Action Research on how to encourage shy students to speak

Ho Chi Minh City Open UniversityGraduate SchoolGraduate School

97 Vo Van Tan. Dist.3, HCMC, Vietnam

ASSIGNMENT COVER SHEET AND REPORTGRADUATE DIPLOMA in TESOL

Name of candidate: LÊ THUỲ TRANG

Student No: DIP14A39

Email address: [email protected]

Name of coursework subject: Language Teaching Practice

Title of this item of work: Using Videos and Repetition to Encourage Speaking Reluctant Learners

Name of lecturer: Vũ Thị Lan (PhD. TESOL)

Due date: June 9th, 2014

STATEMENT OF AUTHORSHIP:

I certify that the above assignment is my original work; it isbased on my own research. All sources used by me have been documented. No other person’s work has been used without due acknowledgement. This piece of work has not previously been submitted for assessment in this or any other subject or course at this University or elsewhere.

Student’s Signature………………………………………… Date…………………………...

Running head: VIDEOS & REPETITION TO ENCOURAGE LEARNERS’ SPEAKING1

Using Videos and Repetition to Encourage Speaking Reluctant

Learners

Le Thuy Trang

Hochiminh Open University, Graduate Diploma in TESOL 14A

Language Teaching Practice

Lecture: Vu Thi Lan (PhD.)

Running head: VIDEOS & REPETITION TO ENCOURAGE LEARNERS’ SPEAKING1

VIDEOS & REPETITION TO ENCOURAGE LEARNERS’ SPEAKING 2

Abstract

Learners’ shyness at speaking is a problem that many language

teachers experience. The fear of making mistakes is the

common reason for learners’ reluctance in speaking in ESL/EFL

classrooms. Ten subjects of this study who are at pre-

intermediate level at a language center also give the same

reason for their refusal of speaking in class. Many methods have been used to urge them to get involved in speaking

English, but not a single “trick” works. Consequently, this

study aims at investigating an encouraging method for silentand anxious learners: using videos and repetition. Data came

from observation checklist, questionnaire and semi-structure

interview. After two weeks, this method proved its success in

uplifting learners’ participation in speaking English. Key words: reluctant learners, speaking, videos, repetition,

uplift, participation


Introduction

Encourage Asian EFL students’ participation is

considered difficulty (Katchen, 1992; Belchamer, 2007;

Clarke, 2011). Especially, in ELT speaking classes, Asian

students tend to keep silent and/or use their mother tongue

rather than practice English (Shulman, 2013). In Vietnam, I

also witness the same phenomenon in my classes. The cause of

students’ hesitance in speaking English is their fear of

making mistakes. Although this is an affective factor derived

from personal feeling, it does not mean teachers should let

it be because many students measure their English proficiency

through their speaking ability (Juhana, 2012). However, as Belchamer said, engaging students to speak is not easy. My

students refuse to speak even when I use groupwork which is


suggested as the effective way to increase the amount of

students’ speaking (Hammer, 2007b). Videos have been used widely in teaching and are

believed to “add variety and a welcome change” in classroom

(Gower, Philips & Walters, 2005). According to Gower et al.

(2005) and Hammer (2007b), videos bring interest and

authentic communication to learners. Scrivener (2005) also

wrote that videos can be used to teach communication

activities. Moreover, Shyamlee& Phil (2012) indicated that

technology (including videos) can satisfy different learning

styles. As a result, this research attempted to take

advantages of videos to encourage learners who are too shy to

speak.

Literature review

Learners’ hesitancy in speaking a foreign language (FL)

occurs very often and many researchers have studied ways to

help learners gain their confidence. Scrivener (2005) explained that learners are nervous and shy when they perform

FL in classroom because they lack “experience in using the

language”, so they keep their mouth closed to avoid being

embarrassed. He suggested learners be put in “safe

situations” to overcome their shyness and to activate the

passive knowledge in their mind. Basically, teachers need to

assign pressure-free tasks so that learners become less

nervous and begin trying to use the target language. Agreeing

with Scrivener, Gower et al. (2005), Hammer (2007b), Nguyen


(2010) said that one of the ways to provide “safe situations”

for learners is repetition work and guided activities.

On the other hand, there is an advice that teachers

should make use of interesting materials rather than only

sticking to books and boards (Tips for Encouraging ESL

Students to Talk, 2012). Gower et al. (2005) believed that

videos draw students’ interest and attention and it has been

used to teach English for a long time by many teachers

(Katchen, 1992; McKinnon, n.d.; Pinandhita, 2011). Nowadays,

when the technology is so developed, video is even more

affordable and always available for teachers to easily

download from many websites. However, besides caring about

the relevence to topics, teachers need to consider the level

of learners while choosing videos for their teaching since a

big gap between learners’ level and the the difficulty level

of the videos will make learners more anxious and frustrated

(Hammer, 2007a).

