CENTRO PERUANO AMERICANO

“EL CULTURAL”

Methodology Course:

PROFESSIONAL TRAINING IN ENGLISH

LANGUAGE TEACHING

“The influence of the short-sequence approach through the use

of movies to improve the listening skills on upper intermediate
students at El Cultural, Trujillo-Peru – 2020.”

TRAINEE’S NAME: Anthony Junior Diaz Pita

TRAINER’S NAME: Peter Lucio Briceño Mauricio

2020
 ACKNOWLEDGMENT

I would like to express my special thanks and gratitude to El Cultural

and my teacher for giving me the opportunity of doing this project.

I would also like to thank my parents for always supporting and

believing in me.
 INTRODUCTION

Listening has always been one of the skills most students have difficulties with. Ironically, it
is the one skill a person should have most contact with when learning a new language.
According to Rivers (1986), we have to spend much of our time through listening activities;
he estimates that the time adult spends in communication activities is 45% for listening, 30%
for speaking, 16% for reading, and only 9% for writing skills. In fact, before anyone learns to
speak, they have to listen to sounds, words and speech patterns.

The aim of the present work will be to improve the listening skills of upper-intermediate
students in El Cultural using the short sequence approach through the use of movies. It will
determine the influence of said approach and use a pretest-posttest design to evaluate the
results.
 TABLE OF CONTENTS

1. GENERAL INFORMATION 1
1.1. Title 1
1.2. Author 1
1.3. Tutor 1
1.4. Type of investigation 1
1.5. Place 1
2. RESEARCH PLAN 1
2.1. Problem situation 1
2.2. Problem statement 2
2.3. Objectives 3
[Link] 3
[Link] 3
2.4. Purpose of research 3
2.5. Literature review 3
2.5.1. Definition of listening 3
2.5.2. The process of listening 4
2.5.3. Principles of listening 4
2.5.4. Listening skills 5
2.5.5. Using video in teaching listening 6
2.5.6. Advantages of using video in class 6
2.5.7. Factors to be considered when choosing a movie 6
2.5.8. Ways of using English language movies 6
2.6. Conceptual framework 7
3. METHODOLOGY 8
3.1. Study type 8
3.2. Hypothesis 8
3.3. Identification of variables 8
3.3.1. Operationalization of variables 8
3.4. Population and sample 9
3.5. Techniques and data collection instruments 9
3.5.1. Techniques 9
3.5.2. Instruments 9
4. ADMINISTRATIVE ASPECTS 9
 4.1. Resources and budget 9
4.1.1. Human resources 9
4.1.2. Material resources 10
4.1.3. Budget 10
4.2. Financing 10
4.2.1. Own resources 10
4.3. Execution chronogram 11
5. BIBLIOGRAPHY 12
1. GENERAL INFORMATION

1.1. Title

The influence of the short-sequence approach through the use of movies to improve the
listening skills on upper intermediate students in El Cultural – 2020.

1.2. Author

Anthony Junior Diaz Pita

1.3. Tutor

Peter Lucio Briceño Mauricio

1.4. Type of investigation

Experimental-Quantitative

1.5. Place

El Cultural

2. RESEARCH PLAN

2.1. Problem situation

Teaching English is really a challenge; however, it gets even more challenging when it
comes to teaching listening. This usually happens because students do not have contact with
authentic material but just with recorded conversations provided in textbooks and the
teacher’s voice during a regular class.

The problem with this type of input is that students are not able to see other factors that
influence the conveyance of meaning such as gestures and body language, and that the voices
heard in the recordings are the same most of the time. Some students might even get bored
when presented with this type of activities.

This usually leads to students saying things like: “I know how to read and write, but I have a
hard time when it comes to listening and speaking”. They get frustrated and bored when they
have to solve a somewhat complicated listening exercise. That is when the teacher finds it
necessary to resort to different sources in order not only to improve the listening skills of the
students but also to keep them engaged with the learning process. One way to do it is the use

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of movie sequences during the class, through which students get in contact with authentic
material and are able to hear native speakers talking.

