Tài liệu Using movies in teaching speaking listening to enhance motivation of second year non english majors in can tho university

CAN THO UNIVERSITY SCHOOL OF EDUCATION ENGLISH DEPARTMENT USING MOVIES IN TEACHING SPEAKINGLISTENING TO ENHANCE MOTIVATION OF SECOND-YEAR NON-ENGLISH MAJORS IN CAN Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu THO UNIVERSITY B.A Thesis Supervisor: Nguyễn Hải Quân Student: Võ Minh Nhã Code: 7032463 Class: ELT 02 Course: 29 Can Tho, June 2007 ACKNOWLEDGEMENTS This research is accomplished with the enthusiastic help of many people. First and foremost, I would like to express my whole-hearted appreciation to my supervisor, Mr. Nguyen Hai Quan for his dedicated assistance and valuable advice during the time of doing this study. He is also the one who gave me permission to conduct the experiment in three of his classes. Secondly, I also would like to send my deep gratitude to Mr. Trinh Quoc Lap and Mr. Tran Minh Tuan for their useful SPSS class on data processing and analyzing which aided me efficiently in completing my thesis. I especially wish to acknowledge the help of my friend Nguyen Kim Thao, student of Bachelor of English 04, course 29 who devoted precious time and effort to contribute in my study as peer-observer. In addition, this thesis cannot be completed without 150 participants of three non- Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu English majored classes, course 31. I am sincerely thankful for what they have done in my experiment and their honest opinions in interviewing. Finally, my special thanks would like to go to my family and friends for their support and encouragement within my research doing time. ii ABSTRACT This research attempts to examine the effectiveness of using movies in English classroom to see whether it can help improve motivation and speaking ability of secondyear non-English majored students of Can Tho University through experiment, pre-test and post-test. 150 second-year non-English majored students of three classes took part in six-week special designed movie classes, using the cartoon “Shark Tale”, integrated into the curriculum. These classes were recorded by observations. A pre and a postquestionnaire were delivered before and after the experiment to measure the students’ motivation. After the experiment was conducted, interviews with 10 students from target groups were performed to assemble students’ opinions about classes with movies. Data analysis showed the considerable effectiveness of using movie in English classroom on students’ motivation. In addition, results after the experiment also indicated a noticeable improvement in students’ speaking-listening ability. However, problems and suggestions Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu for this special movie course were also recorded. iii TABLE OF CONTENTS Page à Acknowledgements ..................................................................................................................ii à Abstract ...................................................................................................................................iii CHAPTER I: INTRODUCTION 1. Rationale ..........................................................................................................................1 2. Research questions...........................................................................................................2 CHAPTER II: LITERATURE REVIEW 1. Motivation _A general view ............................................................................................3 1.1 Definition ...................................................................................................................3 1.2 Motivational Theories................................................................................................4 1.2.1 Behavioral views of Motivation.....................................................................4 1.1.2 Cognitive views of Motivation ......................................................................5 1.1.3 Humanistic views of Motivation....................................................................7 1.3 Categorization ............................................................................................................8 2. Using movies in English classroom as way to enhance motivation ..................................11 2.1 The trend ....................................................................................................................11 2.2 Success of using movies in classroom .......................................................................12 CHAPTER III: RESEARCH METHODOLOGY 1. The objectives of this study .............................................................................................15 2. Participants.......................................................................................................................15 3. Research instruments .......................................................................................................16 3.1 Pre-test .......................................................................................................................17 Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu 3.2 Experiment_Steps of teaching a movie lesson...........................................................17 3.3 Post-test......................................................................................................................18 3.4 Peer-observation and interview..................................................................................18 CHAPTER IV: RESEARCH RESULTS 1. Pre-test Analysis ..............................................................................................................20 1.1 Attitudes toward learning Speaking-Listening English .............................................20 1.2 Intrinsic Motivation versus Extrinsic Motivation ......................................................21 1.3 Classroom