Although videos are proved beneficial in English

teaching, some problems also arise. Katchen (2003) pointed

out that using videos may prevent learners from actually

producing language as the teachers will probably spend a lot

of time listening the videos. It is very common that language

teachers use videos as an aid for teaching listening, but

there is almost no study about using videos to aid teaching

speaking. Neither is there in Vietnam. Thus, this reseach

specially addressed following question:

Is using video to encourage reluctant learners to speak

effective?


Methodology

Context

This research was conducted at Leecam International

English Center in Hochiminh City. The allotted time for eachclass of all levels is ninety minutes. This two-week research

was carried out in a Pre-Intermediate class where learners

study three days a week. Participants

Ten pre-intermediate learners of general English program

whose ages range from 18 to 30 participated in this research.

There are eight learners who are especially quiet most of

class time whereas the other two are cooperative and active.

The eight quieter learners said that being afraid of making

mistakes prevents them from speaking English in class. On the other hand, the learners generally like to study with

life-like materials. Hence, they are believed the best

suitable for this research. Procedures

In two weeks of studying, short videos were utilized to

introduce necessary vocabulary and expressions to learners. Those videos which are English instructional visual aids

taken from Youtube also play the model role for learners to

imitate the way native speakers make conversations. Each class, learners watched a video three times. The

first time they watched and filled in the blanks of new


expressions with already-known missing words. Then they compared with partners and after that teacher showed the

subtitle for learners’ self-correction. The second time of watching focused on the conversational situation and body

language used in videos. Thereafter, the teacher asked some questions to check and confirm learners’ understanding of the

conversational situation in the videos. In the last watching,

learners were told to repeat after each sentence in the video

because there is a common belief that repetition enables

learners’ confidence (Gower et al., 2005). Finally, they

participated in freer speaking activities assigned by the

teacher.

Data collection and analysis

Data of this study was gathered through three

instruments: checklist, questionnaire and semi-structure

interview.

Checklist (see Appendix A): The checklist was done during two weeks just on eight learners who are especially

shy in class in order to monitor their engagement with

speaking activities. There are three categories to evaluate

these learners’ engagement: attentiveness (their enjoyment

in learning with videos), repetition work (their involvement

in repeating model conversations), and free conversation (their involvement in making their own conversation based on

model conversations).


Questionnaire (see Appendix B): The questionnaire was delivered on the fifth class meeting to survey learners’

perception and reaction towards using videos in teaching

speaking. There are eight scale questions and learners must

choose one option ranged from “strongly disagree” to

“strongly agree”. The questionnaire’s results can be seen in

Appendix C.

Semi-structure interview (see Appendix D): The semi-structure interview was conducted at the end of the second

week to collect detailed data about learners’ thinking of

using videos in teaching speaking. There are six questions almost similar to questions in the questionnaire. All the

answers were transcribed for analysis.

Findings and Discussion

Checklist (see Appendix A): The result shows that all shy

learners in the class enjoyed learning from videos. Thus, it

is probably acceptable to say that using videos was

successful in renewing the learning environment. 100% of

those learners took part in the repetition work because they

felt it advantageous for their speaking. However, when it

came to the free conversation in which learners can actually

apply what they learnt to produce their own communication, in

the first two classes, just few learners participated (first

class: 25% and second class: 37.5%). Those who did not spoke

anything in the freer activities explained that they were

still a little awkward and nervous. In the following classes,

more and more learners entered the free conversations (third


class to sixth class: 62.5% - 87.5%). As time went by, those

shy learners began to take off their nervousness and

expressed what they wanted to say. Though these learners

still depended much on the model conversation to make their

own one, but this could be regarded as their big step in

speaking. Yet, there was still Vu, who persisted in keeping

silent for his nature of shyness. The result of learners’

engagement also implied that conversations in videos modeled

learners and had effect on them, helping them transfer their

stored knowledge into communicative language.

Questionnaire (see Appendix C): The results of questions

number 1, 5 and 8 demonstrated that all learners like to

learn speaking through videos. There are 90% of learners

strongly agreed that learning speaking with videos is

interesting and 90% wanted to continue learning speaking with

videos. 100 % agreed that they did not encounter any

difficulty in understanding videos they watched. That means

videos did not exceed learners’ level. When being asked about

the improvement in speaking brought by videos, 50% was not

sure if their speaking got better or not after two weeks. A

possible reason for this is due to the short time of study

(only 2 weeks), so learners could not realize whether or not

they were improved. Questions number 3 and 4 were designed to

know if learners could gain any benefit from watching videos.

