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- Proposal presents clear questions Questions are clear. PRoblem
that address the research problem is also described, but there is
- Research problem is described
mismatch between problem
Introduction clearly and in sufficient detail
- Research purpose addresses the 28 20 and purpose. Please follow
research problem appropriately previous advise
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addresses program’s ‘líneas de
investigación’
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and concepts clearly and in sufficient detail and 5 studies were reviewed.
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Please revise for coherence
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22 20
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study

- Proposal describes the context Research design is

and participants clearly and in detail
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for answering research questions
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and analysis serve to answer the research
questions
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Methods for data collection and analysis clearly
appropriate, context and
participants are described in
sufficient detail. Data
collection procedures help
answer questions. However,
20 13 details are missing regarding
data collection procedures
and there may be redundancy
in the use of some of them.
Data analysis needs to address
question regarding vocabulary
learning in more clarity

- Proposed research can be

Plan of completed in an academic semester
activities and 5 5
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budget completing the research successfully
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Expected 5 5
clearly from the research and are
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research articles
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errors. There are too many of
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not appear in reference
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Points: 75
Your proposal is strong but has
problems in formatting and use
of academic English that make it
look weak, therefore the grade. I
recommend you solve all those
FINAL SCORE
issues before you submit it as
graduation option. Problems in
content need also be addressed
Overall grade: 3,7
Data analysis grade: 3,5

USING MOVIE TRAILERS TO IMPROVE 10TH GRADERS VOCABULARY

LEARNING

JOSE MESTRA FERNÁNDEZ

FRANCISCO SCHOTBORGH LOPEZ

 UNIVERSIDAD DE CÓRDOBA

FACULTAD DE EDUCACIÓN Y CIENCIAS HUMANAS

LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN

HUMANIDADES-INGLÉS

MONTERÍA-CÓRDOBA

2017

José Mestra Fernandez.

Francisco Schotborgh López.

Seminar II

Teacher.

P.h.d Jose David Herazo

Formatted: Font: (Default) Times New Roman, 12 pt, Bold

 Universidad de Córdoba.
Facultad de educación y ciencias humanas.
Licenciatura en educación básica con énfasis en humanidades-ingles.
VIII
Montería/córdoba
2017

ABSTRACT

Vocabulary learning (VL) is an area of the English language in which a student learns
hundreds of words and significant meanings during teaching and learning process, through
visual and aural inputs, so that (VL) provides a great benefits for English language
acquisition. However, in Institucion Educativa 24 de Mayo is usual to find some students
who experience little interest and difficult to learn English language during the sessions.
Consequently, it leads us to see a low English levels and a few opportunities related to
English language learning. The purpose of this study is to provide a new teaching strategy
through the use of movie trailers as teaching tool, describe the possible opportunities that
movie trailers can offer to students learning of words and describe students’ perceptions
about using movie trailers when learning vocabulary. For that reason, this resource provides
them a powerful tool to improve vocabulary learning. The data will be collected through
four techniques such as video recorded observations, semi-structured interviews for the
teacher, student’s diary and production tasks. This study expects to improve vocabulary
learning through innovated resources as movie trailers are, to describe the benefits of movie
trailer for learning vocabulary and to change traditional strategies for teaching vocabulary.

Key words: movie trailers, vocabulary learning, English as second language

 INTRODUCTION

Learning English as a second language has always been important since English language
took place through history, starting with the main aspects, such as the communicative one Commented [S1]: This sounds like oral discourse

