VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF GRADUATE AND POST-GRADUATE STUDIES

EDUCATIONAL TECHNOLOGY
FINAL ASSIGNMENT

Lecturer: PhD. Nguyễn Đặng Nguyệt Hương

Class: PG45

THE APPLICATION OF EDPUZZLE VIDEOS IN TEACHING

LISTENING FOR GRADE 10 STUDENTS

Student’s name Student’s ID

Lê Như Hà Phương 24046241

Nguyễn Việt Hùng Anh 24046203

Đặng Khánh Linh 24046230

Hanoi, 2025
Table of Content

s
I. Introduction........................................................................................................2
[Link]...........................................................................................................2
1.2. Research aims and research questions..........................................................3
II. Literature Review................................................................................................3
2.1. Theoretical Framework...................................................................................3
2.2 Review of Related Studies...............................................................................6
III. Methodology......................................................................................................8
3.1. Research design...............................................................................................8
3.2. Research participants.....................................................................................10
3.3. Data collection...............................................................................................11
IV. Findings and Discussion.................................................................................25
4.1. Impact on Students’ English Skills...............................................................25
4.2. Teacher and Student Perceptions..................................................................30
4.3. Challenges and Solutions..............................................................................34
V. Conclusion.........................................................................................................37
5.1. Summary of key findings..............................................................................37
5.2. Implications for teaching practice.................................................................38
5.3. Limitations and recommendations for future research..................................39
VI. References........................................................................................................40
VII. Appendices......................................................................................................42
1. Lesson plans.....................................................................................................42
2. Interview questions..........................................................................................49

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 I. Introduction

[Link]
The development of technology has permeated every aspect of our lives including
entertainment, work, and most importantly, education. It is difficult to see classrooms
today fully equipped with internet connection smart boards, sound systems and amplifiers,
computers, and so on, with a view to enhancing and promoting learning (Richard, 2015).
As much as one tries to ostracize it, technology has become an integral part of modern
society, rendering non-users outdated (Rintaningrum, 2023). In this digital age, it has
become not only an essential assistance in the learning process, in general, but also an
indispensable part of the language learning journey, in particular (Rintaningrum, 2023).
Technology has enabled English language learners to engage in various learning
experiences that conventional education may not be able to provide (Eady & Lockyer,
2013). Learners can take part in discussions with friends remotely through Zoom
(Rintaningrum, 2023). Not only that, learners can have access to a giant resource of
authentic materials with the help of technology, which contributes to the development of
language and promotes cooperative learning, possibly resulting in a more positive attitude
toward learning (Rintaningrum, 2023).
Technology is extremely helpful when it comes to the teaching of English skills,
especially listening. In the past teaching listening was quite cumbersome because it was
dependent on cassettes and cassette players. Nowadays, teachers only need a laptop with
an internet connection and a speaker to play all kinds of different recordings in class.
Besides, there are now a myriad of different technological tools that teachers can use to
motivate students’ in-class learning. However, challenges persist, specifically in the
teaching of listening in Vietnam. Each lesson in high schools in Vietnam usually lasts for
only 45 minutes, which means that teachers are expected to not only deliver an effective
lesson but also fit it into the time frame. These twofold aims, nevertheless, are quite
impossible to accomplish, leading teachers to compromise one of the two. To make
matters worse, the classroom size in Vietnam poses another problem, especially when each
may seat up to 50 or 60 students (Van Hoang, 2018), creating difficulties in delivering
effective instruction. These issues, combined with the exam-driven nature of Vietnam’s
education (Pham, 2021), whose national-level exams are mainly concerned with the
measurement of “students’ lexicogrammatical knowledge” (Hoang, 2018, p16), have
made it understandable as to why listening lessons do not receive much special attention
from high school teachers, at least in public schools. Even if they do, it is highly doubtful

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that the teaching of listening is carried out engagingly, replacing pen-and-paper tasks and
teachers correcting the answers with something more visually appealing and interactive.
This is where EdPuzzle comes into play. EdPuzzle is a free website that enables
teachers to create interactive videos embedded with pop-up questions to assist in their
teaching listening. It allows teachers to upload videos, edit them, add comments, and
design open-ended or multiple-choice questions for these clips (Wulandari, 2024). It also
has a tracking feature that teachers can use to monitor students’ assignment completion,
time spent on assignments, and so on (Wulandari, 2014). Thanks to its gratuitousness,
EdPuzzle has the potential to reach a large audience of teachers who wish to enhance their
teaching with listening skills. This tool resembles how listening comprehension tasks are
often conducted in class but with upgrades in terms of: visuals, subtitles, and
interactiveness. Instead of using audio recordings, teachers who use this tool employ video
clips to stimulate the class. These clips can be modified using subtitles which can aid
students in listening comprehension. As the students watch the videos, questions will
appear intermittently, possibly creating a competitive atmosphere where students strive for
a correct answer. Teachers may provide correct answers or students may discuss to reach
an agreement on the correct answer as the listening text progresses, not when the recording
has finished. These characteristics show that EdPuzzle can potentially motivate and engage
students in the listening process, which prompts us to make a statement of the problem:
how EdPuzzle can improve the teaching and learning of English skills for 10 graders in
real classroom contexts in a high school, hence this action research into EdPuzzle
effectiveness in improving listening skills for students from grade 10.

I.2. Research aims and research questions

The study aims to (i) evaluate the effectiveness of EdPuzzle in enhancing English
listening skills for 10 graders, (ii) identify students' perceptions towards the use of
EdPuzzle in their learning. As a result, two research questions are formulated:
1. What are the impacts of EdPuzzle on students’ listening skills development?
2. How do students perceive the use of these tools?

II. Literature Review

2.1. Theoretical Framework

2.1.1. SAMR model
SAMR, which is an acronym for Substitution, Augmentation, Modification, and
Redefinition, is a model that supports the integration of technology in teaching postulated
by Dr Ruben Puentedura (Nyayu et al., 2019). It is said to have some correlation to
Bloom’s Taxonomy revised by Anderson & Krathwohl (2001) as illustrated below:

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Figure 1: (SAMR and Bloom’s Taxonomy: Assembling the Puzzle | Common Sense
Education, 2024)

The model, as its name reveals, is constituted by 4 levels: substitution,

augmentation, modification, and redefinition. Referring to the work of Puentedura (2013),
Nyayu et al., (2019), and Cepeda-Moya and Argudo-Serrano (2022), we will explain these
four levels hereunder:
● Substitution: Technology only serves as a replacement for another tool, bringing
about no functional change. An example of this is the use of Google Docs for
writing instead of using pens and papers in the classroom. This this case, the teacher
simply replaces the traditional medium of the writing process with an online one.
● Augmentation: This level is similar to the previous one, with the only difference
being that there is a change in terms of the function of technology integration. In
other words, technology brings additional functions to the available equipment
used. For example, using word-processing software (e.g.: Microsoft Word, Google
Dóc,..), students can also make use of tools to check spelling or grammar such as
Grammarly.
● Modification: At this level, technology allows for changes in terms of task redesign.
This means that, for instance, an individual writing task could be transformed into a
collaborative one in which students can simultaneously work together on an essay
on Google Docs. Another example would be the employment of Padlet to facilitate
peer feedback, which acts as an extension of the writing task and may contribute to
a rewriting task later on.

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 ● Redefinition: Technology can pave the way for previously inconceivably new tasks,
creating tasks that call for the use of multimedia. For example, teachers can design a
presentation task in which students present on a topic on which they have written.
In short, substitution and augmentation can be helpful in the design of activities
catering to low-order skills, whereas Modification and Redefinition are wonderful for
those targeting higher-order skills from Bloom’s Taxonomy (Cepeda-Moya and Argudo-
Serrano, 2022).
As far as the integration of technology into teaching listening is concerned,
EdPuzzle may contribute to the first two levels of integration: substitution and
augmentation. EdPuzzle is a website that allows teachers to make interactive listening
videos with pop-up questions. Due to the time limitation of each session, lasting for only
45 minutes, the EdPuzzle is primarily used as a substitute for the traditional procedure of a
listening classroom. Edpuzzle also facilitates the augmentation level in the sense that it
brings an addition to the listening class which is subtitles which serve the function of
helping students to comprehend the content of the video better.

2.1.2. The Comprehension Approach vs. The Non-interventionalist Approach

In his book “Listening in the Language Classroom”, Field (2009) has mentioned
two approaches to teaching listening: the comprehension approach (CA), and the non-
interventionalist approach (interactive approach).
The comprehension approach refers to the practice of testing understanding through
questions or tasks (Field, 2009). The underlying assumption is that the most optimum way
to develop listening skills is to provide learners with a 3-minute recorded passage to which
they listen and give their answers to the ensuing questions. The teacher assumes that the
students have achieved understanding if correct answers are given, and moves on to the
next question. If not, parts of the recording that cause challenges for the students will be
replayed (Field, 2009). However, Field (2009) criticized this approach for several reasons.
First, this approach equates teaching listening with teaching reading when it should be
noted that listening is fundamentally different from reading. Second, it misconceives that
more practice equals better listening. Third, it considers correctly answering
comprehension questions to be a sign of understanding when it is not entirely the case.
Fourth, this approach is not communicative as it tends to isolate learners due to the exam
atmosphere it creates in the classroom as opposed to a collaborative one where everyone
exchanges and shares what they hear. Lastly, it does not reflect real-life listening process.
Despite these shortcomings, CA offers two important benefits for learners (Field,
2009). Firstly, it exposes learners to the natural samples of the target language and helps
students build experience in making sense of these samples to create a message (Field,
2009). Secondly, CA is suitable for exams. According to Field (2009), international

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listening tests often use the methodology underlying CA, containing sets of questions for
short listening texts, ensuring high reliability in testing.
CA undermines the roles of learners since they have little control over their own
listening process, placing a strong emphasis on right or wrong answers, making listening
about achieving the correct answers, not about discussing what has been heard (Field,
2009). In contrast, a non-interventionist approach (an interactive approach) is more
communicative and constructive. According to Field (2009, p41), “It is by listening and
re-listening and by testing hypotheses for themselves that learners progress; not by having
the answers handed to them.”. Therefore, teachers take on the role of supporters who give
minimal assistance and encourage students to participate in comparing what they have
heard. Students are expected to construct meanings on what is heard for themselves,
compare to others, and revise through re-listening (Field, 2009).
Having said that, exchanging and sharing ideas can be time-consuming, especially
in classes where a larger number of students are present. This, together with the time
constraint and the reality that Vietnam’s education is rather driven by exam culture, closely
linking learning with testing (Pham, 2021), has proven that the interactive approach may
not be completely suitable for the teaching context of the majority of public schools in the
country.

