Lect. Univ. Dr. Cazacu Ion Sorin [307613]

UNIVERSITATEA DIN CRAIOVA

FACULTATEA DE LITERE

TEACHING ENGLISH WITH VIDEO/AUDIO RESOURCES

Coordonator științific:

Lect. Univ. Dr. Cazacu Ion Sorin

Candidat: [anonimizat], [anonimizat], Județul Vâlcea

Seria 2019-2021

ACORDUL COORDONATORULUI

ACORD

Subsemnatul(a), ______________________________________, prof./conf./lect. univ. dr. ___________________, la _______________________________________________________, specializarea _______________________________________________, sunt/[anonimizat] I, elaborată de _____________________________________________________, profesor/învățător/educator la Școala _______________________________________________________________, localitatea ___________________________________________, județul _________________________, cu titlul _________________________________________________________________________.

[anonimizat],

DECLATAȚIE DE AUTENTICITATE

Declarație de autenticitate

Subsemnatul(a), ______________________________________________, având funcția didactică de _____________________________________________________, la unitatea școlară _____________________________________________________________________ declar pe propria răspundere că lucrarea cu titlul ______________________________________________ ________________________________, având coordonator științific ______________________ _________________________________________________ a fost elaborată personal pe baza studierii bibliografiei de specialitate, a experienței personale și îmi aparține în întregime. [anonimizat], [anonimizat], fără a fi citate și fără a [anonimizat] o reprezintă alte lucrări ale candidat: [anonimizat].

Data, Semnătura candidat: [anonimizat],

[anonimizat], [anonimizat]. [anonimizat], posters, [anonimizat], videos, PowerPoint presentations etc. to teach English to their students in the best way possible.

[anonimizat]. This research provides a [anonimizat].

KEYWORDS: audio-[anonimizat], [anonimizat], video, music, teaching.

CONTENTS

Introduction ……………………………………………………………………………………..6

Chapter 1 – [anonimizat]……………….7

[anonimizat]…………………………………………..7

[anonimizat]………………………………………8

Computers and the importance of the Internet…………………………………………………….11

[anonimizat]……………………………………..13

Chapter 2 – Teaching English with audio-video resources. A research-oriented approach…………………………………………………………………………….16

2.1 Research aims…………………………………………………………………………………………………16

2.2 Target groups………………………………………………………………………………………………….16

2.3 Methods…………………………………………………………………………………………………………16

2.4 Data selection and analysis……………………………………………………………………………….18

2.5 Findings…………………………………………………………………………………………………………44

Conclusions……………………………………………………………………………………..47

Bibliography……………………………………………………………………………………49 Annexes…………………………………………………………………………………………..53

Summary…………………………………………………………………………………………55

INTRODUCTION

In the past, learning a new language meant just knowing to read various materials in that language Nowadays, because of globalization and modern technology, people learn at least one new language besides their mother tongue to communicate with other people from different countries. As a result, English is not just a subject learned at school, but it has become a communicative need and an essential skill in contemporary society.

Advances in technology, such as faster Internet connections combined with the proliferation of computers and smartphones due to the lower manufacturing costs, means that people are more interconnected than ever before. Nowadays, people use a lot of tools, such as computers and mobile devices to communicate, to stay in touch with the outside world and to learn new things, that they cannot function or do their job correctly without them. The mobile phone, which got more potent over the years and became a smartphone with a lot of functions and applications, as well as the computer and the Internet, are compelling instruments that make our lives easier, so much so that people depend on them in their professional and personal lives.

But not only adults relly on these "gadgets”. The ease of use means that children learn to take advantage of these tools from early ages. They use them to stimulate their minds by playing games, access online libraries and learn new things, expand their horizons by discovering new worlds and learning about other cultures, communicate not with only friends and family but with people from different countries too. These tools also help them keep in touch with their teachers, allowing them to always be up to date while also bonding on a deeper level with their teachers, strengthening their relationship.

In the modern era of language teaching, the teaching methods have been adapted. English teachers use new tools so that their teaching is more effective. To keep up with the students’ needs and interests, the classes need to be interesting enough, so the students do not get bored and lose interest in learning English. For this reason, teachers adapt different techniques to make the class more exciting and more effective. They use various sources along with the textbooks such as electronic boards, overhead projectors, computers, CDs, audio and video equipment, etc. which make the class more dynamic.

This research investigates if the English teachers use audio-video resources, what kind of aids are the most used, what they and their students think about the use of these resources in teaching and learning English.

This research focuses on the teaching of English classes with audio-video resources and their role in making the lessons more exciting but also more effective. This research investigates what the English teachers, as well as the students, think about the use of audio-video aids in teaching and learning English. This study shows if audio-video resources help in making English classes more dynamic and enjoyable and if the students benefit from them.

The research consists of the following chapters.

Chapter 1 contains the relevant literature review and the significance and findings of the researches done on similar topics. It shows how other researchers found audio-video aids significant in teaching English.

Chapter 2 discusses the research design, the methodology and the instruments used for collecting the data and the participants of the study. In this chapter, it is shown the procedure of analyzing the data, the responses of the participants and the findings of the study. It summarizes the results and concludes the paper.

CHAPTER 1

USING AUDIO-VIDEO RESOURCES IN TEACHING ENGLISH

1.1 Aspects of using audio-video resources in teaching English

There are many language teaching-learning theories and methods that support the use of additional audio-video resources in language teaching. Al Mamun defines Communicative Language Teaching (CLT) as an approach to language teaching that focuses on the practical application of language in everyday communication. Hence, the use of authentic materials is essential. Teachers use different audio-video materials in the classroom. There are a lot of pictures and videos that can be used to make the class exciting and authentic. (Al Mamun, 2014: 5-6).

The field of technology has developed very much in recent years, and it made our life easier and more comfortable. Al Mamun states that in order not to make teaching and learning monotonous and boring by relying only on the textbooks and the blackboard, teachers use different technologies in their classes. In this way, they are trying to make English classes different, exciting and useful. (Al Mamun, 2014: 8).