that lead us for international relationships, economy that lead us to commerce, technology,
etc. However, learning English is a challenge for most people who want to learn English
properly, especially when they are working on its structures and meanings, so that
vocabulary learning is considered an important area of language learning during the English
learning process. Vocabulary learning permits students to develop a large quantity of
meaningful words that incite learners to practice English language to express personal
opinions, share general ideas, and awake hidden feelings. Besides, vocabulary learning is a
component that helps learners to learn and use a range of words, which are used to
communicative purposefully through different presentations that are named receptive and Commented [S2]: Still, presentations does not make much
sense. What do you mean?
productive.
According to Nunan (1991, p. 117), “the acquisition of an adequate vocabulary is Commented [S3]: This is what I mean, omit spacing and add
identation
essential for successful second language use because without an extensive vocabulary, we
will be unable to use the structures and functions we may have learned for comprehensible
communication.” This means that vocabulary has an important role to play in the
acquisition of a second language, while learning vocabulary is extensive, it fosters our
knowledge for communicative uses. During the observation process, in the 24 de Mayo
high school located in Cereté when we were in English class we were just assigned to
observe the English language teaching; unfortunately, we have noticed that some students
showed a disinterest in learning new words and misunderstanding with the specific words
given according to the topic that they were working on, as well as students forgetting the
vocabulary given by the teacher.
Thus, the purpose of this study will be to describe the impact of the uses of movie trailers
in 10th grade classroom in order to improve students’ vocabulary learning. Movie trailers
are, according to (Kellerman, 1992), “trailers, with both audio and visual components,
provide multiple modes of input that simulate real communicative conditions.” The reason
Commented [S4]: Rewrite into more academic language (for
example, omit ‘we’, split in several sentences,e tc)
Commented [S5]: In this case the author is part of your
sentence, so you cannot write it between parentheses. Revise this
in all the paper

that motivated us to choose this vocabulary strategy was to give the importance that
vocabulary deserves as a priority for learners, so that vocabulary is an important area for
English learning and teaching development. The study will answer two research questions:

 In what ways do movie trailers encourage 10th graders’ vocabulary learning?

 What are 10th graders’ perceptions about movie trailers to learn vocabulary?

Based on the previous situation, the Colombian government and Ministry of Education has Commented [S6]: What is the previous situation? This is not
clear
been implementing new strategies in order to improve the process of English teaching,
providing intelligent-classrooms where students are able to interact with visual and oral
resources as teaching English requires this type of suitable tools and places. Moreover, it Commented [S7]: What does ‘it’ refer to?

works on students’ opportunities and improve the vocabulary learning.

For that reason, using movie trailers to improve vocabulary learning is extremely important,
especially in 10th graders, so that it is the grade where learners start to receive English
lessons with an English teacher, learners will be able to deal with several words that foster Commented [S8]: What about the other grades?

their knowledge related to English context, through Movie trailers as a new strategy that
changes the teaching methodology of some teachers who have been implementing
repetitive strategies during many years, and it produces on learners demotivation in
learning English. Finally, we want to reinforce English language learning process and Commented [S9]: Sentence is too long

change students’ disinterest towards vocabulary learning. Commented [S10]: But this is not an aspect that your questions
address
This research proposal is distributed in three structures; the first part start with the
introduction, in which it is presented the objectives, reasons and the research questions of
this action case study in order to define the topic. The second part is related with the
theoretical framework and literature review. Furthermore, in this second part there are
different studies that showed positive results and the data collection techniques that were
applied in the processes of these studies. The third part is related about the methodology,
which mention the participant, the data collection techniques that will be applied and the
expected outcomes.

THEORETICAL FRAMEWORK

The purpose of this chapter is devoted to the description of movie trailers, in this
chapter, important underpinnings about improving vocabulary learning will be described.
To accomplish this purpose, in the following section, key concepts like vocabulary and
Videos as teaching tools to improve students’ Learning English Language will be
presented.

Conceptual Framework

Vocabulary learning

Vocabulary refers “to all the words in a certain language, the entire vocabulary of a
language” Barcroft, J. Sunderman, G. & Schmitt, N. (2011, p. 571). According to the Commented [S11]: Innapropriate citation format, please revise
in all the paper
presented definition, vocabulary can be defined as small unit of words that build up our
language or several single words that form little structure, sounds and meaning in any
language. Another definition of vocabulary is stated by Hanson and Padua (2011, p. 5):
“Vocabulary refers to words we use to communicate in oral and print language.” In other
words, vocabulary is a skill that people possess in order to communicate, and it is presented Commented [S12]: Vocabulary does not seem to be a skill.
Please revise
in two ways orally and pictorially, it helps learners to develop the four skills and they have
to be aware that vocabulary can help them in language acquisition.