2.1.3. The use of subtitles

A number of studies have been dedicated to finding out the effect of subtitles on
listening comprehension. Baltova (1999)’s research concluded that auditory, verbal-visual
and nonverbal visual information work in tandem to enhance language learning, which is
in line with the result of a study by Ghoneam (2016) which confirmed that subtitles can
have a positive influence on students’ listening comprehension, especially in terms of
listening for specific information. Videos with subtitles were also suggested to be
beneficial for language learning by an array of different authors (Markham et al, 2001;
Taylor, 2005; Guichon & McLornan, 2008; Hayati & Mohamadi, 2009; Alkhatnai, 2010;
Winke et al., 2010, as cited in Ghoneam, 2016). This implies that EdPuzzle can help
students increase their comprehension of the material.

2.2 Review of Related Studies

A large amount of research has been carried out to investigate the effectiveness of
EdPuzzle in improving listening skills, especially in Indonesia. The paper named
“Improving students’ listening ability using Edpuzzle interactive video” by Mawaddah et
al. (2022) has shed light on whether EdPuzzle’s interactive videos can enhance 25 high
school students in Indonesia's listening ability. Employing the Classroom Action Research
(CAR) model, together with test and observation as instruments for the collection of both
quantitative and qualitative data, the research concluded that EdPuzzle did contribute

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positively to the enhancement of the students’ listening skills under the condition that
appropriate teaching procedure was followed. The author noted that the synchronous
teacher-directed listening process should be accompanied by clear instructions as well as
suitable calibration of the difficulty of the questions. The study also stated that EdPuzzle
was successful in motivating the students as they had positive feedback on the experience.
Using the same action research model, and the same data collection instruments,
with the addition of documentation and field notes, a study conducted by Wulandari
(2024) in a class of 34 tenth-graders called “Improving The Students’ Listening Skill
Using Edpuzzle Application At The Tenth Graders Of SMA Negeri 1 Metro” also revealed
relatively similar results. The study suggested that EdPuzzle could engage students and
make the content of the video more comprehensible, ultimately resulting in an
improvement in students’ listening ability.
While the aforementioned research is a combination of both quantitative and
qualitative data, the study titled “The effectiveness of EdPuzzle for listening skills” by
Nabila (2024) collected primarily quantitative data. The study is a quasi-experimental one,
which made use of tests (pre-test and post-test) to collect data from the control and
experimental group of 40 high schoolers in total from grade 10 which is measured against
a rubric developed based on the TPACK (Technological Pedagogical Content Knowledge)
framework. The results showed that the experimental group displayed improvement in
listening abilities, proving that EdPuzzle is more effective in helping students with their
listening skills than traditional methods of teaching.
On a larger scale, a study with 68 participants from grade 11, carried out in the
same year by Kholid, Kurniawati, and Nadila, called “Digital Tools in Language
Education: Boosting Listening Skills with Edpuzzle for High School Students” examined
whether EdPuzzle could remarkably ameliorate students’ listening comprehension in
comparison with traditional methods. Employing a similar methodology as the previously
mentioned study, the authors came to the conclusion that students could benefit from using
EdPuzzle as it promotes interactive learning experience and self-paced learning, and
provides immediate feedback.
In contrast, there has been a limited amount of research conducted in Vietnam,
regarding the integration of EdPuzzle in language learning. One of the few studies is
“Flipped Classroom by Edpuzzle in the Context of Freshmen’s Learning ELF” by Thanh
(2022). This paper examines to what extent is EdPuzzle useful in flipped classrooms for
freshmen of English at a university in Vietnam. It concluded that EdPuzzle, when used
through a flipped classroom, effectively increased students’ participation in the lecture.
However, it also mentioned some difficulties concerning the app’s log-in process, and the
integration of this app into students’ own learning. Two years later, another study was
conducted by a group of researchers consisting of Vu, Lieu, Van, and Lien, named
“Enhancing EFL listening skills with Mobile-Assisted Language Learning”. Surveying 52

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first-year, non-English majors with beginner English proficiency, the study aims to
measure the extent to which EdPuzzle can affect students’ listening abilities. The research
confirms that effective listening learning results can be attributed to interactive videos on
EdPuzzle.
The studies by Than (2022) and Vu et al. (2024) have been insightful as they shed
light on the impact of EdPuzzle on learning listening in the context of Vietnam. However,
these studies focus solely on university students, specifically freshmen. Furthermore, they
have not fully addressed students’ perceptions of the use of EdPuzzle in listening lessons
in terms of goals, input, and procedure. Having said that, these previous works have
inspired and prompted us to examine how effective EdPuzzle is in helping Vietnamese 10
graders to improve their listening skills and what they think about integrating this tool in
their learning, hence the study titled “The application of EdPuzzle videos in Teaching
Listening for Grade-10 students”

III. Methodology
3.1. Research design
In this research, the cycles of action research were carried out according to Coghlan
and Brannick (2005) with four main steps namely diagnosing, planning action, taking
action and evaluating action.

Figure 2:Spiral of action research cycles by Coghlan & Brannick

The steps in the cycle are described clearly as follows:
Cycle 1:
1) Diagnosing
In the first cycle, the researcher started by diagnosing students’ shortcomings. This
pre-action was done by taking data from listening test results. An orientation test was
administered to identify the students’ basic knowledge of listening skills. Firstly, the

8
researcher reflected on the problem, using a listening test as a pretest. Secondly, a plan was
developed for applying Edpuzzle videos and gathering information based on the theoretical
framework of the SAMR Model.
2) Planning action
The process of planning serves as a foundational step in designing lessons to
enhance students' listening comprehension abilities. The design of these lessons is
predicated upon the results taken from prior assessments. The planning process aims to
create engaging and appropriate English learning experiences, with a particular emphasis
on developing listening comprehension skills. In the learning activities implemented
during Cycle 1, Edpuzzle videos were utilized as a means to improve the student's listening
skills.
3) Taking action
During the implementation of Cycle 1, a total of two lessons were conducted, with
each lesson allocated a duration of 45 minutes. Following the viewing of the Edpuzzle
videos with captions, the students were then required to complete listening comprehension
exercises.
4) Evaluating action
At this stage, the researcher engaged in a reflective process to evaluate the
outcomes of Cycle 1. The focus was on identifying those students who had not met the
anticipated learning objectives. Subsequently, the researcher consulted with the other co-
researchers in the group to ascertain the areas of deficiency and determine the necessary
improvements to be implemented in Cycle 2.
Cycle 2
1) Diagnosing
Considering results taken from the second test and the semi-structured interviews,
the researcher identified what was lacking to incorporate in the second cycle.
2) Planning
The act of lesson planning constitutes a fundamental step in the design of
instructional frameworks aimed at improving students' listening comprehension abilities.
The design of these lessons is predicated upon the findings derived from previous
assessments after the first cycle. The purpose of this planning process is to construct
suitable and captivating English learning experiences, with a specific emphasis on
developing listening comprehension skills. The researcher intended to implement new
methods of teaching with Edpuzzle captioned videos and then administer a test to the
students.
3) Taking action

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 During the implementation of Cycle 2, two instructional sessions were conducted,
with each session allocated a duration of 45 minutes. Subsequent to the students' viewing
of the Edpuzzle captioned videos, they were then required to complete listening
comprehension exercises.
4) Evaluating action
At this step, the researcher engaged in a reflective process to evaluate the outcomes
of Cycle 2. The focus was on identifying those students who had not met the anticipated
learning objectives. The conductor utilized the same rubric once more and gathered data by
administering a posttest and conducting interviews with five students.

3.2. Research participants

According to (Lodico et al., 2006, p. 152), the participants in the research are important as
key to the researcher. The participants involved in this research were 40 Vietnamese
students studying English as a foreign language at a public high school named To Hien
Thanh High School in Thanh Hoa City. All of the 40 students were in grade 10th and were
chosen from five separate classes.
In preparation for the study, a placement test Cambridge English: Preliminary (PET) was
administered to the group of students (N=40). It is worth noting that all participants were
native Vietnamese speakers and had English as their foreign language, alongside the
language they specialized in for their class.
Table 1: Participants’ general information
No. Informant N = 40

No. of respondents Percent

1 Gender Female 35 87.5%

Male 5 12.5%
In the second stage of data gathering, ten interviewees were deliberately selected to take
part in semi-structured interviews due to time limitations. Prior to the interviews, the
researcher obtained consent from all the participants and ensured their identities remained
completely confidential. Pseudonyms were used, coding the interviewees as P1, P2...P10,
to safeguard their anonymity.
Interviewees’ demographic information is described in Table 2.
Table 2:Interviewees’ demographics

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 Name Gender Code Years of English learning
(pseudonym)

Student A Female P1 10

Student B Female P2 7

Student C Male P3 9

Student D Male P4 6

Student E Female P5 8

Student F Female P6 9

Student G Female P7 6

Student H Female P8 10

Student I Female P9 11

Student J Female P10 10

3.3. Data collection

This study proposes two main data collection tools with rationales for choosing and
the assessment of the reliability and validity of the tools.
3.3.1 Data collection tool
[Link] Pre-tests/ post tests
In this study, the tests were used to assess the students' listening skills and measure
their performance after each cycle of the action research.
[Link].1 Rationales for choosing the pre-test/ post-test
This study utilized a series of tests in order to evaluate and measure the impact of
the educational intervention on the students' listening skills. There are three key reasons
why the researcher chose to employ this data collection tool.
To collect quantitative data for this study, the researcher selected three distinct tests,
each carefully chosen to align with the overarching research objectives. The rationale for
using tests stems from their widely accepted role in evaluating students' "accumulated
skills or knowledge" acquired through a "learning experience" (Brown, 2001, p. 401).