Observation..............................................................................................23 2. Post-test Analysis.............................................................................................................24 2.1 Attitudes toward learning Speaking-Listening English .............................................24 2.2 Intrinsic Motivation versus Extrinsic Motivation ......................................................26 2.3 Classroom Observation..............................................................................................28 3. Interviews Analysis..........................................................................................................30 CHAPTER V: DISCUSSION, SUGGESTIONS AND LIMITATIONS 1. Discussion and implications ............................................................................................33 1.1 Research question 1 ...................................................................................................33 1.2 Research question 2 ...................................................................................................36 2. Limitations ......................................................................................................................37 3. Suggestions for further research ......................................................................................37 à Appendices...............................................................................................................................39 à References ...............................................................................................................................50 iv Introduction Rationale Motivation is considered one of the most essential factors of second language acquisition. According to Dulay (1982), foreign language learners do not acquire all what is exposed to them, but select what they find suitable, relevant and interesting. Later, in the Affective Filter Hypothesis, Krashen (1982) also affirmed the same thing. As a result, learning is usually most effective and rapid when the leaner is motivated and attentive. Many language learners fail to reach their full potential in English due to lack of motivation. This is especially true for non-English majors in the context of Can Tho University who have not been well- equipped with any English speaking countries’ culture classes, such as British culture or American culture or semantics, pragmatics…which can be a great help in successful communicating, or even chances to apply what they have learned into real situations. Whereas English majors benefit a lot from such special classes and many Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu other opportunities to learn English effectively and authentically through modern hi-tech and teaching approaches such as authentic material, PowerPoint lessons… their non-majored counterparts have to encounter many difficulties in learning English. In a non-majored class, due to limited time of 4 periods per week, lessons usually focus more on grammar and reading and therefore communicative skills are sometimes very limited. Therefore, these two important skills Speaking and Listening receive inappropriate concern and become barriers for English learners in future. Furthermore, in such a class with students from many different level and English is just a subsidiary subject, low motivation in English learning is understandable. Recently, studies into the field of motivation as well as suggestions, solutions of learners’ motivation enhancing are numerous. The use of authentic materials, modern technologies…is exploited successfully to serve this purpose. Similarly, movies as a kind of materials, widely 1 used in many countries, have been a powerful tool in English classroom to encourage students’ exposure to a real target English. However, in the context of Can Tho University, these researches just mainly focus on English-majors or high school students. Based on these practical problems, I would like to conduct a research on using movies in teaching Speaking-Listening to enhance motivation of second-year non-English majors in Can Tho University to see whether this kind of authentic material can do any help to improve students’ motivation which is hypothesized very low. In my study, I especially focus on English speaking skill, which is very vital but limited in nonmajored classes. Increasing students’ speaking time, ability of using new words in speaking and interest in English learning is what my research wants to achieve through experiment. Research questions My research endeavors to answer two questions: y Does the use of movies help increase motivation of second-year non-English majors in Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu Can Tho University? y Does the use of movies help improve their English Speaking-Listening skills? 2 Literature review Motivation: a general view The term “motivation” is widely used in our daily life. A student studies hard and tries for top grades may described to be “highly motivated”, a frequently asked question to a successful businessman is “What is the motivation of your achievement?”. For a criminal, the question is “what is the motive for committing crime?”…Such statements imply that motivation has a major influence on our behavior and even on what happens in our mind. Its importance is so vital that we now have many things involved with motivation: in business there is customer or employee motivation study, in education that is learner motivation, in law we have crime motivation, etc…So, what is motivation? And how does it have such a strong impact in our live and learning? Can the understanding about its mechanism do any help to improve our effectiveness in working or learning? Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu In this literature review, I would like to provide some basic notions about motivation and the reasons why enhancing motivation is important in teaching and learning. Furthermore, examining the use of movies to assist teacher in encouraging students’ motivation in some outstanding researches will offer a practical viewpoint when applying this in the context of Can Tho University Definition There are numerous definitions about “motivation”. In the most common understanding as indicated in The American heritage Dictionary of English language (2000), motivation is the psychological feature that arouses an organism to action toward a desired goal; the reason for the action; that which gives purpose and direction to behavior. Moreover, motivation is also interpreted in many various ways: internal state or condition that activates behavior and 3 gives it direction (Kleinginna, 1981), the arousal, direction, and persistence of behavior (Franken, 1994)… In the area of second language acquisition, Krashen in his hypotheses in SLA categorized motivation as a kind of affective filter that constitutes a barrier or a facilitator to learners’ acquisition for the second language learners do not acquire all what is exposed to them but select what they find suitable, relevant and interesting enough. Dulay et al. (1982) totally agreed on Krashen’s viewpoint to see motivation as the incentive, the need or the desire to learn. Similarly, another definition from Bomia et al. (1997) also confirms that motivation is student’s willingness, need, desire and compulsion to participate in and be successful in the learning process. Motivational Theories Trung tâm Học liệuofĐH CầnisThơ@Tài liệuthishọc và nghiên Since the importance motivation obvious, studying fieldtập is attracting great cứu concern from many scientists and becomes a science in application. Psychologists from all branches of the discipline study the topic of motivation. Over the years, different theories of motivation have been proposed based on research on the wide range of topics, including: hunger and obesity, the effects of reward and punishment, and the needs for power, achievement, social acceptance, love, and self-esteem... Some theories state that people are motivated by the need to satisfy physiological needs, whereas others state that people seek to maintain an optimum level of bodily arousal. Still other theories focus on the ways in which people respond to external incentives such as money, grades in school, and recognition. Although no single theory has been universally accepted so far, the effort itself shed light to humans about the future of this study. The followings are three of outstanding theories that contribute a fundamental part to the better understanding about this abstract and complex topic: 4 Behavioral views of motivation: This point of view based on Skinner’s Reward and Punishment theory to emphasize the role of reinforcement in balancing human’s motivation. According to Skinner, behavior can be shaped by reinforcement. Students are motivated to complete a task by being promised a reward of some kind or to avoid a punishment or failure. The reward may take the form of praise, grade or even the privilege of engaging in certain activities. Operant conditioning interpretations of learning may also help reveal why some students react favorably to particular subjects and dislike others. Skinner believes that such differences can be traced to past experiences. That is reasonable in explaining why a student enters the required math class with delight while another may feel bored to death. He argued that the student who loves math has been shaped to respond that way by a series of positive experiences with math, good grades for example. The math hater, in contrast, may have Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu suffered a series of negative experiences. Another attention in behavioral views supposed by Albert Bandura, a social learning theorist, is the importance of observation, imitation, and vicarious reinforcement (expecting to receive the same re-inforcer that we see someone else get for exhibiting a particular behavior). For example, a student who admires a teacher of some subjects may work hard partly to please the teacher and partly to try becoming like him/her. A young child who observes his older brother or sister earning rewards or compliments from studying hard or being obedient may strive to do the same things with high expectation to get the same results. A student who notices that a classmate receives praise from the teacher after acting in a certain way may decide to imitate such behavior to win similar rewards. Therefore, both vicarious reinforcement and direct reinforcement can raise an individual's sense of selfefficacy and effort for a particular task, which, in turn, leads to higher levels of motivation. 5 Cognitive views of motivation: There are 3 theories in cognitive views of motivation that trace their roots to the information processing approach to learning. The first one is cognitive dissonance theory, developed by Leon Festinger (1957), which states that when there is a discrepancy between two beliefs, two actions, or between a belief and an action, we will respond to solve this conflict by changing or adjusting our behaviors. It can be inferred that the need for problem solving does become a kind of motivation. Hence, the implication is that if we create an appropriate amount of disequilibria, this will in turn lead to the individual changing his or her behavior which in turn will lead to a change in thought pattern which will in turn leads to more change in behavior and so on…The second cognitive approach is attribution theory, founded by Heider (1958) and developed by Weiner (1974). This theory proposed a probability that each individual’s success or failure can be explained by certain Trung tâm Học ĐHare Cần liệu and họcaretập nghiên cứu “attributions”. These liệu attribution eitherThơ@Tài internal or external eithervà under control or uncontrollable, stable or unstable. The chart below shows examples of four attributions: Internal External No Control Ability Luck Control Effort