Cahyanta (2014) in the thesis “Using film clips to improve listening skills among the
eleventh grade students of Sma Negeri 1 Sleman Yogyakarta in the academic year of
2013/2014” aimed at improving the ability of 36 students in listening comprehension through
the application of movie clips. It was found that the use of film clips successfully improved
the students’ listening comprehension ability and that their difficulties in listening can be
reduced with this use. The results showed that the mean score in the pre-test was 68.7. In
Cycle 1 the mean score was 76.4 while in Cycle 2 the mean score was 87.5. This showed a
great improvement in the listening comprehension ability of the students.

Putriani, Sukirlan and Supriyadi (n.d.) in the research work “The use of video movie to
improve students’ listening comprehension achievement” aimed at determining whether there
was an increase of students’ listening comprehension achievement after being taught through
video movie. It concludes that the implementation of video movie in the classroom increases
students’ listening comprehension achievement. The results showed the average score in the
pre-test was 54.83 and 72.17 in the post-test.

Amaro, Borda and Toribio (2013) in the thesis “Los recursos audiovisuales y su relación con
el aprendizaje del idioma inglés en los estudiantes del centro de idiomas San Marcos, San
Juan de Lurigancho, Lima-Perú” aimed at establishing the relationship between audiovisual
resources and the learning of the English language. The study type was descriptive-
correlational and applied a survey and a test which were applied to 50 Basic I – VI students.
The results showed that 32% of the students were still in process while 68% of the students
showed an excellent level in listening to the English language.

Portocarrero and Gamarra (2013) in the thesis “Influencia del Taller “Listen-Up en el
desarrollo de la habilidad de Listening del Idioma Inglés de los estudiantes del 4°Grado "B"
del nivel secundario de la I.E.N°0004 "Túpac Amaru" Tarapoto-Perú” aimed at developing a
pedagogical proposal through the use of subtitled videos in English in order to improve
students’ oral comprehension. The study was experimental and applied a pretest-posttest
observation guide in a group of 26 students, obtaining 58% as Very Good and 42% as Good.

2.2. Problem Statement

To what extent does the short-sequence approach through the use of movies improve
listening skills on upper intermediate students in El Cultural – 2020?

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2.3. Objectives

2.3.1. General

● Apply the short-sequence approach through the use of movies to improve

listening skills on upper intermediate students at El Cultural - 2020.

2.3.2. Specific

● Diagnose the listening skill level of upper intermediate students with a pre-test.
● Apply the short-sequence approach to improve the listening skills on upper
intermediate students at El Cultural.
● Determine the influence of the short-sequence approach through the use of
movies on the listening skills of upper intermediate students at El Cultural –
2020
● Evaluate the listening skills of upper intermediate students at El Cultural
through a post-test.

2.4. Purpose of the research

The purpose of this study is to determine the influence of the short-sequence approach
through the use of movies on the listening skills of upper-intermediate students in El
Cultural - 2020. This study is important because it provides a different method to
teaching listening and gets students in contact with authentic material. What is more,
they can apply what they have been learning during the courses.

2.5. Literature review

The present work will aim at determining the influence of the short-sequence approach
through the use of movies on the listening skills of upper intermediate students at El
Cultural - 2020. The literature review will cover fundamentals aspects of listening as
well as how to use movies to improve listening skills. Also, it will cover about the short-
sequence approach and the process to apply this approach.

2.5.1. Definition of listening

Listening is one of the four main skills of English, along with reading, writing and
speaking. “It involves an active involvement of an individual. Listening involves a
sender, a message and a receiver. It is the psychological process of receiving,
attending to constructing meaning from and responding to spoken and/or non

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 verbal messages” (Tyagi. n.d., p.1). It is one of the receptive skills. When one
listens, they receive information and decode it in order to produce an answer in the
forms of speaking or writing.

