1

USING VIDEO-BASED LEARNING TO IMPROVE

LISTENING SKILLS FOR FIRST-YEAR ENGLISH MAJORS
AT HANOI OPEN UNIVERSITY

Nguyen Thi Kim Chi*, Nguyen Thi Thu Huong*,

Nguyen Hoang Phuong Linh*

Received date: 05/09/2022

Revised date: 02/03/2023
Accepted date: 29/03/2023

Abstract: The study aims at investigating the first-year English majored students’
perceptions of using video based learning and their practices in learning English listening skills
at Faculty of English, Hanoi Open University. A quantitative research has been employed in
this study. The structured questionnaire for collecting data was administered to 116 participants
from class K29X,Y,Z,Y. The results of the survey reveal that almost students are aware of the
roles of video based learning. In addition, the results also indicate that the students really want
to improve their autonomous learning by using video based learning. They also agree that
blended learning, a way of learning that combines traditional classroom lessons with lessons
that use computer technology should be applied. Therefore, teachers should create favorable
learning environment and strategies to facilitate learner autonomy in learning English listening
skills and motivate them to use listening sub-skills by using video based learning effectively.
Keywords: Video-based learning, Blended learning, favorable learning environment, learner
autonomy
I. Introduction language teaching is not only understood
as a tool but more broadly it is also a tool
E-learning has been increasingly an
in social development. This article focuses
important part of education in many
on analyzing the contributions of
universities around the world. This is a
technology application to improve foreign
learning environment that creates favorable
language teaching and learning. The
conditions for students to improve their findings also analyze the benefits of using
learning process. Information technology video-based learning to develop a blended
has been usefully applied in schools, and learning model and applying video-based
many new technology-based models of learning (VBL) as an innovative method
teaching and learning have achieved good in teaching to develop listening skills for
results. People approach technology and first year students in Faculty of English at
use it as a new model in teaching and Hanoi Open University and to promote
learning foreign languages. Technology for their self-study ability.

* Faculty of English, Hanoi Open University

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II. Literature Review VBL have had a remarkable impact on

