Visual Representation: How can I

use e-tools to integrate grammar in a

speaking course?

Phatcharin Phuetphon

Faculty of Liberal Arts

Tapee University

E-mail : phatcharin@tapee.ac.th

Abstract

Due to the influences of globalization and increased interactions between

people who speak different languages, English has become the recognized international

language of communication. Thailand, as part of the global community, cannot deny

that English speaking skills is one of the strategic keys within the educational

development that Thai learners require in order to participate in the international community.

Furthermore, the importance of English ability is compounded with respect to Thais due to

the in terms of the looming establishment of the ASEAN community in the year 2015.

To meet the demands of both the global and ASEAN community, Thai sailors at

the Samui Naval Station in Suratthani needed to improve English speaking. The purpose

of this study was to use e-tool; video to integrate different grammatical structure. In this way,

trainees were prompted to use the grammar points to answer questions. The sample was 19

Thai sailors at Samui Naval Station. This study was conducted for 20 periods.

Questionnaires with open-ended questions, interviews and classroom observations were

used to collect data analyzed by both quantitative and qualitative methods.

At the end of the course, the trainees were able to speak with acceptable

grammar use to convey their English speaking. This teaching technique made the

students feel comfortable and fostered interaction with one another. Trainees’

satisfaction was positively associated with the visual representations.

CHAPTER 1

INTRODUCTION

Background of the Study

Due to the influences of globalization and increased interactions between people who

speak different languages, English has become the recognized international language of

communication. Today, we refer to this language either as International English or Global

English (Crystal, 2003). To everyone’s knowledge, in this era of globalization, the ability to

speak English is a huge asset in the increasingly local and global workplace (Gerrish &

Lacey, 2010).Within any company in the modern world of open economy, being able to

speak the English language is one of the requirements of stakeholders and customers. Thus,

to meet the demands of global economic, English speaking skill becomes the medium for

ease of communication (Khamkhien, 2010).

Thailand, as part of the global community, cannot deny that English speaking skills is

one of the strategic keys within the educational development to survive in the local and

global contexts for Thai students to be part of the international community. All involved

parties have to increase their efforts to help boost Thai students’ English speaking skill and

this task is a challenging one.

Furthermore, the importance of English is maximized for Thais in terms of the

establishment of the ASEAN community in the year 2015.The action plan of ASEAN Socio-

cultural Community Blueprint (ASCC) (2009-2015) states that the ASEAN members (Brunei

Darussalam, Cambodia, Indonesia, Laos, Malaysia. Myanmar, Philippines, Singapore,

Thailand, and Vietnam) are encouraged to use English as the official language for

communication among the peoples of ASEAN. As such, English competency, particularly

with respect to speaking ability, is of foremost concern for most academicians, policy makers,

businesses, and individuals.

The ASEAN Community will certainly dictate the patterns of relationship among the

members. Thailand is a member of the ASEAN community and follows the ASEAN Trade in

Goods Agreement (ATIGA) (Tiwari, 2010).The agreement promotes the free flow of goods,

services, investment and labor amongst ASEAN member countries. More importantly, in the

near future, ATIGA will increase the economic role and power among ASEAN nations. Core

competencies and qualifications for jobs have to be developed as major priorities in the

service sectors. As a result, English is necessary for greater demands of the workforce.

English proficiency is a key factor for employment success and advancement. Such demand

can be seen in business organizations requiring their employees to have high speaking

English ability to be able to perform their businesses efficiently. Many jobs require that the

applicants be fluent in speaking English. Pitsuwan (2012) stressed the need for Thailand to

urgently produce human resources for the ASEAN market so as to enhance its

competitiveness. Since English is the working language for ASEAN, Thai people should

improve their proficiency in English. He explained that the job market is larger, so skilled

workers in the ASEAN countries would be free to seek jobs in any of the ten countries after

the single community vision comes into effect by 2015. Besides that, the English language

would be used as the official language of people living in the ASEAN region. Pitsuwan

(2010) said, “In the future, our students would have to face tough competition in seizing good

jobs in any countries in ASEAN. Only those with skills and fluent English to communicate

would survive to seize the regional jobs.”

To meet the demands of both global and ASEAN Economics, the Thai government

has launched new initiatives in all domains of the educational system, including curriculum

development, materials, and teaching techniques (Wongsothorn et al., 2003). At the higher

education level, both public and private Thai universities reformed their English curricula in

order to meet the demand for English speaking skill for workplace communication. This is a

tough challenge for a country in the EFL for decades.

With the rise in the number of English users, and the involvement of Kachru’s

expanding circle English has increasingly become the medium of communication around the

world. The inner circle e.g. USA., UK, the outer circle e.g. India, Singapore and the

expanding circle e.g. China, Russia, recognize the importance of English as an international

language (David, 1997). The change of the status of English highlights the necessity of every

country to have its people become better equipped with English oral communication. Like

others, Thailand falls into that situation. In response to the demands for English speaking

ability, educational institutes have made constant effort to improve Thai learners’ English

speaking skill. Since English in Thailand is taught as a foreign language, substantial efforts

have continuously been made to find the appropriate techniques, especially for speaking

courses. However, Thai students’ English speaking does not meet the standard required. In

this regard, as pointed out by Foley (2005, pp. 223-234), factors responsible for limited

success of English language teaching as a foreign language in Thailand include a lack of

proper curricula and dry teaching styles that overly focus on grammatical details.