Importances of vocabulary

Vocabulary knowledge is regularly seen as a basic tool for second language learners
on the grounds that a constrained vocabulary in a second language obstructs fruitful
communication. Underscoring the significance of vocabulary acquisition. According to Commented [S13]: This is not a complete sentence

Schmitt (2000, p. 55), “lexical knowledge is central to communicative competence and to

the acquisition of a second language.”

Nation (2001) further describes the relationship between vocabulary knowledge and
language use as complementary: knowledge of vocabulary enables language use and,
conversely, language use leads to an increase in vocabulary knowledge.

The importance of vocabulary is demonstrated daily in and out the school. In

classroom, the achieving students possess the most sufficient vocabulary. In other words,
vocabulary is important in the English teaching process, because without enough
vocabulary, learners are not able to express their ideas, even be able to speak or understand
any message.

According to August, Carlo, Dressler, and Snow, (2005), “English language

learners who experience slow vocabulary development are less able to comprehend texts at
grade level than their partners. Such students are likely to perform poorly on assessment in
these areas and are at risk of being diagnosed as learning disabled.” It refers to if learners Commented [S14]: This is more than forty words, please set a
block quotation
are not able to develop vocabulary with their classmate efficiently, there will be a weakness Commented [S15]: The use of ‘it’ is inappropriate. You use
‘this’ for commenting on an idea
in their understanding related to previous words given.

According to Schmitt (2000 P. 19), “one of keys in learning a foreign language is

mastering the second language’s vocabulary.” Learners have to recognize the benefits that
vocabulary offers and taking into account the importances in the learning process. Another
contribution for supporting the previous ideas is mentioned by Schmitt (2010, p.. 4),
“Learners carry around dictionaries and not grammar books.” It is necessary that learners
start to develop their vocabulary with different tools as books and dictionaries, so that it
helps them to comprehend English as foreign language. As Thornbury (2000, P. 15) said:
“Vocabulary and comprehension have a powerful relationship.”

Types of vocabulary.

Inside the vocabulary teaching we can find two types of vocabulary, active and
passive vocabulary. According to Scrivener (1994, p. 74), “an important consideration for Commented [S16]: No aparece en referencias

teacher planning vocabulary work is the distinction between productive and receptive
vocabulary.” In other words, between these two sorts of vocabulary. The principal sort of
vocabulary alludes to the one that the understudies have been instructed and that they are
relied upon to have to have the capacity to utilize. In the interim, the second one alludes to Commented [S17]: I’m having trouble understanding this
sentence. What do you mean?
the words which the understudies will perceive when they meet them, yet which they will
most likely not have the capacity to articulate. In this sense, discerned into these concepts, Commented [S18]: Same for this one

the first one refers to the way that students perceive the vocabulary and how this
vocabulary will be used, the second one refers to the previous knowledge that the students
have and the way they will recognize the vocabulary inside a text. In other words, the first
one is related to the active use of vocabulary and the second one to the passive use of
vocabulary that is focused on distinguishing the words that have been taught previously.
In order to have a clear idea of the kinds of vocabulary. Stuart, W (2008) points out that:

“receptive vocabulary is the words that learners recognize and understand when
they are used in context, but which they cannot produce. It is vocabulary that learners
recognize when they see or meet in reading text but do not use it in speaking and writing.” Commented [S19]: More than 40 words. Please revise all your
quotes in the proposal

In this sense, receptive vocabulary has a specific stage at the moment to work on or
deal with it, because it involves mental processes by the way the context plays a main role
in the acquisition of vocabulary.
Likewise, Stuart, W (2005), stated that “productive vocabulary is the words that the
learners understand and can pronounce correctly and use constructively in speaking and
writing. It involves what is needed for receptive vocabulary plus the ability to speak or
write at the appropriate time. Therefore, productive vocabulary can be addressed as an
active process, because the learners can produce the words to express their thoughts to
others.” It refers to the suitable use of vocabulary in practice, so that the learners can use it
in the right way in the productive process, written and spoken way.

Techniques for teaching vocabulary learning.