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These assessments incorporated a diverse range of question formats, including vocabulary
matching, sentence sequencing, word searches, fill-in-the-blank exercises, true/false
statements, as well as open-ended writing and drawing tasks. This variety enabled a
comprehensive evaluation of students' listening comprehension through multiple
dimensions. The effectiveness of tests as instruments for "measuring change resulting from
experimental treatments" has been emphasized by Dimitrov and Rumrill (2003). By
employing a pretest before the instructional intervention and a posttest afterward, the
researcher could systematically measure and compare students’ performance to assess the
impact of the captioned video lessons.

Furthermore, the researcher adopted a pretest-posttest design as the most

appropriate data collection method, considering the practical constraints of the study. This
design is frequently employed in educational research to document instructional effects
and has been recognized for its efficacy in "capturing change" (Gouldthorpe & Israel,
2013). Given the study's objective of evaluating the influence of captioned videos on
students' listening skills, the pretest-posttest approach was deemed both relevant and
effective. The evaluation of educational programs often necessitates practical
considerations such as time constraints, cost efficiency, and ease of implementation,
analysis, and reporting (Cooke, 1998). Moreover, research design options are sometimes
constrained by limited access to control groups (Hill & Betz, 2005). Within these
limitations, researchers must balance methodological rigor with feasibility, ensuring that
the chosen design optimally captures the intended outcomes. In this study, the
administration of a pretest before the intervention and a posttest afterward was identified
as the most viable strategy for documenting changes in student performance within the
given contextual constraints.

In conclusion, the researcher's decision to integrate tests into the study design was
influenced by three primary considerations: the alignment between test formats and
research objectives, the capacity of tests to measure changes resulting from the
instructional intervention, and the pretest-posttest model’s effectiveness in assessing
program outcomes within an educational setting.

[Link].2 Description of Pre-test/ post-test

As noted by Cohen (2007), norm-referenced assessments effectively compare

students' performance relative to that of their peers. The pretest-posttest approach
measures learning gains by evaluating students’ knowledge prior to instruction through a
pretest and then assessing their progress following the instructional experience with a
posttest. According to Dimitrov and Rumrill (2003), this methodology is particularly

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suitable for behavioral research, as it enables the evaluation of changes resulting from an
intervention.

In this study, three PET (Preliminary English Test) listening assessments, each
comprising 19 questions, were administered twice: once as a pretest and once as a posttest.
These assessments specifically targeted one listening skill—understanding details—and
were designed to measure students’ proficiency before and after engaging in listening
comprehension exercises with captioned videos. The results provided empirical evidence
of students’ progress in listening comprehension.

The assessments were adapted from the B1 Preliminary English Test (PET), an
examination designed to evaluate a candidate’s ability to comprehend authentic spoken
English at the B1 level of the Common European Framework of Reference (CEFR). The
listening component of the PET exam was used for this study, with each test lasting a total
of 30 minutes, including 6 minutes allocated for answer transcription. The assessments
consisted of four sections with a total of 25 questions. The listening topics covered routine
announcements and daily conversations. In Part 1, students answered seven questions by
selecting the correct image from three options after listening to short audio clips. Part 2
contained six multiple-choice questions that required identifying specific details. Part 3
featured six fill-in-the-blank questions following a longer passage or announcement.
Finally, Part 4 comprised six yes/no questions in which students had to determine the
correct response. The responses were scored objectively, with no partial credit awarded.

Overall, these assessments aimed to measure students’ ability to extract specific

information from spoken English. The pretest and posttest scores were not factored into
students’ grades or used for extra credit. Only data from students who completed both
assessments were included in the final analysis.

[Link] Semi-Structured Interview

[Link].1 Rationale for choosing the tool
Interviews are the predominant data collection method in qualitative research. “A
semi-structured interview is a verbal interchange where one person, the interviewer,
attempts to elicit information from another person by asking questions” (Longhurst,
2012, p. 103). Interviewing was an appropriate data collecting strategy for this study since
it focused on Vietnamese high school students' experiences, ideas, emotions, and responses
throughout their action research trip.
Semi-structured interviews were employed in this research to collect qualitative
data for a variety of reasons. First and foremost, qualitative data in the form of interviews
offers researchers rich “textual descriptions” of how individuals see a certain study subject.

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It gives information on the contradictory “behaviors, beliefs, opinions, emotions, and
relationships” of people (Mack et al., 2005, p.1). The advantages of semi-structured
interviews also include the capacity to establish rapport and cultivate participants' trust, as
well as a more profound comprehension of their replies. The data sets acquired using this
approach will be more extensive compared to those collected through structured interviews
(Santiago, 2009, p.5). Thanks to this instrument, more flexibility and a more profound
understanding of interviewees’ perceptions can be obtained (Baskadara, 2014). By using
semi-structured interviews, the study can achieve data triangulation, thus ensuring the
research's validity.
In addition to gathering more extensive data sets, the use of semi-structured
interviews in this study provided the researchers with flexibility during the interview
process. Semi-structured interviews allow the interviewer to improvise subsequent
questions, rather than having the questions entirely pre-planned (Wengraf, 2004). As
shown in the interview schedule, the questions asked were relatively broad and phrased in
a manner that encouraged participants to develop new meanings within the context of the
research topic (Galetta, 2013). The flexibility of semi-structured interviews facilitates the
development of rapport and trust with participants, leading to more insightful responses
and richer data than that obtained through structured interview formats. Compared to
structured interviews, the semi-structured approach supports the cultivation of participant
trust and a more in-depth understanding of their responses, ultimately resulting in more
comprehensive data collection.
[Link].2 Description of Semi-structured interview
The study employed individual interviews to collect personal opinions from the
participants. The researcher used an interview guide containing a set of questions (see
Appendix). Since the activities differed across the five action research phases, different
question sets and probing questions were asked to gather the teachers' views and
experiences in each phase.
To help participants feel comfortable and familiar with the questions, some were
provided to the students in advance. The interviews took place in a quiet, distraction-free
location at the school. The timing and venue were chosen based on the researcher's
convenience, so the interviews were conducted after school hours. The interviews were
carried out in Vietnamese, the participants' native language, to avoid misunderstandings. A
total of 10 interviews were conducted at the school.
The semi-structured interview protocol (see Appendix ) has 2 main parts. The first
part asks about general information related to the biographical data of the participants. In
the second part, the participants were asked to give their opinions on whether Edpuzzle
videos are useful tools in the classroom and whether they can aid i n improving students’

14
listening comprehension, aiming to answer the first and second research questions. This
section comprises 15 questions, categorized into 3 domains: Goal, Input, and Procedure.
The second part was adopted and adapted from
In the second section, the participants were asked to give their opinion on whether
captioned video is a useful tool in the classroom, aiming to answer the first research
question. This section comprises five questions that align with the domains outlined in the
research question, namely the effects of Edpuzzle video on listening comprehension. The
second part was adopted and adapted from Tran (2022).
3.3.2 Data collection process
The data collection process was divided into two cycles in this study. The two
cycles contained two main phases. The initial phase involved administering a pre-test and
a post-test. By comparing the pre-test and post-test results after 4 sessions, educators can
assess the actual learning outcomes derived from the developed lessons.
Following the video and testing sessions, the second phase involved a group of 10
learners voluntarily took part in an oral interview, during which they were asked general
questions regarding the effectiveness of Edpuzzle. In the interview, the participants were
inquired about their perception on the use of Edpuzzle in classroom and its impact on their
listening comprehension. The participants' replies were audio-recorded and subsequently
transcribed. As previously indicated, these data were employed to expand upon the
quantitative results. The goal was to explore how learners engaged with captions in the
input and their perceptions of ordering effects. The results from the questionnaire were
used to calculate the mean score of the overall comments in order to gauge the
students’ opinions.
After that, the second cycle began with some modifications resulting from the first
cycle. In each cycle, the researcher used Edpuzzle videos, vocabulary exercises and
comprehension listening exercises. Below is the description of two cycles with materials in
the cycles.

[Link] The first cycle

a. Diagnosing

Diagnosis involves the preliminary identification of issues or challenges that require

attention, forming the foundation for subsequent planning and action (Coghlan &
Brannick, 2005, p. 22). Within the context of this research, the diagnostic phase focused on
two key aspects: an analysis of students' performance on the initial test and consultations
with English teachers at the school.

15
 Teachers highlighted several challenges that students encountered in developing
their listening skills. The primary difficulty pertained to their ability to extract and
comprehend specific factual information from audio materials. Some teachers observed
that their students frequently needed to listen to recordings multiple times—often three to
four times—before grasping the main ideas. Additionally, inadequate note-taking skills
further impeded students' ability to retain and recall information from the listening
exercises.

Moreover, teachers collectively noted that students exhibited low motivation toward
learning listening skills. Many students perceived listening as a particularly challenging
subject and felt they had insufficient opportunities to practice listening activities within the
classroom environment.

In addition to teacher insights, an analysis of students’ test results and the

researcher’s own classroom observations further highlighted specific difficulties related to
listening comprehension. As part of the diagnostic process, the researcher administered a
pretest—representing the first assessment in a two-cycle evaluation—to assess students'
initial listening proficiency.

To evaluate students' responses, the researcher applied the B1 Level assessment

criteria, ensuring that scoring was aligned with standardized proficiency levels. In the
listening component of the test, each correct response was awarded one mark, with a
maximum score of 25. Performance descriptors were provided for score ranges
corresponding to the A1, A2, and B1 levels, outlining the expected competencies for test-
takers at each proficiency band, as illustrated in Table 3 .

Table 3:Practice test score to CEFR level.

Practice test score CEFR level

23 B2

18 B1

11 A2

5 —

16
b. Planning action

Planning constitutes the initial phase of the classroom action research process. The
formulation of the action research plan is informed by an analysis of contextual factors and
the overall objectives of the study (Coghlan & Brannick, 2005). This planning process is
grounded in the diagnosed challenges that students face in listening comprehension, as
identified through discussions with the English teacher and an evaluation of the first test
results.