Due to the low level English proficiency of the majority of Thai students, several

teaching approaches to help EFL Thai students have been sought and experimented. To avoid

a heavy focus on Grammar-translation Approach, Communicative Language Teaching (CLT)

has been promoted to help develop students’ abilities to use English appropriately in context.

CLT is devoted to teaching techniques that increase communicative competence in authentic

contexts (Larsen-Freeman, 2000, p. 110). In this regard, it seems that, in the teachers,

educators, and curriculum planners’ perspectives, CLT is their preferable approach. That

CLT can be an effective teaching approach is fully supported by a number of studies

conducted in western countries (Ellis, 2003; Fotos, 2002; Saengboon, 2004; Snow, 2005).

With this awareness, more attention has been focused on how to get students to speak more in

the classroom and CLT is seen a promising approach.

A number of proven techniques of CLT can be applied in classrooms to improve

fluency and accuracy levels amongst students (Brown, 2000).One such method, known as the

use of visual tools are one way to reach more students not only to clarify the points but to

engage the students in the classroom. It is also important that the English speaking class

should be enjoyable and interesting. The innovative strategies and techniques are sought to

present challenging grammar concepts in ways that visual tools allow the students to be fun

and less threatening. Choosing teaching materials must be considered. In order to stimulate

the students’ desire to learn, the video was used to teach grammar and then connected it to

communicate in the speaking course.

Teaching grammar is a problem for many language teachers because grammar

presentation is presented in the textbooks. As Nunan (1998) stated that the communicative

value of a grammar item can be appreciated by the learners. Grammar textbook activities also

lack the communication activities, but video contains body language, mimes, gestures and

emotions. These shortcomings call for the use of video aids. The advantages of videos are

diversity, facilities and creativity. Videos can be useful to increase learner curiosity and

arouse interest. Zhu (2012) pointed the diversity feature of videos to address different

learners and learning styles. Besides image and sound, video also offers facilities (Pujola,

2002, p. 235), which interest students to follow the lessons.

Furthermore, using video as a visual representation brings flexibility and choice to

education (Crawford, 2002). Videos can be of vital help in connecting grammar to oral

communication. The video should be used to reach a learning goal (Motteram, 2011; Kervin

& Derewianka, 2011).

Statement of the Problem

Despite the need for English use, a number of studies (Pongsiriwet, 2009;

Wiriyachitra, 2001) reported that Thai students’ speaking ability is still far from satisfactory.

They do not possess an adequate level of speaking in action. Basically, most Thai

undergraduate students have studied English for approximately 8–10 years before entering a

university or college level. The use of English to communicate effectively is unsuccessful.

The findings of these studies were supported by Bolton’s (2008) research which pointed out

that Thai students’ English use was somewhat limited, compared to that of other ASEAN

country members. Generally, studies have shown that Thai students have very low English

speaking skills (Pattaranon, 1988; Jong-Utsah, 1988) and that Thai students’ English

speaking ability is at a basic level. This is repeated by Maejo Poll of Maejo University

(2010).This poll surveyed 1,346 Thai students throughout the country during November 10-

22, and found that English speaking ability of Thai students was very poor. The poll

concluded that the crisis of Thai students’ inadequate English speaking skill has to be

improved immediately. It can be said that currently English speaking ability of Thai students

in the poll still lag behind others.

In the Thai context of learning English as a Foreign Language (EFL), most of the Thai

students have low English proficiency or speaking skills. The ability in English of Thai

students has been minimal. Because students have not enough time or have little chance to

practice speaking English. Thai students still had difficulty with communicating in English

(Liu, 1993). Education First (EF) survey, found that Thailand ranked 42nd out of 44

countries for adult English proficiency which is below Vietnam (39) and Indonesia (34), with

Malaysia as the top ASEAN country at No. 9. (Bangkok Post 2012).

Objectives of the Study

This study aims at finding out what the students’ perceptions are towards using videos

in the English speaking classroom and to know whether using videos serves as a bridge

between grammar skills and speaking skills. The participants also have low ability or

proficiency in English speaking.

Research Questions

This study will try to answer the following questions.

1. What are students’ perceptions towards using videos in the English speaking

classroom?

2. Does using the videos serve as a bridge between grammar skills and speaking

skills?

Significance of the Study

The findings of the study of “Visual Representation : How can I use e-tools to

integrate grammar in a speaking course?” will be useful for Tapee University students.

This technique will be used in other English subjects if found useful. The students will find a

way to improve their English speaking skills to face the changing society and the job market.

They are not expected to reach native like level but they are expected to communicate quite

well in various daily life topics.

The study may be beneficial not only for Tapee University but also for the affiliated

institutions; Surat Technology College, Srimilin School and Surat Industrial School, which

can employ the technique, “Visual Representation”. These educational institutes have

students of similar English ability levels. The findings can be a reference for professionals

who wish to implement video in their English classes.