2.1. An overview of Video based teaching and learning methodologies. A
learning significant number of academic articles and
researches have investigated and analyzed
2.1.1. Definition VBL environments from different aspects,
According to Easygenerator [19]: including potential usage, effects on
“Video-based learning literally refers to learning outcomes, satisfaction levels, and
learning experiences facilitated through effectiveness. Kramer [11] points out that
video. With its ability to combine camera the combination of videos and simulations
footage, animation, graphics, text, and in digital learning environments is a
audio, videos create a multisensory learning promising educational technology tool for
experience, unlike any other e-learning teacher. Nickl [13] also investigates the
format. Because of this, it’s no surprise that role of individual learner characteristics
video-based learning is quickly becoming in situated learning experiences and the
a dominant standard of online training”. outcomes of video-based simulations as
Immanuel Vinikas [9], a tech industry educational technology tools for initial
writer with a passion for all things video and teacher education. The results emphasize
online marketing also mentions “Video- the role of individualization that depends
based learning is a remote training method on the individual learner characteristics,
that relies on live or prerecorded video to learners navigate differently through
teach new skills and knowledge. Video- simulations, which in turn affects learning
based learning uses images, graphics, on- experiences and outcomes. Lemke [12]
screen text, and audio to deliver a multi- underlines that working with videos allows
sensory learning experience that fosters teachers to experience teaching from a
engagement and knowledge retention”. different perspective, as they get ‘inside’ a
2.1.2. The roles of video based learning event, thus having a rich tool for
learning in teaching and learning processes self-reflection.
Obviously, innovating teaching 2.1.3. The benefits of video based
methods is an essential requirement for learning to improve listening skills
the educational sector of all countries in InAlmadi’s point of view [1], listening
the world. With the rapid development of comprehension skill is a vital English skill
information technology and theability to which becomes a key in the success of
disseminate information more and more effective communication. According to
diverse, simple, fast and very effective, Gary Buck [7], “ listening comprehension
teaching activities must have is an active process of constructing
methodological innovations to adapt with meaning and this is done by applying
new technology conditions and take knowledge to incoming sound. “ Listening
advantage of the technology achievements. is also defined as an active process during
The application of VBL in teaching and which the listener constructs meaning from
learning foreign languages not only brings oral input “ (Bentley & Bacon [3]). In order
many benefits in the teaching and learning to be successful listener, the first thing
process, but also helps teachers and students anyone must have is the ability to absorb
access and apply new technologies. In recent the pieces of information from the speaker
years, the new forms and technologies of by listening. However, teaching listening
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skills is rather difficult and students often opportunities for interaction online with
feel challenging to acquire listening skills traditional place-based classroom methods.”
under the research of Putri [15].Therefore, Cambridge Dictionary [22] defines that
teachers need an innovative teaching blended learning is a way of learning that
method to encourage all students to combines traditional classroom lessons with
understand what they heard. VBL playsan lessons that use computer technology and
important role in innovating teaching may be given over the Internet.
methods to enhance the visualization and Buket [4] mentions: “Blended
practice in teaching and learning process. learning is defined simply as a learning
Multimedia and information technology environment that combines technology
are both useful teaching tools with many with face-to-face learning. In other words,
applications. VBL is a teaching aid and also blended learning means using a variety of
an open source for teachers and students to delivery methods to best meet the course
explore knowledge online in an oriented objectives by combining face-to-face
method. Thanajaro [17] conducted a study teaching in a traditional classroom with
concerning the use of authentic materials teaching online.” In addition, Osguthrope
to develop listening comprehension in [14] describes blended learning is
the English as a Second Language (ESL) integrating traditional face-to-face
classroom through analysis of the class classroom with a virtual classroom.
observation and interviews with students. 2.2.2. The roles of blended learning
The results revealed that the use of authentic in teaching and learning process
materials in ESL classrooms provided a
Together with the developmentsin
positive effect on ESL student’s motivation
information and communication
to learn the language.
technologies, blended learning has gained
Based on this point of view, the considerable achievements and offereda
researcher will design the questions in the favorable environment in teaching and
survey and find out the recommendations learning processes in recent years.
to improve English listening skills.
Reading Horizons [23] points out
2.2. An overview of blended “Blended learning provides an appropriate
learning balance between online instruction, which
2.2.1 Definition offers the interactive, tech-based learning,
According to Oxford Dictionaries individualized pacing, and privacy that
[20], blended learning is a style of education keep students continuously engaged and
in which students learn via electronic and motivated, and teacher-led instruction,
online media as well as traditional face-to- which personalizes the learning experience
face teaching. a way of studying a subject and adds the human elements of
that combines being taught in class with encouragement, compassion, and caring
the use of different technologies, including guidance that only teachers can give.”
learning over the internet Wikipedia Anthony [2] mentions: “Theoretical
[21] also offers the following definition: implications from this study contribute to
“Blended learning, also known as hybrid enhance teaching quality by enriching
learning, is an approach to education that course management, improving learning
combines online educational materials and content, and facilitate management
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policies towards effective BL adoption.” language. He expresses: “The large amount

