THE IMPACT OF IMMERSIVE STRATEGY WITH ENGLISH VIDEO CLIPS ON EFL STUDENTS’ SPEAKING PERFORMANCE: AN EMPIRICAL STUDY AT SENIOR HIGH SCHOOL

• Authors: Muslem Asnawi , Zulfikar Teuku , Ibrahim Ibnu Hajar , Syamaun Arifin , Saiful , Usman Bustami
• Languages of publication: EN

Abstracts

EN

This study aimed at investigating the effects of an immersive strategy using English video clips on students’ speaking performance. A quasi-experimental design was employed in this study. The study comprised 45 students; 23 in the experimental group (EG) class using English video clips and 22 in the alternative group (AG) class using English audio CD’s. All teaching materials used in this study were selected from YouTube. A pre-test and a post-test were implemented in each of the groups. Data were analyzed statistically using SPSS to obtain the mean, standard deviation, and undertake t-tests. The results showed that the students participating in the immersive strategy through English video clips group outperformed the students subjected to the immersive strategy through English audio. The findings have pedagogical impacts for EFL teachers, teacher trainees, practitioners and policy makers to employ English video clips to improve students’ speaking performance.

Keywords

EN

Immersive Strategy;; English video clips;; EFL;; students’ speaking performances

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2019
• Volume: 19
• Issue: 4
• Pages: 90-103