Task Difficulty In teaching/learning environment, it is important and quite possible to assist the learner to develop a self-attribution in terms of effort (internal, control). If the person has an attribution of ability (internal, no control) as soon as the individual experiences some difficulties in the learning process, he or she will decrease appropriate learning behavior (e.g., I'm not good at this). If the person has an external attribution, luck for example, then nothing the person can do will help that individual in a learning situation. In this case, there is nothing to be done by 6 the individual when learning problems occur. However, in some cases, teacher can contribute a considerable part to certain attributions, for example task difficulty, which can turn to be motivator or de-motivator to learners. Thus, adjusting the task difficulty to suit with student’s level is some kind a way to encourage students’ motivation in learning. This can be explained by the third cognitive approach, expectancy theory by Vroom (1964), which proposes the following equation: Motivation = Perceived Probability of Success (Expectancy) * Connection of Success and Reward (Instrumentality) * Value of Obtaining Goal (Valance, Value) Vroom’s formula states that the three components of Expectancy, Instrumentality, and Valance or Value must be present in order for motivation to occur for one low value will result in a low motivation. That is, in order to have a high motivation in certain assignment, Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu an individual must strongly believe that she/he can do the task successfully AND she/he sees clearly what she/he may get for a good result AND she/he highly values the result of success. In other word, all three variables must be high in order for motivation and the resulting behavior to be high. Humanistic views of motivation: One of the most important theories in the area of motivation was proposed by Abraham Maslow (1954) which said that that human’s motivation or human behavior is determined by the satisfying certain needs in their life. Maslow ranked human needs in 6 levels as illustrated in the hierarchy below: 7 1) Physiological needs: needs for maintaining one’s live, such as: food, water, oxygen… 2) Safety needs: needs for security, defense or protection from danger 3) Belongingness and love needs: needs for affection to and from people around, need for acceptance… 4) Esteem needs: needs for achievement, competence, approval… 5) Cognitive and aesthetic needs: needs to know, understand, explore; needs about symmetry, order, beauty… 6) Self-actualization/ self-transcendence: needs to find self-fulfillment and realize one’s Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu potential; to connect to something beyond the ego or to help others find self-fulfillment and realize their potential The most outstanding feature in Maslow’s hierarchy of human need is the notion of “prepotency”, which means the higher level of motivation won’t be achieved unless the lower on is satisfied. For example, if one is occupied with physiological need, hunger or thirst for instance, he cannot or has any interest on going to the next level, safety need or love need. Maslow's basic position is that if one is in the top of the hierarchy, self-actualization/ self-transcendence, one becomes wiser (develops wisdom) and automatically knows what to do in a wide variety of situations. Daniels (2001) suggests that Maslow's ultimate conclusion that the highest levels of self-actualization are transcendent in their nature may be one of his most important contributions to the study of human behavior and motivation. 8 Categorization Most of researchers dealing with motivation focus on the distinction between two important kinds of motivation: extrinsic and intrinsic motivation. Morgan (1983) presented a useful distinguishing between these two kinds: Intrinsic Characteristics Expressive Extrinsic Achievement Social Instrumental Interest for its Desire to In order to gain own sake: succeed: “I'm social acceptance, tangible reward or satisfaction not going to let either within the derived directly this beat me”: class/course etc. In order to gain a avoid negative consequences Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu Strengths from mastery (“Pleasing understanding/ represents teacher” or being skill something one of the in- important crowd, or outside Commitment cooperativeness if Can develop into more Enthusiasm, commitment class-oriented significant commitment Weaknesses May get “carried Potentially May concentrate Achievement rests on away”: lose on the appearance strict criteria of fickle sight of wood of achievement to “relevance” What the for trees the detriment of learning Aspirations may be “deep” learning 9 represents to the met in other ways Social aspirations student may not may change Anxiety may impede be the same as learning what it represents to you According to Morgan, intrinsic motivation is the doing for one’s own sake while extrinsic motivation facilitate one to do for other purposes or other people, for example: to please teachers, parents or get rewards…Students with extrinsic motivation usually do not realize the real benefits of their studying and thus, they try to achieve the short-term goals, such as: performance, competition, score… As a result, success in learning an L2 may result in more or less motivation i.e. the learners may feel de-motivated when getting bad credits or failing Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu or when those aspirations change, the learners might find no motivation in learning a second language. Extrinsically motivated learners, unlike intrinsic counterparts, usually lean toward competitive rather than cooperative or group work in learning. Whereas, intrinsic motivation is usually more stable for they learn for their interest. However, each kind has its own weakness as analyzed by Morgan. Intrinsic motivated students sometimes spend time