Audio-video resources used by teachers help them bring a significant change in the class environment as well as in the teaching process, which is very helpful for the learners to pay more attention to the lesson. Al Mamun thinks that by using different audio and video resources, teachers can make learners understand better and not struggle to catch what the teachers are trying to say. If these resources are used properly, learners can get the information quickly, and the learning process becomes faster. (Al Mamun, 2014: 13-14).

The use of audio and visual aids facilitate the teaching, and it helps the learners to have a clearer idea about the subject matter.

Audio-video resources are beneficial in teaching language skills. Al Mamun wrote about each of them in his paper the Effectiveness of Audio-Visual Aids in Language Teaching in Tertiary Level. Reading is an essential language skill that learners need throughout their academic life. When teachers make reading interesting by incorporating visual aids, learners are more attracted to it. The students understand better by using different visual aids like pictures, videos and projectors helps and the reading process becomes faster and active. Al Mamun thinks that speaking is the most important language skill in the era of communicative language teaching and learning because nowadays, language learning is based on the need for communication with others. However, this is one of the challenging tasks for the learners as they feel uncomfortable to speak, and they are very nervous. To motivate them, teachers use audio-visual aids. Learners become more comfortable as well as attentive in the class. If they are presented something that matches their interest and choice, the learners become enthusiastic to express their opinion about that. Writing is another vital skill for which teachers use visual materials. Different colourful visuals, videos and pictures are used to teach creative and reflective writing. It is also a way to encourage story writing. Listening is also a crucial language skill that can be improved by using different audio-visual materials. With the development of technology, the learners are provided with native language exposure. Listening materials can be downloaded from the Internet and used according to the students’ level. As a result, the use of audio-video materials has increased significantly because it helps the students to have an idea about the correct pronunciation of the target language and to get used to the native speakers’ accent. Visual aids can also be used for teaching vocabulary because it is helpful to show the objects to the students with the words so that they can have a better understanding of the objects and their meanings. (Al Mamun, 2014: 15-19).

1.2 Common audio-video materials used by English teachers

By using audio-video resources, the methodological process becomes more manageable, as the children have to be attentive to the topic, to the major theme being stimulated, on the one hand by the videos, pictures, slides and, on the other hand, by the general atmosphere.

„When someone mentions technology in the language classroom, the first impulse is to think of computer technology. But technology covers everything from audio-tape players to video to computers.” (Douglas-Brown, 2000: 153).

The use of audio-video materials is, nowadays, significant in the teaching of a foreign language. There are many audio and video materials used by teachers. Some of the most common are as follows.

Audio materials

Tape recorders can be used to listen to cassettes with recorded music, coursebook dialogues, pronunciation exercises, broadcast excerpts or homemade texts. They are audible and not too expensive. (Harmer, 2007: 256). They can be used as a means of self-correction. A talk can be first recorded on the tape recorder and then reproduced in the classroom for discussion. (https://www.teachingonline.net/).

An audio player is a device used to play audio and video files. There are also other electronic devices used for this purpose like cellphones, smartphones, tablets and even digital cameras. (https://didacticmaterialnathytaly.weebly.com/).

CD players have all the advantages of tape recorders and are in some way easier to use. CDs can include a significant amount of information, including audio material. (Harmer, 2007: 189, 256).

Video materials

Each classroom is different, but there is a blackboard in every one of them. It is the most common thing used by teachers to help students learn. Harmer stated that blackboards could be used for a variety of different purposes: for explaining, for drawing pictures, to teach grammar, to write things upon them so that the students remember better, to display things like pictures, posters, charts, etc. It should be kept in mind that the handwriting should be clear and the students should be involved as much as possible. (Harmer, 2007: 183-185). They are cheap and the best aid for teaching a language. It can be used for oral work, for reading lessons, writing lessons and for all types of language work. (https://www.teachingonline.net/).

In classrooms where technology cannot be used, blackboards are used alongside the coursebooks or textbooks. As Douglas Brown stated in his work Teaching by Principles. An Interactive Pedagogy. Second Edition, the most prominent and most common form of material support for language teaching comes through books. Most teachers consider that the textbook is fundamental because it provides topics, texts, a good number of activities, vibrant visual design, procedures for continuous and final assessment, etc. (https://fernandotrujillo.es/). Harmer wrote in his paper that there are advantages and disadvantages to using coursebooks. Some of the benefits are: they offer a coherent syllabus, satisfactory language control, motivating texts, audio cassettes, CDs, etc.; the teacher has materials and activities to use in class if they do not have the possibility or the time to bring others; they provide materials for revision; the students can work at home on their own; they are helpful for beginner teachers; they provide a balanced and chronological presentation of information etc. Some of the disadvantages are: they can impose learning styles, and content on classes and teachers can be bland or culturally inappropriate; units and lessons often follow an unrelenting format. (Harmer, 2007: 181-182).

Another efficient resource in language teaching is the use of pictures in English classes. Teachers have always used them to facilitate learning. According to Harmer, „even in an increasingly technological area, there is still good value to be had from pictures of all shapes and sizes.” (Harmer, 2007: 254). They come from a variety of sources like drawing magazines, photographs, etc. Pictures can be in the form of flashcards, large wall pictures, charts, cue cards, photographs, illustrations, etc. Harmer thinks that they can be used in a lot of ways like drilling grammar items, practising vocabulary, for communication activities, for presenting and checking the meaning, making the activities more appealing, predicting what is coming next in a lesson, speaking activities writing tasks, description and discussion, etc. They can make the class engaging and interactive, and the learners are more attentive and engaged in tasks. The pictures need: to be appropriate for the purpose and the level of the students, to be visible so that the students can see the details, to be durable, etc. In this way, they engage the students and are useful. (Harmer, 2007: 178-179).

Cards of all shapes and sizes can be used in a variety of ways: to teach vocabulary and grammar constructions like matching questions and answers, ordering words in a sentence or the lines of a poem; to generate discussion based on them or play games.