There are different techniques that teachers can use to teach vocabulary, these
techniques support the students to encourage the new words in language acquisition.
Harmer (1991, p. 90 – 91) stated that “to gain a better result on language learning process Commented [S20]: Does not appear in references
there will be need of a good an appropriate technique in teaching vocabulary.” Here are
some techniques of teaching vocabulary as stated by Brewster, Ellis, and Girard (1992)

a. Using Realia: The teacher gives the referent of the word being taught in the class. He or
she brings the objects that become the referent of a word into the class. For example pen,
pencil, book, etc.

b. Using Pictures: This kind of technique needs a well-drawer teacher in order to explain
the vocabulary clearly because the picture drawn by the teacher is the visual representation
of the object.

c. Mime, Expressions, and Gestures: Sometimes it is almost impossible to explain about

the meaning of a word using the previous techniques. If this so, there will be an action as
the techniques to explain the word clearly. Most verbs can be easily taught to students using
this technique

d. Contrast: Some words are easily to be explained to student by contrast it with its
opposite. Like the word black contrasted with white.

e. Enumeration: We can use this technique to present meaning. We can say clothes and
explain this by enumerating or listing various items.

f. Explanation: The simplest way is by explaining directly to the object using a sentence or
more.

g. Translation: There are always some words that the situation needs to be translated.

Videos as a teaching tool to improve students’ English learning.

On the other hand, videos as a teaching tool can be defined as: “a form of
multimedia that conveys information through two simultaneous sensory channels: aural and
visual. It often uses multiple presentation modes, such as verbal and pictorial presentations
in the case of on-screen print and closed-captioning” (Mayer, 2001, p. 6). Based on this
definition, videos offer two type of inputs, each input has a different way to send to learners
the information through main sources such as aural and visual, but both working together
make a significant appliance to gathering information successfully.
 Mayer (2001, P. 19) explains that viewing, while it may appear to be passive, can
involve the high cognitive activity necessary for active learning: “well-designed multimedia
instructional messages can promote active cognitive processing in students, even when
learners seem to be behaviorally inactive.” This means that using video resources as a
teaching tool, in a well-designed lesson implies to turn on important mental processes as
receiving information through videos in a passive way, taking into account that learners are
working inactively.

Videos as a learning tool are a powerful resource for learners because they offer too
many advantages for learning English more effectively. This is supported by Denning
(1992, p. 2), who summarizes: “The advantages of video material to a range of special
student populations: Videos may help to promote learning in students with high visual
orientation in their learning styles. Video can also provide visually-compelling access to
information for many learners with learning difficulties who might miss learning
opportunities provided solely by print-based materials. In this respect, videos provide
important learning opportunities to students working in a second language.” According to
the previous thought, evidentially, this sort of graphic films resources offers three important
assertions, first videos encourage and incite learners to feel engaged in the English learning
processes because videos can be attractive for them. Second, audio-visual tools have a way
to appease learning difficulties when teaching English with materials as copies are not
enough for clarifying learners’ doubts. Finally, video resources are a powerful source for
learners because they offer too many great opportunities to learn English more effectively.

Another contribution related to videos’ advantages was provided by Lonergan

(1984, pp. 4-5 cited in Lustigová, 2013), who pointed out that videos are able to present
“complete communicative situations. At their best, video presentations will be intrinsically
interesting to language learners. The learner will want to watch, even if comprehension is
limited.” It refers to the first main advantage of using videos is that it gives to students
examples of real situations. So that, vocabulary can be learnt through videos, consequently
the words that learners will acquire, are used inside context, and studying how English
langue is employed inside relationships which apply a linguistic content, giving importance
to the learning process.
 The English teaching must be motivating for learners, for that reason using videos
can be an interesting strategy to enhance students’ motivation according Christopher and
Ho (1996, P. 86) provide another reason why this is so; it can be entertaining. Music and
setting elements can make for an enjoyable experience by learners.”

To sum up, it is important to mention that the two concepts presented above,
provide a wide description of different issues regarding to their positive features for the
teaching and learning process. It was argued how important the vocabulary is, since it
represents the main resource of knowledge and information that learners can acquire. Also,
in relation to videos as teaching tools, we can say that by using authentic materials to teach,
learners may feel more comfortable to learn the English language. It is important to take
into consideration that these concepts will work as guidance to have clear understanding of
the implementation of this techniques to improve students’ vocabulary learning.