Listening can sometimes be contrasted with hearing. Lundsteen (1979) considers

hearing a physical act and listening to a mental act. Therefore, someone can say “I
didn’t hear you” but in fact they did hear, it was just that they were not paying
attention and consequently not listening

2.5.2. The process of listening

The act of listening is not as simple as one may imagine. To effectively listen, one
must undergo a process which comprises five steps. According to Kline (1996),
these steps are:

A. Receiving: This step refers to hearing the message. Sometimes it may be

affected by external factors such as physical problems and weaknesses. While
previously it is stated that hearing and listening are not the same, the former is
necessary to achieve the latter.
B. Attending: This basically refers to paying attention to what is being heard. It
depends on: selectivity; when one directs their attention to a specific point of
what is being heard, strength; when one concentrates all their energy on that
specific point, and sustainment; which refers to the time one can direct their
attention.
C. Understanding: This steps refers to decoding the verbal and non-verbal
symbols. This of course requires a high knowledge because it may be affected
by several barriers. Barriers regarding verbal symbols include polysemic
words, words that have the same meaning - especially when one gets in contact
with a different culture. Regarding non-verbal symbols, barriers include:
misunderstanding of certain expressions, gestures, non-action symbols and the
intonation of the voice.
D. Responding: While the process may end in the previous step of understanding,
it may also require some sort of answer to make sure the message was indeed
understood. The forms of responses include direct verbal responses, responses
that seek clarification, responses that paraphrase and nonverbal responses.
E. Remembering: This step relates to the short-term and long-term memory,
which sometimes is a key point in the listening process.

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2.5.3. Principles of listening

Harmer (2001) states six principles of listening:

A. Principle 1: Encourage students to listen as often and as much as possible.

Students should try to listen as much as possible in order to get better at

understanding pronunciation and at using in themselves.

B. Principle 2: Help students prepare to listen.

Students need to look at pictures, answer questions, and discuss the topic; in
order to predict what they are going to listen to.

C. Principle 3: Once may not be enough.

Students need to listen more than once in order to pick up things they missed
the first time. The teacher wants them to study the language features of the
tape.

D. Principle 4: Encourage students to respond to the content of a listening, not just

to the language.

Teachers must get the students’ impressions of what they are listening to. To do
this, questions like “Do you agree with what they say?”, “Did you find the
listening interesting? Why?” are just as important as “What language did the
speaker use?”

E. Principle 5: Different listening stages demand different listening tasks.

Students need to work on different tasks because there are different things the
teacher wants to do with a listening text. They vary whether the focus is on
general comprehension or details.

F. Principle 6: Good teachers exploit listening texts to the full.

Listening demands time and emotional energy form the students. This is why
the teacher should be able to use the listening text for different applications.

2.5.4. Listening skills

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 When students listen, they need different skills in order to understand what they
are listening as a whole. First, they need to recognize paralinguistic aspects which
include intonation and body language. This will help them understand mood and
meaning. Then, they need to listening for specific information or details (times,
numbers, etc.) and finally for the general idea or gist.

2.5.5. Using video in teaching listening.

Video constitutes a good way to teach listening, however, a teacher must be

careful when selecting which one to apply in the class. Harmer (2007) states:

“We have to choose video material according to the level and interests of our
students. If we make it too difficult or too easy, the students will not be
motivated. If the content is irrelevant to the students’ interests, it may fail to
engage them” (p.144)

This will ensure that students not only be engaged with the video, but also be eager
to work with it, since they can apply what they have already learnt for the
activities.

2.5.6. Advantages of using video in class

A. Videos draw learners’ interests and motivate them to learn while also learning
the language components exposed in the videos.
B. Videos also provide visual support, such as facial expressions and gestures, to
help learners’ comprehension. Therefore, it can simulate the dialogs in real
situations where such virtual supports are almost always present to accompany
verbal exchanges.
C. Videos provide exposure to authentic language in authentic settings which is
valuable in assisting the students to participate in real conversations because
the rate of delivery, the choice of words and the tendency of truncations (such
as elliptical structures and contractions) are very similar to those in real life, as
opposed to the exchanges in the majority of commercial listening materials,
which may sound quite artificial.
D. Videos present cultural contexts of the conversations which enhance more
appropriate use of language and preventing cross-cultural misunderstandings
and can be a useful start to investigate the target culture.

