contextualizing language (i.e. linking language form to meaning)
and depicting the foreign culture more effectively than other instructional materials.
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Videotapes permit students to hear native speaker interacting in everyday conversational
situations and to practice important linguitic structures. Unlike audiocassettes, video‟s
visual dimension is thought to reduce ambiguities present in native speaker voices and to
motivate students to want to learn the foreign language (Merita cited in Herron, et al.,
1995, p.775)”. Clearly, it is very useful to learn the foreign language through watching
English movies.
Moreover, there are many benefits that can be achieved through English movies. First,
watching English movies creates a wonderful environment to chill out after a busy day.
Second, there are many advantages of English movies, not only as something enjoyable
but also motivation to learn English. Finally, students can also get more and more
knowledge from English movies such as: pronunciation, vocabulary, intonation even
western culture, habit, etc. According to Champoux (1999), movies are a comfortable
familiar medium to contemporary students that can keep students‟ interest in the theories
and concepts under discussion. Although most movies are fiction, they can offer
powerful experieces that students are unlikely to have in a classroom. Films scenes can
offer visual portrayal of abstract theories and concepts taught in management and social
science courses. Explaining concepts through different film scenes bring theories closer
to realistic situation. Film can also provoke good discussion, assessment of one‟s values
and self if the scenes have strong emotional content. Cinema‟s ability to create a unique
experience gives it unbeatable power as a teaching tool.
Therefore, this study aimed to investigate the reality and the effect of watching online
English movies on learners‟ listening ability.
1.2. Research title
Therefore, in this thesis, our study focuses on the topic:
“The effects of online English movies on 38AV students’ listening skill at An Giang
University”
With this topic, some main reasons and purposes for this study would be listed out in the
next section “Rational”.

1.3. Rationales

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Nowadays, English is very popular in the world and has become an international
language in working world. Most of people use it to exchange work and communicate
with foreigners. It is considered as a key of success. This indicates that listening skill is
an important skill in learning English and is one of the most four English skill. If learners
have a good listening skill, they will be more confident in works as well as learning
environment. Thanks to it, they can understand easily and clearly what their co- worker
want to say. It is a great use. This proves that listening skill is important and necessary to
everyone, especially for students. Students will have many chances to work in foreign
companies and have many exposure opportunities with the communication style of native
speakers. If students‟ listening skill is good, they will be able to find a lot of goog jobs in
the future. Also, they can have enough confident to assert themsevles in front of everone.
Moreover, nowadays, in Viet Nam, English is very popular and concerned in society also.
The English primary curriculum is united whole country. The childrens who study at
grade 1st begin to learn English. However, in all school as well as in An Giang
University, the reality of students‟ listening skill is not really good. Students always have
trouble in communicate with foreigners and they do not understand what the foreigners
say. This makes their listening score lower than other skill. Beside that, most students do
not realize the advantages of listening skill. They think that listening skill is very difficult
and complex. They fear that they will mispronunce words. So, they listen English
unclearly and they are afraid to communicate with foreigners. On the other hand, the
reason why students do not listen well is because of their unsuitable learning methods.
They do not often practice listening skill at home and do not pay attention to their
pronunciation.
Because students have few chances to communicate with native speaker, the appropriate
method is found to help students listen English better. This method is learning English

through watching online English movies.
Now, there are few researches refer to the effects of watching online English movies on
students‟ listening skill. This is still a new method with most of students. So, they think
that it is only a way to reduce stress. They never think it can bring a lot of advantages to
their listening skill. Especially for English majored students as well as 38AV students.
From this study, students can know that watching online English movies is also a very
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effective method to make them listening better. They can learn the pronunciation of
foreigner and pronunce words correctly. It is very important and positive for students.
From these reason, watching online English movies on 38AV students‟ listening skill at
AGU is chosen to research.
1.4. Research questions
This research is conducted based on the following research questions:
 What are realities of watching online English movies on 38AV students‟ listening
skill at AGU?
 What are effects of watching online English movies on 38AV students‟ listening
skill at AGU?
1.5. The aim
The aim of the study is to get to know the reality of watching online English movies on
38AV students‟ listening skill at AGU and to find out the effects of watching online
English movies on 38AV students‟ listening skill at AGU. The study can also find
suitable solution to help An Giang University students as well as 38AV students know
how to watch online English movies effectively. In addition, to help students listening
English well, teacher can use online English movies in classroom to create a native
listening environment for students. By this study, 38AV students‟ listening skill will be
improved and quality of teaching and learning English at AGU are also increased.
1.6. Research methodology
1.6.1. Population