Literature review.

A variety of studies related to implementation of videos as teaching tool have been

carried out to give importance and benefits that they offer in the English learning process.
For example, Medoukali (2015) developed a case study research in Mohamed Kheider Commented [S21]: Does not appear in references

University in Biskra, Democratic Republic of Algeria, with (43) participants in the field of
the English language. The main purpose of this research was to investigate the students’
attitudes towards the use of YouTube videos inside the classroom. To support his
investigation, Medoukali used a qualitative method, applying tests that contained multiple
choice questions and a survey questionnaire. The results of this research demonstrated that Commented [S22]: The methods used do not look very
qualitative. Please revise
both learners and teachers have a positive attitude towards the use of YouTube videos as a
means to develop listening comprehension.

Woottipong (2014) carried out an action research study in Thaksin University, Commented [S23]: Does not appear in references

Muang District, Songkhla Province, Thailand. The participants were 41 first-year English
major students in the second semester of academic year 2012. The purpose of this study
was to evaluate students’ attitudes towards the use of video materials in teaching listening
skills, and to develop the listening skills of university students studying English with the
use of video materials. In addition, this study gathered the information through 10 units of
lesson plans for the instructions, 10 short English language documentaries about culture,
the tests, and questionnaire for studying students’ perceptions. The collected data of this
study was analyzed and interpreted through quantitative analysis. Findings revealed that
students had positive attitudes towards using videos in teaching listening skills, and the
students’ English listening comprehension ability increased significantly after learning with
videos, furthermore the questionnaire showed that students were more interested in learning
English if the teacher used English videos as teaching materials.

Tekijä (2011) carried out a quialitative and cuantitative research study in Commented [S24]: Does not appear in references

University of Jyväskylä, Western Finland. The participants were English teachers selected
randomly from different towns. The purpose of this study was to find out whether teachers
use movies in EFL teaching and what their point about movies are. Furthermore, the study
sought to find out how movies are used and how they are used for developing the five
stages of the English language teaching, such as oral communication teaching, writing
teaching, vocabulary teaching, grammar teaching and cultural aspect. In addition, this study
gathered the information through internet questionnaires. The result of this study indicated
that all the participants were interested in movies and most of teachers had also used this
kind of material and it is easy and natural for teaching because movies motivate students.

Devi (2012) developed a classroom action research study with sixth grade students of MIN
Nglungge in Polanharjo, Indonesia. The purpose of this research was to identify whether
animation video can improve students' vocabulary mastery. This research study used
different instruments for collecting the data, including observations, interviews and
documents, the procedure in this study was made in five steps (1) planning the action, (2)
implementing the action, (3)observing the action, (4) reflecting the result of the
observation, (5) revising of the action. The results of this study revealed that using
animation video as a teaching tool can improve and make easier grasping the meaning of
vocabulary. Besides, the students recognized vocabulary related to specific topics, but also
an exercise of known words was noticed, it allowed students to learn before doing the
exercise.

Bravo, Amante, Simo, Enach, and Fernandez (2011) carried out a grounded theory research
in the School of Industrial and Aeronautical Engineering in Terrassa, Barcelona, Spain with
487 students in three different degrees of engineering (Mechanical, Industrial and
Management, and Aeronautical.) The purpose of this research was to explore the results of
the use of videos as an educational tool which helped increasing students’ motivation in any
discipline. The study used open-questions questionnaire, and 12 semi-structured interviews.
This exploratory analysis revealed that participants’ general opinion stresses that low-cost
videos are innovative teaching tools that have a positive effect on student motivation. In the
following segment this effect is talk over and explained. As a conclusion, this research
showed that the use of videos provide a positive impact and powerful effect on students’
perception in respect of improvement of students’ learning motivation.

