Students’ Perceptions of Video-based Tasks in the “American English File” Series: A Survey at People’s Security University
DOI:
https://doi.org/10.54855/acoj.221352Keywords:
students’ perceptions, video-based tasks, the American English File seriesAbstract
This study was a survey design to explore non-English major students' perceptions of video-based tasks in listening classes. The data were collected quantitatively and qualitatively through two main research tools, namely Likert-scale questionnaires and semi-structured focus group interviews. First, quantitative data was collected through the questionnaires delivered to 86 non-English major students using Google forms to investigate how they perceive video-based tasks in the AEF series in terms of three components, namely Goals, Input and Procedures. Then, qualitative data, which were gathered from two focus groups of student volunteers, were used to confirm and supplement the findings from the first tool. It was then discovered that the student participants’ responses to the video-based tasks in American English File (AEF) series were generally positive. Moreover, students can improve their listening ability, have more motivation in listening lessons as well as better acquire real-life input from the videos.
References
Bajrami, L., & Ismaili, M. (2016). The role of video materials in EFL classrooms. Procedia - Social and Behavioral Sciences, 232, 502-506. Retrieved from https://doi.org/10.1016/j.sbspro.2016.10.068
Bygate, M., Skehan, P., & Swain, M. (2001). Introduction. In M. Bygate, P. Skehan, & M. Swain (ed.), Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. New York: Pearson Education Limited.
Crabbe, D. (2007). Learning opportunities: Adding learning value to tasks. ELT Journal, 61(2), 117-125. Retrieved from https://doi.org/10.1093/elt/ccm004.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.). Harlow: Longman.
Köksal, D. (2004). To kill blackboard? Technology in language teaching and learning. TOJET: The Turkish Online Journal of Educational Technology, 3(3), 62-72.
Lee, J. (2000). Tasks and communicating in language classrooms. New York: McGraw-Hill.
Michener, H. A., DeLamater, J. D., & Myers, D. J. (2004). Social psychology. Australia: Thompson Wadsworth.
Nguyen, T. L. (2021). Teachers’ and students’ perceptions about the suitability of the listening tasks in ‘American English File 3’. Master’s thesis. HCMC: University of Social Sciences and Humanities, Vietnam National University – HCM.
Nguyen, T. H. N. (2021). Developing bottom-up listening skills in a google classroom-based EFL module. AsiaCALL Online Journal, 12(3), 47-57. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/45
Nguyen, H. T., & Chu, Q. P. (2021). Estimating university students’ acceptance of technological tools for studying English through the UTAUT model. International Journal of TESOL & Education, 1(3), 209-234. EOI: http://eoi.citefactor.org/10.11250/ijte.01.03.012
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Quick, D. L. & Nelson, J. C. (1997). Organizational behavior: Foundations, realities, and challenges. New York: West Publishing Company.
Pham, D. T. T. (2021). The effects of audio-visual media on students' listening skills. International Journal of TESOL & Education, 1(1), 13–21. Retrieved from https://i-jte.org/index.php/journal/article/view/3
Pisarenko, V. (2017). Teaching a foreign language using videos. Social Sciences, 6(4), 1-21. https://doi.org/10.3390/socsci6040125
Rao, V. S. P., & Narayana, P. S. (1998). Organization theory and behavior. Delhi: Konark Publishing Company.
Sarani, A., Behtash, E. Z, & Arani, S. M. N. (2014). The effect of video-based tasks in listening comprehension of Iranian pre-intermediate EFL learners. Gist Education and Learning Research Journal. 8(1), 29-47.
Vo, T. T. T. (2019). Video-based task teaching for non-English major students at HUFI. The 2019 Proceedings of ELT Upgrades, 75-63. http://dx.doi.org/10.5281/zenodo.3590313
William, R. T, & Lutes, P. (2003). Using video in the ESL classroom. Retrieved from http://www.takamatsu-u.ac.jp/library/06_gaku
Willis, J. (1996). A framework for task-based learning. New York: Longman.
Yufen, H. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5-6), 567-589. https://doi.org/10.1080/09588221.2019.1577898
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Tran Hoa Mi
This work is licensed under a Creative Commons Attribution 4.0 International License.
License
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.
Copyright
The copyright of all articles published in the acoj remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the acoj are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