During the collaborative planning stage, the researcher and the teacher jointly
designed the procedure for the classroom action research. The researcher was responsible
for preparing the instructional materials to be implemented in the classroom, including the
development of a structured teaching procedure and planned learning activities for
students.

Additionally, the researcher designed the research instruments, which included tests
and semi-structured interviews. The tests were scheduled to be administered at the
conclusion of each research cycle to assess students’ progress.

To support the instructional process, the researcher also prepared the necessary
learning resources, such as presentation slides, captioned videos, practice exercises
corresponding to each video, and detailed lesson plans to facilitate student engagement in
listening activities.

In preparation for the research implementation, the researcher developed

comprehensive lesson plans for the first cycle. These instructional materials were aligned
with the curriculum topics. Furthermore, specific materials were incorporated to maximize
the benefits of Edpuzzle videos as part of the listening comprehension instruction.

c. Taking action
In implementing the action, the researcher played a role as the English
teacher who was in charge of the listening skill. The researcher did the teaching-learning
process in three phases: pre-activity, while-activity, and post-activity. Pre-listening,
while listening, and post-listening contain activities that link bottom-up and top-down
listening (Richards, 2008). In the pre-listening phase, the researcher gave questions or
brainstorming activities to stimulate their participation in the lesson. The pre-listening
phase prepares the students for both top-down and bottom-up processing through activities
involving activating prior knowledge and making predictions. The main activity phase

17
included the following exercises: MCQ exercises, T/F exercises. The post-activity was
done by group discussion, reflection, and role play.

d. Evaluating action
The fourth step in the cycle was evaluating action. In this stage, I applied
quantitative method by assigning students another Preliminary English Test to assess their
listening comprehension and used a paired sample t-test to compare the pre and post-test
results.
[Link] The second cycle
a. Diagnosing
In the diagnosing stage of the second cycle, the same steps were applied as the first
one as the diagnosing considered the results from the second test (post-test of the first
cycle), and discussion with the classes’ teachers and co-researchers.
The teacher identified several challenges faced by the students regarding their
listening skills. The primary difficulty centered around the students' previous knowledge of
vocabulary.
Furthermore, the teacher observed that the students displayed low motivation when it came
to learning listening skills. The students perceived listening as a difficult subject to master,
and they felt they had limited opportunities to practice listening activities within the
classroom setting.
Secondly, an examination of the students' test results and the researcher's own
observations of the students' performance in class revealed that although students
improved in their listening performance, the improvement was not enough to help them
reach the goal of B1 level.

b. Planning action

At this stage, the researcher focused on revising the instructional plan. During the
planning process for the classroom action research, the researcher prepared the necessary
teaching materials for classroom implementation. This process also involved designing the
instructional procedures and structuring the planned activities for student engagement.

Furthermore, the researcher decided to introduce key vocabulary before students

engaged with the listening videos. This vocabulary instruction was integrated into schema-
building activities during the pre-listening stage. According to Oxford (as cited in Nihei,
2002), incorporating pre-listening exercises into lessons is essential. These preparatory
activities, which include group discussions, brainstorming sessions, vocabulary instruction,
and the provision of supplementary materials, help activate learners' prior knowledge

18
relevant to the topic. Additionally, the post-listening stage included vocabulary review
exercises, allowing students to reinforce their understanding of newly acquired lexical
terms and apply them within specific contexts. This structured approach facilitated a
clearer comprehension of the objectives of the subsequent listening tasks.

The researcher also developed the research instruments, including tests and semi-
structured interviews, which were to be administered at the conclusion of the research
cycle. Additionally, various learning resources were prepared, such as presentation slides,
captioned videos, practice exercises for each video, and comprehensive lesson plans to
guide students' participation in the listening lessons. To ensure effective implementation,
the researcher developed detailed lesson plans for the second cycle, aligning the
instructional materials with the curriculum topics.

In collaboration with other teachers, the researcher identified and selected

appropriate techniques to enhance listening instruction using Edpuzzle videos.
Specifically, the instructional approach incorporated several strategies: introducing
vocabulary prior to listening, implementing bottom-up listening exercises to develop
fundamental skills such as identifying specific information, providing feedback and
transcription exercises where students worked with audio transcripts, and designing
vocabulary activities to familiarize students with key terms featured in the Edpuzzle
captioned videos. The integration of these techniques aimed to create a comprehensive
instructional framework that effectively utilized Edpuzzle videos to enhance students'
listening comprehension skills.

c. Taking action

The implementation of the action was divided into three distinct parts. The pre-
activity phase encompassed all the preparatory steps, such as greeting the students, taking
attendance, and engaging the students through brainstorming or introductory questions to
stimulate their participation.
The pre-listening phase aimed to prepare the students for both top-down and
bottom-up processing. This was achieved through activities that activated prior knowledge,
facilitated making predictions, and reviewed key vocabulary.
The main activity phase included various exercises, such as picture identification, selective
listening, and listening for specific information.

19
 Lastly, the post-activity phase involved summarizing the lesson, facilitating
reflection, and concluding the session.

d. Evaluating action

The fourth phase involved examining the outcomes of the implemented actions. A
quantitative approach was utilized, wherein the students were given another Preliminary
English Test to gauge their listening proficiency. The pre-test and post-test results were
then statistically analyzed using a paired sample t-test. Alongside the quantitative
assessment, qualitative data was also gathered through the medium of a semi-structured
interview.
3.3.3. Data analysis procedure

[Link]. Quantitative data analysis

The collected data were initially organized using Microsoft Excel spreadsheets
before being transferred to IBM’s Statistical Package for the Social Sciences (SPSS)
Version 26 for quantitative analysis.

The analysis process involved multiple statistical procedures. First, the study
examined the demographic and background characteristics of the participants. Descriptive
statistics were applied to summarize the sample, enabling the researcher to gain a
comprehensive understanding of the respondents' data (Gay, Mills, & Airasian, 2012). The
questionnaire responses were categorized, coded, and converted into numerical data,
allowing for the calculation of key statistical measures such as percentages, mean (M), and
standard deviation (SD).

Subsequently, a paired sample t-test was conducted to assess changes in student

performance. As outlined in the research design, a test was administered following each
research cycle. By analyzing these test results, the researcher was able to compare students'
academic performance before and after the intervention.

20
 Additionally, mean scores from each test were compared to determine whether
students demonstrated improvement in their writing skills. Through this comparison of test
results across different time points, the researcher evaluated whether students' writing
abilities had developed over the course of the study.

More specifically, the pre-test and post-test data were utilized to measure progress
and assess any improvements in students’ writing skills following the research
intervention. This analytical approach enabled the researcher to determine the overall
effectiveness of the intervention in enhancing students’ writing proficiency.

Overall, the data underwent a multi-step analysis process using Excel and SPSS.
This included the application of descriptive statistics to characterize the sample and the use
of a paired sample t-test to assess changes in student performance.

Within the scope of this study, the paired sample t-test was specifically employed to
analyze differences in students' listening skills before and after the research intervention.
The pre-test and post-test design allowed for an assessment of whether there was a
statistically significant change in students' listening performance between the two time
points.

The specific formula used for the paired sample t-test calculation was as follows:

t= the t-value for non independent means

D= the differences between the paired scores

= the mean of the differences

N= the number of pairs

The calculated t-test statistic will be compared against the critical t-value obtained
from the t-distribution table. This comparison will be conducted at a significance level of α
= 0.05.

21
The degrees of freedom (df) for this analysis will be determined using the formula: df = n₁
+ n₂ - 2, where n₁ and n₂ represent the sample sizes of the pre-test and post-test groups,
respectively. The statistical significance of the difference between the pre-test and post-test
scores will be assessed based on the comparison between the calculated t-test value and the
critical t-value from the t-table. If the calculated t-test value exceeds the critical t-value, it
can be concluded that a significant difference exists between the pre-test and post-test
results.

The effectiveness of the Edpuzzle video intervention in enhancing students’

listening comprehension will be determined by analyzing the mean of the score
differences. If the paired sample t-test reveals a statistically significant difference, and the
mean difference is positive, this would suggest that the captioned video-based instructional
approach has contributed to improved listening performance among students.

In summary, the paired sample t-test will be employed to evaluate the statistical
significance of changes in students' listening performance from the pre-test to the post-test.
The comparison of the t-test value with the critical t-table value at the 0.05 significance
level will facilitate conclusions regarding the effectiveness of using Edpuzzle videos in
English listening instruction.

In the context of this study, if the p-value obtained from the statistical analysis
exceeds 0.05, it would indicate that the difference between the pre-test and post-test scores
is not statistically significant. This would prevent the researcher from making definitive
claims regarding the effectiveness of the intervention.

The intervention will be considered successful in improving students’ listening

skills through the use of captioned videos if at least 75% of the students achieve individual
scores meeting or exceeding a predetermined performance threshold. If this criterion is
met, the research cycle can be concluded, and further intervention cycles will not be
required.

22
 [Link]. Qualitative data analysis

Following the completion of the interviews, the researcher systematically analyzed

the participants' responses. Creswell (2013) outlines a series of general steps for
conducting data analysis, beginning with the collection of raw data and concluding with
the interpretation of findings.

In this study, the data analysis process was conducted twice, as data were gathered
in two distinct stages from different sources, as discussed in Section Four. Although the
specific analytical procedures varied to some extent across these stages, several common
steps were implemented, including translating, transcribing, and coding the interview data.

Due to the absence of a universally accepted framework for qualitative data

analysis, the researcher adapted the analytical approach to align with the specific
characteristics of the study. However, existing literature provides general guidelines and
structured stages for qualitative data analysis. In this study, these analytical procedures
were applied multiple times to accommodate the iterative nature of the action research
design.

The researchers applied a thematic analysis approach to analyze the qualitative data,
following the six-step process outlined by Braun and Clarke (2006):

1. Familiarizing with the data: The researcher transcribed the data (where necessary),
read and re-read the data, and noted down initial ideas.

