The Effects of Authentic Video Materials on Foreign Language Listening Skill Development and Foreign Language Listening Anxiety at Different Levels of English Proficiency
Abstract views: 889
/ 
PDF downloads: 249
DOI:
https://doi.org/10.33200/ijcer.567863Keywords:
Foreign language listening skill, Developing listening skills in foreign language, Foreign language listening anxiety, Authentic listening materials, University students, Authentic materialsAbstract
The study aims to find out the effects of authentic video materials on foreign language listening skill and foreign language listening anxiety of students studying at different levels of English proficiency. The experimental practices of the research designed as pretest-posttest true experimental design with control group have been conducted on two experimental and two control groups. While the independent variables of the study are authentic videos and English proficiency levels, the dependent variables are English listening academic achievement levels and English listening anxiety levels of the students. The participants of the research consisted of 100 randomly selected students, who have A1 and B1 levels of English proficiency, studying English preparatory program at the school of foreign languages at a state university. Data collection tools utilized in the study are Key English Test (KET) and Foreign Language Listening Anxiety Scale (FOLLAS). The statistical analysis of the research data was carried out by using descriptive statistics, independent samples t-tests, effect size tests and correlation analysis. Findings show that authentic video materials reflecting the real language and communication samples, have highly effective results on the development of English listening skills and lowering the foreign language listening anxiety of students who have A1 and B1 levels of English proficiency. On the other hand, as students' language proficiency improves, the impact of authentic videos increases. Finally, when it is compared to control groups, values obtained by the analysis reveal that there is a much stronger correlation among the development of listening, reading, writing and speaking language skills of experimental group students whose English listening skills have improved by using authentic videos.
References
Aküzel, G. (2006). İlköğretim 4-8. sınıflarda yabancı dil öğretimindeki başarısızlık nedenlerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
ALTE (2002). The ALTE can do project English version. Cambridge: ALTE.
Astorga-Cabezas, D. E. (2015). The relationship between listening proficiency and speaking improvement in higher education: Considerations in assessing speaking and listening. Higher Learning Research Communications, 5(2), 34-56.
Beresova, J. (2015). Authentic materials-enhancing language acquisition and cultural awareness. Procedia-Social and Behavioral Sciences, 192, 195-204.Botirca, O. M. (2007). Teaching English with video. Diacronia, 1, 1-6.
British Council and Eaquals (2015). British Council-EAQUALS core inventory for general English (2nd edition). England: British Council.
Broughton, G., Brumfit, C., Flavell, R., Hill, P., and Pincas, A. (2003). Teaching English as a foreign languages. (2nd Edition). London and New York: Routledge.
Brown, H. D. (2007). Teaching by principle: An interactive approach to language pedagogy. San Francisco: Prentice-Hall.
Büyüköztürk, Ş. (2016). Deneysel desenler: Öntest-sontest, kontrol grubu, desen ve veri analizi (5. Baskı). Ankara: PEGEM.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Edition). Hillsdale, NJ: Lawrence Earlbaum Associates.
Dalman, R. M. (2016). The Relationship between listening anxiety, listening comprehension strategies, and listening performance among Iranian EFL university students. International Journal of Modern Language Teaching and Learning, 1(6), 241-252.
Doff, A. (2007). Teach English: A training course for teachers (20th Edition). New York: Cambridge University Press.
Donald, G. S., and Kneale, E. P. (2001). Study skills for language students: A practical guide. New York: Oxford University Press.
Donoghue, R. M. (2009). Language arts integrating skills for classroom teaching. California: SAGE.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89, 206-220.
Ergin, A. ve Birol, C. (2014). Eğitimde iletişim (7. Baskı). Ankara: Anı.
European Council (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
European Council (2017). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors Cambridge: Cambridge University Press.
Fraenkel, F. J., and Wallen, N.E. (2011). How to design and evaluate research in education. (8th Edition.). New York: McGraw-Hill Higher Education.
Gall, M. D., Gall, J. P., and Borg, W. R. (2007). Educational research: An introduction (8th Edition) Boston: Pearson/Allyn & Bacon.
Gebhard, J. G. (2006). Teaching English as a foreign or second language. a self development and methodology guide (2nd Edition). Michigan: The University of Michigan Press.
Gilmore, A. (2011). I prefer not text: Developing Japanese learners’ communicative competence with authentic materials. Language Learning, 61(3), 786-819.
Gopang, L., Bughio, F., and Pathan, H. (2015). Investigating foreign language learning anxiety among students learning English in a public sector university, Pakistan. The Malaysian Online Journal of Educational Science, 3(4), 27-37.