In this research, the English majored students are the objects of the study. The large
number of students in foreign language faculty is stable every year. At present, faculty of
foreign language has over 815 students in total concluding pedagogy and bachelor. There
are about 50 students in DH16TA, 52 students in DH16AV and 105 students in CD40AV
for the first year; 52 students in DH15AV, 50 students in DH15TA and 100 students in
CD39AV for the second year; 44 students in DH14TA, 50 students in DH14AV and 115
students in CD38AV for the third year; and the last year, there are about 46 students in
DH13TA, 51 students in DH13AV. All English majored students have studied four
important English skills (speaking, listening, reading, writing) and have coverd five terms
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to learn listening skill. In the class, teacher uses Interaction book and English language
skills for IELTS test book to teach students. They often ask students to listen the tape or
recording in textbook to improve listening skill. However, watching online English
movies is still not considered as one way to practice English listening skill for students.
1.6.2. Sample
Due to the limitaion of time, research competence and finance, in this research, 46% of
male students (23 students) and 54% female ( 27 students) from CD38AV are chosen
among English mojored students at AGU to answer questions related reality of watching
onlinr English movies and effects of watching online English movies on 38AV students‟
listening skill at AGU.
These participants have studied English for seven years in secondary school and high
school before entering the college. They also continue to study four English skill
(reading, writing, listening and speaking) and such language elements as vocubulary,
grammar, pronunciation and so on. Moreover, they can exploit the internet effectively to
learn English. Therefore, they are paticipants in this research.
1.6.3. Research design
There are many kinds of research design such as desciptive design, experimental design,
evaluation design, etc. Each research design has some strong points and its bad points. To

rely on study condition about time and ability study, in this research, desciptive design is
chosen to desbribe the reality of watching online English movies at AGU. In addition,
descriptive design also desbribes students‟ opinions about the effects of watching online
English movies on 38AV students‟ listening skill at AGU.
1.6.4. Data collection instruments
 Questionnaires
To collect the sufficient data needed for study, a questionnaire consiting of 19 questions
is designed for 50 students in CD38AV to know more about the reality of watching
online English movies of them and find out the effects of watching online English movies
on 38AV students‟ listening skill. During the time questionnaire was set up, it underwent
a lot of changes. Right after the first drafts finished it was delivered to CD38AV class (50
students) as the pilot stage. The pilot data was used to check for the reliability first. Then
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it was delivered to 50 random students in CD38AV to exploit their level of agreement to
each statement related to the reality of watching online English movies of CD38AV
students and find out the effects of watching online English movies on 38AV students‟
listening skill at AGU. Before using the questionnaire for the main scheme it was read
and evaluated by teacher. To ensure the reliability of students‟ responses the research
gave clear instructions before doing the job.
The questionnaire consists of three parts with 19 questions:
1. 4 questions for background information
2. 8 questions for the reality of watching online English movies on 38AV students‟
listening skill at AGU.
3. 7 questions for the effects of watching online English movies on 38AV students‟
listening skill at AGU.
 Interview
Beside the questionnaire, to make sure the reliability of data collected in this research, an
interview checklist consisting of 10 questions was design to exploit students‟ feedback

from the reality and effects of watching online English movies on 38AV students‟
listening skill at AGU. The subjects of the interwiew were 5 students selected among 50
students in the sample. They are students who often watch English movies to improve
their listening skill. When they were interviewed, five students answered 10 questions in
the interview checlist about the reality and the effects of watching online English movies
on 38AV students‟ listening skill at AGU and their answers were written carefully.
1.7. Structure of thesis
This thesis consist five chapters. Chapter one introduces general information of the study.
Chapter two reviews the literature. Chapter three discusses research methodology and
chapter four is the finding. Conclusion, discussion and recommendation are summarized
in chapter five of the research.