focusing on what they are interested in but not the whole learning process. For example, a student may find it interesting to improve listening or speaking but not writing and he just ignores writing. That is what Morgan called “loses sight of wood for trees.” Carol Bainbridge gave a similar viewpoint about intrinsic and extrinsic motivation. She defined intrinsic motivation as motivation that comes from inside an individual and that 10 motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task. Extrinsic, on the contrast, is the motivation that comes outside an individual in terms of rewards, competition… Generally, Carol agrees with Morgan in highly appreciating the importance of encouraging intrinsic motivation in teaching and learning. However, she has no idea in disclaiming the role of reward in intrinsic motivation. She means that such external rewards are not enough to keep a person motivated, doesn’t have a strong influence on that person’s intention or motivation. For example, an intrinsically motivated student may want to get good grade on a task, but if the assignment is not interesting to that student, the probability of a good grade is not enough for the student to put a great effort into what he is doing. Shared the same idea with Morgan and carol, Malone and Lepper (1987) have defined intrinsic motivation more simply in terms of what people will do without external inducements. They proposed a general view about characteristics about the two kinds of Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu motivation as below: Characteristics of Intrinsically versus Extrinsically Motivated Learners (based on Lepper, 1988). 1. If perceived ability is low, extrinsically motivated students are more likely to quit after failure. 2. If the task is mundane or algorithmic, the extrinsically motivated student may be superior to the intrinsically motivated student. 3. If the task is conceptual or requires higher level thinking skills, the intrinsically motivated student is likely to be superior to the extrinsically motivated student. 11 4. The intrinsically motivated student is more likely to apply effective meta-cognitive strategies and "deeper" study strategies. 5. The intrinsically motivated student is more likely to select problems and sub-goals of moderate difficulty, whereas the extrinsically motivated student is more likely to select the easiest problems and sub-goals. 6. The intrinsically motivated student is more likely to take risks and to explore freely. 7. If the task is complex, the intrinsically motivated student is more likely to employ logical and efficient performance strategies. 8. Students who have previously been extrinsically motivated to engage in a particular activity are less likely to engage in that activity when external incentives are no longer available. Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu 9. Intrinsically motivated students are more likely than extrinsically motivated students to be able to handle artificial rewards without experiencing negative consequences. To conclude, the three motivational theories above do offer valuable founded knowledge about what motivation is and how it is viewed from different aspects. They also explained what might cause failure in language acquisition of many learners as well as what can help facilitate the progress through the investigation the external and internal factors. Grounded on that theoretical framework, this research would like to develop the viewpoint of Gardner (1985) to see motivation as a sequence of goal, desire, attitudes and effort. According to him, learners’ motivation is firmly built on positive attitudes toward learning and it has a direct correlation to the learners’ orientation or set of goals that can be put into 2 categories: instrumental orientation (extrinsic motivation) and integrative orientation (intrinsic motivation). In order to measure L2 learners’ motivation, Gardner built up a multi12 component motivation test so called the Attitude/Motivation Test Battery, which is made up of around 130 items focused on various variables. This Battery, which then was developed in numerous studies on L2 motivation, revealed that learners with higher positive attitude tend to learn faster and more effective in acquisition compared with the lower one. Gardener et al.’s study (1983) supported the claim that proficiency in second language learning was affected by attitudinal factors. A later study conducted by him (1985) also confirmed the similar claim and showed the correlation between motivation and situational anxiety and second language achievement. Therefore, attitude can be considered an essential factor in determining the motivation of second language learner, which then decides the learner’s effort and success in learning process. Using movies in English classroom as way to enhance motivation The trend Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu Film, as a kind of authentic material which defined by Rogers (1988: 467) as 'appropriate' and 'quality' in terms of goals, objectives, learner’s needs and interest and 'natural' in terms of real life and meaningful communication or by Harmer (1991) as which are designed for native speakers; they are real materials; designed not for language students as well as language teaching purposes, but for the speakers of the language, is used widely in language classroom recently as way to enhance learner’s motivation. Since Thomas Edison invented motion pictures in the 1889s, the world has experienced a great boom in the development of mass media. TV, films, cinema soon became an integral part of entertainment industry as well as in every household. Edison himself stated that:” the scope of the motion picture is equally great, in the education line especially, geography, history, literature…can be taught much more entertainingly, authentically and convincingly 13 by film’s aid than is now with possible with present methods…” Since then, film was not merely a means of entertainment but made powerful invasion into the field of education. 