Flashcards can be used for showing the meaning of a lexical item, illustrating the presentation of language, telling a story, reminding the students of a specific grammar point, for definition games. (Scrivener, 2005: 133). They can be prepared by both the teacher or the learners, or they can be acquired as printed material. They can make a real impact on visual learners.

Charts can be used for teaching structures, words, elements of grammar, guided composition and many other forms of language composition.

Harmer defined a flip chart as a pad of outsized paper on a frame on which students can write or draw on. The individual sheets can be turned off and kept to work later. They are perfect for brainstorming ideas, and they can be used for pair work or group work activities. Flip charts are handy for taking notes, recording the main points in a group discussion, and they do not require technical details. (Harmer, 2007: 186, 253).

Harmer stated that the overhead projector (OHP) allows us to project transparencies which can be prepared in advance, written on in class or a combination of the two. In his opinion, there are advantages and disadvantages to using an overhead projector. Some of the main benefits of overhead projectors are: they can be masked with pieces of paper or card to reveal things gradually; they can show texts, grammar exercises, pictures, diagrams etc.; they can be used as many times as possible; the image can be enlarged; they can be used together with other teaching aids. Overhead projectors can pose problems, too: they need electricity; some models are big; they are not that powerful; the images can be unclear, depending on the surface they are projected to; preparing transparencies takes some time, etc. (Harmer, 2007: 186, 254).

DVD players allow teachers to show students films, TV programs, coursebook excerpts, etc.

By using realia, the students can learn the meaning of words better. If the objects are interesting enough, they can provide a good starting point for a variety of language work and communication activities. There are some limitations like the size and the quality of the objects that can be brought to class. (Harmer, 2007: 177). One main advantage of using real objects is that it makes the learning experience more memorable for the students. (https://didacticmaterialnathytaly.weebly.com/).

1.3 Computers and the importance of the Internet

The big revolution in classroom technology has been the development of computers and associated hardware and software. Harmer thinks that the use of computers in education and the teaching of English continues to increase every day. They can be used with data projectors to show pictures, PowerPoint presentations, texts, slide animations, videos, films, etc. They can also be used for searching for information with the help of CDs and DVDs, the Internet, etc. Computers can be used for composing, for projects, for e-mailing, etc. (Harmer, 2007: 255).

In the paper Computer Assisted Language Learning: Merits and Demerits, AbuSeileek and Abu Sa’aleek stated that computers could be used by both the teachers and the learners in a variety of ways and for different purposes. Classroom teaching becomes more productive with the help of computers because they motivate students. Students feel things are more real, and they understand better. Many students become more interested when teachers use computers, and they become more active. Students can use a computer to write their compositions quickly. There are some of the disadvantages of using computers: not everyone can buy them because they are quite expensive; computers can only do what they are programmed to do, and they still cannot take the place of the teacher; both teachers and students need to learn to use them properly; computers are not suitable for all the activities that go on in the classroom, etc. (AbuSeileek and Abu Sa’aleek, 2012: 24-33).

The Internet

Al Mamun thinks that nowadays, the teachers’ job has become more comfortable because of the Internet and the availability of different technology. Teachers can download audio and video materials from the Internet according to the needs of their students. The use of the Internet makes the class more interactive and effective. (Al Mamun, 2014: 10-11).

The Internet can be used for purposes like:

text communication and live audio chats with other online users;

delayed-response communication (e.g. e-mails, forums, etc.);

reading a web-based text (newspapers, magazines, etc.);

downloading or using web-based content (e.g. language exercises, films, music, etc.). (Scrivener, 2005: 336).

Kern thinks that the Internet is a way for students to improve their English without the need of the teacher. The learners can choose the material they want to study and do it at their own pace. The Internet helps students to learn English by accessing authentic materials or chatting with native speakers. However, many students still need the teacher’s help for learning to choose the materials that best suit their needs to improve their language skills. The students also need guidance to stay away from the danger that it poses. (Kern, 2013: 101-103).

CALL (Computer-Assisted Language Learning) is „the area of applied linguistics concerned with the use of computers for teaching and learning a second language.” (Chappell and Jamieson, 2008: 1). Chappell and Jamieson think that there are many different types of CALL activities from which the teachers can choose. CALL can be used for helping students develop knowledge and strategies for learning English vocabulary and grammar beyond the classroom. CALL supplements teaching strategies in essential ways: it guides the learner, provides practice and assesses learning through activities like drills, tutorials and tests. CALL programs contain linguistic input that is intended to make the learners interested. CALL materials allow learners to vary the amount of time they spend, the help they request or the path they take through a learning activity and offers them explicit instruction to help them with specific knowledge and skills. (Chapelle and Jamieson, 2008: 3-7).

Suharty and Azizah stated that with CALL students could learn English through computer games, animated graphics and problem-solving techniques and decide on their own which skills to develop. They also have a certain freedom of expression and are given instant feedback. Despite the advantages offered by computers, modern computer technology has restrictions and disadvantages like:

CALL programs only benefit people who have computers;

low-budget schools and low earning students cannot afford to buy a computer;

the students and the teachers need to learn how to use the computer etc. (Suharty and Azizah, 2011: 142-131).

1.4 Advantages and disadvantages of using audio-video resources

Many teachers use audio materials to make their students practice listening. Harmer thinks that listening to audio materials in class can present advantages and disadvantages.

Some of the advantages can be:

the students hear a variety of voices, not just their teacher’s;

they listen to conversations between „real” people;

the audio materials are easy to carry and use;

the CDs, tapes and the machines to play them do not cost very much;

nowadays, the recorded content can be played from computers;

most textbooks come with CDs, so the students can listen and practice at home.

There are some disadvantages, too:

not all the students can hear that well because of the poor acoustics of the classroom;

everyone has to listen at the same speed;

they cannot see the conversation taking place. (Harmer, 2007: 304)

According to Harmer, to avoid some of the problems:

the equipment should be checked before using it;

the position of the equipment should be changed so that everyone can hear clearly;

the audio material should be played as much as it is necessary so that the students get as much information as they need to solve the tasks from the activities;

different activities should be incorporated in the lesson like story-telling, interviews, fast forward, silent viewing, pictureless listening, role-play similar conversations, etc.;

the students should be provided with suitable tasks so that they give their full attention to what they are hearing;

the students should be implicated in the process, like letting them control the speed or the machines;

the materials should be used for as many purposes as possible to practice a variety of skills. (Harmer, 2007: 305-308).