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CHAPTER 2
LITERATURE REVIEW
2.1. Introdution
Literature review is a base of the research. In this study, literature is built with three parts.
The first part is defination and clarifying of key terms including movies, listening ability.
In the second part, this is background of the study. It concludes related studies in general
and closed studies. The third part is summarization and comments.
2.2. Definitions of key terms
2.2.1. What is English movie?
Definition of movie abound in the literature cited in Merita Ismaili (2013), Champoux
(1999), Professor Sir Randolph Quirk (1987; 380), As Hornby (1995; 434) using the
movie to develop English language, especially is speaking skill. In his definition of
movies, Champoux (1999) movies are a comfortable familiar medium to contemporary
students that can keep students interest in the theories and concepts under discussion.
Although most movies are fiction, they can offer powerful experiences that students are

unlikely to have in the classroom. Film scenes can offer visual portrayal of abstract
theories and concepts taught in management and social sciences courses. Explaining
concepts through different film scenes bring theories closer to realistic situation. Film can
also provoke good discussion, assessment of one‟s values and self if the scenes have
strong emotional content. Merita Ismaili (2013) said that movies were lauded for
contextualizing language and depicted the foreign culture more effectively than other
instructional materials. Movies tape permits students to hear native listeners interacting in
everyday conversational situation and to practice important linguistic structures to
motivate students to want to learn the foreign language (Herron, et al., 1995, p.775).
Besides, there are many definitions of movies. According to Professor Sir Randolph
Quirk (1987; 380) in Longman Dictionary of Contemporary English said that “Movies is
a story, play etc recorded on film to be show in the cinema, on television etc” while in
(021206) “Film is a form of entertainment that
enacts a story by a sequence of image giving the illusion of continuous movement”.
According to As Hornby (1995; 434) in Oxford Advanced learner‟s Dictionary of
Current English, said that “Film is a story etc recorded as set of moving picture to be
shown on television or at the cinema”. Therefore, English movies are a store of western
life (European or American) which has been presented on television or at the cinema and
become entertainment. Television as media to present the movies has many functions.
Therefore, movie is one of entertainment which cannot be separated in our life now. It is
also become a medium to describe about human life and aspect of problem; it can be
retell a story or event in the last time. By watching movie, we can know about habit,
culture or language in the world. Many people spend their time in front of television just
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to watch movie, entertainment, new etc. the reality, movies have great influence on
audiences‟ life because movie is universal from for communication. Moreover, movies
provide language learners with the opportunity to view the social dynamics of
communication as native listeners interact in authentic settings and the motivation to

develop listening skill.
2.2.2. What is online?
There are many definition of online. First, online is that a computer or device connected
to a network (such as Internet) and ready to use (or be used by)
other computers or devices. Second, this is database, file, or webpage available for
downloading or reading. Also, this is services such as ticket reservation systems,
or capability such as online help, available directly through a computer system or under
its direct control.
2.2.3. What are online English movies?
A recorded sequence of film or video images displayed on a screen with sufficient

rap

idity as to create the illusion of motionand continuity in the Internet and it is talked,
expressed by English in the internet.
Clips are short scenes from a movie or TV series uploaded onto YouTube.
Enhance is to increase in strength or amount (Longman, 1987: p 337).
YouTube is a video-sharing website, created by three former PayPal employees in
February 2005, on which users can upload, view and share videos. The company is based
in San Bruno, California, and uses Adobe Flash Video and HTML5 technology to display
a wide variety of user-generated video content, including movie clips, TV clips, and
music videos, as well as amateur content such as video blogging, short original videos,
and educational videos. ( />2.2.4. What is listening ability?
2.2.4.1. Definition of listening
There are many definitions of listening. Listening skill can be defined as, “Listening is
the act of hearing attentively”. It is also a process similar to reading which should possess
knowledge of phonology, syntax, semantics and text understanding. Thomlison (1984)
defines listening as, “Active listening, which is very important for effective
communication”. Listening can be also defined as, “More than just hearing and to
understand and interpret the meaning of a conversation”.