Günbay, B. E. (2016). Otantik (özgün) materyallerin öğretmenlerin profesyonel gelişiminin bir parçası olarak kritik arkadaş grubu (CFG) aracılığıyla kullanımı. Yayımlanmamış Yüksek Lisans Tezi. İstanbul: Bahçeşehir Üniversitesi, Eğitim Bilimleri Enstitüsü.
Gunbay, E. B., and Mede, E. (2011). Implementing authentic materials through critical friends group (CFG): A case from Turkey. The Qualitative Report, 22(11), 3055-3074.
Haley, M. H., and Austin, T. Y. (2004). Content-based second language teaching and learning: an interactive approach. Boston: Pearson.
Harmer, J. (2015). The practice of English language teaching. London: Pearson.
Hassan, S. E. H and Hassan, Z. H. (2018). Using TED talks as authentic videos to enhance students’ listening comprehension and motivation. Oral presentation at Teacher Investigations of ELT Practice: ACE Action Research 2018. Oregon, ABD: University of Oregon.
Heffernan, N. (2005). Watching movie trailers in the ESL class. The Internet TEFL Journal, 9(3).
Holden, W. R. (2004). Facilitating listening comprehension: Acquiring successful strategies. Bulletin of Hokuriku University, 28, 257-266.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112 -126.
Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. C. Gkonou, M. Daubney and J. M. Dewaele (Eds.). In New insights into language anxiety. Bristol: Multilingual Matters.
Imhof, M., and Janusik, L. A. (2006). Development and validation of the Imhof-Janusik listening concepts inventory to measure listening conceptualization differences between cultures. Journal of International Communication Research, 35, 79-98.
Jamshid, Z. (2017). Criteria for selecting authentic materials enhancing learning process. Education (Педагогика), 12(146), 498-499.
Kang, S. (2002). Factor to consider: Developing adult EFL students’ speaking abilities. Jack C. J. C. Richard and A. R. Willy (Eds.). In Methodology in language teaching: An anthology of current practice (pp. 204-211) Cambridge: The Press Syndicate of the University of Cambridge.
Karpova. L. V. (1999). Consider the following when selecting and using authentic materials. TESOL Matters, 9(2).
Khaniya, T. R. (2006). Use of authentic materials in esl classrooms. Journal of NELTA, 11(2), 17-23.
Kim, H. S. (2015). Using authentic videos to improve EFL students’ listening comprehension. International Journal of Contents, 11(4), 15-24.
Kim, J. (2000). Foreign language listening anxiety: A study of Korean students learning English. Unpublished Doctoral Dissertation. USA: The University of Texas.
King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509-523.
Kusumarasdyati, K. (2004). Listening, viewing and imagination: Movies in EFL classes. 2nd International Conference on Imagination and Education’da sunulan bildiri. Vancouver, Canada. http://docplayer.net/52594949-Listening-viewing-and-imagination-movies-in-efl-classes.html (Retrieved: 04.02.2019).
Laamri, S. (2009). Authentic materials: Towards a rational selection and an effective implementation. http://fll.univ-biskra.dz/images/pdf_revue/pdf_revue_04/segni%2 0laamri.pdf (Retrieved: 06.02.2019).
Lan R., and Zhao Y. (2008). On the selection of video materials in college English teaching. Journal of Liaoning Public Administration College, 7, 172-173.
Latifi, M., Mobalegh, A., and Mohammadi, E. (2011). Movie subtitles and the improvement of listening comprehension ability: Does it help? The Journal of Language Teaching and Learning, 1(2), 18-29.
Lewis, M. P. (2009). Ethnologue: Languages of the world. Dallas, Texas: SIL International.
Li, C. H. (2013). They made it! Enhancing university-level L2 learners’ listening comprehension of authentic multimedia materials with advance organizers. The Asia-Pacific Education Researcher, 22(2), 193-200.
Lian, L. H., and Budin, M. B. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1), 67-79.
Lili, Z. (2015). Influence of anxiety on English listening comprehension: An investigation based on the freshmen of English majors. Studies in Literature and Language, 11(6), 40-47.
Lingzhu, J., and Yuanyuan, Z. (2010). The use of authentic material in teaching EFL listening. Humanising Language Teaching, 12(4). old.hltmag.co.uk/aug10/mart03.rtf (Retrieved: 04.02.2019).
Liu, M., and Huang, W. (2011). An exploration of foreign language anxiety and English motivation. Education Research International, 1-8.
Lucas, I. R., Miraflores, E., and Go, D. (2011). English language learning anxiety among foreign language learners in the Philippines. Philippine ESL Journal, 7, 94-119.
Luo, Jia-Jen. (2004). Using DVD films to enhance college freshmen's English listening comprehension and motivation. Unpublished Master’s Thesis. Taiwan: National Tsing Hua University.