Harmer also noted some of the advantages and disadvantages of using video materials.

There are many advantages for encouraging the students to watch while they listen, like:

video is more vibrant than audio: speakers can be seen, their body movements give clues as to meaning, so do the clothes they wear, their location, etc.;

students get to see „language in use”;

students can see how the intonation matches facial expressions;

students can see the gestures that accompany specific phrases;

students can see different people with different cultures and how that affects their way of speaking and using the language;

the students can watch a lot of videos on the Internet at sites such as YouTube;

students understand and remember concepts more easily;

the video materials reduce teacher talking time and make the class more dynamic and fun (Harmer, 2007: 144);

it grabs the attention of the students;

it provides students with a realistic approach and experience.

The disadvantages of using video materials are:

some teachers think that video is less useful for teaching listening than audio because, with the visual aids as well as the audio senses, students pay less attention to what they are hearing or that they treat it as they treat watching television (Harmer, 2007: 144);

they can be a distraction;

technological problems can occur;

they can be expensive;

it is time-consuming.

CHAPTER 2

TEACHING ENGLISH WITH AUDIO-VIDEO RESOURCES. A RESEARCH-ORIENTED APPROACH

2.1 RESEARCH AIMS

The scope of the study was to research the teaching of English with audio-video resources and to see how important is the role of those resources during classes. It was also a way to determine the level of their importance seen by the students and also by the English teachers.

The research objectives run as follows:

to identify if English teachers use audio-video resources and what kind of resources are the most used;

to determine the impact that audio-video resources have when they are used in class;

to show the importance of using audio-video resources when teaching English

to take a glance at the opinions of teachers as well as students.

2.2 TARGET GROUPS

This research focuses on several 7th-grade students who have learned English for several years and also on English teachers.

The student target group comprises 20 students from Armășești School. This school is situated in Cernișoara commune, from Vâlcea county. The ages of the subjects are between 12 and 13 years.

The English teachers target group comprises 25 teachers from Vâlcea county. The ages of the subjects are between 24 and 52 years.

2.3 METHODS

According to Singh, there are many research methods which can be used for selecting, describing and qualifying the data. Each method is appropriate for certain sources of data yielding information of the kind and in the form that would be most effectively used. Some of those methods merely identify certain aspects of a situation. Some of the most used research methods are the conversation, the observation, the questionnaire and the interview. (Singh, 2006: 191).

The research tools for this study were: the observation, the conversation and the questionnaire.

The observation is a method used to see the behaviour, attitude and reaction of a person or a group of people during all the stages of a study.

The conversation offers the possibility of obtaining useful information directly from the subjects of a study, in a short time, data that needs to be verified and completed by other methods, because it can have a high level of subjectivity.

In Singh’s opinion, the questionnaire is, in a way, a form of an interview on paper, and it is possibly the most used. The purpose of a questionnaire is to secure responses and information about certain conditions and practices. The questionnaire is a vital instrument for gathering data. It is convenient in cases where one cannot conveniently see personally all the people from whom the responses are required. (Singh, 2006: 1910).

The questionnaire contains directions which are clear and complete. Important items are clearly defined, and each question deals with a single idea defined in unambiguous terms. The questions do not contain leading suggestions for the respondents and are objective. (Singh, 2006: 197). The questionnaire gives the respondent the necessary time to gather his or her thoughts to answer the questions the best possible way they can and not to be intimidated by answering out loud.

According to Singh, for this technique to be effective, a researcher has to depend on as many people as possible, but it is not an easy job to get cooperation from all the respondents. Some respondents may be sincere about their work, but some may hold back their replies because they are sceptical about the value of the research, or they do not feel interested in the problem. (Singh, 2006: 199).

Some other disadvantages of the questionnaire are the possibility of the misinterpretation of the questions; some of the respondents may not have answered all the questions; sometimes the respondents fill in their responses very indifferently, or they deliberately give wrong information. (Singh, 2006:108, 199).

2.4 DATA SELECTION AND ANALYSIS

The research objectives were to show if and what kind of audio-video resources English teachers use, the importance of using these resources during English classes and the impact they have on the students and the teachers and what they think about these resources.

The student target group was a 7th grade comprised of 20 students from Armășești School. This school is situated in a village from Vâlcea county, and it is one of the six schools from Cernișoara commune.

Picture 2.1 Armășești School

In these schools, there are two or more classes in one classroom, so teaching is done simultaneously because the number of students per class is deficient. The classrooms are very nice and welcoming for a rural school. The teachers use the blackboard, the chalk, maps and boards in their teaching. There is one overhead projector per school and a few old computers that do not always work very well. If the teachers want to use the overhead projector, they usually bring their laptop and speakers. The internet signal is not always very good, so they have the information already downloaded on their computers.

For this research, the students were observed during their English classes for at least a year. The students were observed during English classes during different activities: when they used only the textbooks and the blackboard; when they used the textbook, the blackboard and the audio materials from the book and during classes when the teacher used audio-video resources. In this way, the data gathered was as clear and complete as possible,

The lessons were planned by taking into account the following factors: the students’ level, their needs and the information that had to be acquired. The students were encouraged to communicate in English as much as possible, to work in pairs and groups.

Some of the students loved talking just in English, but some of them needed help in speaking and understanding what was being said in English. Reading from the book and having written support in front of them was easier for some of the students, but for most of them listening to the conversations in English was more exciting and useful because it made them speak more in English than in their mother tongue.

By working in groups for projects or for solving exercises, even if they were from their books or the audio resources, helped them learn from each other, have more confidence in themselves, be more relaxed.

Some of the students did not participate too much and were quieter than others during this kind of activities.

The students were very interested in the lessons when audio-video resources were used.