With question number 3, 80% admitted that they could learn

the language in specific contexts whereas 20% chose “no idea”

as their answer. With question number 4, again, 80% said that

videos helped them know how the native speakers flow their


conversations while 20% had no idea if they could learn this

or not. The explanation for “no idea” answers in the

questionnaire can be found in result of the interview. Last

but not least, the majority of learners (70%) became less

afraid of making mistakes in speaking because repetition

after videos helped them have accurate structures. This

result is the same as what Gower et al. (2005) suggested

about using repetition work.

Semi-structure interview (see Appendix D): All ten learners

once again confirmed their interest in studying with videos

because videos were interesting and understandable. In question 2, seven learners acknowledged that their anxiety of

speaking was decreased because before they actually produced

dialogs, they were modeled by conversations in the videos,

and repeated after what they watched. One learner (Vu) was

shy in nature, so even he appreciated teacher’s effort to

help him speak out, he still could not feel comfortable in

speaking English. In contrast, the two learners who did not

feel more confident explained that they have never been

afraid of speaking, so they said through videos, what they

increased was the knowledge of how to use verbal and non-

verbal language naturally. Question number 3 actually

correlated to question number 2 in the questionnaire which 5

learners answered they were unsure if there was any

improvement in their speaking. Likewise, in the interview,

50% asserted that they developed their speaking while the

other half was uncertain of their speaking improvement. One

is Vu who hardly opened his mouth, so he felt he is still in


the same spot. Four others said they could express their

ideas; still, that was because they imitated the videos, they

did know whether that was just a repetition or an

improvement. What these four learners said is not

unreasonable because many theorists denied repetition work’

effect (Hammer, 2012). However, all the interviewees shared

that two weeks is too short to measure the actual

improvement, so they said that they would like to learn with

videos on a long-term basis to progress more significantly.

Only one person said that he had no idea with this because it

is teacher’s decision. He feels okay with teachers’ decision

as long as it enables him to communicate in English. When

being asked about further suggestion for the teacher, only

two learners who are active in class proposed that they need

more challenging tasks.

Conclusion

Briefly, although this ambitious study failed to

encourage all shy learners in the target participants to

speak English by using videos in classroom, it still gained big success because 90% of learners enjoyed themselves and

showed some improvement in two weeks of studying. Except a

very shy learner who may need another encouraging method,

preponderance of learners started to feel more relaxed and

participate in speaking activities. Even though many researchers rejected repetition, with shy learners especially

those who are at beginning stages of learning a language, it

proved its importance. As Gower et al. (2005) argued,


repetition provides accurate form which leads to confidence.

Despite the fact that this study was successful, it is still

need considering carefully because the study duration is

short and the amount of participants is small. Therefore,

further research studies on the same issue should manage

those limitations to better their results.

References

Belchamer, R. (2007). Overcoming Asian Stereotypes:

Opportunities for Enhancing Student Participation in

Chinese ELT Classes. RELT, 6(2), 59-63. Retrieved May

6th, 2014, from

http://www.nus.edu.sg/celc/research/books/relt/vol6/no2/

59-63belchamber.pdf

Clarke, D. (2011, Feb 7th). TEFL Teachers and Shy ESL Students.

Retrieved May 7th, 2014, from https://suite.io/daniel-

clarke/51rk2sc

Gower, R., Philips, D., & Walters, S. (2005). Teaching Practice.

Oxford: Macmillan Education.


Hammer, J. (2007a). How to Teach English. Pearson Longman.

Hammer, J. (2007b). The Practice of English Language Teaching (4th

edition). Pearson Longman.

Hammer, J. (2012, June 20th). To Drill or Not to Drill; That

is The Question. Now Repeat. Retrieved May 14th, 2014,

from http://jeremyharmer.wordpress.com/2012/06/20/to-

drill-or-not-to-drill-that-is-the-question-now-repeat/

Juhana. (2012). Psychological Factors That Hinder Students

from Speaking in English Class (A Case Study in a Senior

High Schoolin South Tangerang, Banten, Indonesia).

Journal of Education and Practice, 3(12), 100-110.

Katchen, J. E. (1992). sing the Video Camera to Improve

Speaking and Performance Skills. In M. C. Yang, Papers

from the eighth conference on English language teaching and learning in

the Republic of China (pp. 531-540). Taipei: Crane Publishing

Co., Ltd. Retrieved May 10th, 2014, from

http://mx.nthu.edu.tw/~katchen/professional/Using%20the

%20video%20camera.htm

Katchen, J. E. (2003). Teaching a Listening and Speaking

Course with DVD Films: Can It Be Done? In H. C. Liou, J.

E. Katchen, & H. Wang (Eds.), Lingua Tsing Hua (pp. 221-

236). Taipei: Crane.