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"Listening" is receiving language through the ears. Listening involves identifying the
sounds of speech and processing them into words and sentences. When we listen, we use
our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our
brain to convert these into messages that mean something to us.
Listening in any language requires focus and attention. It is a skill that some people need
to work at harder than others. People who have difficulty concentrating are typically poor
listeners. Listening in a second language requires even greater focus
Like babies, we learn this skill by listening to people who already know how to speak the
language. This may or may not include native speakers. For practice, you can listen to
live or recorded voices. The most important thing is to listen to a variety of voices as
often as you can.
2.2.4.2. Types of listening
 Discriminative listening
Discriminative listening is the most basic type of listening, whereby the difference
between difference sounds is identified. If you cannot hear differences, then you cannot
make sense of the meaning that is expressed by such differences.
We learn to discriminate between sounds within our own language early, and later are
unable to discriminate between the phonemes of other languages. This is one reason
why a person from one country finds it difficult to speak another language perfectly, as
they are unable distinguish the subtle sounds that are required in that language.
Likewise, a person who cannot hear the subtleties of emotional variation in another
person's voice will be less likely to be able to discern the emotions the other person is
experiencing.
Listening is a visual as well as auditory act, as we communicate much through body
language. We thus also need to be able to discriminate between muscle and skeletal
movements that signify different meanings.

 Comprehension listening
The next step beyond discriminating between different sound and sights is to make
sense of them. To comprehend the meaning requires first having a lexicon of words at
our fingertips and also all rules of grammar and syntax by which we can understand
what others are saying.
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The same is true, of course, for the visual components of communication, and an
understanding of body language helps us understand what the other person is really
meaning.
In communication, some words are more important and some less so, and
comprehension often benefits from extraction of key facts and items from a long spiel.
Comprehension listening is also known as content listening, informative listening and full
listening.
 Critical listening
Critical listening is listening in order to evaluate and judge, forming opinion about what
is being said. Judgment includes assessing strengths and weaknesses, agreement and
approval.
This form of listening requires significant real-time cognitive effort as the listener
analyzes what is being said, relating it to existing knowledge and rules, whilst
simultaneously listening to the ongoing words from the speaker.
 Biased listening
Biased listening happens when the person hears only what they want to hear, typically
misinterpreting what the other person says based on the stereotypes and other biases that
they have. Such biased listening is often very evaluative in nature.
 Evaluative listening
In evaluative listening, or critical listening, we make judgments about what the other
person is saying. We seek to assess the truth of what is being said. We also judge what
they say against our values, assessing them as good or bad, worthy or unworthy.

Evaluative listening is particularly pertinent when the other person is trying to persuade
us, perhaps to change our behavior and maybe even to change our beliefs. Within this,
we also discriminate between subtleties of language and comprehend the inner meaning
of what is said. Typically also we weigh up the pros and cons of an argument,
determining whether it makes sense logically as well as whether it is helpful to us.
Evaluative listening is also called critical, judgmental or interpretive listening.
 Appreciative listening
In appreciative listening, we seek certain information which will appreciate, for example
that which helps meet our needs and goals. We use appreciative listening when we are
listening to good music, poetry or maybe even the stirring words of a great leader.
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 Sympathetic listening
In sympathetic listening we care about the other person and show this concern in the
way we pay close attention and express our sorrow for their ills and happiness at their
joys.
 Empathetic listening
When we listen empathetically, we go beyond sympathy to seek a truer understand how
others are feeling. This requires excellent discrimination and close attention to the
nuances of emotional signals. When we are being truly empathetic, we actually feel
what they are feeling.
In order to get others to expose these deep parts of themselves to us, we also need to
demonstrate our empathy in our demeanor towards them, asking sensitively and in a way
that encourages self-disclosure.
 Therapeutic listening
In therapeutic listening, the listener has a purpose of not only empathizing with the
speaker but also to use this deep connection in order to help the speaker understand,
change or develop in some way.
This not only happens when you go to see a therapist but also in many social situations,

where friends and family seek to both diagnose problems from listening and also to help
the speaker cure themselves, perhaps by some cathartic process. This also happens in
work situations, where managers, HR people, trainers and coaches seek to help
employees learn and develop.
 Dialogic listening
The word “dialogue” stems from the Greek words “dia”, meaning “through” and “logos”
meaning “words”. Thus, dialogic listening mean learning through conversation and an
engaged interchange of ideas and information in which we actively seek to learn more
about the person and how they think.
Dialogic listening is sometimes known as “relational listening”.
 Relationship listening
Sometimes the most important factor in listening is in order to develop or sustain a
relationship. This is why lovers talk for hours and attend closely to what each other has
to say when the same words from someone else would seem to be rather boring.