Similarly, the output of this study can be a source material and provides guidelines for

the researchers, readers, and future researchers. From this study, the reactions of the students

and effects of the video on students can be classified. Students’ perceptions of using video to

integrate grammar in a speaking class will be revealed.

In addition, Tapee University will have a good explanation to the Qualifications

Framework for Thailand’s Higher Education System emphasizes the quality of learning

outcomes. Therefore, Tapee University graduates should have the ability for effective

communication. Teaching students to communicate in English in topics commonly found in

the service industry is urgency for all educational providers like Tapee University.

Scope of the Study

This group of attendants took an English course for daily life. This study was

conducted at Samui Naval Station, Songkla Naval Base, Suratthani, in September 2013. This

course emphasizes making conversations on social settings by integrating English grammar.

The video was used as a tool to teach grammar and then the students applied grammar for

speaking. By the end of this course, the students should be able to communicate in

meaningful English conversations effectively. The present study focuses on the effectiveness

of video.

The Research Participants

The participants in this study were 19 persons classified as the follows:

1. 1 LCDR (lieutenant commander)

2. 1 ENS (ensign)

3. 5 1 CPO (chief petty officers first class)

4. 4 1 PO (petty officers first class)

5. 8 2 SEAMAN

Limitations of the Study

Regarding the present study, there are two limitations that need to be acknowledged

and addressed. The first limitation concerns the sample size that is too limited for broad

generalizations. The experimental course had only 19 students. Hence, the outcome will not

be generalized to other students who are at the same or different level of English language

abilities in other colleges or universities. The other limitation of the study lies on time for

implementation of this experiment was too short. Lastly, the reliability of the results is not

adequate due to the lack of depth within some areas of the data collection process. The ability

to produce the language is the primary concern of this study.

Outline of the Study

The present study consists of six chapters. The first chapter states the background of

the study that contains the general description of the study. It includes the statement of the

problem that inspires the researcher to find proper solution by answering research questions.

Furthermore, this section of the study presents readers with the following: objectives of the

study, statement, research questions, and limitations of the study. The precise details will be

given in other chapters of the thesis.

Chapter Two is attentively devoted to reviews of related literature associated with

current learning theories, teaching approaches, and factors that affect students’ English

learning. It summarizes a framework for relating new findings to previous findings in the

discussion associated with current learning theories teaching approaches, and factors

affecting students’ learning. The chapter ends with the conceptual framework of the whole

literature review.

Chapter Three presents the methodology used in this research. It elaborates research

design and methodology.

Chapter Four shows the results of the study. This chapter aimed at reporting the

analysis and interpretations of the gathered data that answer the research questions

In Chapter Five, the results of this study will be discussed. As an overview, this study

produced a number of findings in relation to the research questions.

Finally, Chapter Six summarizes the findings of the study and discusses pedagogic

implications while further studies are suggested.

CHAPTER 2

LITERATURE REVIEW

This chapter deals with a review of various related topics that provide the necessary

background for the purposes of this study. First, current general learning theories comprising

visual representation in language class: video, communicative language teaching, and

cooperative learning.

2.1 Visual Representation

A popular way to create meaningful teaching English is through using visual

representation or media. It can be integrated into language lessons in a variety of ways by

developing activities based on visual tools such as, radio programs, television shows,

newspapers, and videos. The current teaching age requires language teachers to be familiar

with visual teaching materials. Thoman (2003) stated that visual literacy has an influential

role in educational programs including foreign language learning.

Furthermore, visual materials can be used in language classes as a component of

active learning strategies such as group discussions. Visual representation or media could be

a film clip, or you tube. Media can be a powerful learning experience.

2.2 Videos in the Language Classroom

Integrating videos into a language class creates interactive context in the EFL/ESL

classroom. Teaching English grammar through videos also allows students to integrate in a

speaking class. As Cundell (2008, 17) points out, “One of the most powerful ways that video

can be integrated into courses is for the visual representation they provide for learners on

otherwise abstract concepts.” Videos have a compelling power or stimulate the group to high

performance standards in the language classroom, especially when the classroom activities

are concentrated on short communication. Sherman (2003) says that video is today’s

teaching medium and, as a matter of fact, watching videos involves two different senses —

seeing and hearing at the same time — and promotes interest in the imagination of words.

Moreover, video material usually increases particularly motivation to understand “real

things”. The audio-visual material can be used for comprehension of the communicative

language.

2.3 Some Practical Techniques for Using Videos

There are many issues where interesting video lessons are written in the literature.

Canning-Wilson (2000) suggests that we must keep sight of using videos with students. To

receive a successful result in language teaching using the video as a tool there are some

techniques that should be suggested by both teacher and learner.

Table 1 Some practical techniques for using videos

Techniques � Speaking Classroom Implication(Present Continuous Tense)

Pre-grammar � Teacher writes forms of grammar on the board.

� The students practice it orally.

While-grammar

� Have students watch the video

� Ask them what is happening

� Ask them to note their thoughts and discuss their notes

together

� Play the video once more, freeze framing the picture after each

scene, and then ask questions like, “ What is he/she doing?