McKinnon, M. (n.d.). Teaching Technologies: Teaching English Using Video.

Retrieved May 10th, 2014, from One Stop English:

http://www.onestopenglish.com/support/methodology/teachi

ng-technologies/teaching-technologies-teaching-english-

using-video/146527.article


Nguyen, M. H. (2010). Encouraging Reluctant ESL/EFL Learners

to Speak in the Classroom. The Internet TESL Journal, 16(3).

Retrieved March 2014, from

http://iteslj.org/Techniques/Nguyen-

ReluctantSpeakers.html

Pinandhita, F. (2011). Improving Students' Speaking Skills by

Retelling Technique Using Video. Retrieved 2014, from

http://ikippgrimadiun.ac.id/ejournal/sites/default/files

/Fitra_0.pdf

Scrivener, J. (2005). Learning Teaching. Oxford: Macmillan

Education.

Shulman, M. (2013). I’m Shy : Including Quieter Students in

University EFL Speaking Classes. The Bulletin of the Institute of

Human Sciences, Toyo University(15), 161-170. Retrieved April

4th, 2014, from

https://www.toyo.ac.jp/uploaded/attachment/10081.pdf

Shyamlee, S. D., & Phil, M. (2012). Use of Technology in

English Language Teaching and Learning: An Analysis.

IPEDR. 2012 International Conference on Language, Medias and Culture,

33, 150-156. Retrieved May 4th, 2014, from

www.ipedr.com/vol33/030-ICLMC2012-L10042.pdf

Tips for Encouraging ESL Students to Talk. (2012, June 16th). Retrieved

May 10th, 2014, from VIA Training Center:

http://www.canadatesl.com/tips-for-encouraging-esl-

students-to-talk/


Appendices

Appendix A – Checklist of Learners’ Engagement

ClassNo.

Nhi

Nghi

Thao

Huong

Truong

Nguyen Vu Phuon

gResult

1

Attentiveness

100%Repetition work

100%Free conversation

25%

2

Attentiveness

100%Repetition work


37.5%

3 Attentiveness

100%Repetitio 100%


n workFree conversation

62.5%

4

Attentiveness

100%Repetition work


75%

5

Attentiveness

100%Repetition work


87.5%

6

Attentiveness

100%Repetition work


87.5%

Appendix B- Questionnaire


Dear learners,

This is the questionnaire to investigate the effectiveness of using videos in teachingspeaking English. Your answers are very important as they will contribute toteaching adjustments and improvement. All information given to us will be keptconfidential and be used for research only. We appreciate your cooperation andhope you will seriously consider participating in this study. Thank you in advance.

Please read the following questions and put a tick () in the box which isappropriate to your choice.

Strongly

disagree

Disagree

Noidea Agree

Strongly

agree

1.After 2 weeks learning

speaking with videos, you

like it

2.After 2 weeks learning

speaking with videos, you

realize some improvements

in your speaking

3.Learning speaking with

videos helps you learn

language in context

4.Learning speaking with

videos helps you know how

to use the language and

communicate naturally

5.Leaning speaking with

videos is interesting and

fun

6.The videos are easy to

understand

7.Watching the videos and


repeat after conversations

in them help reduce the

fear of making mistakes

when speaking

8.You like to continue

learning speaking with

videos

Appendix C – Questionnaire Results

1. After 2 weeks learning speaking with videos, you like it.

Strongly disagree

0 0%

Disagree 0 0%No idea 0 0%Agree 5 50%Strongly agree

5 50%

2. After 2 weeks learning speaking with videos, you realize some improvements in your speaking.

Strongly disagree

0 0%



0 0%

3. Learning speaking with videos helps you learn language in context.

Strongly disagree

0 0%


0 0%

4. Learning speaking with videos helps you know how to use the language and communicate naturally.

5. Leaning speakingwith videos is interesting and fun.

Strongly disagree

0 0%

Strongly disagree

0 0%


1 10%



9 90%

6. The videos are easy to understand.

Strongly disagree

0 0%


3 30%

7. Watching the videos and repeat after conversations in themhelp reduce the fear of making mistakes when speaking

Strongly disagree

0 0%


1 10%

8. You like to continue learning speaking with videos Strongly

disagree0 0%


3 30%



Appendix D – Semi-structure Interview

Questions in interview

1. How do you feel about videos used in last two weeks?

2. Do you think that your confidence increases after

watching and repeating the conversation in the videos?

Why or why not?

3. Do you think that your speaking is improved in last two

weeks? How much?

4. If the teacher continues to use videos in teaching

speaking, what do you think?

5. Do you think that continuing to do the same as last two

weeks, your speaking also continues to improve?

6. Do you have any suggestions for the teacher in using

videos for speaking?


Documents

Action Research on how to encourage shy students to speak