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Relationship listening is also important in areas such as negotiation and sales, where it is
helpful if the other person likes you and trusts you.
2.3. Related studies
2.3.1. Related studies in general
Using language to communicate is a necessary part of our daily lives. Listening is one
aspect of this process and is comprised of many sub-skills. First, it is important to note
the distinction between listening and hearing. As Rixon (1986) states, “Hearing is only
the recognition of sound, as we say, „I am sorry. I did not hear exactly what you said.‟
Listening implies some conscious attention to the message of what was said, as when we
say, „Are you listening to me?‟.” Second, it is useful to understand the process of
listening. Rost (1991) divides the process into two parts. First listeners integrate
component skills such as discriminating between sounds; recognizing words; identifying

grammatical group of words; connecting cues such as intonation and stress to gestures;
using background knowledge; and recalling important words and ideas. Second listeners
must make decisions about what is being listened to such as determining the situation;
making a plan for listening; determining the important words and units of meaning; and
asking if the message makes sense (Rost, 1994). In addition, Rost states four principles
for developing listening ability for English language learners such as the necessity of
using face to face interaction; focusing on meaning and trying to learn new and important
content; working on comprehension activities; and acknowledging that listening is an
internal process that cannot always be directly observed (Rost, 1991). Finally, several
researchers have investigated additional factors to be considered when designing lessons
for the development of listening skills of second language learners. Most are related to
the special characteristics of spoken language such as colloquial language, idioms, slang,
reduced forms, and shared cultural knowledge (Dunkel, 1991; Ur, 1984). In addition, the
learners‟ perception that native speakers speak too quickly can block comprehension.
Students need to be exposed to language delivered at varying rates and speeds in a natural
context without pauses (Brown, 1994).
Listening is the act of hearing attentively. Research shows that 45% of our time is spent
on listening. We listen more than speak. If this listening skill is used in a proper way we
can master the tools of communicative skills. Listening is difficult, as human mind tends
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to distract easily. A person who controls his mind and listens attentively acquires various
other skills and is benefited.
Listening skill makes you successful in workplace, family and in the society. Good
listening skill is mandatory to get into a profession in communications, management,
planning, sales, etc.
Listening skills involve a different set of etiquettes, questioning for explanation, showing
empathy and providing a suitable response. Good listening skills include the
understanding ability. Body language is also a part of listening skill. Eye contact with the

speaker, sitting straight and alert are the good gestures of a good listener.
In addtion, self-guided learning is also important to listening ability. Marion Davis
studied in this field. According to Davis‟s research result, instead of limiting the activity
to the confines of the classroom, by requiring students to go and interview individuals as
homework, this allows the instructor to incorporate actual conversational English pratice
into the students‟ language studies and yet still provide their students with some sort of
scaffolding. Thus, with the provision of enough out-of-class guidance, the intimidating
and overwhelming nature of learning outside the classroom becomes much more
manageable. With the further development and enhancement of methods for providing
scaffolded online enviroment, this external guidance can be used as a source of
motivation for language students to study outside the classroom, referring to the
corresponding direction for navigation as they encounter pragmatic listening and
speaking learning experiences within the real word.
2.3.2. Related studies
Many of the special characteristics of language noted above are often not found in the
standard textbook. Therefore, using media produced by and for native speakers can
provide authentic examples of natural speech and can be used to augment English
language lessons. Not only can media provide real life examples of communication, it has
been welldocumented that audio-visuals appeal to multiple learning styles. According to
Fleming‟s (2001) VARK guide to learning styles, learners can be classified as having one
or more of the following learning preferences: visual (process knowledge from maps,
diagrams, charts, pictures); aural (prefer information that is spoken or heard); reading
(prefer to receive information via the written word); and kinesthetic (process knowledge
13