2.5.7. Factors to be considered when choosing a movie

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 A. The learner’s level of proficiency,
B. The topics that are covered during the related sessions
C. The learners’ background knowledge
D. The learner’s interests and favorite genre

2.5.8. Ways of using English language movies

A. Whole-film approach: In this approach, students are asked to watch a whole

film during one session. Pre-viewing activities include working on vocabulary
or expressions that the film contains and themes the film deals with. Students
are not asked to do tasks that go beyond understanding the film and enjoying it.
One variation of this approach is having the students do the pre-viewing and
post-activities in the class while they are allowed to watch the film at home,
being able to pause and repeat whatever scene they do not understand.
B. Short-sequence approach: In this approach, students watch a film in short
sequences over a number of sessions. Teachers prepare their own viewing
sheets in order for the students to solve as a listening comprehension task. This
approach also includes the use of short films. It has two main advantages: it is
less challenging for the students and the film sequence can be repeated several
times so they can understand better.

2.6. Conceptual framework

For the present work, film clips will be used in order to improve students’ listening
skills in three stages: Pre-viewing, While-viewing and Post-viewing:

Objectives:

Design the three stages of the short-sequence approach to improve the listening skills
on upper intermediate students.

Apply the short-sequence approach to improve the listening skills on upper

intermediate students at El Cultural.

Determine the influence of the short-sequence approach through the use of movies on
the listening skills of upper intermediate students at El Cultural – 2020

A. Pre-viewing: Pre-viewing activities are planned before watching the movie. Pre-
viewing activities include pre-teaching of key vocabulary, predicting the story,

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 guessing the plot of the film using the title of the film, brainstorming words related
to the themes of the movies.
B. While-viewing: The activities are aimed to be done while watching movies with the
intention of helping students to maintain the attention. Students are provided the
material to do comprehension questions to be answered. This will help the
participants of the research to focus on the film but not to listen and write at the
same time.
C. Post-viewing: Variety of activities have been planned to implement after watching
the movies. These activities are designed with the aim of improving speaking skills
using more interactive activities. Some of the activities are selecting a scene, a
character that they like very much and describe them. The participants act out a
scene that they like very much as a group activity using the same dialogues, role
play, two participants conduct a role play to express their opinions about a film they
like very much, talks about the favorite character, act it out.

3. METHODOLOGY

The present work is pre-experimental. A pretest-posttest design will be applied to evaluate

the results. It will also comprise 10 lessons plans for upper-intermediate students in El
Cultural.

3.1. Study type

A pre-experimental design will be used. The research design will be as follows:

T1XT2

T1: Pre-test

X: Treatment (Short-sequence approach through the use of movies)

T2: Post-test

3.2. Hypothesis

If the short-sequence approach through the use of movies is applied, it will significantly
improve the listening skills of upper-intermediate students at El Cultural - 2020.

3.3. Identification of variables

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 ● Independent variable: The use of the short-sequence approach through the use of
movies
● Dependent variable: Listening skills

3.3.1. Operationalization of variables

Variable Conceptual Dimension Indicators Measurement

definition tools

Independent Ability to Grammar ● Recognizes Worksheets

Listening skills recognize Vocabulary grammar Observation
paralinguistic structures. guides
clues, general ● Recognizes
and specific vocabulary.
information in a
listening text.
(According to
Harmer, 2001)

Dependent It includes a Pre-viewing ● Guesses the Pre-test

The short- single-scene While-viewing meaning of new Post-test
sequence approach in Post-viewing words.
approach which only one ● Predicts the plot.
through the use segment from a ● Answers
of movies film is played, comprehension
or a selective questions
approach ● Describes the
featuring a few characters
scenes from
different parts
of a film.
(According to
Whatley, n.d.)

3.4. Population and sample

The population of this study is made up of 20 students of both sexes from the
Intermediate 9 cycle from El Cultural, year 2020. From these students, 12 are male and 8
are female.

3.5. Techniques and data collection instruments

3.5.1. Techniques

Observation will be used to evaluate the dependent variable of listening skills.

3.5.2. Instruments

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 An observation guide will be used to assess the listening skills.