Anthony’s findings [2] also reveal that the of data collected reveals that the quizzes
impact of BL on learners’ effectivenessis were a key element in the development of
positively predicted by achievement, listening skills and the delivery mode did
engagement, involvement, retention, and not only meet the students’ learning needs
cognitive outcome. Additionally, findings but it was clearly preferred to in class
suggest that the impact BL on academic assessment.”
staffs’ effectiveness is significantly III. Methods of the study
influence by delivery, performance,
3.1. Instruments
evaluation, motivation.
A quantitative research has been
E-learning Industry [24] suggests
employed in this study. The survey was
some key roles of an educator in blended
used for collecting data for the students’
classroom as planners, managers and
perceptions of using VBL and their
experts. The real challenge lies in figuring
practices in learning listening skills. The
out how to deliver relevant development
researcher used electronic survey (Internet-
opportunities for teachers in order to help
based survey) “because of their speed and
them with continues professional
accessibility” Saris and Gallhofer [16]). The
development and training for making best
data were collected from the questionnaire
use of the blended learning environment
survey being sent by google form link to 116
and smoothing the transition process from
first-year students in classes K29X,Y,X,Y to
traditional to blended classrooms.
identify the difficulties in learning and self-
2.2.3. The benefits of blended
studying listening skills and the effective
learning to improve listening skills
strategies to improve learner autonomy in
Nowadays, multimedia and learning listening skills.
information technology are both useful
[Link] participants
teaching tools and have many applications
in teaching. VBL is a teaching aid and also The participants of the research
an open source for teachers and students to were 116 first-year students in classes
explore in an oriented way. There has been a K29X,Y,Z,Y at Faculty of English,
remarkable growth of interest in the theory Hanoi Open University. They have never
and practice of blended learning in language been given any training in using VBLand
teaching and learning in recent years. Many they have had some difficulties inEnglish
researchers had carried out several studies. listening skills. By the time the researchers
Ibrahim mentions [8] in his research the gathered the data for this study, they had
effectiveness of using the blended learning finished the first term and have been
strategy. According to the findings, the studying the second term of theschool year
researcher recommends that the English 2022-2023. With a duration of12 weeks for
language instructors need to activatethe listening skills (2.5 hours/ week), they do
blended learning strategy in order to not have much time to practice listening
develop EFL listening comprehension skills skills in class.
among sophomores. In addition, Caruso [5] 3.3. Questionnaire design
discusses the integration and effectiveness In the study, based on the theory and
of blended learning for the development and best practices of questionnaire design from
assessment of listening skills in a second David [6] and to clarify the perceptions of
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students toward the importance of listening IV. Results and Discussions

skills and using video based learning,
4.1. The perceptions of the
eleven multiple choice questions in google
importance of using video based learning
form were given to the first- year students
in 4 classes, K29X,Y,Z,Y. These questions to improve listening skills.
were designed in closed- ended ones, where As can be seen from figure 4.1, the
respondents are restricted to choose among percentage of students understood the
any of the given multiple choice answers. importance of using video based learning
The closed format questions make it easier to improve listening skills up to 75 %.
for the researchers to calculate the statistical Twenty-seven students (23.3 %) also
data and percentages.
thought that it was rather important.
This questionnaire focuses on the
importance and the frequency of using The following graph gives an
video based learning to improve listening overview of the students’ perception in
skills for the first- year English majors their responsibility of using video based
at the English Faculty under research. A learning because almost students think that
group of questions was designed toanswer
listening is a difficult skill. When being
the research question related to the
asked the frequency of using VBL, many
autonomous learning and the blended
learning, a way of learning that combines students (49.1 %) revealed that they often
traditional classroom lessons with lessons used, meanwhile 31.9 % students usually
that use computer technology. employed to improve their listening skills.

Figure 4.1a The perceptions of the importance of using video based learning to improve
listening skills.

Figure 4.1 b The frequency of using video based learning to improve listening skills.
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4.2. VBL helps to improve listening (33.6%) understood stress patterns and
skills 31 students (26.7%) chose intonation.
In order to identify several factors Having good pronunciation will helpthe
that the videos help the students improve students hear and understand even more
listening skills, the researchers found that clearly. Meanwhile, 71.6% students
VBL technologies played a very important admitted that they applied listening
role in the process of learning: Making subskills well and 11.2% strongly agreed.
their listening lessons more enjoyable and There are many challenges an individual
relaxing (56%), helping them concentrate may face in understanding a talk, lecture
on their listening lessons (21.6%), or conversation in a second language, so if
motivating them to practice their listening the students realize the importance of
activities (13.8%), helping them improve listening subskills, it will be the
their confidence (8.6%) respectively. contributing factors to reduce the
They are actually remarkable figures, in difficulties in language learning. The
deed. As the result, video based learning survey revealed that the common listening
is really useful application in teaching and subskills: note taking, listening for main
learning processes. ideas, listening for details, predicting,
More specifically, the data in making inferences, listening for total
Figure 4.2 b show videos also enhance comprehension are often used. In which,
the pronunciation. Therefore, 46 students the most favorite skills are listening for
(39.7%) agreed that they could discriminate main ideas (52.6%), note taking and
the sound better. Additionally, 39 students listening for details (13.8%).