� Write them on the board and highlight the structure ( e.g., “to

be +ing”)

Post-grammar � Extended oral practice

2.4 Advantages of Using Videos in Teaching English Grammar

As mentioned above, videos provide not only sound but also pictures

therefore, students have chance to listen and watch the moving pictures at the same time.

Students find it more excited because watching video can help them capture attention. The advantages of using video in teaching and learning English are acceptable. Some benefits

of using them are described as the followings:

Firstly, watching video persuades students to follow the lessons. It motivates them to

pay attention to the moving pictures. In class, if the teacher only talks and students listen to

him or her. Probably, they become bored with English class. The classroom environment is

not colorful. Using video does not allow the teacher talk too much. The students have more

chances to participate and talk more. Moreover, videos are composed of both sound and

pictures. It increases more interaction and participation among students. Using this technique

is not similar to the traditional approach following dead text books. The students can

understand and remember easily to make sentences for communication. A higher percentage

of acceptable sentences are produced during watching video (Guildea, Miller and

Wurtenberg, 1990).

In addition, according to the speaking class, the goal is to encourage them to speak by

using the grammar that they learn. Video can support them effectively. Video is clearly an

instructional medium that integrate excitement of grammar into the communicative class.

Thus, video is an instructional medium to teach a foreign or second language for students’

English speaking.

In conclusion, video is an effective tool, which help to support teaching and learning

process. It is a very convenient and flexible medium. Especially, many countries use video

for language teaching. 94% of classroom teachers, according to a recent teacher survey,

satisfied with using video during the course of English class (Lori Griffin).

2.5 Cooperative Learning

Over the past decade, the method of cooperative learning has been applied at

universities and is being proved very effective in improving student learning. The major

dominance of cooperative learning is student-centered. Becoming a student-centered

classroom, students work cooperatively with each other. Both approaches consist of

instructional techniques that require students to work together with their peers to accomplish

their learning target. The concept of working together as a team has been widely accepted in

education and English teaching.

2.6 Videos Supporting Cooperative Learning

In IT-based education, video is often played a big role to support lessons and as a

teaching tool. In this case, video is as visual mediator to share information dynamically by

exchanging their ideas. The audiovisual presentation facilitates understanding of cooperation

to achieve their success (Wetzel, Radtke & Stern, 1994; Park & Hopkins, 1993). Students can

collaboratively analyze activities on video records and discuss together. They can generate

links between their learning experience and the activities on the video. Thus, interaction

among the students can be seen in a visual language class.

In collaborative learning classroom with using video as a visual intermediate

instrument, students work together to achieve completely their lessons. They contribute and

build ideas through interactions with their friends. Collaborative learning is more flexible

when using with video in classroom (Panitz, 1996).

2.7 Communicative Language Teaching (CLT)

CLT is fast becoming strongly influenced by foreign or second language instruction.

It spreads widely and constantly develops. It is now an “accepted paradigm with many

interpretations and manifestations” (Brown, 2007, p. 45). CLT has found its place as far as

the English teaching curriculum; education policy statements, course books and teacher

education programs in the world are concerned. Focusing on today’s changing ELT (English

Language Teaching) context and the increasing trend towards CLT, Brown (1994) draws

attention to the importance of real-life communication, generating unrehearsed language

performance out of the classroom, developing linguistic fluency and facilitating lifelong

language learning. Brown (1994, p.245) also lists some of the core features of CLT as

follows:

1. Classroom goals are focused on the components of communicative competence;

they are not restricted to grammatical or linguistic competence.

2. Language teaching techniques are created to engage learners in the pragmatic,

authentic, and functional use of language for meaningful purposes. Fluency and accuracy are

seen as complementary principles underlying communicative techniques. At times, fluency

may have to take on more importance than accuracy in order to keep learners meaningfully

engaged in language use.

3. In the communicative classroom, students ultimately have to use the language,

productively and receptively, in unrehearsed contexts.

Furthermore, Brown, Yang and Cheung (2003) state that CLT focuses on the diversity

of active and meaningful activities including pair or group work activities. A distinguishing

feature of CLT is communicative competence. “Communicative competence” is the desired

goal, in CLT, meaning is paramount (Finocchiaro & Brumfit, 1983, cited by Richards and

Rodgers, 2001). In socio-cognitive perspectives, language is viewed as a vehicle of

conveying meaning, and knowledge is transmitted through communication involving two

parts, for example, speakers and listeners, and writers and readers, but is constructed through

negotiation.

As a consequence, “communication is not only a matter of following conventions but

also of negotiating through and about the conventions themselves. It is a convention-creating

as well as convention-following activity (Breen & Candlin, 2001, p.10)”.

Based on this definition, “functional activities” and “social interaction activities”

(Littlewood, 1981) are consequently chosen according to how well they engage the learner in

meaning and authentic language use; learning is interpersonal to learn to communicate;

attempt to communicate may be encouraged from the very beginning; dialogues, if used,

centre around communicative functions and not normally memorized; and contextualization

is basic premise; drilling may occur, but peripherally; any device that helps to communicate

and understand is acceptable (Finocchiaro & Brumfit, 1983, cited by Richards & Rodgers,

2001, p.156).