through bodily sensations). Gardner (2006) adds that an important point about kinesthetic
learners is that they can learn from simulated experiences which can be interpreted as
learning from movies or other representations of real life situations. In addition to
appealing to different learning styles, audio-visual media such as movies may be

effective in holding students‟ interest more than using textbooks or educational videos.
Canning-Wilson (2000) discovered in a large-scale survey that students tended to prefer
action/entertainment movies to documentaries in the classroom. She does note however,
that comprehension may be due more to the visual clues than the auditory components.
Though movies may be an effective way that appeals to various learning styles, gives
students authentic examples of spoken language, and holds their interest, it is important
that educators think carefully about their decision to use media rather than merely put a
DVD in the machine and press the play button. Canning-Wilson (2000) provides several
questions language teachers should ask themselves before using a video lesson with
second language learners. These include considering the benefits of using the video;
determining how the visual components will enhance the auditory components;
determining by whom and how the video will be selected; determining the length of
segments and number of times they will be played; determining the key structures and
vocabulary to be taught; and methods of measuring comprehension.
With the advent of technology in the 1980s, integration of visual materials in language
classrooms has become widespread (Vanderplank, 2010). In addition, with the inception
of communicative approaches and utilization of more authentic texts (Gilmore, 2007) the
need to find a good way to exploit audiovisual materials to their full potential has been
urgently felt. In recent years, therefore, with well equipped Language laboratories and
classrooms, it is increasingly hard to find an audio only listening presentation. Besides,
satellite programs, feature films, talk shows and so forth have become a daily part of
people‟s life and more off-air authentic visual recordings have found their way into
language classrooms, consequently, using a DVD player or a computer have been a
common practice in most of language institutes nowadays. As a result, language teaching
experts have been encouraged to make the best use of available technology instead of
normally using them as another form of a cassette player for playing the audio materials
only. But soon it has become clear that without a help option, understanding these
14

ungraded materials is very cumbersome, as most learners lacked sufficient linguistic
knowledge (Flowerdew & Miller, 2005).
When deciding on the source of visual media to use in the classroom, educators must
consider several factors such as cost, appropriateness of content, and relevance to the
learners. In 2001, Marc Prensky coined the term “digital natives” to refer to a person who
has grown up with digital technology. Everyday activities for the typical teenager and
young adult include on-line video games, text messaging, and using social networking
sites for a variety of purposes including communicating. “Digital natives” are used to and
interested in Web-based technologies. With this pattern in mind, it may be advantageous
to use internet based technology in foreign language lessons. YouTube is one such
option. YouTube was founded in February 2005 by Steve Chen, Chad Hurley, and Jawed
Karim as a forum for people to share short video clips online. Daily, there are more than
two billion views, 51% of viewers visit the site weekly, and 52% of 18-34 year-olds share
videos with other people (YouTube Facts & Figures, YouTube Fact Sheet cited in
Terantino, 2011) YouTube is a free, easy to access source of material that includes
ordinary people taking videos of themselves, as well as music, documentaries, and
movies produced by the entertainment industry. One can find full-length episodes of TV
series and full versions of movies as well as short clips. Short clips can be found by using
a topic search, making it a great resource for teachers who want to focus on specific
vocabulary or language structures in the foreign language classroom.
2.4. Summarization and comments
In this chapter, the theoretical frameword of study is focused. The first part is definitions
of key terms. Each definition is clarified the content and area of the study. The second
part discovers some related studies in general and specific. These studies are reliable
evidences. The information in these sections is very crucial for the research design. The
third part is summarization and commnents. This part summarizes the main points in
chapter 2 which is theorial basic for the study.