To sum up, it is important to mention that the studies presented above provide a
wide overview and foster this study in order to understand the benefits that authentic
materials such as videos as teaching tools offer at the moment to teach vocabulary learning
process. Here are the results about how the videos were implemented in different studies in
order to give a powerful solution for solving the educational issues. In addition, movie
trailers as a teaching tool can obtain the same results because this kind of authentic material
provides new opportunities and engages students in real or authentic material to improve
their vocabulary range while listening to authentic information.
METHODOLOGY

This chapter presents the methodological foundations of this research. The first
section contains the type The second section describe the context of the research and the Commented [S25]: This paragraph needs edition

participants involve in the research. Besides, the third section is related to the different data
for collection procedures of this action case study.

Type of research

The current research study is qualitative since its main purpose is to describe the
students’ perceptions through using movie trailers when learning vocabulary as well as to
describe how movie trailers encourage students’ vocabulary learning. It is qualitative
research because it is looking for the understanding of the issues inside situation or specific
population for being studied. According to Bruce L. (2001, p. 6), Commented [S26]: What do you mean?

“Qualitative research properly seeks answers to questions by examining

various social settings and the individuals who inhabit these settings. Qualitative
researchers, then, are most interested in how humans arrange themselves and their
settings and how inhabitants of these settings make sense of their surroundings
through symbols, rituals, social structures, social roles, and so forth.”

This qualitative research will be applied through the design of an action case study in order
to describe effects of teaching with authentic material as movie trailers in a public school
from Cereté city, so that it seeks to help students to develop their vocabulary learning.
Action case studies combine the characteristics of case study and action research. Then case
study is defined as: “An empirical inquiry that investigates a contemporary phenomenon
within its real-life context, especially when the boundaries between phenomenon and
context are not clearly evident” Yin (2008 p. 13). Thus, case study provides to the Commented [S27]: Revise format

researchers a real description of the problem inside specific situation related to the study.
As observer, the researcher is not allowed to be involved in the issue that is taking place
inside the classroom as priority subject of the research process must keep inalterable.
Action research, on the other side, is defined as “a form of self-reflective enquiry
undertaken by participants in order to improve the rationality and justice of their own
practices, their understanding of those practices and the situations in which the practices are
carried out” Carr and Kemmis (1986, p. 162). As a result of this methods we have action Commented [S28]: Revise citation format

case study, according to Bromley (1990), action case study is an “inquiry into an event or a
set of related events which aims to describe and explain the phenomenon of interest” (p.
302). The purpose of develop an action case study is that it will give the chance to be
immersed inside the problem and comprehend its relevant aspects. Besides, to have the
opportunity to analyze and confronter the situation in order to transform into something
better the reality that is observed inside some schools. The necessities that the population
have had during many times ago inside the classroom make us consider that we have
something what to solve and the educational issues that we have noticed. Therefore taking
into account this kind of method for this research study, it will be changed what is meant to
be changed in the school based on the necessities that we have seen from students and
teachers.

Context and participants

This study will take place at Institucion Educativa 24 de mayo, a public school in
Cereté, Córdoba. This school is located at 24 de mayo neighborhood and is well recognized
because was chosen to be part of competition that municipal mayoralty created through
project for bring intelligent laboratories, in order to facilitate new and modern teaching
tools such as: computers, intelligent board, air condition and access to use internet.
[missing information, consider for example, how L2 is organized in school, bumber of
teaching hours devoted to L2 weekely per grade, resoruces for instruction, etc]
 The focus of this research study will be on 10th graders who will be chose with help
of their teacher in order to know the impact that movie trailers produce in students’
vocabulary learning. 10th graders from this public institution are children between twelve
(15) and fifteen (17) years old. The sample of the study will be conformed by 70 10th
graders who are between 15 and 17 years old. 30 male and 40 female from morning shift.
They will be chosen taking into consideration students’ needs to take part in the study. Commented [S29]: Move to paragraph where you talk about
participants

The most of them belong to dysfunctional families where they grow up with their
grandparents or with only one female parent. The most of students come from other school
where their learning processes were interrupt due to their disruptive behavior, and some of
them come from rural zone of Cereté. The most of students from this important grade have
a low interest than the other grades due to this group are not being prepared for the icfes
exam.
This context will be chosen due to the suitable teaching place that it offers, the
amount of English hours that the school has, the low level that 10th graders have that is one
of the most important reason that motivate us to develop this research study, the place
where the institution is located, make this school a good place to carry out this research and
apply the new teaching strategy. Commented [S30]: Rewrite into several sentences separated
by periods. Move to paragraph where you talk about context
 Data collection procedures Commented [S31]: I will revise this in the final draft

In order to gather information necessary to accomplish the purpose of this research,

the procedures implemented in this study will be observation, interviews, diaries and
production tasks. Besides audio recording will be serve as additional instruments to support
these procedures. Definitions and explanations of how each of them work will be presented
in this section.