During the activities where the audio resources were used, most of the students were very attentive and implicated. They understood most of the information, but few of them were not very interested or had some problems in understanding what was being said. Even if a few students had some difficulties in solving the exercises, repeating the conversation and having the help of the teacher and the other students helped them. They were able to get over their fear of using English. They started to be more active during this kind of activities which helped them improve their English and vocabulary.

They loved the audio activities because they were more dynamic and energetic, and that made them move around or play roles. They also loved activities that were based on songs.

One of the lessons they liked very much was one when they talked about violence and discrimination. They worked in groups for their projects and came up with ideas for helping others be more confident. They also had to use their imagination to make interesting posters about violence: its definition, causes and effects; but also about ways to prevent it. After making their posters, a student from each group presented their project in front of the class.

Picture 2.2 Students’ activities

Their favourite part from that lesson was the activity based on Katy Perry’s song „Firework”. For this activity, they had to listen to the song and complete the blank spaces with the words they hear. After they filled in the empty spaces, they listened to the song again to see if they completed correctly. This song was used at the end of the lesson for the message it sends. The students loved it so much that they learned the song by heart because they liked the message of the song very much.

Picture 2.3 „Firework” by Katy Perry

Other activities that the students loved were the ones when they had to watch videos and films in English. Some of these activities were based on watching movies based on books, like „A Christmas Carol” and „The Jungle Book”. They had discussed the books previously and had done activities using just handouts with extracts from the respective books and exercises based on those extracts. After that, they watched videos and movies based on those books.

Picture 2.4 Children working on the text

Picture 2.5 Students watching movies

Some of the exercises based on the extracts from the books were about:

answering „true” or „false”

Picture 2.6 Exercise based on the text [https://en.islcollective.com]

answering questions about the texts

Picture 2.7 Exercise based on the text [https://en.islcollective.com]

find synonyms to the word given, etc.

Picture 2.8 Exercise based on the text [https://www.eslprintables.com]

Some of the activities based on the movie were:

to use adjectives to describe the characters

Picture 2.9 Exercise based on the movie[https://www.eslprintables.com]

to say which character said the lines from the movie

Picture 2.10 Exercise based on the movie [https://www.eslprintables.com]

to compare the book to the movie and find the differences, etc.

Picture 2.11 „A Christmas Carol” by Charles Dickens [https://www.gutenberg.org]

Picture 2.12 „A Christmas Carol” by Charles Dickens [https://www.gutenberg.org]

Picture 2.13 “A Christmas Carol” – 2009 movie adaptation

Picture 2.14 “A Christmas Carol” – 2009 movie adaptation

Picture 2.15 “A Christmas Carol” – 2009 movie adaptation

Picture 2.16 “A Christmas Carol” – 2009 movie adaptation

Picture 2.17 “A Christmas Carol” – 2009 movie adaptation

Picture 2.18 “A Christmas Carol” – 2009 movie adaptation

When the students did activities based solely on books and handouts, some of them were not that interested, and they did not participate very much during class. But when the activities were based on watching a movie, all of them were very interested. They observed very attentively and participated in the follow-up activities. All of the students were very keen on sharing their opinion about the movie and about what happened in that movie.

The students loved coming up with new ideas, commenting on the lines, saying what they would have done differently, role-playing some of the passages from the movie and imitating the voices, etc.

Even if using audio-video resources in English classes was time-consuming and kind of noisy, the students were more involved and communicated more in English, which helped them improve their vocabulary. The students became more confident in themselves, and they were less scared of speaking and sharing their opinion.

After each class, the teacher and the students talked freely about the activities they had to do, and the students shared their opinion about what they liked and about what they did not like. They were encouraged to share their opinion and come with new ideas for the next classes.

After many activities where they had to use the books, the blackboard or the audio-video resources, the students were given a questionnaire to find out their opinion on the impact and the importance of using audio-video resources in class.

So this research had a better view on the importance of audio-video resources used in Englis classes, several English teachers also answered a questionnaire on this subject.

THE STUDENTS’ QUESTIONNAIRE

The questionnaire was completed by 20 students from the 7th grade who have been learning English for several years. It consisted of three sections. The first section was an introduction which explained the purpose of the research. The second section consisted of a few personal data. The purpose was to collect information about the respondent concerning their age, gender and years of learning English. The third section consisted of 10 questions to which the respondents answered by hand.

Chart 2.1 The age of the students

Chart 2.2 The gender of the students

Data interpretation: The students that answered the questionnaire were aged between 12 and 13 years old, and all of them have been studying English for 5 years. 55% of the students were girls, and 45% were boys.

Questionnaire

1. Does your teacher use audio-video aids in the classroom? If yes, what are those?

Data interpretation: To this question, all the students answered that their teacher usually uses audio-video aids during English classes. The audio-video resources enumerated by the students are pictures, songs, flashcards, phone, laptop, speakers, overhead projector, etc.

2. Do audio-video aids help you in language learning? If yes, how?

Data interpretation: From the students' answers, it can be seen that using audio-video aids help them:

to pronounce correctly;

to learn new words and new things;

to understand the lesson better;

to improve their listening, reading and speaking skills;

to be more attentive;

to express themselves better.

3. Do audio-video resources help you improve your English? How?

Data interpretation: Using audio-video resources helps the students to improve their English by helping them understand better; improving their pronunciation; being more active during English classes; improving their speaking, reading and listening skills.

4. Which ones do you prefer best? A. Textbook and blackboard B. Audio-video

Chart 2.3 The preferences of the students

Data interpretation:

80% of the students prefer English classes when audio-video resources are used;

5% of the students prefer them when just the textbook and blackboard are used;

15% of them prefer their English classes when their teacher uses the textbook and the blackboard alongside audio-video resources.

5. Does the class become interesting if the teachers use audio and video resources during classes? If yes, how?

Chart 2.4 More interesting with audio-video?