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CHAPTER 3
METHODOLOGY
3.1. Introdution
This chapter describes the methodology of the research. To be more specific, the research
methods, participants, instruments and materials are presented in three section of this
study. This research also goals to explaining the reasns for choosing the main approach
for the study.
3.2. Research design
There are many types of research design such as descriptive design, experimental design,
evaluation design, etc. Each research methodology has some strong points and its
circumstances. To rely on study conditions about time and ability study, in this research,
descriptive design is chosen to describe the reality of watching English movies at AGU.
In addition, descriptive design also describes students view about the effects of watching
online English movies on 38 AV students‟ listening. At the beginning, a questionaire is
designed for students to know more about reality of watching English movies of 38AV
students at AGU and find out the effects of watching online English movies on 38AV
students‟ listening ability. Then, the questionaire is collected and anylyzing the data.
Beside, toward an interview checklist students will give their ideas on the reality and the
effects of English movies on 38AV students‟ listening skill at AGU. At the end, the result
report is written carefully.
3.2.1. Participants
Due to the limitaion of time, research competence and finance, in this research, 46% of
male students (23 students) and 54% female ( 27 students) from CD38AV are chosen
among English mojored students at AGU to answer questions related reality of watching
onlinr English movies and effects of watching online English movies on 38AV students‟
listening skill at AGU.
3.2.2. Instruments
3.2.2.1. Questionnaire

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To collect the sufficient data needed for study, a questionnaire consiting of 19 questions
is designed for 50 students in CD38AV to know more about the reality of watching
online English movies of them and find out the effects of watching online English movies
on 38AV students‟ listening skill. During the time questionnaire was set up, it underwent
a lot of changes. Right after the first drafts finished it was delivered to CD38AV class (50
students) as the pilot stage. The pilot data was used to check for the reliability first. Then
it was delivered to 50 random students in CD38AV to exploit their level of agreement to
each statement related to the reality of watching online English movies of CD38AV
students and find out the effects of watching online English movies on 38AV students‟
listening skill at AGU. Before using the questionnaire for the main scheme it was read
and evaluated by teacher. To ensure the reliability of students‟ responses the research
gave clear instructions before doing the job.
The questionnaire consists of three parts with 19 questions:
1. 4 questions for background information
2. 8 questions for the reality of watching online English movies on 38AV students‟
listening skill at AGU.
3. 7 questions for the effects of watching online English movies on 38AV students‟
listening skill at AGU.
3.2.2.2. Interview checklist
Beside the questionnaire, to make sure the reliability of data collected in this research, an
interview checklist consisting of 10 questions was design to exploit students‟ feedback
from the reality and effects of watching online English movies on 38AV students‟
listening skill at AGU. The subjects of the interwiew were 5 students selected among 50
students in the sample. They are students who often watch English movies to improve
their listening skill. When they were interviewed, five students answered 10 questions in
the interview checlist about the reality and the effects of watching online English movies
on 38AV students‟ listening skill at AGU and their answers were written carefully.

3.2.2.3. Study time- frame

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Table 3.1: Time –frame of the study

STT

Contents

Time

1

General outline for proposal

12/09 to 05/10/2015

2

Design and piloting the instruments

07/10 to 20/10/2015

3

Questionnaire and interview checklist

27/10 to 11/11/2015

4

Analyzing the data

18/11 to 30/11/2015

5

Writing the result report

05/12 to 15/12/2015

6

Revising/ Printing

19/12/2015

7

Report the result

20/12/2015

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CHAPTER 4
FINDINGS

4.1. Introduction
Chapter four is devoted to an analysis of data collected from the quetionnaire and the
interviews. It is divided into two sections. The first section of this chapter will briefly
introduce about the pacticipants. The second part of this chapter shows the findings
collected from questionnaires and interviews about the reality of watching online English
movies on 38AV students‟ listening skill at AGU. The third section is findings collected
from the questionnaires and the interviews about the effects of English movies on 38AV
students‟ listening skill at AGU.
4.2. Participants’ background
In this research, the English majored students are the objects of the study. The large
number of students in foreign language faculty is stable every year. At present, faculty of
foreign language has over 815 students in total concluding pedagogy and bachelor. There
are about 50 students in DH16TA, 52 students in DH16AV and 105 students in CD40AV
for the first year; 52 students in DH15AV, 50 students in DH15TA and 100 students in
CD39AV for the second year; 44 students in DH14TA, 50 students in DH14AV and 115
students in CD38AV for the third year; and the last year, there are about 46 students in
DH13TA, 51 students in DH13AV. All English majored students have studied four
important English skills (speaking, listening, reading, writing) and have coverd five terms
to learn listening skill. In the class, teacher uses Interaction book and English language
skills for IELTS test book to teach students. They often ask students to listen the tape or
recording in textbook to improve listening skill. However, watching online English
movies is still not considered as one way to practice English listening skill for students.
Due to the limitation of time, research competence and finance. In this research, the
descriptive study was conducted with 50 students including 46% of male (23 students)
and 54% females (27 students) from class 38AV. Look at the figures below, which shows
detail about participants background information. (See figure 4.1)