Observation

The first step of this process will be carry out and observation process as principal
data collection that will be applied in this study, Observation which is defined as "the
systematic description of events, behaviors, and artifacts in the social setting chosen for
study". (Marshall and Rossman, 1989, p.79). Similarly, Observation allows us to appreciate
real information of the educational issues inside the educational settings and that has not
afflicted yet without any intervention from the outside place. According to DeWALT and
DeWALT, (2002) “Participant observation is the process enabling researchers to learn
about the activities of the people under study in the natural setting through observing and
participating in those activities. It provides the context for development of sampling
guidelines and interview guides”. ( p.7 ) Therefore observations are important in this study Commented [S32]: 40 words or more should appear as block
quotation
since the principal objective is to observe the student’ perceptions during the English Commented [S33]: How do you observe a perception?
Perception are mental phenomena. How do you ‘observe’
teaching activity is in progress, the result from our observation help significantly to vocabulary development? It is not clear how observation will serve
for this
describe a listening activity through movie trailers inside a regular classroom with a
English teacher. To carry out and to achieve this, the researcher will observe seven English
session in order to collect the meaningful data regarding the impact of video trailer on
students´ vocabulary development.

Semi-structured interviews

On the other hand, semi-structured interviews will be also necessary to conduct this
research, semi-structured interview which is defined by Dowsett (1986, P. 53) “is quite
extraordinary—the interactions are incredibly rich and the data indicate that you can
produce extraordinary evidence about life that you don’t get in structured interviews or
questionnaire methodology—no matter how open ended and qualitative you think your
questionnaires are attempting to be. It’s not only qualitative research technique that will
produce rich information about social relationships but it does give you access to social
relationships in a quite profound way.” To support this statement, according to Fylan Commented [S34]: Block quotation needed

(2005) asserted that a semi-structured interview is a conversation in which participants can

speak freely. In consequence, the pre-established order of questions settled by researcher
can vary as result of the necessity of deepening on relevant details (p, 66). As the opposite
of observation, the data that will be collected through semi-structured interview will be
produced by teachers so that we want to understand and comprehend how powerful is to
use this kind of authentic material as movie trailer in the teachers’ teaching lesson Commented [S35]: Please specify number of interviews and
their purpose. This is unclear

Focus group.

Another data collection technique to be applied in this study is focus group which
aids to collect the data necessary to progress in the study. Longhurst, R (2002, p. 145)
defined focus group as “…a group of people, usually between 6 and 12, who meet in an
informal setting to talk about a particular topic that has been set by the researcher.” It will
be a useful data collection in this study due to it the researcher will focus more in those
students that are interested on participate and in this case to develop their vocabulary
learning. Commented [S36]: What will the focus group be used for?
When ?

Diaries
 In this research, diaries will be applied. Diaries are used for studying students’
perceptions. For that reason, there is a definition in order to understand what diaries are. Commented [S37]: Why would you need diaries if you already
have interviews? You may need diaries, I agree, but you need to
According to Bailey (1990, P. 215) “The learners’ or teachers’ experiences are explain clearly why

“documented through regular, candid entries in a personal journal and then analyzed for
recurring patterns or salient events.” Diaries allow researchers to get written information
about teachers and students opinions regarding actions carried out in the class. This type of
data collection will be applied for students and teacher in order to obtain a written
information about their perceptions when they did after the activity using movie trailers, it
is important because Diaries explore internal factors such as: personal opinions, feelings
and perceptions.