Figure 4.2 a The benefits of video based learning in learning listening skills

Figure 4.2 b Videos help to improve pronunciation

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4.3. Using Video based learning as a blended learning method

Figure 4.3 Using Video based learning as a blended learning method

This pie chart showed nearly all In fact, there are many websites the
students (98.3%) would like to employ teachers can employ or instruct their
blended learning, a way of learning that students to apply. According to
combines traditional classroom lessons [Link]
with lessons that use computer technology. youglish, YouGlish [25] is a very
Obviously, advances in technology valuable tool not only for individuals, but
and the growth of E-learning to provide also for teachers. The tool also provides
teachers and students with unique tips on how to improve English
opportunities to enhance learning and pronunciation – written below the video.
teaching. 84 out of 116 students (72.4%) This includes the phonetic pronunciation
agreed that VBL helped them self-study
as well as suggestions of other words that
effectively and 100% of students thought
help with pronunciation. Teachers can use
that Video based learning is a diverse
the Restricted Mode to use these videos
source of materials to improve listening
skills. Furthermore, 110 students (94.8%) and guides in the classroom. With more
found easily to access video based learning than 100M tracks, YouGlish gives you
on Internet. fast, unbiased answers about how English
is spoken by real people and in context.
V. Conclusions
The students can strengthen their
Based on the theoretical background pronunciation by listening to videos with
mentioned above and the findings on the
sound discrimination, sensing styles,
results and discussions, the study is
intonation and stress.
concluded with several strategies to
improve English listening skills by using 5.2. Using video based learning to
VBL for first year English majors at Hanoi improve English listening sub-skills
Open University. Based on findings on the results and
5.1. Using video based learning to discussions, the students would like touse
improve pronunciation listening sub-skills in their learning,
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especially listening for main ideas, a topic. It explains a topic using visual
details, note-taking, predicting, making support, introduce a concept, define a
inferences… Therefore, Learning Carton solution, tell a story.
[26]is a useful address with some types + Scenarios & Simulations: A
of videos where the learners only need scenario video is where actors play roles to
to register. Learning Carton suggests 6 demonstrate correct behaviors in the
Types of Videos for Learning follows the workplace. These are some types of video
premise that all video fits into five genres: for learning soft-skill training. In a
Educational, Promotional, Informational, simulation video, students also play out
Documentary, and Entertainment. roles in a workplace, and the learner
Educational videos are also known as interacts with the video to make the proper
learning or instructional videos and it is choices.
easy for both teachers and students to
access. + How-to: The How-to video
features step-by-step instructions that
Specifically, the Educational genre show exactly how to do something. The
can be broken down into six categories: How-To video is incredibly popular.
Lecture, Screencast, Micro, Explainer,
of control over learning and be able
Scenarios/Simulations, and How-to.
to digest the information at the pace with
+ Lecture: Lecture videos featurean which the learner is most [Link]
instructor on screen or an instructor’s videos teach “how-to” make, do, or handle
voice heard narrating a visual slide deck just about anything.
presentation (such as PowerPoint). It is the 5.3. Applying blended learning to
most common type of video for learning improve English listening skills
because of its simplicity. It communicates
In blended learning classroom, the
the contents of a lesson for review by the teachers should choose online tools which
learner at a convenient time. are user-friendly to motivate the learners
+ Screencast: “A screencast is a to use them easily. The teachers also select
digital video recording of your computer suitable online activities in line with the
screen and usually includes audio classroom lessons to provide more
narration.”. It shows someone how to use opportunities for the learners to practice
particular listening activities. It will
software and offer informal instruction.
enable the learners to practice listening
+ Micro: A micro video is a short skills effectively.
video (1 minute or less). It teaches a
Jayarathne [10] points out that
concept, demo a product, trains a soft or
improving learner autonomy and self-
hard skill, motivates, communicates best
learning activities can be used in the
practices or compliance information. virtual classroom. Homework activities
+ Explainer: An explainer does can be assigned as formative assessments
exactly what its name implies: it explains and summative assessments can be
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