2. Generating initial codes: The researchers systematically coded interesting features

across the entire data set, collating data relevant to each code.

3. Searching for themes: The researchers collated the codes into potential themes,
gathering all relevant data for each potential theme.

4. Reviewing themes: The researchers checked if the themes worked in relation to the
coded extracts (Level 1) and the entire data set (Level 2), generating a thematic
'map' of the analysis.

23
 5. Defining and naming themes: The researchers conducted ongoing analysis to refine
the specifics of each theme and the overall story told by the analysis, generating
clear definitions and names for each theme.

6. Producing the report: This final step provided an opportunity for further analysis.
The researchers selected vivid and compelling extract examples, conducted final
analysis of the selected extracts, and related the analysis back to the research
question and existing literature, producing a scholarly report of the analysis.

This flexibility within the thematic analysis enabled the researcher to adaptively
capture the nuances and developments within the data, ensuring the final themes and
interpretations were grounded in a comprehensive understanding of the complete data set.
The iterative nature of the analysis was a key strength in providing a thorough, contextual
exploration of the research topic.

Two main types of codes were used:

- Descriptive codes - These summarize the primary topic of a segment of data.

- In vivo codes - These are codes taken directly from the participants' own words, and are
placed in quotation marks.

All two coding types - descriptive and in vivo were recorded in a column alongside
the corresponding text, allowing the researchers to easily refer back to the coded data
during the analysis. This multi-faceted coding approach enabled the researchers to capture
both the semantic and latent content of the data, providing a rich and contextualized
foundation for the thematic analysis.

The procedure of analysing the data strictly follows the six steps mentioned above.
Firstly, the researcher transcribed the data. After identifying the initial set of codes, the
researchers went back and reviewed them to find codes that described the same underlying
phenomenon (Bryman & Bell, 2011). It is common to find repetitive patterns and
consistencies when working with large amounts of text data, and these can be organized
into broader categories (Saldaña, 2021). Therefore, the researchers combined all the codes
that were explaining the same thing or concept, and grouped them together into higher-

24
level categories which are themes. This categorization process occurred for codes that
were very similar, as well as for codes that may have had something in common. The
labels and categorizations were employed to organize the data and make the analysis more
structured and easier to comprehend.

IV. Findings and Discussion

4.1. Impact on Students’ English Skills

4.1.1Results in the first cycle

[Link]. Description of results in the first cycle
According to table 4, the scores of the participants' tests at the end of Cycle 1
were assessed using the answer keys provided by Cambridge Assessment English. Based
on these scored tests, the researchers then calculated the mean (average) score and the
standard deviation of the scores. The mean score represents the central tendency or average
performance of the participants on the test at the end of Cycle 1. The standard deviation
provides a measure of the spread or variability of the individual scores around that mean
value. By calculating both the mean and standard deviation, the researchers were able to
gain insights into the overall performance of the participants, as well as the consistency or
dispersion of the test scores.
Table 4:Descriptive statistics of scores of participants in the second test
N Minimum Maximum Mean Std. Deviation

Second 40 5.00 18.00 14.7 2.87

Valid N (listwise) 40

The mean (M) of the test was 14.7. In addition to calculating the mean, the standard
deviation (SD) was also determined at this stage. The standard deviation was measured to
be 2.877, which suggests a moderate level of variability or spread in the dataset. The range
of the dataset extends from a minimum of 5.0 to a maximum of 18.0. The standard
deviation of 2.877 indicates that the data points are, on average, dispersed or spread out by
approximately 2.877 units from the mean value of 14.7.

25
 Table 5:Statistics of scores of participants in the second test
Frequency Percent Valid Percent Cumulative
Percent

Valid 1 2.5 2.5 2.5

5.00 2 5.0 5.0 7.5
7.00 1 2.5 2.5 10.0
9.00 1 2.5 2.5 12.5
10.00 2 5.0 5.0 17.5
11.00 4 10.0 10.0 27.5
12.00 7 17.5 17.5 45.0
13.00 7 17.5 17.5 62.5
14.00 5 12.5 12.5 75.0
15.00 4 10.0 10.0 85.0
16.00 4 10.0 10.0 95.0
17.00 2 5.0 5.0 100.0
18.00 40 100.0 100.0 100.0
Total

Secondly, the data presented in Table 5 shows the percentage and number of
participants who achieved each score on the test. The results demonstrated that the
participants showed gradual improvement and achieved higher scores compared to the pre-
actional phase. The key point from the results in this table is that participants exhibited
relatively better performance in their scores after the intervention. Only five pupils (12.5%
of students) scored below 11 marks, which corresponds to a band lower than A1. 33
students got marks 11 to 17, which shows 82.5% students got A2 level. 13 pupils (32.5%
of students) achieved 15 to 17 points, which is nearly the B1 level. 2 students (5% of
students) even reached the B1 level (The data presented in this table demonstrates the
gradual progress and higher scores achieved by the participants after the intervention was
implemented.)
[Link]. Comparison between pre-test and post-test
Table 6: Paired Samples Statistics between the first test and the second test
Mean N Std. Deviation Std. Error Mean

Pair 1 first 13.8 40 2.07 .306

second 14.7 40 2.87 .479

26
 Table 6 presents the comparative findings of the English listening pre-test and post-
test scores of students. The mean scores for the pre-test and post-test were 13.8 and 14.7,
respectively. In addition, the standard deviation for the pre-test was 2.07, and for the post-
test, it was 2.87. The higher standard deviation in the second test suggests a greater spread
or variability in the scores compared to the first test.
According to the results displayed in Table 10, there is a slight difference between
the pre-test and post-test scores of the group, as the obtained significance level (the p-
value) for students learning listening through EdPuzzle is less than 0.05 (the typical
significance level) indicates that the difference in means between the pre-test and post-test
is statistically significant.
Table 7:Paired samples test between the first test and the second test
Paired Differences

Mean Std. Std. 95% Confidence Interval t df Sig. (2-

Deviation Error of the Difference tailed)
Mean
Lower Upper

Pair 1 -5.3500 2.8514 .4508 -6.2611 -4.4386 -11.86 39 .000

first -
second
The Mean (M) column in the Paired Samples Test table shows the difference in the
mean scores between the first test (pre-test) and the second test (post-test) is -5.35. The
negative value of -5.35 indicates that the mean score of the second test (post-test) is higher
than the mean score of the first test (pre-test). This suggests that there was an improvement
in performance from the pre-test to the post-test. According to the t-test results presented
in table 11, the t-statistic value was -11.86. The negative t-statistic value and the associated
p-value (which is less than 0.05) indicate that the learning achievement of the students in
the post-test is slightly higher than in the pre-test. These findings strongly suggest that
there was a slight improvement in the students' English listening skill after the
incorporation of technology in the lessons. The significant increase in the mean score from
the pre-test to the post-test, along with the statistical significance of the t-test result,
provide evidence that the intervention of technological tools had a positive and meaningful
impact on the students' listening performance.
4.1.2 Results in the second cycle
[Link] Description of results in the second cycle
According to table 8, the scores of the participants' tests at the end of Cycle 2 were
assessed using the answer keys provided by Cambridge Assessment English. Based on

27
these scored tests, the researchers then calculated the mean (average) score and the
standard deviation of the scores. The mean score represents the central tendency or average
performance of the participants on the test at the end of Cycle 2. The standard deviation
provides a measure of the spread or variability of the individual scores around that mean
value. By calculating both the mean and standard deviation, the researchers were able to
gain insights into the overall performance of the participants, as well as the consistency or
dispersion of the test scores.
Table 8: Descriptive statistics of scores of participants in the second test
N Minimum Maximum Mean Std. Deviation

Second 40 8.00 19.00 14.85 1.0858

Valid N (listwise) 40
The mean (M) of the test was 14.9. In addition to calculating the mean, the standard
deviation (SD) was also determined at this stage. The standard deviation was measured to
be 1.0858, which suggests a moderate level of variability or spread in the dataset. The
range of the dataset extends from a minimum of 10.0 to a maximum of 19.0. The standard
deviation of 1.0858 indicates that the data points are, on average, dispersed or spread out
by approximately 1.0858 units from the minimum value of 10.0.
Table 9:Statistics of scores of participants in the second test
Frequency Percent Valid Percent Cumulative
Percent

Valid 1 2.5 2.5 2.5

8.00 2 5.0 5.0 7.5
9.00 2 5.0 5.0 12.5
11.00 1 2.5 2.5 15.0
12.00 6 15.0 15.0 30.0
13.00 1 2.5 2.5 32.5
14.00 7 17.5 17.5 50.0
15.00 8 20.0 20.0 70.0
16.00 7 17.5 17.5 87.5
17.00 5 12.5 12.5 100.0
18.00 40 100.0 100.0 100.0
Total
The data provided in Table 9 outlines the percentage and number of participants
who attained each respective score on the test. The results showcased a gradual
improvement in performance, with the participants achieving higher scores compared to

28
 the first phase. The key takeaway from the data in this table is that the participants
exhibited relatively enhanced performance in their test scores after the implemented
intervention. Only three pupils (12.5% of students) scored below 11 marks, corresponding
to a band lower than A1. 32 students got marks 11 to 17, which shows 80% students got
A2 level. A small increase was seen in the number of pupils achieving 15 to 17 points,
which is nearly the B1 level. 5 students (12.5% of students) even reached the B1 level.
[Link] Comparison between pre-test and post-tests
The information in the table provides evidence of the participants' incremental
advancement subsequent to the intervention being put into practice.
Table 10: Paired Samples Statistics between the first test and the second test
Mean N Std. Deviation Std. Error Mean