Contributors

author

Muslem Asnawi

• Universitas Syiah Kuala

author

Zulfikar Teuku

• Ar-Raniry State Islamic University

author

Ibrahim Ibnu Hajar

• Universitas Syiah Kuala

author

Syamaun Arifin

• Universitas Syiah Kuala

author

Saiful

• Universitas Syiah Kuala

author

Usman Bustami

• Universitas Syiah Kuala

References

• Abu Seileek, A. F. (2007). Cooperative vs. individual learning of oral skills in a CALL environment. Computer Assisted Language Learning, 20(5), 493-514.
• Alberta Education (2010). Handbook for French Immersion Administrator. Alberta: French Language Education Services.
• Allou, A. (2013). The Effect of Audiovisual Aids in Teaching Speaking Skill among EFL Learners. (Unpublished Master Thesis). Biskra: Mohammed Khider University of Biskra.
• Ballinger, S. G. (2013). Towards a cross-linguistic pedagogy: Bi-literacy and reciprocal learning strategies in French immersion. Journal of Immersion and Content-Based Language Education, 1(1), 131-148.
• Bozatli, D. (2003). Academic Oral Presentation Skills Instructors' Perceptions of the Final Project Presentation Rating Scale Used in the Modern Languages Department at Middle East Technical University. Unpublished Master’s Thesis. Ankara: Bilkent University
• Brisk, M. E. (2006). Bilingual Education: From Compensatory to Quality Schooling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
• Bygate, M. (2006). Areas of research that influence L2 speaking instruction. In E. U. Juan & A. Martinez Flor (Eds.), Current Trends in the Development and Teaching of the Four Language Skills (pp. 159-186). Berlin: Mouton de Gruyter.
• Bygate, M. (2009). Teaching the spoken foreign language. In B. Seidlhofer & K. Knapp (Eds.), Teaching the Spoken Foreign Language (pp. 401-438). Berlin: Mouton de Gruyter.
• Chang, M.-M., & Lehman, J. D. (2002). Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model. CALICO Journal, 20(1), 81-98.
• Chinnery, G. M. (2006). Emerging technologies. Going to the mall: Mobile assisted language learning. Language Learning & Technology, 10(1), 9-16.
• Choe, E., & Seong, M. H. (2016). A case study of the flipped classroom in a Korean university General English course. Journal of Pan-Pacific Association of Applied Linguistics, 20(2), 71-93.
• Christianson, M., Hoskins, C., & Watanabe, A. (2009). Evaluating the effectiveness of a video- recording based self-assessment system for academic speaking. Language Research Bulletin, 24, 1-15. Retrieved from http://web.icu.ac.jp/lrb/docs/Christianson-Hoskins-Watanabe.pdf
• Clark, K. (2009). The case for structured English immersion. Educational Leadership, 66(7), 42-46.
• Cummins, J. (2000). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. Retrieved April, 16, 2006 from https://www.researchgate.net/profile/Jim_Cummins5/publication/255638397_Immersion_Education_for_the_Millennium_What_We_Have_Learned_from_30_Years_of_Research_on_Second_Language_Immersion/links/00b7d53cb6f02f3b09000000/Immersion-Education-for-the-Millennium-What-We-Have-Learned-from-30-Years-of-Research-on-Second-Language-Immersion.pdf
• Day, E. M., & Shapson, S. M. (1991). Integrating formal and functional approaches to language teaching in French immersion: An experimental study. Language Learning, 41(1), 25-58.
• Diyyab, E. A. (2014). Using a multimedia-based program for developing student teachers' EFL speaking fluency skills. Journal of Faculty of Education-Benha University, 352(2894), 1-29.
• Er,. & Mirici, İ. H. (2015). Classroom teachers’ viewpoints about the effects of immersion programs on native language development in a Turkish context. Procedia-Social and Behavioral Sciences, 199, 63-367.
• Feng, Z. (2007). The Perceptions of Chinese Junior High and Senior High Students Regarding the Teaching and Learning of English Listening and Speaking Skills. Unpublished doctoral dissertation. Lubbock: Texas Tech University.
• Fortune, T. (2000). Immersion teaching strategies observation checklist. ACIE Newsletter, 4(1), 1-4.
• Genesee, F (1985) Second language learning through immersion: A review of U.S. programs. Educational Research, 55(4), 541-561.
• Genesee, F., Bolger, G., Carmody, B., Boynton, L., Desrochers, Y., & Little, O. (2005). Immersion Handbook. McGill University. The Big Picture, Tallinn
• Gezegin, B. B. (2014 ). An investigation of using video vs. audio for teaching vocabulary. Procedia-Social and Behavioral Sciences 143, 450-457.
• Göktürk, N. (2016). Examining the effectiveness of digital video recordings on oral performance of EFL learners. Teaching English with Technology, 16(2), 71-96.
• Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236.
• Hsu, H. Y., Wang, S. K., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181-198.
• Hyland, F. (2004). Learning autonomously: Contextualising out-of-class English language learning. Language Awareness, 13(3), 180-202.
• Ilin, G., Kutlu, O., & Kutluay, A. (2013). An action research: Using videos for teaching grammar in an ESP class. Procedia-Social and Behavioral Sciences, 70, 272-281.
• Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom: A study conducted at South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121-132.