CLT’s emphasis is not only on linguistic competence but on the improvement of

students’ communicative ability. The aim of teaching English according to The Education

Reform by the Ministry of Education (2001) became to develop learners’ communicative

abilities. Recently, in Thailand, CLT has been promoted to meet education reforms. The goal

of the CLT is to help students become communicatively competent. In order to achieve this

goal, ‘learners need to develop communicative abilities, such as expression, interpretation,

and negotiation’ (Richards & Rodger 1986).

This was supported by many research studies and educators. Communicative

competence is a term that involves not only the structural features of language, but also its

social, pragmatic and contextual characteristics. Therefore, it is important to realize the

meaning of communicative competence as the sum of a series of competences. There are four

areas of communicative competence (Canale & Swain, 1980). They are:

1. Grammatical competence refers to the ability of speakers in using the different

functioning rules of the system of their language or the linguistic code: the mastery of second

language phonological and lexicon grammatical rules and the rules of sentence formation. It

includes: phonetics, morphology, syntax and lexis.

The competence in grammar can be seen from the ability to express and interpret

literal meaning of their utterances (for example: vocabulary, word and sentence meaning,

construction of grammatical sentences, and correct spelling).

2. Sociolinguistic competence refers to the ability of speakers in producing sentences

according to the communicative situation. Speakers (usually) know when, where, and to

whom to say things. Here, the mastery of socio-cultural rules of appropriate use of second

language can be seen from how utterances are produced and understood in different

sociolinguistic contexts (for example: understanding of speech act conventions, the use of a

language to signal social relationships).

3. Discourse competence refers to the ability of speakers to use the different types of

discourse. Usually, language users know what is being referred to in different contexts, i.e.

they distinguish between new and old information, and are able to determine the discourse

topics. For instance, speakers know when a "he" refers to "John" or to "the child" according

to the text context in the sentence: [John went to the park, and he found a child who was sick.

The young boy was crying because he didn’t know where his mother was.] It also deals with

the mastery of rules concerning cohesion and coherence of various kinds of discourse in

second language (for example: use of appropriate pronouns, synonyms, conjunctions,

substitution, repetition,).

4. Strategic competence refers to the knowledge speakers have to maintain

communication. Therefore, this competence accounts for the strategies language users have

to be understood, and to understand others. Gestures, expressions, mimics and intonation are

among others some of the most strategies use. The mastery of verbal and non-verbal

communication strategies in second language used when attempting to compensate for

deficiencies in the grammatical and sociolinguistic competence or to enhance the

effectiveness of communication (for examples: how to address others when uncertain of their

relative social status, slow speech for rhetorical effect).

2.8 Communicative Competence through Using Videos

One of the earliest concepts of communicative competence was defined by Hymes

(1972). He points out that the ability to communicate properly should be cultivated in

language teaching. Students should learn how to use a language in their daily communication

in order to demonstrate their mastery of a language. Hymes. (1972) theory of communicative

competence has been widely informed and accepted by English educators and scholars

(Canale & Swain, 1980; Kunschak, 2004; McKay, 2002). As the concept of communicative

competence is being further improved, new different language skills such as linguistic,

sociolinguistic, discourse, strategic and pragmatic competences are receiving increasing focus

(Davies, 2005; Hedge, 2000). Kramsch (2006, p.36) states that language learning, as the

acquisition of communicative competence, is now defined as the expression, interpretation

and negotiation of meaning between two interlocutors or between a text and its readers. It is

believed that one of the main goals of language teaching nowadays is to develop students’

communicative competence. Teachers should give more importance to use teaching

techniques in order to encourage the individuals become communicatively competent.

Communication is the importance of language learning. In order to catch

communicative opportunities, video is an innovative tool to advance language instruction

within a dynamic classroom. Students today are visual representative natives having grown-

up with technology and not knowing a world without it (Prensky, 2001). E-tools are used to

increase more community-driven (Johnson, Smith, Levine & Haywood, 2010, p. 4). They

offer a way for students to enrich communication while in class.

Conclusion

Visual representation is widely used in language classrooms. It is a simple and brief

technique to organize. This technique is also highly flexible for training students. A wide

variety of students’ experience can be brought into the classroom through using video for

teaching. The range of functions, situational expressions, vocabularies and pronunciation are

introduced during this technique. Through video, teachers can train students in speaking skill

in various contexts. During teaching by using video, students have opportunities to practice

English. There are advantages of video use. Although this study focuses on speaking ability

and grammar, various factors from different methods support video in class. Both expected

and unexpected benefits emerge from video activities.

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter describes the mixed-method design employed to investigate the use of

video in improving the speaking ability of Thai students. The research design covers research

site, the research participants, research tools, source of data and data analysis.

3.1 Research Design

This study utilized both quantitative and qualitative. The quantitative approach is used

in the evaluation of the questionnaires. The qualitative approach is used in responses to the

open-ended questions in the questionnaires.

Questionnaires revealed students’ perceptions towards using videos in the English

speaking classroom. Classroom observations presents students’ reactions to videos.