Pair 1 second 14.00 40 2.7708 .461

third 14.85 40 1.0568 .169

The data presented in Table 10 offers a comparative analysis of the English

listening pre-test and post-test scores obtained by the students. The mean score for the pre-
test was 14.00, while the post-test mean increased to 14.85. Additionally, the standard
deviation for the pre-test was 2.78, whereas the post-test standard deviation decreased to
1.08. This reduction in the standard deviation for the second assessment indicates that the
students' proficiency levels were more closely aligned following the intervention.
The results presented in Table 10 demonstrate a statistically significant change
between the pre-test and post-test scores for the group. Specifically, the obtained
significance level (p-value) for the students who received video captions is less than the
standard 0.05 significance level. This indicates that the difference observed in the mean
scores between the pre-test and post-test is statistically significant.
Table 11:Paired samples test between the second test and the third test
Paired Differences

Mean Std. Std. 95% Confidence Interval t df Sig. (2-

Deviation Error of the Difference tailed)
Mean
Lower Upper

Pair 1 -4.400 2.8895 .4236 -5.2211 -3.457 -9.613 39 .000

second-third

29
 The Paired Samples Test table displays the Mean (M) column, which shows the
difference in mean scores between the first (pre-test) and second (post-test) assessments.
This value is -4.4. The negative sign in front of this figure indicates that the mean score of
the second (post-test) assessment is higher than the mean score of the first (pre-test)
assessment. Examining the t-test results presented in table 15, the t-statistic value was -
9.63. The negative sign of the t-statistic, along with the associated p-value being less than
the standard 0.05 significance level, indicates that the students' learning achievement in the
post-test was significantly higher than in the pre-test. The findings indicate that the
students' English listening comprehension abilities experienced substantial improvement
through the utilization of captioned videos as a learning tool. Notably, the mean score
increased significantly from the pre-test to the post-test. Moreover, the statistical
significance of the t-test result provides compelling evidence that the implemented
intervention, involving the use of captioned videos, had a positive and impactful influence
on the students' performance.

4.2. Teacher and Student Perceptions

4.2.1 Results from semi-structured interviews in the first cycle
This section provides a presentation of the analyzed results from the interview data,
including the students’ perception on the use of EdPuzzle regarding goals, input and
procedure.
[Link]. Students’ perception on the use of EdPuzzle regarding goals
Listening comprehension
To develop overall language skills, particularly listening comprehension, students
must learn to understand spoken language in real-life contexts. Seven out of ten students
reported that EdPuzzle’s video-based tasks helped them focus on key phrases and
expressions, improving their listening skills. By replaying specific sections and responding
to embedded questions, they became more attentive to pronunciation, intonation, and
meaning. Student A highlighted this benefit: “Since the questions appear while watching,
I have to pay close attention. In the video about gender equality, I had to catch key
phrases used, which made me realize that real conversations aren’t as clear as in
textbooks.” Similarly, Student D stated, “Repeating certain parts of the video helped me
focus more on pronunciation and intonation. This isn’t something I can do in a live
conversation, so it helps me improve gradually.”
Real-life communication support
Beyond enhancing listening comprehension, students applied knowledge from the
video-based tasks to real-life interactions. Six out of ten students reported using
expressions and conversation strategies learned from EdPuzzle videos in daily

30
communication. For example, Student C shared, “In real life, I used ‘businessperson’
instead of ‘businessman’ to avoid gender stereotypes.” Likewise, Student E noted, “The
videos show language used naturally in conversations. I applied some of the expressions
in a group discussion at school, which made my speech sound more natural.”
The role of visual clues
Visual clues played a crucial role in comprehension. Eight out of ten students found
that non-verbal elements helped them infer meaning when they encountered unfamiliar
words. Student I explained, “If I don’t know a word, I can often guess its meaning from
the illustrations.” Similarly, Student F observed, “Gestures are especially helpful when
learning new vocabulary. The illustrations made it easier for me to remember words,
similar to how I learned vocabulary in primary school.”
A flexible learning experience
Students had mixed opinions on whether the video-based tasks matched their proficiency
level. Student H commented, “The videos aren’t too fast, but sometimes I struggle to catch
certain words and need to replay them.” On the other hand, Student G noted, “Some tasks
are too easy, and I wish there were more challenging videos. But I can always practice
later by watching videos that match my level at home.”
Conclusion
These findings suggest that EdPuzzle’s video-based tasks enhance listening
comprehension, facilitate real-life communication, reinforce understanding through visual
cues, and provide a flexible learning experience suited to different proficiency levels.
[Link]. Students’ perception on the use of EdPuzzle regarding input
Familiarity with video content and its impact on understanding
Six out of ten students reported that they found the content of EdPuzzle videos
familiar, which helped them understand the material more easily. They noted that when the
topics were related to their previous knowledge, they could grasp the main ideas and key
vocabulary without much difficulty. For example, Student A stated, “When the topic is
something I have been studying, I can understand it more quickly and focus on improving
my listening and comprehension skills.”
Authenticity of videos and real-life language use
Most students (seven out of ten) agreed that EdPuzzle videos reflect real-life
language use, making them more effective learning tools. The dialogues and conversations
were seen as natural and applicable to real-world interactions. Student C highlighted this,
stating, “The videos don’t sound like scripted textbook dialogues. They include natural
expressions and slang, which helps me understand how people actually speak.”
While a few students felt that some videos were structured too clearly, they still
found them beneficial for learning. Student D observed, “Some videos are a bit too

31
structured, but that makes it easier to understand. I know that real conversations are
faster and more informal, but the clarity helps me learn new phrases and expressions.”
This suggests that while more spontaneous speech could enhance authenticity, the current
format remains effective in supporting comprehension.
Meaningfulness of information and connection to learning
Eight out of ten students found the information in the video-based tasks meaningful
and directly connected to their learning experience. They appreciated how the videos
reinforced concepts covered in class and provided contextualized examples of language
use. Student E explained, “The videos are not just random; they relate to what we are
learning, so I can see how the vocabulary and grammar fit into what I am learning in the
textbook.”
Additionally, students noted that the interactive nature of EdPuzzle made the
learning process more engaging. Student F stated, “Answering questions while watching
the video helps me stay focused and makes me think about what I’m learning, instead of
just passively watching.” This highlights the importance of interactive elements in
maintaining student engagement and reinforcing comprehension.
The role of visual elements in comprehension
All ten students agreed that visual elements of the video played a significant role in
their understanding of the content. Student G shared, “Sometimes, when I don’t
understand a word, I look at the illustrations, and that helps me guess the meaning.”
The findings indicate that visual elements serve as important comprehension aids,
particularly when students encounter unfamiliar vocabulary or complex sentence
structures. These non-verbal cues help bridge gaps in understanding and provide context
for the spoken language.
Conclusion
Overall, students found EdPuzzle videos to be effective in supporting their learning
through familiar and meaningful content, authentic language use, and helpful visual
elements. While some students faced challenges with unfamiliar topics and scripted
dialogues, most agreed that the interactive format and real-world context of the videos
contributed positively to their language development. These insights suggest that
EdPuzzle’s video-based tasks are a valuable tool for enhancing comprehension and
engagement in language learning.

[Link]. Students’ perception on the use of EdPuzzle regarding procedure

Clarity of instructions and its impact on learning
The majority of students reported that their teachers provided clear instructions
before beginning the video-based tasks, which significantly contributed to their

32
understanding. Eight out of ten students stated that knowing what to focus on helped them
engage with the material more effectively. Student A noted, “When the teacher explains
what to expect in the video, I know what to pay attention to, and it makes the tasks easier
to complete.”
Similarly, Student B shared, “If I don’t understand something, I can refer back to
the instructions, and that helps me stay on track.” These findings highlight the importance
of clear guidance in enhancing student focus and comprehension during video-based
learning activities.
Pre-listening vocabulary support and comprehension
Many students found it helpful when their teacher introduced key vocabulary before
they watched the videos. Seven out of ten students stated that this pre-listening support
improved their ability to follow along. Student C commented, “When I already know some
important words, I don’t have to guess their meaning while watching, so I can focus more
on understanding the whole conversation.”
Student D echoed this sentiment, saying, “Sometimes, when I don’t know a word, I
get stuck and lose track of the video. But when the teacher explains new words before we
start, I can keep up better.” This suggests that pre-teaching vocabulary enhances students’
confidence and reduces comprehension difficulties.
Preparedness for independent task completion
Students expressed varying levels of confidence in completing video-based tasks
independently. Six out of ten students felt prepared to work on their own, while the rest
indicated that they sometimes needed additional support. Student E stated, “The tasks are
designed well, so I can follow them without much difficulty.”
However, some students preferred occasional guidance, especially when dealing
with complex topics or fast-paced videos. Student F noted, “I can usually complete the
tasks by myself, but sometimes, if the video is difficult, I need the teacher to explain certain
parts afterward.” These responses indicate that while most students feel comfortable
working independently, additional support can be beneficial for more challenging
materials.
Engagement and motivation in video-based tasks
Overall, students found EdPuzzle tasks engaging and motivating, with eight out of
ten stating that they enjoyed the interactive nature of the activities. They appreciated the
combination of video content, embedded questions, and interactive elements. Student G
shared, “I like how the videos pause for questions because it keeps me focused and makes
me think about what I just heard.”
However, a few students felt that some videos could be more engaging. Student I
mentioned, “I prefer the video with more interaction or real-life conversations.” This

33
suggests that maintaining a balance between educational content and engaging delivery is
key to sustaining student interest.
Conclusion
Students generally found EdPuzzle’s procedural aspects beneficial to their learning
experience. Clear instructions and pre-listening vocabulary support enhanced
comprehension, while the majority of students felt prepared to complete tasks
independently. The interactive format and variety of video topics contributed to student
engagement and motivation. These findings suggest that well-structured procedures in
EdPuzzle-based tasks can effectively support student learning and improve listening
comprehension.
In general, students perceive EdPuzzle as an effective tool for improving listening
skills, comprehension, and real-life communication. The platform’s goals align with
language development by enhancing focus on key phrases, pronunciation, and natural
dialogue, with visual cues aiding understanding. Regarding input, students appreciated the
authenticity and relevance of the videos, though some suggested more spontaneous speech
for greater realism. In terms of procedures, clear instructions and pre-listening vocabulary
support improved comprehension, while interactive elements kept students engaged.
Overall, EdPuzzle’s structured, interactive approach supports independent learning and
enhances language acquisition.