Production tasks

Finally, analyzing vocabulary products is another data collection technique to be used by

this research group. This is the analysis of various vocabulary products, which includes
students’ writings task. This procedure will be effective for our research in order to obtain
and analyze information relate how students improve their vocabulary learning after using
movie trailers. After using a process approach. Commented [S38]: It is also unclear how production tasks will
help you answer your question. What vocabulary will you exactly
evaluate? How many products will you collect? When?

Data analysis

This research study will analyze qualitative data, specifically data that were
presented in the previous section of paper, such as observation, semi-structure interview
and diary. To identify remarkable details in the information gathered. This study will be use Commented [S39]: This is not a sentence, Please edit

a procedure called findings patterns in data which Nunan and Bailey (2009) explained as
“One way to look for repeated themes or key words” (p. 416). It refers to the important
elements that the research study will look for revise and comprehend inside information
collected through data collection techniques. This procedure will set up and contrast the
patterns provided by video and tape recording transcripts, the reports done by the researcher Commented [S40]: What kind of patterns? Is this for the first
or the second question? Is it patterns in their perceptions?
in his journal and, what will be gather in the stimulated recall.
Subsequently, the research study will situate those patterns in some categories; to
manage with that, the study will apply other data analysis procedure known as “grounded
approach” in which “The researcher begins with data and through the analysis, arrives at an
understanding of the phenomenon under investigation” (Nunan and Bailey 2009;p 421). To
put it more simply, the researcher will follow an inductive analysis to comprehend in detail
what data collection techniques evidences. Thus, grounded approach will corroborate or Commented [S41]: Be more specific here: to comprehend the
kinds of perceptions students have….
not, what will be mainly exhibited when applying findings patterns in data.
Observation will be used during the development of the process in order to notice
the students’ impact while leaning through movie trailers. Semi-structured interview will be
used for teachers in order to help to understand how students assimilate the new strategy,
and if they find it useful or not. After the each process, diaries will be used to know the
students’ perceptions about the new material as movie trailer is, and to know if the kind of
movie trailer is acceptable according to they prefer. Which kind of trailers attract students’
attention. Commented [S42]: This belongs into data collection. Here you
need to explain clearly how you will find out whether students are
learning vocab or not

Expected outcomes

With this research proposal we expect to 10th graders students improve their
vocabulary learning after using a new learning material because whether students work
with movie trailers as a learning tool, they will be able to understand English language.
Additionally, we want to encourage teachers to include this kind of materials, in order to
change the traditional teaching methodology that some teachers use nowadays, since
English teaching process requires resources that can leave to put a mark in students’
knowledge. Furthermore, we want to describe 10th graders’ benefits after use movie trailer
for learning vocabulary, benefits refer how powerful was to application of movie trailers
and also give to the student real materials where they can appreciate the interaction between
people who speak English language, for that reason this study is aimed to improve students
vocabulary learning through the use of movie trailers as a teaching tool.
 WEEK
ACTIVITY
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Revision of proposals
X X X
and editions

Preparation of data
X X
collection

Data collection X X X X

Data analysis X X X X

Writing of final report X X X

Defense X
 ITEM PRICE TOTAL

$ 4.000 (Round
Pilot observation
trip)
Observation 1 $ 4.000 (Round
trip)
Observation 2 $ 4.000 (Round
trip)
Observation 3 $ 4.000 (Round
trip)
Data collection 1 $ 4.000 (Round
trip)
Data collection 2 $ 4.000 (Round
Transportation $ 44.000
trip)
Data collection 3 $ 4.000 (Round
trip)
Data collection 4 $ 4.000 (Round
trip)
Data collection 5 $ 4.000 (Round
trip)
Data collection 6 $ 4.000 (Round
trip)
Data collection 7 $ 4.000 (Round
trip)
Keyword flashcards $ 10.000 (each) $ 100.000 aprox.
Supplies and Photocopies $ 6.000 $ 6.000
services
Printing $ 5.000 $5.000
Notebook $ 2.000 $ 2.000
Pen and pencil $ 2.000 $ 2.000
Transcription N/A N/A
Olympus voice
$ 160.000 $160.000
recorder
Equipment Olympus ME 52W
noise cancelling $25.000 $ 25.000
microphone

TOTAL $ 344.000
References Commented [S43]: References highlighted in yellow do not
appear in body of proposal

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