Data interpretation: 95% of the students think that the classes become more interesting if the teachers use audio-video resources during lessons, and 5% of them do not believe that. Some of the students’ reasons for liking more the classes when audio-video aids are used are:

they understand the lessons better;

they think classes are more captivating and fun;

they pay more attention this way;

they are more eager and motivated to express themselves in English;

they hear different pronunciations;

they listen to authentic language;

they are less bored.

6. Do you face any challenges when your teacher uses audio-video aids in class? If yes, what are those?

Chart 2.5 Challenges

Data interpretation: 80% of the students do not face challenges when their teacher uses audio-video aids in class, and 20% of them do. Some of the challenges they enumerated are:

having problems in understanding all of the words;

in some of the conversations, they hear the people speaking too fast;

the class becomes noisier;

some children are more confident and want to speak more in English, and this makes other children lose their confidence.

7. How do you overcome those problems?

Data interpretation: The students overcome the problems they face when the teacher uses audio-video resources by asking their teacher to play the conversation again and to explain the things they do not understand. The students also try to find more videos at home on their own and repeat what they hear. The fact that some of their classmates speak more and better in English makes them try and improve their English too.

8. In your opinion, is it better to use audio-video resources during your English classes?

Data interpretation: The students find it easier to learn English with audio-video resources. With the help of technology, they can download apps, videos, clips, songs, etc. from the Internet and they can practice at home on their own. They think it is like having the teacher with them.

9. Do you use the computer and the Internet for homework?

Data interpretation: From the students’ answers, it can be concluded that most of them use the computer and the Internet for projects, translating new words, looking for information and read more.

10. Does the use of computers and the Internet help you learn English? How?

Data interpretation: The students answered that using the computer and the Internet helps them learn English by:

learning to pronounce better;

enriching their vocabulary;

improving their listening skills;

finding the information they need;

socializing with English speakers;

using apps for this purpose;

keeping in touch with their teacher, etc.

THE TEACHERS’ QUESTIONNAIRE

The questionnaire was completed by 25 English teachers that participated in the English teachers’ meeting that took place in November 2018. It consisted of three sections. The first section was an introduction which explained that it dealt with the teaching of English using audio-video resources and their impact and importance. The second section consisted of a few personal data. This section had as purpose the collection of information about the respondents concerning their age, gender, years of teaching English and the area where they teach, rural or urban. The third section consisted of 9 questions to which the respondents answered by hand.

Chart 2.6 The age of the teachers

Chart 2.7 The gender of the teachers

Chart 2.8 Years of teaching English

Chart 2.9 The area where they teach

Data interpretation: The English teachers that answered these questionnaires were aged between 24 and 52 years old, and they had work experience in teaching English that varied between 3 months and 28 years. 62% of the teachers were women, and 38% of them were men which demonstrate that women are more willing to work as English teachers. The teachers’ answers show that 50% of them work in the urban area, 41% of them in a rural area and 9% in both urban and rural areas. These numbers demonstrate that more teachers prefer working in an urban area because they have more technological resources at their disposal, and there are less simultaneous teaching classes.

Questionnaire

1. Do you use audio-video aids in your class? If yes, what are those?

Data interpretation: All of the teachers answered this question with „yes” but two of them responded that they do not use them that often. The audio-video resources used by the English teachers are pictures, flashcards, phones, computers, laptops, speakers, overhead projectors, the Internet, CDs, DVDs, Interactive whiteboards, tablets, etc. They used those resources taking into account the students’ level and the activities they would like to do: introducing and presenting the information, listening, introducing new vocabulary, dialogues, stories, movies, songs, plays, music videos, etc. The teachers see these resources as a modern, efficient and useful method. These aids make learning fun, and they help deepen comprehension.

2. Why do you use additional audio-video aids in teaching language?

Data interpretation: The teachers that answered this question gave the following reasons for using audio-video resources:

they make the teaching process more efficient;

images and sounds attract the students more;

the students have the chance to see and hear native speakers using their language;

they stimulate critical thinking;

they generate discussion;

they encourage the students to talk, be creative and involved in the topic;

they have a more significant impact on children’s way of remembering new things;

children learn best by observing;

learning is more effective when sensory experiences are stimulated;

for language authenticity;

to facilitate teaching skills;

they have a greater impact on students;

to motivate and entertain learners;

it is easier for the students to learn this way;

it is a better way for children to improve their listening and speaking skills;

for a better comprehension of the structures;

students give them their full attention with great results;

to get students interested in the class and involved in the teaching progress;

they are challenging and effective and boost students’ interest;

to make the learning process fun and more accessible for the children;

for feedback;

they provide significant help in capturing the attention of the students, making the teaching activity more exciting.

3. How does it facilitate you in teaching language skills?

Data interpretation: From the teachers’ answers, the following conclusions can be drawn:

the computer offers different images and sounds so the students like it more; they are more interesting;

these resources are an interactive way of teaching language skills;

they help in creating a more informal atmosphere in the classroom which makes it easier for the students to participate;

the process of teaching English can sometimes be complicated, and these aids are a vital element, even if they are time consumers;

these aids can be used for a variety of activities, especially in teaching listening and speaking skills;

they can be used in the evaluation, too;

they help the students improve their pronunciation and stress, their reading and listening skills, their associating words with images;

they encourage students’ participation, fluency and motivation;

as the students seem to be more interested in these new and modern techniques, the lessons are more practical and attractive for them.

4. How do you relate the audio-video materials with the lesson?

Data interpretation: From the answers given, it can be realized that English teachers usually combine traditional and modern methods. Most of the teachers use audio-video materials:

when necessary;

according to the learning goals;

for the interactive parts of the lesson;

they introduce new material ;

they give explicit descriptions or definitions of concepts;

to identify language functions and to try to understand its use;

to help students acquire the vocabulary more easily;

because they are energetic and fun;

to make the students understand the relation between the written lesson with what they hear during a class;

connected to the lesson;

from the students’ books and, if necessary, some extra materials;

as a linker between activities;

for pair and group work;

for exercises like read and listen, answer the questions, fill in the blanks or choose between a, b, c, etc.;

for listening and reading activities.