4.2.2 Results from semi-structured interviews in the second cycle

When comparing students’ perceptions in the semi-structured interviews between
the first and second cycles, a slight improvement is evident in their listening skills,
comprehension, and engagement with EdPuzzle. In the first cycle, students benefited from
interactive video tasks but faced challenges with fast speech or new vocabulary. However,
by the second cycle, they demonstrated greater confidence, reporting improved ability to
follow real-life dialogues and extract key information more effectively.
While initial concerns about vocabulary and task difficulty were noted, students
tried to adapt over time and rely less on teacher support. Additionally, they became more
comfortable applying learned expressions in real-life interactions. These findings suggest
that continued exposure to EdPuzzle’s structured, interactive format enhances listening
comprehension, fosters independent learning, and helps students bridge the gap between
classroom content and real-world communication.

34
4.3. Challenges and Solutions
The integration of EdPuzzle into listening instruction presented several challenges
related to technology, pedagogy, and contextual factors, which can be addressed through
strategic adaptations.

4.3.1. Technological challenges and solutions

One of the primary technological challenges is internet connectivity issues, which
occasionally disrupt video playback and student engagement. To mitigate this, teachers
can download videos in advance or use mobile data (4G) as an alternative access option
when needed. Additionally, some classes face device limitations, where not all students
have individual access to computers or tablets. In response, teachers implement
collaborative learning strategies, allowing students to work in pairs or small groups when
engaging with EdPuzzle-based lessons.

4.3.2. Pedagogical challenges and solutions

A key pedagogical challenge is that some students initially struggle with pop-up
questions, which disrupt their listening flow. To address this, teachers provide explicit
training on how to engage with interactive questions effectively, emphasizing their role as
a learning aid rather than an interruption. Another challenge is the varying difficulty levels
of videos. Specifically, while some students find the content too easy, others struggle with
fast-paced speech or unfamiliar vocabulary. Teachers tackle this by customizing videos
with differentiated tasks, such as optional subtitles, varied question types, or additional
scaffolding techniques like pre-teaching key vocabulary.

4.3.3. Contextual challenges and solutions

Contextual factors, such as lesson time constraints and the additional preparation
required to integrate EdPuzzle effectively, also pose challenges. Teachers note that
selecting or creating customized video-based tasks can be time-consuming. To streamline
this process, they collaborate with colleagues to share resources and create a repository of
ready-to-use EdPuzzle activities. Additionally, some students are initially resistant to using
a new learning tool, requiring time to adjust. Teachers overcome this by gradually
introducing EdPuzzle, starting with shorter, simpler tasks before integrating it more
comprehensively into lessons.
Conclusion
While the implementation of EdPuzzle in teaching listening presents technological,
pedagogical, and contextual challenges, strategic adaptations can help to overcome these

35
difficulties. By leveraging collaborative learning, differentiated instruction, and efficient
resource management, teachers are able to enhance student engagement and improve
listening comprehension.

4.4. Alignment with Theoretical Framework

The findings of this study align closely with the SAMR model, which categorizes
technology integration into four levels: Substitution, Augmentation, Modification, and
Redefinition. By analyzing the impact of EdPuzzle on students’ English skills, teacher and
student perceptions, and the challenges encountered, we can evaluate how EdPuzzle
supports or challenges this framework.

4.4.1. Substitution and Augmentation: Enhancing traditional learning

At the Substitution level, EdPuzzle replaces traditional listening exercises with
interactive video-based tasks. Instead of using printed transcripts or audio recordings,
students engage with multimedia content, providing a more dynamic learning experience.
However, findings suggest that while this substitution offers convenience, it does not
significantly transform student engagement or learning outcomes beyond what traditional
materials provide.
Moving to Augmentation, EdPuzzle enhances learning by incorporating interactive
elements such as embedded questions, subtitles, and playback controls. This feature was
particularly beneficial for improving listening comprehension, as students could replay
sections, engage with guiding questions, and receive immediate feedback. Interview
responses indicated that students felt more in control of their learning, allowing them to
process content at their own pace, a key advantage over passive listening exercises.

4.4.2. Modification: Transforming student engagement and learning

The study findings suggest that EdPuzzle operates most effectively at the
Modification level. Teachers adapted their instructional strategies by customizing videos
with differentiated tasks, scaffolding techniques, and interactive assessments. This
approach transformed listening comprehension activities by making them more
engaging and tailored to individual learning needs.
Additionally, reading engagement improved as students interacted with captions
and transcript-based activities. Unlike traditional listening exercises, where students might
struggle with fast-paced speech, EdPuzzle allowed them to actively engage with content
through built-in support. According to the test results and teacher’s observation, students

36
developed better retention and comprehension skills, supporting the claim that
technology, when integrated meaningfully, can enhance learning outcomes.

4.4.3 Redefinition: Expanding learning beyond traditional boundaries

Rather than simply watching videos and answering questions, after doing the task
on EdPuzzle, students engage in interactive and analytical learning experiences, including
discussing video content in small groups and applying insights to real-world contexts. This
shift aligns with the highest level of the SAMR model, where technology enables learning
experiences that go beyond traditional methods.
Furthermore, EdPuzzle fosters dynamic peer interactions, allowing students to
exchange perspectives, clarify misunderstandings, and build deeper comprehension
through guided discussions. These findings highlight the potential of technology to
enhance collaboration and transform conventional teaching approaches.

4.4.5. Theoretical implications

The findings largely support the SAMR model, demonstrating that technology
integration in listening instruction follows a progression from basic substitution to
transformative learning experiences. However, the study also highlights some limitations.
Firstly, not all teachers reached the Redefinition levels due to time constraints, lack of
resources, or technical difficulties. Secondly, in some classes, some students required
explicit training on how to engage with interactive tools, suggesting that pedagogical
support is essential for maximizing the benefits of technology. Thirdly, while EdPuzzle
facilitated listening comprehension and engagement, its impact on speaking fluency was
limited, suggesting that further modifications, such as integrating student-generated video
responses, may be needed to fully achieve Redefinition.
Overall, the study supports the SAMR model’s claim that technology can enhance,
modify, and redefine learning when integrated strategically. While most classrooms
remained at the Augmentation and Modification levels, the potential for Redefinition
exists with appropriate support and innovative instructional design. Future research should
explore how EdPuzzle and similar platforms can be leveraged at higher levels of the
SAMR model to further transform language learning.

V. Conclusion

5.1. Summary of key findings

The study investigated the impact of using EdPuzzle on listening skills of
Vietnamese high school students in Thanh Hoa Province. Listening was identified as a

37
challenging English skill for these students due to limited practice opportunities, lack of
engagement, and low confidence in their listening comprehension. Traditional listening
lessons were perceived as monotonous, and the instructional methods did not actively
engage students, making it difficult for them to reach the required proficiency level.
To address these challenges, the researcher incorporated EdPuzzle through an
action research conducted in collaboration with the classroom teacher. The study was
carried out over two cycles, each involving interactive listening sessions using EdPuzzle.
The findings revealed a slight improvement in students' listening skills. Quantitative data
showed an increase in test performance after 2 cycles. By the end of the second cycle,
more students successfully achieved the required proficiency level. Qualitative data further
supported these results, indicating that students found the use of EdPuzzle engaging and
beneficial in enhancing their listening comprehension and sustaining their attention.
These findings align with previous research that highlights the positive effects of
interactive video-based learning on listening comprehension as in the studies by Wulandari
(2024), Vu et al.(2024), Mawaddah et al., (2022), Egilistiani & Prayuana (2021).

5.2. Implications for teaching practice

The findings of this study highlight the significant impact of EdPuzzle on
improving students' listening skills in an English language-learning context. Based on
these results, this section provides practical recommendations for integrating technology in
language classrooms and suggestions for effective teacher training in using educational
technology.
5.2.1 Practical recommendations for integrating technology in language
classrooms
Integrating technology into language instruction requires a strategic approach to
ensure maximum student engagement and learning effectiveness. The following
recommendations aim to guide educators in effectively using EdPuzzle and similar tools in
the classroom:
Regular integration into lesson plans is essential. Teachers should incorporate
EdPuzzle into their regular instructional framework to facilitate interactive listening
exercises that actively engage students. Pre-listening vocabulary support is also crucial.
Introducing key vocabulary before engaging with EdPuzzle activities can enhance
students’ comprehension and boost their confidence in listening tasks. Additionally, self-
paced learning opportunities should be encouraged, as EdPuzzle’s features allow students
to practice listening skills independently outside of class. Furthermore, data-driven
instruction should be utilized. By using EdPuzzle’s analytics to assess student

38
performance, teachers can tailor instruction, identify weaknesses, and provide targeted
support. Finally, a blended learning approach should be adopted by combining EdPuzzle
with other digital learning tools, such as online quizzes, speech recognition applications, or
interactive discussions, to enhance students' language acquisition.
5.2.2 Suggestions for teacher training on using technology effectively
To maximize the benefits of EdPuzzle and other digital tools in language
instruction, educators require comprehensive training in integrating technology effectively.
The following training strategies can help teachers build confidence and proficiency in
using educational technology:
Hands-on workshops should be conducted to familiarize teachers with EdPuzzle’s
features, including video annotation, embedded quizzes, and progress tracking.
Additionally, training should focus on engagement strategies for digital learning, ensuring
teachers can design interactive and student-centered activities that maintain motivation and
active participation.
Interpreting and applying student data is another key component of effective
training. Teachers should be trained on how to analyze EdPuzzle’s data reports to assess
student performance and adapt instruction accordingly. Technical troubleshooting and
support should also be covered in training, providing teachers with strategies to resolve
common technical issues and integrate technology seamlessly into their lessons.
Finally, professional learning communities should be established, allowing teachers
to share experiences, best practices, and innovative strategies for using technology in
language instruction. By implementing these recommendations, educators can successfully
integrate EdPuzzle into their teaching practices, fostering a more engaging, interactive, and
effective language learning environment.