4. ADMINISTRATIVE ASPECTS

4.1. Resources and budget

4.1.1. Human resources

➢ Researcher:

DIAZ PITA, ANTHONY JUNIOR

ajdp_5@[Link]

➢ Counselor

BRICEÑO MAURICIO, PETER

pmauricio@[Link]

4.1.2. Material resources

For the present project, the material resources will be:

 Desk supplies
 Internet
 Electricity
 Transportation
 Photocopies
 Telephone
 Others

4.1.3. Budget

DESCRIPTION QUANTITY PER UNIT (S/.) TOTAL (S/.)

Desk supplies Global 15.00 15.00

Internet 100h 1.00 100.00

Electricity 150 kwh 0.2767 41.50

Transportation 10 trips 5.00 50.00

Photocopies 200 pages 0.05 10.00

Telephone Global 35.00 35.00

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 Others Global 50.00 50.00

TOTAL 91.3267 286.51

4.2. Financing

4.2.1. Own resources

This research is self-financed

4.3. Execution Chronogram

2020
N° Activities May June June
June 1st June 8th
25th 15th 22nd

1 Problem statement,
objectives and X X
justification

2 Literature Review
X
construction

3 Statement of the
hypothesis and
X
methodological
framework

4 Presenting the
X
project

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5. BIBLIOGRAPHY

● AMARO, C., BORDA, V. & TORIBIO, M. (2013). Los recursos audiovisuales y su

relación con el aprendizaje del idioma inglés en los estudiantes del centro de idiomas San
Marcos, San Juan de Lurigancho, 2013.

[Link]
sequence=1&isAllowed=y

● CAHYANTA, A. (2014). Using film clips to improve listening skills among the eleventh
grade students of Sma Negeri 1 Sleman Yogykarta in the academic year of 2013/2014.

[Link]

● WHATLEY, H. (n.d.). The effective use of motion pictures in the ESL classroom.

[Link]
on_Pictures_in_the_ESL_Classroom/link/0fcfd512563c516077000000/download

● HARMER, J. (2007). How to teach English.

[Link]
[Link]?auto=download

● HERRERO, C & VANDERSCHELDEN, I. (2019). Using Film and Media in the

Language Classroom: Reflections on Research-led Teaching.

[Link]
id=48aqDwAAQBAJ&printsec=frontcover#v=onepage&q&f=false

● KLINE, J. (1996). Listening effectively.

[Link]

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● PORTOCARRERO, M & GAMARRA, K. (2013). Influencia del Taller "Listen Up" en el
desarrollo de la habilidad de Listening del Idioma Inglés de los estudiantes del 4°Grado
"B" del nivel secundario de la I.E.N°0004 "Túpac Amaru" Tarapoto-Perú

[Link]
sequence=1&isAllowed=y

● PURDY, M. & BORISOFF, D. (1997) Listening in everyday life: A personal and

professional approach.

[Link]
DUC&printsec=frontcover&redir_esc=y#v=onepage&q&f=false

● PUTRIANI, D., SUKIRLAN, M. & SUPRIYADI, D. (n.d.). The use of video movie to
improve students’ listening comprehension achievement.

[Link]

● RATHNAYKE, D. (n.d.). Using English-language movies to develop speaking and

listening skills of ESL learners.

[Link]
movies_to_develop_speaking_and_listening_skill.pdf

● SATRIA, L. (2018). Using videos in the teaching of listening.

[Link]
HING_OF_LISTENING

● TYAGI, B. (n.d.). Listening : An Important Skill and Its Various Aspects.

[Link]

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14
 SHORT-SEQUENCE APPROACH
THROUGH THE USE OF MOVIES

EL CULTURAL PRE-VIEWING

Guesses the meaning of

unknown words
ACADEMIC OFFICE
Predicts the plot

WHILE-VIEWING O
INTERMEDIATE PROGRAM SHORT-SEQUENCE
APPROACH THROUGH THE U P
INTERMEDIATE 9
USE OF MOVIES T R
Answers comprehension P E
questions. U -
T T
E
LANGUAGE SKILLS
S
T
POST-VIEWING

LISTENING
SUB-SKILLS Describes the characters.
Acts out a scene.

Students will:
GRAMMAR
Feel more motivated and
VOCABULARY
interested.
Get more visual support.
Get exposure to authentic language.

1
POST-TEST