The Research of Views on Video Instruction in Learning English

Transcription

1 The Research of Views on Video Instruction in Learning English 組員 : 湯宜庭 郭姿君 羅湘婷 指導老師 : 王貴梅老師

2 Abstract Nowadays, English has become a global language. However, divergent views on ways of learning English are from different experts. Learners have their own ways of learning English due to the conflict between cultural and learning environments. As time goes by, in order to enhance students learning interests, more and more innovative teaching methods are proposed, such as operating through video instruction, singing English songs, situational dialogue and participation in the English camps. Students have to constantly increase their English ability under competitive pressure; thus, going to cram schools to learn English has become a trend in Taiwan. Many parents send their children to cram schools, but traditional teaching approaches that are so boring not only reduces students interests in learning English, but also decrease the outcome of learning. Finally, students are not willing to learn English. Comparatively, video instruction which is one of lively teaching methods brings stimulus of vision and audition to learners. Learners can enjoy watching videos and learn English imperceptibly. Thus, the researchers explored teachers and students opinion about video instruction in this research. The researchers hope that teachers can create an easy learning environment and students can enjoy learning by adopting video instruction. Keywords: Video Instruction, Interests in Learning English 1

3 摘要現今社會中, 英文已成為國際通用之語言, 學習英文的方法在民間及學者間眾說紛紜 然而礙於文化與學習環境間之衝突, 大眾學習英文的方式, 更是無奇不有, 無所不學 隨著時代改變, 為了引起學生興趣, 越來越多新穎的教學方式出現, 例如影片教學 唱歌學英語 情境式英語對話以及參加英文學習營 因為競爭的壓力, 導致許多莘莘學子必須時時刻刻增加自己的英文能力 ; 前往補習班補習英文儼然成為一種趨勢 許多家長一窩蜂地把小孩送去補習, 然而傳統的教學方式太過於枯燥乏味, 導致學生興趣缺缺 對於許多非自願性學習之學生, 不僅降低其對學習英文的慾望, 更加削弱學習的成效 利用影片教學學習英語相較下較易吸引學生注意, 因為有視覺上的吸引, 加上聽覺的感官刺激, 以及劇情上的起伏變化, 學生會因為劇情發展而被吸引, 進而在享受影片的同時, 順其自然的吸收並增進其英文能力 因此, 研究者藉此研究探討教師與學生對影片學習英文的看法 希望教師能藉由影片教學營造輕鬆的學習氣氛, 進而使學生享受學習 關鍵字 : 影片教學 英語學習興趣 2

4 Table of Contents English Abstract 2 Chinese Abstract.3 Table of Contents 4 I. Introduction.5 A. Background of the Study...5 B. Motivation of the Study.5 C. Purposes of the Study 6 D. Research Questions of the Study...6 II. Methods.7 A. Participants 7 B. Instrument..7 III. Findings 8 A. Results of Data Analysis 8 B. Discussion of the Research Questions.11 IV. Conclusion..12 V. References...12 VI. Appendix...13 A. The Questionnaire of Students View on Video Instruction...13 B. The Questionnaire of Teachers View on Video Instruction

5 I. Introduction A. Background of the Study Nowadays English has become an international language because Europe and America are powerful nations in the world. Ways of learning English are various in Taiwan, and experts hold different views on ways of learning English as well. Therefore, learners have their own ways of learning English due to the conflict between cultures and learning environments. According to Chang (2008), if non-native English speakers would like to speak English fluently, they should use English as much as native English speakers. Chuang (2004) considered that the absorption of knowledge from vision is seven times as high as audition. Results of some experiments showed that visual memory is 83 percent in human memory, but the audio memory is only 17 percent. According to Wu (2007), a student whose name is Zhen-Wei got 720 points of the Test of English for International Communication Test. He doesn t like to study, but he enjoys watching English films and television series. He learns different dialogues by watching English videos. B. Motivation of the Study Students in Taiwan cultivate their English ability under pressure of competition. Therefore, for parents, the current trend is to send their children to cram schools. However, some traditional teaching methods decrease learners interests in learning English (Chuang, 2004 & Wang, 2007). In recent years, so as to increase students interests, lots of innovative English teaching methods appear, such as teaching English by watching videos, singing English songs, scenario-based dialogue, and participation in English camps. 4

6 Interesting methods of teaching English increase desires to learn English. Audiences are attracted by the plots of videos with visual attractions and auditory sensory stimulation. Learners not only enjoy watching movies but also enhance their English ability. Thus, the researchers decided to explore teachers and students opinions on the video instruction and tried to understand whether learning English through watching videos is a effective way. C. Purposes of the Study This study aimed to investigate the public opinions and attitude towards the video instruction and the influence on interests in learning English when teachers use videos as teaching tools. The following are purposes of the study. (1) To explore the influence on learners through watching English videos. (2) To explore teachers and students acceptance of video instruction. (3) To explore if the video instruction conforms to the current educational trends. D. Research Questions of the Study In this study, "questionnaires" are tools to collect information. The participants of this study are teachers and vocational high school students. To explore participants opinions on learning English via video instruction, the following research questions were proposed. (1) What kinds of movies do students like most? (2) Do students learn different cultures by watching videos? (3) Do students learn English efficiently by watching videos? (4) Do teachers and students favor the use of the video instruction in class? 5