Maley, A., and Tomlinson, B. (2017). Authenticity in materials development for language learning. Newcastle: Cambridge Scholars.
McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. London: Bloomsbury.
Mesri, F. (2012). The relationship between gender and Iranian EFL learners' foreign language classroom anxiety (FLCA). International Journal of Academic Research in Business and Social Sciences, 2(6), 147-156.
Mishan, F. (2005). Designing authenticity into language learning materials. Bristol: Intellect.
Morrow, K. (1977). Authentic texts and ESP. S. Holden (Ed.). In English for specific purposes (pp. 13-17). London: Modern English.
Morrow, K. (2004). Insights from the Common European Framework. Oxford: Oxford University Press.
Na, Z. (2007). A study of high school students’ English learning anxiety. Asian EFL Journal, 9(3), 22- 34.
Nation, I. S. P., and Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.
Oğuz, A., and Bahar, H. O. (2008). The importance of using authentic materials in prospective foreign language teacher training. Pakistan Journal of social sciences, 5(4), 328-336.
Otair, I., and Aziz, N. H. A. (2017). Exploring the causes of listening comprehension anxiety from EFL Saudi learners' perspectives: a pilot study. Advances in Language and Literary Studies, 8(4), 79-84.
Pae, K. H. (2012). A model for receptive and expressive modalities in adult English learners’ academic L2 skills. USA: Pearson.
Paltridge, B. (2001). Genre and the language learning classroom. Michigan: University of Michigan.
Pinem, Y. (2014). The correlation between listening and speaking among high school students. ELTICS Journal, 1(1), 12-23.
Polat, M. and Erişti, B. (2018). Development of a foreign language listening anxiety scale. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 13(11), 1113-1138.
Richards, C. J. (2008). Teaching listening and speaking from theory to practice. New York: Cambridge University Press.
Richards, J. C., and Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th Edition). London: Longman.
Rosnow, R. L., and Rosenthal, R. (1996). Computing contrasts, effect sizes, and counternulls on other people's published data: General procedures for research consumers. Pyschological Methods, 1(4), 331-340.
Sadighi, F. Sahragard, R., and Jafari, M. (2009). Listening comprehension and foreign language classroom anxiety among Iranian EFL learners. The Iranian EFL Journal, 3, 137-152.
Saeedi, Z., and Biri, A. (2016). The application of technology in teaching grammar to EFL learners: The role of animated sitcoms. Teaching English with Technology, 16(2), 18-39.
Safranj, J. (2015). Advancing listening comprehension through movies. Procedia-Social and Behavioral Sciences, 191, 169-173.
Stempleski, S., and Arcario, P. (1992). Video in second language teaching: Using, selecting, and producing video for the classroom. New York: TESOL.
Tabatabaei, O., and Gahroei, F. R. (2011). The contribution of movie clips to idiom learning improvement of Iranian EFL learners. Theory and Practice in Language Studies, 1(8), 990-1000.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.
University of Cambridge (2012). Key English Test (KET) handbook for teachers. https://www.lang.com.pl/images/egzaminy-cambridge-english/egzaminy logo/Cambridge_English_Key__KET__ Handbook.pdf (Retrieved: 08.02.2019).
University of Cambridge (2014). Cambridge English teaching framework full level descriptors. Cambridge: University of Cambridge.
University of Cambridge (2018). Reporting reliability figures. https://www.cambridgeenglish.org/research-and-validation/quality-and-accountability/ (Retrieved: 08.02.2019).
Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31, 67-80.
Wang, Z. (2015). An analysis on the use of video materials in college English teaching in China. International Journal of English Language Teaching, 2(1), 23-28.
Webb, S. (2010). A corpus driven study of the potential for vocabulary learning through watching movies. International Journal of Corpus Linguistics, 15(4), 497-519.
Wilkins, D. (1976). Notional syllabuses. Oxford: Oxford University Press.
Wilson, J. T. S. (2006). Anxiety in learning English as a foreign language: Its associations with students variables, with overall proficiency, and with performance in an oral test. Unpublished Doctoral Dissertation. Spain: University of Granada.
Woottipong, K. (2014). Effect of using video materials in the teaching of listening skills for university students. International Journal of Linguistics, 6(4), 200-212.
Xu, F. (2011). Anxiety in EFL listening comprehension. Theory and Practice in Language Studies, 1(12), 1709-1717.
Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41(1), 164-177.
Zhang, Y. (2009). Reading to speak: Integrating oral communication skills. English Teaching Forum, 1(1), 32-34.
Zhou, D. (2003). Listening anxiety and affective strategies the in second language classroom. Foreign Language Teaching Abroad, 3, 56-58.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Mustafa POLAT, Bahadır ERİŞTİ
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