Questionnaires and open-ended questions were also conducted with the aim of generating

deeper data. The open-ended questions are considered a technique that involves conducting

individual opinions to explore students’ attitude on using videos in the English speaking

classroom. According to Patton (1990, p.278), the purpose of open-ended questions is to find

out what is in and on someone else’s mind. The advantage of open-ended questions over

observation is that not everything can be observed, either because it would be impractical

(e.g. following each participant through his or her life) or impossible to do so (e.g., finding

out what someone is thinking).

In this study, the standardized questionnaire with an open-ended section was used to

gather information. It involves having set topics and the questions were pre-developed.

Classroom observation was done throughout a two-day research period to collect data

qualitatively. Observations of this class were conducted in order to note the actual use of the

using videos in the English speaking classroom

Moreover, observations were planned to observe various reactions and important

aspects of using video performance in class from the beginning of the class to the end.

Descriptive and reflective field notes were taken immediately after the observation of each

class.

Both quantitative and qualitative data were collected via these instruments, providing

insights on students’ perceptions towards using videos in the English speaking classroom and

using the videos serve as a bridge between grammar skills and speaking skills.

3.2 Research Site

This research was taken at Samui Naval Station located at Tambon Lipanoi,

Suratthani.

3.3 Participants of the Study

Participants were 19 military officers classified as the follows:

6. 1 LCDR (Lieutenant commander)

7. 1 ENS (Ensign)

8. 5 1 CPO (Chief petty officers first class)

9. 4 1 PO (Petty officers first class)

10. 8 2 SEAMAN( Second class)

The age of the participants ranged from 21 to 50 years old. Their English proficiency

levels were diverse. Seven navies; 1 LCDR, 1 ENS and 5 1 CPO graduated with different

bachelor degrees. Four of them finished high school and eight navies graduated with Higher

Vocational Certificates. No one studied English as a major subject. Most of the participants

were of low proficiency, based on their English background. When asked about their ability

of oral English, all of them were not comfortable speaking English and could not express

their thoughts in English. They had never had or rarely practiced speaking English outside the

navy base. The participants had no prior experience in learning with using visual tools in

class.

3.4 Instruments

The instruments used for the assessment purposes in this study were 1) a

questionnaire with open-ended questions to check students’ attitude towards using video, 2)

interview to check that the videos are serving as a bridge between grammar skills and

speaking skills and 3) classroom observation to check learners' reaction.

3.4.1 Questionnaire Design

In this study, a three-part questionnaire was used to collect data. The

questionnaire was distributed to the students to check the students’ perception toward using

video. It had two versions of the same questionnaire - one in English and another in Thai. In

designing the questionnaire, various issues derived from literature review were used. Each

questionnaire consists of two parts: 1) Background information such as gender, age, number

of years spent in learning English , level of language proficiency and experience of video

activities. 2) Statements about the attitudes toward using video in English class. This part

comprises thirteen questions in the form of Likert rating scales ranging from the “Very

Satisfied” to “Satisfied”, “Neutral”, “Dissatisfied”, and “Very dissatisfied” for students to

check their attitudes towards using video as an instructional method to improve their

speaking ability. It also involves 5 open-ended questions reflecting reactions of the

individual. Both parts were translated into Thai in order to minimize participants’

misunderstanding.

3.4.2 Interview

Semi-structured interview: the interview included a series of open-ended

questions. The questions were used to check that the videos are serving as a bridge between

grammar skills and speaking skills. Five participants (one from each rank) were interviewed

at the end of the course.

3.4.3 Classroom Observation

The classroom observation was conducted during this treatment. To collect

data observed, classroom observation sheets were used. The sheet was used for the whole

observation period. The observation was also taken seriously on unexpected events.

3.5 Data Analysis

After finishing data collection from all sources of information, the researcher then

analyzed all data to answer the research questions: 1) What are students’ perceptions towards

using videos in the English speaking classroom? 2) Does using the videos serve as a bridge

between grammar skills and speaking skills? The data were analyzed both quantitatively and

qualitatively.

All of the responses to the qualitative information of the open-ended questions were

read and reread. Finally, each concept or idea represented was described. Qualitative

approach was also used for analysis of classroom observation data. The researcher gathered

the data in the form of narration through field notes. Based on the field notes taken during

observations, similarities, and differences among the speaking tasks used in the classroom

were examined.

Table 1.Summary of Data Collection and Data Analysis Adopted in This Study

Research questions Data collection instruments Method of analysis

1. What are students’

perceptions towards using

videos in the English speaking

classroom?

Questionnaire and Open-ended

question/ Classroom Observation

Quantitative analysis of

the results to show

students’ perceptions

towards using videos in

the English speaking

classroom

2. Does using the videos serve

as a bridge between grammar

skills and speaking skills?

Interview

Qualitative analysis of the

results of using the videos

serve as a bridge between

grammar skills and

speaking skills

CHAPTER 4

Data Analysis

This chapter discusses the analysis of data. Questionnaire was implemented to

evaluate the students’ perceptions of using videos in the English speaking classroom and

whether using the videos serve as a bridge between grammar skills and speaking skills. The

results from both quantitative and qualitative content analyses were described according to

the research questions.