1930s, Payne Fund found that film has the potential to be educational tool because of a “combination of important qualities inherent in the medium: wide variation in content, gripping narrative techniques and an appeal to basic human motives and wishes”. His statement was proved convincingly after the fever of the famous children TV show “Sesame street”(1969-1973) and “Zoom” (1973) made a big influence on children education. Corbit concluded that the wise educator does not ignore the popularity of film and instead, learns how to use it. Success of using movies in classroom Success and advantages of authentic materials in language teaching and learning have been proved in a number of studies, projects, prestigious articles, teachers’ experiences (Ferit Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu Kilickaya, 2004; Christina Smart, 2005; Elizabeth Peterson and Bronwyn Coltrane, 2003) … The main advantages of using authentic materials are (Philips and Shettlesworth, 1978; Clarke, 1989; Peacock, 1997, cited in Richards, 2001): • They have a positive effect on learner motivation. • They provide authentic cultural information. • They provide exposure to real language. • They relate more closely to learners ' needs. • They support a more creative approach to teaching. Movies have proved the same benefits when used in English classroom. An article by Professor Larry M.Lynch (Cali, Columbia) has assessed movies as which “are highly practical for English teaching.” Scientifically, in a comprehensive report, James Marshall - 14 an educational technology specialist- illustrated a connection between technology and human memory. According to him, technology with images, sound and text can create a “rich environment conducive to the acquisition of knowledge” (Marshall 6). By that way, medium can function as a link between old and new information that helps students remember deeper and also more interested. Many teachers have been very successful with this new interesting approach, especially in teaching speaking and listening which are very difficult to develop in an artificial environment of classroom. Jiang Hemei (1997) informed that he has used movies in teaching English for years and the result is optimistic. He advised that the success of this approach depends on methods and techniques as well as the kind of activities the teacher offers the class in which he himself plays a key role. Melanie Gilbert (1993) sees it as way to teach listening and speaking to low-level students of English in her classes in Chinese, especially in speaking which she found “very formal and not very appropriate in daily conversations”. This is also what my research wants to achieve. Recently, in a lecture on the Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu use of visuals in research, Canning-Wilson (2000) claims that the use of illustrations, visuals, pictures, perceptions, mental images, figures, impressions, likenesses, cartoons, charts, graphs, colors, replicas, reproductions, or anything else used to help one see an immediate meaning in the language may benefit the learner by helping to clarify the message, provided the visual works in a positive way to enhance or supplement the language point. She reports that images contextualized in video or on its own can help to reinforce the language, provided the learner can see immediate meaning in terms of vocabulary recognition in the first language. In fact, videos are powerful tool in helping English learners improve their language skills. Video provides visual stimuli such as the environment, context for learners that can lead to prediction generating or speculation and a chance to activate background knowledge about what they have known about the language and the world. It can be argued that language 15 found in videos could not help non-native speakers understand the movies and it will bring no effect that way. However, this can be explained in the way how teacher use certain kinds of movies for certain level of students. At elementary level, students can be encouraged to watch a simple movie with less slang or with subtitle. At higher level, more complicated language will be added in the movies or without subtitles. On the other hand, videos allow learners to see body rhythm and speech rhythm in second language discourse through the use of authentic language and speed of speech in various situations. Videos allow contextual clues to be offered. In addition, video can stimulate and motivate student interest. Overall, the use of visuals can help learners to predict information, infer ideas and analyze the world that is brought into the classroom via the use of video instruction. It can offer a solid link between the materials being learned and its practical application in a practical situation; the video can act as a stimulus or catalyst to help integrate materials or aspects of the language; videos can help manipulate language and at the same time be open to a variety of Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu interpretations that may help improve learner’s creativity and imagination. Research by Herron, Hanley and Cole (1995) on English speaking students learning French indicates that the support of visual aid in the form of educational videos and movies did create a significantly improvement in students’ extensive listening comprehension and aid in the retention of information. A recent large-scale survey by Canning-Wilson (2000) suggests that students like learning language through the use of videos. One of the results of her survey shows that learners prefer action/entertainment films to language films or documentaries in the classroom. In a large survey study on teachers use of TV and videos conducted by the Corporation For Public Broadcasting, 92% teachers informed that using TV and video helps teach more effectively, develops student’s ability and willingness to participate in discussion. Another 16