5. How do you select audio-video aids for your class?

Data interpretation: The English teachers select audio-video materials for their class:

according to the type of lesson, the aims, the level, the students' interests and knowledge;

that are fun and interactive, making the students have an active role in the lesson rather than listening and watching;

usually from CDs, YouTube, class textbooks, the Internet, etc.

6. Do you face any challenges while using audio-video aids? If yes, what are those?

Chart 2.10 Challenges faced by teachers

Data interpretation: 87% of the English teachers face challenges while using audio-video aids, and 13% do not face any challenges.

Chart 2.11 Types of challenges

35% of those challenges are related to the students, like:

if there is too much noise in the classroom some students become a little bit absent-minded or naughty;

some of the students try to use their mother tongue during the class;

some pupils become noisy;

some of them may not be so interested in the presentation;

the students may become anxious while the teacher is preparing the technical details;

they may not understand all the words, the intonation or the people talking.

65% of the challenges occur because of the equipment:

the Internet connection may be too low or not working at all;

sometimes the equipment is not always working correctly: the CDs may be scratched, the laptop may malfunction, the equipment may be too old, or there may not exist high-quality devices;

installing and using audio-video aids is time-consuming.

7. How do you overcome those problems?

Data interpretation: The teachers that face challenges while using audio-video aids overcome them by:

engaging their students by asking for their help in setting the equipment;

they have a back-up plan, just in case something goes wrong, like: bringing their personal computer and speakers, having the audio and video downloaded beforehand and the printed version, giving the students worksheets, bringing extra materials, etc.;

trying to bring attractive and enjoyable materials that would involve all the students;

trying to make the students more confident in what they know and use English even if they make mistakes;

they play songs while setting up the equipment, etc.

8. What was the feedback from your students after using audio-video resources in class?

Data interpretation: From the teachers’ answers, it can be concluded that the students enjoy the lessons more when their teachers use audio-video resources. The students are enthusiastic and engaged in the activities, they are more relaxed, and they seem more interested in learning English. They want to do more tasks, and they can express themselves better.

9. From your experience, is it better to use audio-video resources when teaching English?

Data interpretation: All the answers to this question were positive. Using audio-video resources is probably the best way to interact with the students, to engage them more, to motivate them more, to make them more relaxed during the English classes. The students are more interested and less bored. They have a chance to listen to authentic language, and they learn faster this way.

2.5 FINDINGS

The purpose of this research was to find out if audio-video resources are used in English classes and how important they are for both the students and the teachers.

From the activities done during the English classes, the following conclusions can be drawn:

the students loved talking in English, even if they made mistakes;

when the students had problems speaking or understanding what was being said, they had the help of their classmates, which made them more confident;

they liked listening to conversations or songs in English because it helped them improve their pronunciation and made them speak more in English;

they loved watching videos and movies because they could understand better what was being said and they could understand the new words from the context;

they loved singing and role-playing;

they liked working together on projects and making an exhibition with them;

they were more willing to participate in the activities when audio-video resources were used;

the classes were more dynamic and fun;

the children were more relaxed and less bored;

they asked about other songs and movies they can listen and watch at home;

they understood the information better;

the students were less scared of speaking and sharing their opinion.

From the students’ questionnaire, the following conclusions can be drawn:

their teachers use audio-video materials like pictures, songs, flashcards, laptops, overhead projectors, etc.;

the audio-video materials help them improve their pronunciation, their listening, reading and speaking skills;

they learn more efficiently and understand new concepts and words better when audio-video materials are used;

the class becomes more dynamic and fun, and they are more interested in the topic;

they prefer the courses during which their teachers use audio-video materials because those classes are more captivating and entertaining;

the students find it easier to learn English with audio-video resources;

the computer and the Internet help them improve their English by using apps, videos, clips, etc.

From the teachers’ questionnaire, it can be realized that:

all the English teachers use audio-video materials in their classes like pictures, flashcards, computers, overhead projectors, CDs, DVDs, Interactive Whiteboards, etc.;

the teachers think that using audio-video resources in their classes helps their students because:

they have the chance to see and hear native speakers;

the students are more interested in the class and more involved in the activities;

they find the class more dynamic;

they are more focused when images and sounds are part of the lesson;

they are more confident in using English;

they find it easier to understand and remember the structures and the new words.

the teachers see the use of audio-video resources as a modern, efficient and useful method;

they think these aids make the teaching and learning more fun;

they use audio-video resources for a variety of activities, according to the learning goals, the topic and the level of the students;

even if they face challenges, they can overcome them by involving the students or having a back-up plan.

CONCLUSIONS

Both teachers and students are aware that learning a new language is essential as it serves as a communicative tool, helping them get in touch with people from other countries. So, they use many resources that help them achieve their purpose and help them throughout their personal and professional lives.

The objective of this research paper was to see how important the use of audio and video resources is from both the students and the teachers’ point of view.

This research showed that different audio-video materials are used successfully during English classes and that the teachers and the students benefit from them. Mobile phones, computers, tablets, overheat projectors, CDs, DVDs, laptops, speakers and so on, all of these have their role in making English classes more exciting and effective.

Audio-video resources are beneficial for the teachers because they bring a significant change in the class environment and the teaching process.

The learning process becomes faster because the students become more interested and active in a more informal atmosphere which helps them understand the information more quickly.

By integrating different audio-video resources during English classes, the teachers help their students improve their language skills.

In this way, their students:

learn new things ina way that is more dynamic and fun;

discover new worlds which makes them interested in improving their language skills;

communicate with people from other countries by using English as their communicative tool;

can keep in touch with their teachers in a way that makes them feel closer to their teachers.

There are many advantages if the English teachers use audio-video resources in their classes, like:

the learners have the chance to see and hear a variety of voices and accents and conversations between „real” people;

most textbooks come with CDs which help the students practice at home;

these aids draw the attention of the students, and they become engaged and active during classes;

the computers and the Internet provide the teachers and students with a variety of materials that can be used for teaching and learning English.

There are some challenges when the teachers use audio-video resources in their classes like:

poor acoustics of the class;

the class becomes noisier;

it is time-consuming;

technological problems may occur.