4.1 Analysis of Questionnaires and Open-ended Question Findings

After the students finished this course, they were given a questionnaire in order to

examine their perception of using videos in the English speaking classroom. The

questionnaire was used to gather data for the analysis of students’ opinion and to answer the

first research question. This part included 13 questionnaires and 5 open-ended questions.

Data were analyzed by mean score ( X ) and standard deviation (SD). The descriptive

analysis is shown in Table 2.

Table 2 Student Satisfaction Levels in using videos in the English speaking classroom

Statement X S.D Satisfaction levels

1. This technique made the course more useful and

fruitful. 4.31 0.48 Very Satisfied

2. This technique increased my motivation for

learning English grammar. 4.31 0.63 Very Satisfied

3. I think that this technique made me enjoy my

study. 4.46 0.66 Very Satisfied

4. I changed my learning from passivity to

becoming active user of language. 4.23 0.44 Very Satisfied

5. It is easy for me to follow the video streaming

English grammar. 4.62 0.51 Extremely Satisfied

6. My English grammar skill is improved by using

video. 4.85 0.38 Extremely Satisfied

7. Using video to teach English grammar is a

commutainment activity, and makes me feel

comfortable while learning English.

4.69 0.48 Extremely Satisfied

8. This technique provided me greater incentives

for communication. 4.62 0.65 Extremely Satisfied

9. I was consciously encouraged to participate in

activities. 4.69 0.48 Extremely Satisfied

10. This technique makes me fall in love with

English speaking. 4.15 0.90 Very Satisfied

11. This technique helps me gain confidence to

speak English correctly. 4.23 0.60 Very Satisfied

12. This technique creates authentic environment

for English learning. 4.46 0.52 Very Satisfied

13. This technique makes me more relaxed and less

stressed. 4.69 0.48 Extremely Satisfied

Total 4.49 0.55 Extremely Satisfied

Table 2 shows a high satisfaction level of the students using video in the English

speaking classroom. When considering each aspect, it was found that the highest mean score

of student satisfaction is: “My English grammar skill is improved by using video.” It

illustrates the students extremely satisfied with the teacher empowering them to practice

grammar by watching videos ( X = 4.85). The second highest satisfaction is: “Using video to

teach English grammar is a commutainment activity, and makes me feel comfortable while

learning English (Item No.7), and the video encouraged them to participate in activities (Item

No.9) with X 4.69. It illustrates that both items also support their satisfaction. The students

accepted that the visual tool is a commutainment activity and fosters creative thinking and

creates opportunities for them to interact with their friends. Furthermore, the average mean

scores are 4.69 and 4.62 in Item No. 8 (This technique provided me greater incentives for

communication.) and No. Item13 (This technique makes me more relaxed and less stressed.)

respectively. It indicates that this technique not only promotes speaking skill but also

increases grammar use. Furthermore, No.11 shows that this technique helps the students gain

confidence to speak English correctly.

4.2 Open-ended Question Findings

The open-ended questions added in-depth information as it came directly from the

students. All 19 students were asked the same questions. The responses to the questions what

they thought about using videos varied, yet similar. The responses to what they learned from

the visual were nearly identical.

This part presents the main findings of the research as derived from the answers of

nineteen students. The data analyzed in this part is largely summarized and discussed. The

discussion was presented in three sections as the followings.

1. How did you feel during using videos in the English speaking classroom?

The first question asked the participants to talk about their feeling during using

videos in the English speaking classroom. Their responses revealed that at first all students

felt shy and excited because they got extremely nervous speaking English. However, later

after they were familiar with video activities, they became relaxed, happy and comfortable.

The students said they enjoyed this technique because it was nice “to do something different”

and they learned more by watching it. Furthermore, they had more confidence in speaking

English. They loved this technique and wanted the teacher to use video in every speaking

class.

2. Do you consider that using video in the speaking class promotes students’ oral

participation?

The second question asked whether using video in the speaking class promoted

students’ oral participation. Their answers revealed that it promoted students to learn as they

were actively engaged in the activities. The students also indicated that this technique was a

motivated activity. It made them relaxed and active in speaking English. They were not afraid

of speaking English in front of the class. In addition, all indicated they learned more about

daily language use.

3. What have you learned from this technique?

The third question asks the students what they have learned from video activities. Most

of them said that videos helped them use appropriate expressions to speak in various daily life

situations. Furthermore, they could compose better sentences in the English performance. They

also revealed that videos enforced them to do pair work especially when making sentences and

dialogues. They didn’t ignore each other but looked at each other and communicated with each

other. They confirmed that it helped them develop their language speaking skills and encouraged

them to actively participate in the learning process all the time. Using videos could reduce their

shyness in speaking English.

In conclusion, the study showed that all participants had positive attitudes/motivation

toward using videos in the English speaking classroom. After the students attended the course,

there was an obvious interest in speaking English. Inversely, the participants not only improved

their English speaking proficiency significantly but also overcame their difficult grammar when

speaking English. It engages them in the lesson, and teaches them the real use of language in

context. Thus, one of the easiest and least expensive ways for teachers to prepare the most

effective teaching materials is to look around and never underestimate their sense of creativity of

this technique.