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Figure 4.1: Students’ gender
The figure 4.2 will show students‟ come from place. 70% of students come from
countryside (35 students). 28% of students come from city (15%). 2% of students come
from remote area (1 student). (See figure 4.2)

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Figure 4.2: Students’ hometown
The figure 4.3 will show students‟ average marks previous semester. It is clear from the
figure that most of students (48% of students) got from 1.5 to 2.0. Next, 40% of students
got from 2.1 to 2.5. Beside, there are 10% of students got from 2.6 to 3.0. Moreover, the
number of students over 3.0 about 2% it is a smallest number.
The result showed that most of students took part in this study achieves result academic
average – quite (look at figuer 4.3 to see more).

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Figure 4.3: Students’ average score

In this study, there are 18% of participants (9 students) use the computer, 70% of
participants (35 students) use the laptop and 12% of participants (6 students) use
Smartphone. Look at the figures below (figure 4.4) which shows detail about possess
electronic devices.

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Figure 4.4: Students’ electronic
4.3. The reality of watching online English movies on 38AV students’ listening skill
at AGU.
4.3.1. Data collection from questionnaire


Students’ attitude toward the important of watching online English movies.

As we know online English movies have important role in English listening. By watching
English movies are expected to students imitate what the actors or actress to increase into
their vocabulary and know how to pronounce correctly. In addition, the students can also
learn a lot of thing from watching English such as style, intonation even western culture,
habit etc.
In this research, when being asked about the important of watching online English
movies in listening skill, 60% of the students (30 students)agreed that watching online
English movies had very important role in their English listening skill of which 28% (14
students) of the students said that their strong agreement. This figure reflects that
majority of English majored students at An Giang University have a good awareness
about the role of watching online English in the English listening skill. However, 4% of
the participants (2 students) didn‟t admit the important role of watching online English in
their listening skill.
The result showed that many English majors at An Giang University paid much attention
to the important of online English movies in their listening skill. (See figure 4.5)
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Figure 4.5: Students’ attitude toward the important of watching online English
movies


Students’ time for watching online English movies

As we know, time is an important factor to learn English listening by watching online
English movies. If we spend 1 hour to watch online English movies every week or every
month, it is not enough time to develop listening skill by English movies. When asked
about time for watching online English movies.
In the research, 52% of the students (26 students) told that they spend 1 hour to watch
online English movies every day of which 24% of the students (12 students) strongly
agree. This figure signalizes that majority of English majored students at An Giang
University pay attention about time of watching online English movies in the English
listening skill. However, 5% of the participants (10 students) didn‟t agree that they spend
1 hour to watch online English movies every day in their English listening.
The result showed that many English majors at An Giang University pay much attention
to timing of online English movies in their English listening. (See figure 4.6)

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Figure 4.6: Students’ time for watching online English movies


Students’ attitude toward watching cartoon movies in English

Watching favorite online English movies is very important. It helps students can pay
more attention when watching and understand more clearly about this movies.
In this research, many participants were asked about the attitude toward watching
cartoon movies in English, 36% of the students (18 students) said that they completely
agreed with watching cartoon movies in English, of which 36% of the students (18
students) gave their strongly agreement. This mean that majority of English majored
students have much interested in watching cartoon movies in English. In another hand,

10% of the students (20 students) disagree with watching cartoon movies in English.
This result signalizes that a number of English majors at An Giang University enjoy
watching cartoon movies in English. (See figure 4.7)

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