Despite all these challenges, the students and the teachers have a favourable attitude towards using audio-video materials, and they think that these resources facilitate language teaching and learning.

Some of the students nowadays know more about new gadgets and tools that can help them learn new things in a way that is more interesting and engaging.

By using audio-video resources during English classes, the teachers get to involve their students in the teaching process because they can ask for their help in setting the technical equipment. In this way, the students feel needed and important.

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ANNEXES

ANNEX A – STUDENTS’ QUESTIONNAIRE

Dear student:

We are researching the teaching of English with video-audio resources for the forthcoming first-degree methodical-scientific paper, which covers the role of the video-audio resources in the class. The input of the questionnaire below will inform part of this research.

We would be grateful if you could spare a few minutes to respond, in as much or as little detail as you wish.

We shall, of course, fully comply with any request to remain anonymous.

Thank you very much for your time and help!

______________________________________________________________________

Name of the student:

Year of birth:

Class:

Gender:

Years of learning English:

Where is your school located, rural or urban area?

1. Does your teacher use audio-video aids in the classroom? If yes, what are those?

2. Do audio-video aids help you in language learning? If yes, how?

3. Do audio-video resources help you improve your English? How?

4. Which ones do you prefer best? A) textbook and blackboard B) audio-video

5. Does the class become interesting if the teachers use audio and video resources during classes? If yes, how?

6. Do you face any challenges/problems when your teacher uses audio-video aids in class? If yes, what are those?

7. How do you overcome those problems?

8. In your opinion, is it better to use audio-video resources during your English classes?

9. Do you use the computer and the Internet for homework?

10. Does the use of computers and the Internet help you learn English? How?

ANNEX B – TEACHERS’ QUESTIONNAIRE

Dear teacher:

We are researching the teaching of English with video-audio resources for the forthcoming first-degree methodical-scientific paper, which covers the role of the video-audio resources in the class. The input of the questionnaire below will inform part of this research.

If you are an English teacher, we would be grateful if you could spare a few minutes to respond, in as much or as little detail as you wish.

We shall, of course, fully comply with any request to remain anonymous.

Thank you very much for your time and help!

______________________________________________________________________

Name:

Year of birth:

Gender:

Years of teaching:

Where do you teach, rural or urban area?

Do you use audio-visual aids in your class? If yes, what are those?

Why do you use additional audio-visual aids in teaching language?

How does it facilitate you in teaching language skills?

How do you relate the audio-visual materials with the lesson?

How do you select audio-visual aids for your class?

Do you face any challenges while using audio-visual aids? If yes, what are those?

How do you overcome those problems?

What was the feedback from your students after using audio-video resources in class?

From your experience, is it better to use audio-video resources when teaching English?

SUMMARY

În trecut, învățarea unei noi limbi însemna doar să știi să citești materiale în limba respectivă. În zilele noastre, învățarea unei noi limbi a devenit o nevoie. Oamenii învață cel puțin o limbă nouă pentru a putea comunica cu alți oameni din alte țări. Astfel, limba engleză nu este doar o materie pe care elevii trebuie să o învețe la școală, ci a devenit un mod de a comunica.

În era tehnologiei și metodele folosite pentru a preda și a învăța limba engleză au fost adaptate. Pentru a putea ține pasul cu nevoile și interesele elevilor, profesorii de limba engleză încearcă să facă orele mai interesante și attractive folosind diferite resurse audio-video, cum ar fi: videoproiectoare, calculatoare, CD-uri, poze, cântece, etc. În acest mod, elevii nu se mai plictisesc și devin interesați de activitățile din timpul orei.

Această cercetare a avut ca temă predarea limbii engleze cu ajutorul resurselor audio-video și rolul acestora. De asemenea, s-a investigat părerea profesorilor de limba engleză, dar și a elevilor despre folosirea acestor resurse.

Această lucrare a fost structurată în două capitole.

Capitolul 1 constituie o scurtă privire asupra resurselor audio-video folosite în predarea limbii engleze, care sunt cele mai folosite dintre acestea, importanța accestora, cât și avantajele și dezavantajele lor.

Capitolul 2 explică procesul cercetării acestei lucrări, metodologia și instrumentele folosite pentru a aduna datele. În acest capitol sunt prezentate și analizate datele rezultate. Metodele de cercetare pentru adunarea datelor au fost: observarea, conversația și chestionarul. Grupurile țintă pentru această cercetare au fost un formate dintr-un număr de 20 de elevi din clasa a șaptea de la Școala Gimnazială, Sat Armășești, Comuna Cernișoara, Județul Vâlcea și de un nummăr de 25 de profesori de limba engleză care au participat la Cercul pedagogic care a avut loc în Râmnicu Vâlcea în noiembrie 2018.

Pentru această cercetare, elevii au participat în cadrul unor activități bazate pe predarea și învățarea limbii engleze cu și fără resurse audio-video și s-a monitorizat reactia acestora. La finalul anului, aceștia au primit un chestionar pentru a vedea care este părerea lor în legătură cu această temă. Profesorii de limba engleză participanți la Cercul pedagogic din Județul Vâlcea au raspuns la un chestionar pentru a vedea ce părere au aceștia despre folosirea resurselor audio-video în predarea limbii engleze și ce părere au elevii lor.

În urma adunării și contorizării datelor, s-a ajuns la următoarele concluzii:

orele de limba engleză devin mai interesante;

resursele audio-video aduc o schimare semnificativă de pe urma căreia beneficiază atât profesorii cât și elevii;

elevii învață mai repede, sunt mai interesați și mai activi atunci când profesorul folosește resurse audio-video;

elevii își îmbunătățesc limba engleză mai rapid datorită faptului ca aud accentul nativilor și îi pot vedea pe aceștia purtând conversații;

elevii pot folosi CD-urile, calculatoul și Internetul pentru a lucre și acasă.

În ciuda problemelor care pot apărea atunci când se folosesc resurse audio-video, atât profesorii, cât și elevii preferă orele în cadrul cărora sunt folosite resurse audio-video.