4.3 Interview Result

All the results of the visual instructional techniques were successful in terms of

completion. It is an undeniable fact that video is one of the best materials that enables

students to practice grammar what they have learned through this technique. The interview

answered the question “Does using the videos serve as a bridge between grammar skills and

speaking skills?” The table 3 showed the results analyzed from the interview.

Question Answers from interview

.1“Does using the videos serve

as a bridge between grammar

skills and speaking skills?”

Student No. 1, 4, 7,10, 13 and 15: “From the video, I can

see and hear the speakers in dialogues; their ages, their sex,

perhaps their relationship one to another, their way of

dressing, what they are doing and perhaps their feelings.

Everything I see, it supports me to create sentences. There

are more clues to inspire me to speak English

comfortably.”

Student N0. 2, 3, 5, 6, 8 and 9 “Watching video films

encourages me to watch the films actively. I participate in

the activities. Using the videos give me the chance to use

many senses during the learning process. The video-based

instruction can be an effective method of teaching grammar.”

Question Answers from interview

2. “Does using the videos serve

as a bridge between grammar

skills and speaking skills?”

Student No. 11, 12, 14, and 16 “I didn’t get bored of the

visual method. I have a high level of interest and curiosity

when the lessons were being taught via video. The

practical implications of video in the classroom in can

motivate me to love grammar. I think that that is easy to

use grammar.

Student No. 17, 18, and 19 “Video enables me to practice

what I have learned. My English grammar is improved. I

can speak almost correctly.

4.4 Analysis of Classroom Observations

Classroom observation was carried out to answer the students’ reaction while using video

in the speaking class. Students felt shy during the earlier video when they were asked to speak

English. After the second period, they could carry out their communication. Students were active

to learn and work collaboratively to extend conversation. Some students created humor

atmosphere. They speak freely in order to make sentences. The observation revealed that students

have positive attitudes towards the use of video. The students are active to speak English. All of

them involved in speaking. Cooperative learning can be seen in this class.

CHAPTER 5

DISCUSSION

Introduction

This study attempted to find out what the students’ perceptions are towards using

videos in the English speaking classroom and whether using the videos serve as a bridge

between grammar skills and speaking skills. The participants in the study were a group of 19

navy officers of Samui Navy Station, Surathani.

In order to fully answer the research questions, the responses to each individual

question are presented first in order.

Research Question 1: What are students’ perceptions towards using videos in the

English speaking classroom?

Using videos in the speaking classroom was quite new and very challenge experience

for the students. They said that they enjoyed the English speaking activities in the classroom.

Students were more encourage to watch videos than to follow the activities in textbooks.

Their impression is that videos also provide a relaxed and comfortable atmosphere for

students. Students claimed that using video is a good way to improve English grammar and

gives them more chances to speak English. Most of students point out that they have learned

grammar throughout the video. Video gives them to understand that learning grammar is not

difficult if the teacher uses it. Understanding grammar and integrating it to the speaking

course becomes easy and facilitates English learning. They do believe that video has

beneficial effect on learning English.

Research Question 2: Does using the videos serve as a bridge between grammar

skills and speaking skills?

Regarding grammar, videos serve as a bridge to take it to meet speaking practice. The

students agree that the video helped them understand grammar easily. They have learned

English grammar by watching the video. They mostly learned more effectively when their

attention is focused on video. They focused more on the grammatical forms when speaking.

The classroom atmosphere is very comfortable, cooperative and there is a lot of participation

among students while learning grammar.

Based on the findings of the study, it was found that the students had positive

perceptions towards using videos in the English speaking classroom. Last but not least,

activities derived from the video can motivate the students to speak English mostly

grammatically.

Chapter

Implications

The results of the present study reveal some important implications for teaching

English speaking and grammar. It seems that most of the students accept that using video

improve their speaking and grammar skill. The research literature indicates that video is

beneficial and this study supports it. This chapter is divided into two parts; pedagogical

implications and further study.

Video as visual representation for teaching in an EFL classroom

Based on the findings of this present study, the strengths of this technique are

accepted by the students. The participants believed they could benefit from it. Thus, teachers

should not avoid the use of the video in an English class. The suggestions are also directed to

other English speaking classes whose students have similar classroom problems,

characteristics, and situations with this university. Video can be used as an alternative

approach to improve EFL Thai students’ speaking skill. Nevertheless, the teachers should

consider some aspects in implementing the technique in some parts of their courses.

Suggestions for Further Study

This study investigated the attitudes towards using videos in the English speaking

classroom and whether using the videos serve as a bridge between grammar skills and

speaking skills. The study revealed that students (Navy officers at Samui Naval Station) have

a positive attitude towards using video tools. Nevertheless, further studies need to be

conducted as the following suggestions.

1. This present study only explores navy officers. There should be a study of other

field learners.

2. For further research, video can be adapted to develop students’ English

vocabularies. From my observation note, there are many vocabularies that are produced

incorrectly. Teaching vocabularies through video challenges the teacher researcher.

3. The participants in this present study were only 19 students. Thus, the future

research should involve a larger number of students with poor level abilities.

4. Future research studies could be conducted to examine how video can help students

construct new knowledge in English classes in terms of all four language skills.

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