7 II. Methods Twenty teachers and 195 students were participants of this study. To understand the participants view on the video instruction in learning English, the researchers created the questionnaires as the instrument of the study. So as to get more information from questionnaires, the researchers created two different questionnaires, including teachers and students questionnaires. A. Participants Twenty questionnaires were distributed to teachers and 195 questionnaires were distributed to students. Valid questionnaires were 20 from teachers and 180 from students; among these participants, 136 were females, and 64 were males. B. Instrument Two different questionnaires were created as the instruments of the research, including questionnaires for teachers and students. 1. The questionnaire for teachers: There are two parts in this questionnaire. The first part is teachers background information, including gender, age, and how long they teach English. The second part is teachers view on video instruction in learning English. Fourteen questions were created to explore teachers view on the video instruction. All items in this section are responded in a five points Liker Scale, including strongly agree, agree, neutral, disagree, and strongly disagree. 6

8 2. The questionnaire for students: There are two parts in this questionnaire. The first part is students background information, including gender, and their majors. The second part is students view on video instruction in learning English. Twenty-one questions were created to investigate students view on the video instruction. All answers in this section are responded in a five points Liker Scale, including strongly agree, agree, neutral, disagree, and strongly disagree. III. Findings A. Results of Data Analysis This research adopted entity questionnaires mainly investigating teachers and students perception of movie instruction. After data analysis, the researchers can know teachers and students view about video instruction. 17% 6% 8% 3% 32% Business Management Department Accountancy Department Data Processing Department Machinery Department Pipe Department Applied Foreign Languages Department Physical Training Department 17% 17% Figure1. Departments of students in the research In order to collect more information, questionnaires of this research were distributed to different departments, including Department of Business Management (32%), Department of Accountancy (17%), Department of Data Processing (17%), Department of Machinery (17%), Department of Pipe (6%), Department of Applied Foreign Languages (8%), and Department of Physical Training (3%). 7

9 60% 50% 40% 30% 20% Strongly Disagree Disagree Neutral Agree Strongly Agree 10% 0% Quesions Figure2. Students responses to questions in the questionnaires The majority of students (38%) agreed with question one. The majority of students (38%) strongly agreed and agreed with question two. A great proportion of subjects (52%) strongly agreed and agreed with question three. The majority of students (43%) agreed with question four. A great proportion of subjects (51%) strongly agreed and agreed with question five. The majority of students (37%) showed neutral attitude towards question six. The majority of students (41%) showed neutral attitude towards question seven. A great proportion of subjects (52%) agreed with question eight. The majority of students (49%) agreed with question nine. The majority of students (47%) agreed with question ten. The majority of students (42%) agreed with question 11. A great proportion of subjects (52%) strongly agreed and agreed with question 12. The majority of students (39%) agreed with question 13. A great proportion of subjects (52%) strongly agreed and agreed with question 14. The majority of students (33%) showed neutral attitude towards question 15. The majority of students (36%) agreed with question 16. The majority of students (41%) agreed with question 17. The majority of students (46%) agreed with question 18. The 8

10 majority of students (43%) agreed with question 19. The majority of students (38%) agreed with question 20. The majority of students (38%) strongly agreed with question % 60% 50% 40% 30% Strongly Disagree Disagree Neutral Agree Strongly Agree 20% 10% 0% Questions Figure3. Teachers responses to questions in the questionnaires A great proportion of subjects (55%) agreed with question one. A great proportion of subjects (50%) agreed with question two. A great proportion of subjects (50%) agreed with question three. A great proportion of subjects (65%) agreed with question four. A great proportion of subjects (55%) showed neutral attitude towards question five. The majority of students (45%) agreed with question six. A great proportion of subjects (65%) agreed with question seven. A great proportion of subjects (50%) agreed with question eight. A great proportion of subjects (55%) agreed with question nine. The majority of students (45%) agreed with question ten. A great proportion of subjects (55%) strongly agreed and agreed with question11 and 12. The majority of students (40%) strongly agreed with question 13. A great proportion of subjects (65%) agreed with question 14. 9