5.3. Limitations and recommendations for future research

While this study provides valuable insights into the use of EdPuzzle for enhancing
listening skills, it is important to acknowledge its limitations. One key limitation is the
sample size, as the study was conducted within a single high school, limiting the
generalizability of the findings to broader educational contexts. Additionally, the study
was carried out over a relatively short duration, which may not fully capture the long-term
effects of using EdPuzzle on students’ listening development.
Future research should aim to expand the scope of investigation by including a
larger and more diverse sample of students from different educational backgrounds.
Longer-term studies could provide deeper insights into the sustained impact of EdPuzzle
on listening proficiency. Furthermore, additional research could explore how EdPuzzle can

39
be effectively integrated with other technological tools to create a more comprehensive
digital learning experience.
Another potential area for future research is the role of teacher intervention in
EdPuzzle-based activities. Investigating the impact of different instructional strategies,
such as teacher-led discussions or scaffolding techniques, could provide further guidance
on optimizing technology-enhanced listening instruction. Finally, comparative studies
examining the effectiveness of EdPuzzle against other digital learning tools could offer
valuable insights into best practices for technology integration in language education.

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42
VII. Appendices

1. Lesson plans

LESSON LISTENING 1

GENDER EQUALITY: THE HISTORY OF WOMEN IN SPACE

I. LESSON OBJECTIVES:
By the end of this lesson, students will be able to:
○ Listen for specific information in a video about the history of women in
space given that the video has captions and contains lexical items suitable for
B1 level.
○ Identify lexical items related to space and gender equality.

II. DURATION:
45 MINUTES
III. PROCEDURE:
1. WARM-UP (5 minutes)

Aims Teacher’s Student’s activities Content +Tool

- To - T shows Ss a video about the history of women in https://
activate space. [Link]
Ss’ m/watch?
-Ss watch the video and take notes of as many names that v=HIEach7rmDg
knowledg
they can hear as possible. &t=36s
e on the
topic of -Ss share their notes and discuss T’s question: Which
the unit. names have you already known and which names have
you never heard of?
- To lead
into the Expected answer: Male names are more well-known than
new unit. female names.
-T checks and corrects if Ss spell or pronounce the
names incorrectly.

43
 - T leads in the lesson: Although they were not
acknowledged as much as their male colleagues, many
women made great achievements in the space and
science field. In this lesson we will listen to the first
women to go to space.

2. PRE-LISTENING ( 10 minutes)

Aims Teacher’s Student’s activities Content +Tool

-To Quizlet:
provide Vocabulary Matching on Quizlet (6 minutes) [Link]
Ss with 1009395533/women-in-
-Teacher provides a Quizlet set with words like: space-flash-cards/?
relevant
trajectory, astronaut, isolation tank, i=49dtr1&x=1jqt
vocabular
recognition, orbit, piloting.
y before
they listen -Students match words to definitions and
-To practice pronunciation.
introduce Listening Prediction (4 minutes)
the topic
of the -Teacher provides a Mentimetor Word-cloud
listening where students write what they think the Mentimetor:
and set listening will be about based on the title:
[Link]
the "Women in Space."
al6m8a2qhgu3
context.

3. WHILE-LISTENING (15 minutes)

Aim Teacher’s Student’s activities Content +Tool

To help Task 1: MQCs and True/ False questions Edpuzzle video 1:
Ss [Link]
-T gives instruction on how to do the 67ba9d33dd2784c8df15184c
practise
listening task on Edpuzzle
listening
for -T tells Ss they are going to listen to a talk

44
specific about the history of women in space on
informati Edpuzzle
on.
-T plays the recording. Ss work individually
to do the activity.
-T checks the answers with the class. T
plays the recording again, pausing at the
parts where they can get the correct
information.
Task 2: Gap-fill questions Edpuzzle video 2:
[Link]
-T gives instruction on how to do the
67ba9e117454e9cad0caeda4
listening task on Edpuzzle
-T tells Ss they are going to listen to a talk
about the history of women in space on
Edpuzzle
-T plays the recording. Ss work individually
to do the activity.
-T checks the answers with the class. T
plays the recording again, pausing at the
parts where they can get the correct
information.

4. POST-LISTENING (10 MINUTES):

Aims Teacher’s Student’s activities Content +Tool
- To - The class plays in two teams. ** Game: Fast and
recall the furious( 5 minutes)
- SS discuss in groups. The members of the
content of
groups come to the board to write down as
the video
many words/ phrases from the listening
-To give audio they can remember.
Ss an
-T checks the answer as a class
opportuni
ty to give The team with more correct words and
their phrases would be the winner.

45
 opinions
about WORK IN GROUPS.
-T has Ss work in groups.
gender DISCUSS THE
and job - Ss discuss in groups of four and note down FOLLOWING
and give their partners’ ideas. QUESTIONS:
reason(s). - T invites some Ss from each group to Do you think there are any
present a summary of their discussions to jobs that should only be done
the class. by men or only by women?
And which of those jobs
would you like to do? ( 5
minutes)

5. WRAP-UP&HOMEWORK (2 minutes)
-Reflection/Exit ticket.
- Exercises in the workbook
- Prepare for Listening lesson

LESSON LISTENING 2

GENDER EQUALITY: DOES EDUCATION LEAD TO GENDER EQUALITY?

I. LESSON OBJECTIVES:
By the end of this lesson, students will be able to:
○ Listen for specific information in a video about the relationship between
education and gender quality given that the video has caption and contains
lexical items suitable for B1 level.
○ Identify lexical items related gender equality.

II. DURATION:
45 MINUTES
III. PROCEDURE:
1. WARM-UP (10 minutes)
Aim Teacher’s Student’s activities Content +Tool

46
- To 3 statements:
activate Ss’ Agree/Disagree Statements
"Men and women
knowledge
- T 3 presents statements. have equal
on the topic opportunities in
of the unit. - Ss move to different corners of the room labeled education today."
Agree, Disagree, Strongly Agree, Strongly Disagree
- To lead and discuss their views. "The wage gap
into the between men and
new unit. - T leads in the lesson:"The statements we discussed women is not a real
relate to real-world trends. Now, we’re going to issue."
listen to a speaker sharing data and insights on
gender and education. Pay attention to whether the "Women should be
statistics support or challenge your opinions." encouraged to enter
STEM fields more
than they are now."

2. PRE-LISTENING (5 minutes)

Aim Teacher’s Student’s activities Content +Tool

-To provide Quizlet:
Ss with Vocabulary Matching on Quizlet (6 minutes) [Link]
relevant /1006901596/gender-
-The teacher shares a Quizlet with a vocabulary and-education-flash-
vocabulary
matching task (words like "glass ceiling," "OECD," cards/?
before they i=4fowlj&x=1jqt
"gender gap," "quota," etc.).
listen
-To -Students work in small groups to match words with
introduce definitions and example sentences.
the topic of Prediction Task:
the listening
and set the -T asks: “Based on the vocabulary, what do you Mentimetor:
context. think the audio will be about?” https://
[Link]/
-Ss write their predictions in a post them on al6m8a2qhgu3
Mentimeter Discussion Board.

47
 3. WHILE-LISTENING (15 minutes)

Aim Teacher’s Student’s activities Content +Tool

To help Ss Task 1: MQCs and True/ False questions Edpuzzle:
practise
-T gives instruction on how to do the listening https://
listening for
task on Edpuzzle [Link]/
specific
media/
information. -T tells Ss they are going to listen to a talk about
67baa8ac4302d99bc
the history of women in space on Edpuzzle 2e0a1aa
-T plays the recording. Ss work individually to do
the activity.
-T checks the answers with the class. T plays the
recording again, pausing at the parts where they
can get the correct information.
Task 2: Gap-fill questions
-T gives instruction on how to do the listening
task on Edpuzzle
-T tells Ss they are going to listen to a talk about
the history of women in space on Edpuzzle
-T plays the recording. Ss work individually to do
the activity.
-T checks the answers with the class. T plays the
recording again, pausing at the parts where they
can get the correct information.

4. POST-LISTENING (10 minutes)

Aim Teacher’s Student’s activities Content +Tool

- To recall - The class plays in two teams.\ SUMMARY
the content COMPLETION
-T gives the handout showing the transcript of the

48
 of the video audio with blanks for each team.
-To give Ss - SS discuss in groups. The members of the
an groups come to the board to write down as many
opportunity corect words/ phrases from the listening audio to
to give their fill in the blanks
opinions
-T checks the answer as a class
about how to
achieve - The team with more correct words and phrases
Discussion:
gender would be the winner. Work in group of 4.
equality and Suggest more more
give approaches to
reason(s). -T has Ss work in groups. achieve gender
equality.
- Ss discuss in groups of four and note down their
partners’ ideas.
- T invites some Ss from each group to present a
summary of their discussions to the class.

5. WRAP-UP& HOMEWORK (2 minutes)

-Reflection/Exit ticket.
- Exercises in the workbook
- Prepare for Listening lesson

2. Interview questions
Students’ perceptions on the use of Edpuzzle regarding “Goals”
How do the video-based tasks in the Edpuzzle help improve your listening skills? Can you
give an example?
In what ways do you use knowledge from the video-based tasks to achieve communicative
goals in real-life situations?
How do the visual clues in the videos (such as gestures and facial expressions) help you
understand the content?
Do you feel that the video-based tasks are appropriate for your proficiency level? Why or
why not?
Students’ perceptions on the use of Edpuzzle regarding “Input”

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Do you find the content of the Edpuzzle videos familiar? How does familiarity (or lack of
it) affect your understanding?
In your opinion, are the videos authentic? Do they reflect real-life language use? Why or
why not?
How meaningful do you find the information in the video-based tasks? How does it
connect to your learning experience?
How do the visual elements in the videos (such as gestures, emotions, and non-verbal
behaviors) support your comprehension?

Students’ perceptions on the use of Edpuzzle regarding “Procedure”

Does your teacher provide clear instructions before you begin the video-based tasks? How
does this help your learning?
Does your teacher help you recognize important words in the video before you listen?
How does this support your understanding?
Do you feel prepared to complete the video-based tasks on your own, or do you need
additional support? Why?
Do video-based tasks motivate and engage you in learning? What aspects of the videos
make them interesting or uninteresting?

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