• Kavaliauskienė, G. (2012). Authentic audio materials in ESP. English for Specific Purposes World, 5(21), 1-14. Retrieved from http://www.esp-world.info/Articles_21/Docs/article.pdf.
• Lenker, A., & Rhodes, N. (2007). Foreign language immersion programs: Features and trends over 35 years. The ACIE Newsletter, 10(2), 1-8.
• Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. TEFLIN Journal, 18(1), 1-14.
• Liu, T.-Y., & Chu, Y.-L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
• Mackey, A., & Gass, S. M. (2005). Second Language Research: Methodology and Design. London: Lawrence Erlbaum Associates.
• Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86-92.
• Md Nordin, S., Ahmad, W., Fatimah, W., & Masri, M. (2010). Learning English literature through multimedia. European Journal of Social Sciences, 17(2), 238-253.
• Mehr, H. S., Zoghi, M., & Assadi, N. (2013). Effects of synchronous Computer Mediated Communication and face-to-face interaction on speaking skill development of Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 2(5), 36-41.
• Murat, H. (2012). Teaching word stress to Turkish EFL English as foreign language learners through internet-based video lessons. Retrieved from ERIC database. (ED 530678)
• Muslem, A., & Abbas, M. (2017). The effectiveness of immersive multimedia learning with peer support on English speaking and reading aloud. International Journal of Instruction,10(1), 203-218.
• Muslem, A., Mustafa, F., Usman, B., & Rahman, A. (2017). The application of video clips with small group and individual activities to improve young learners’ speaking performance. Teaching English with Technology, 17(4), 25-37.
• Nguyen, L. V. (2008). Technology-enhanced EFL syllabus design and materials development. English Language Teaching, 1, 135-142.
• Nguyet, N. T. M., & Mai, L. T. T. (2012). Teaching conversational strategies through video clips. Language Education in Asia, 3(1), 32-49.
• Pacific Policy Study Center (2010). Successful Bilingual And Immersion Education Models/Programs. Honolulu: Kamehameha Schools, Study & Evaluation Division.
• Pease-Pretty On Top, J. (2004). Native American Language Immersion: Innovative Native Education for Children and Families. Battle Creek, MI: WK Kellogg Foundation Project of the American Indian College Fund.
• Ramírez Verdugo, D., & Alonso Belmonte, I. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning & Technology, 11(1), 87-101.
• Rania, S. (2016). Investigating the Usefulness of Audio-Authentic Materials as a Motivational Factor to Enhance EFL Learners’ Speaking Skill. Unpublished Master’s thesis. Biskra: Mohammed Khider University of Biskra.
• Ranjbar, N., & Ghonsooly, B. (2017). Peer scaffolding behaviors emerging in revising a written task: A microgenetic analysis. Iranian Journal of Language Teaching Research, 5(2), 75-90.
• Sabouri, H., Zohrabi, M., & Osbouei, Z. K. (2015). The impact of watching English subtitled movies in vocabulary learning in different genders of Iranian EFL learners. International Journal on Studies in English Language and Literature, 3(2), 110-125.
• Saeedi, Z., & Biri, A. (2016). The application of technology in teaching grammar to EFL learners: The role of animated sitcoms. Teaching English with Technology, 16(2), 18-39.
• Saint Léger, D. (2009). Self-assessment of speaking skills and participation in a foreign language class. Foreign Language Annals, 42(1), 158-78.
• Savas, P. (2012). Micro-teaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees. Procedia-Social and Behavioral Sciences, 55, 730-738.
• Shih, Y. C., & Yang, M. T. (2008). A collaborative virtual environment for situated language learning using VEC3D. Journal of Educational Technology & Society, 11(1), 56-68.
• Sidman-Taveau, R. L. (2005). Computer-assisted Project Based Learning in Second Language: Case Studies in Adult ESL. Doctoral dissertation. Austin: The University of Texas at Austin.
• Sihem, M. S. (2013). Using Video Techniques to Develop Students’ Speaking Skill (Unpublished master's thesis). Biskra: Mohamed Khider University of Biskra.
• Sirmandi, E. H., & Sardareh, S. A. (2016). Improving Iranian intermediate EFL learners’ vocabulary knowledge through watching video clips with English subtitles. Journal of Applied Linguistics and Language Research, 3(6), 175-187.
• Stein, M., & Schools, A. P. (1999). Developing oral proficiency in the immersion classroom. ACIE Newsletter, 2(3), 1-8.
• Sulaiman, N., Muhammad, A. M., Ganapathy, N. N. D. F., Khairuddin, Z., & Othman, S. (2017). A comparison of students’ performances using audio only and video media methods. English Language Teaching, 10(7), 209-215.
• Tanveer, M. (2007). Investigation of the Factors that Cause Language Anxiety for ESL/EFL Learners in Learning Speaking Skills and the Influence It Casts on Communication in the Target Language. Unpublished Master’s thesis. Glasgow: University of Glasgow.
• Uhl Chamot, A., & El Dinary, P. B. (1999). Children's learning strategies in language immersion classrooms. The Modern Language Journal, 83(3), 319-338.
• Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121.
• Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328.
• Yang, J. C., Chen, C.H., & Chang Jeng, M. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356.