11 B. Discussion of the Research Questions All data were collected and analyzed by the researchers. According to the results of this research, the researchers made conclusions. The following research questions were answered by the data analysis of questionnaires. 1. What kinds of movies do students like most? Participants in different age have different preference for different movies. The data analysis of this study showed that comedy movies were in the first place. Action movies were in the second place and science movies were in the third place. 2. Do students learn different cultures by watching videos? The results of study showed that most students could understand the western cultures and life by watching videos. Furthermore, teachers recruited in this research claimed that students can understand the western life and cultures by watching videos. 3. Do students learn English efficiently by watching videos? Most of students stated that their interests in learning English and English listening ability are promoted by watching videos. They, then, like to learn English and learn English efficiently. Furthermore, teachers also assumed that video instruction has a positive effect upon learning English. 4. Do teachers and students favor the use of the video instruction in class? Most of students and teachers in this research claimed that video instruction can help students understand the contents of the class. Moreover, they also agreed that the video instruction is more consistent with learners daily life and it conforms to current 10

12 education trends. IV. Conclusion According to the results of this study, most participants had positive attitude towards the video instruction. The researchers inferred that most of teachers and students are willing to accept videos as tools of teaching in class. In addition, video instruction can not only help students promote their English ability but also conform to the current educational trend. To sum up, learning English through video instruction is a useful and effective way that teachers can consider bringing videos into their class. V. References Jack, L. (1984). Video in language teaching. Cambridge: Cambridge University Press. Susan, S., & Barry, T. (2001). Film. Oxford: Oxford University Press. Wang, A. (2007). A Study of Two Advance Organizers for introducing EFL Learners to Foreign Video. Unpublished master s thesis, National Taiwan Normal University, Taipei. 張湘君 (2004) 影音資源在英語教學中之運用 10/20/2009, 中時電子報 (2007) 林振緯看電影學英文 TOEIC 考 720 分 11/15/2009 abcdehttp://tech.chinatimes.com/2007cti/2007cti-news/inc/2007cti-news-tech-inc/t ech-content/0,4703, ,00.html 11

13 VI. Appendix A. The Questionnaire of Students View on Video Instruction Hello: We are students from Department of Applied Foreign Languages in Commercial and Industrial Vocational Senior High School. This questionnaire is made up to understand your viewpoint on the video instruction in learning English. There are no rights or wrong answers to questions in this questionnaire. Please choose the best answer according to your point of view. The information you provide is only for the academic research. I. The Background Information: 1.Gender: Male Female 2. Major: Business Management Department Accountancy Department Data Processing Department Machinery Department Pipe Department Applied Foreign Languages Department Physical Training Department II. The Perceptions of the Video Instruction: S.A A N D S.D 1. I usually choose action movies when I go to the movie theater. 2. I usually choose horror movies when I go to the movie theater. 3. I usually choose science fiction movies when I go to the movie theater. 4. I usually choose comedy when I go to the movie theater. 5. I usually choose romantic movies when I go to the movie 12

14 theater. 6. I usually choose anime movies when I go to the movie theater. 7. I usually choose documentary movies when I go to the movie theater. 8. I can understand the western culture through watching videos. 9. I can understand the western lifestyle through watching videos. 10. I can learn English through watching videos. 11. I can learn English words for everyday use through watching videos. 12. I think the video instruction can help me to memorize English vocabulary. 13. Videos with Chinese captions enhance my English listening ability. 14. Videos with English captions enhance my English listening ability. 15. Videos without captions enhance my English listening ability. 16. The video instruction enhances my interests in learning English. 17. The video instruction increases my English fluency. 18. If the curriculum with video teaching I can understand the lesson easily. 13

15 19. The video instruction is more consistent with our daily life than the traditional teaching methods. 20. The video instruction conforms to the current educational trends. 21. I prefer my teacher adopting the video instruction in the class. B. The Questionnaire of Teachers View on Video Instruction Hello: We are students from Department of Applied Foreign Languages in Commercial and Industrial Vocational Senior High School. This questionnaire is made up to understand your viewpoint on the video instruction in learning English. There are no rights or wrong answers to questions in this questionnaire. Please choose the best answer according to your point of view. The information you provide is only for the academic research. I. The Background Information: 1.Gender: Male Female 2. Age: 25 to 30 years old 31 to 45 years old 46 to 60 years old Above 60years old 3. I have taught English for years. II. The Perceptions of the Movie Instruction: S.A A N D S.D 1. If curriculums are with video teaching, my students can understand the lesson easily. 2. My students can understand the western culture through 14

16 watching videos. 3. My students can understand the western lifestyle through watching videos. 4. My students can learn English through watching videos. 5. My students can learn English words for everyday use through watching videos. 6. I think the video instruction can help my students to memorize English vocabulary. 7. Video with Chinese captions can enhance my students English listening ability. 8. Video with English captions can enhance my students English listening ability. 9. Video without captions can enhance my students English listening ability. 10. The video instruction can enhance my students interests in learning English. 11. The video instruction can increase my students English fluency. 12. The video instruction is more consistent with our daily life than the traditional teaching methods. 13. The video instruction conforms to the current educational trends. 14. I agree to adopt the video instruction in my class. 15