Nguyen Thi Tra

Nguyen Thi Trang

K67B- Faculty of English

Research proposal
Watching English programs and TV shows to improve English speaking skills:
Communicative analysis approach and Quantitative method.

I. Introduction
1. Rationale for the study
This research will embody whether watching English movies and TV shows helps
enhance English learners’s speaking skills or not. In addition, the research will
measure the level of improvement in communicating in target language they got
after watching movies and TV shows.
There are two questions which this research will focus on:
(1) Does the use of English movies and TV shows help improve students’
speaking skills: range, accuracy, fluency, interaction in three classes K68A,
K68B, K68E at Hanoi National University of Education?
(2) What are the differences of learners’ English speaking ability before and
after watching movies and TV shows?
The research will be conducted

It is undeniable that more and more learners have put considerable attention the
ability to speak by the target language (English)
It is clear that nowadays, English is used universally, so English speaking skill is
one of the most necessary for an effective communication with everyone from all
walks of life. It is also one of the reasons why human, especially researchers, tend
to find out the way to acquire language effectively for every non-native speaker.
As in the researches of Bailey (2005) and Goh (2007), they indicated how to
enhance the development of speaking by means of syllabus design, principles of
teaching, materials, and speaking assessment. By realizing the important of
speaking skills in English, especially for young people, I decide to do this research.
There are copious ways to achieve speaking skills such as talking with native
speakers, listening to music, playing games, or watching videos. It is undeniable
that the internet has a host of effects on our development of speaking another
language in a daily basis. There are many researchers about how the internet
impact on the improvement of learners’ speaking skills. But in this study, I just
want to concentrate on one aspect of the internet- English movies and TV shows to
find out whether using of English movies and TV shows helps improve students’
speaking skills: range, accuracy, fluency, interaction, and the distinction of learners
English speaking skills before and after watching English movies and TV shows of
three classes K68A, K68B, K68E- faculty of English at Hanoi National University
of Education( HNUE).
2. Literature review:
a) Definition of terms:
b) Review of the previous studies
English language is presented everywhere in the world. Knowing as much native
language as possible is an important of communicating with other people in the
world, especially native speakers, smoothly. The way people learn language has a
enormous effect on achieving ability of speaking a language. It is one of the most
reasonable seasons why there is a host of researchers wondering about. There are
copious of studies about the approaches using Technology to acquire a language.
There are many researches about the influence of watching movies and TV shows
on learners’ English learning process.
Herron, et al. (1995) showed significant differences between experimental class
and control group of students on integrated skills using video incorporated in the
teaching material. This study came to an conclusion: “ Motivational factors
associated with movie-based teaching helped to increase the efficiency of the
teaching and learning process”. Watching movie provided them sensory experience
in learning language with color, movement and sound. As a result, the teaching
process can dram students’ attention and capture their interest. This is the main
factor to motivate students to learn English. However, it also point out the
drawbacks of this result. In the first hand, there are some students resisted to watch
movie without subtitle, especially for the one have limitation of vocabulary range.
They would feel hard to comprehend the content. In addition, the amount of time
this research conducted is not long enough so that the results was not completely
precise in all cases.
Khan A. (2005) had mentioned a host of ways how watching movies help learners
in studying English. The very good point of this research that is it showed some
tips for teachers to apply watching movie to boost the learners’ language
proficiency. However, this research had not provide the information to measure the
distinction between use and disuse watching English TV shows and movies
clearly.
In the book “Lessons from Good Language Learners” edited by Carol Griffiths,
the author had mentioned many aspects to get proficiency in learning language.
Watching movie was listed as one of the approaches can help the learners boost
their speaking skills effectively.
II. Research methodology
1, Population
3. Data collection
4.
IV: Methods and Procedures:
1. Methods:
In this study, the participants are collected from Hanoi National University of
Education . They are students from three classes K68A(consisting of 3 boys and 26
girls), K68B( consisting 3 boys and 27 girls), K68E ( consisting 5 boys and 24
girls)- faculty of English . They are all freshmen of HNUE at A2 to B1 level of
speaking skills. In addition, the teachers who teach three lasses are at the C1 or
above level and have around ten years experiences working as an English teachers
at Hanoi National University of Education.
In order to conduct my research, through conversation analysis approach, I would
record 30 lessons( about 2 hours for each lesson), around 60 hours and observe
range( vocabulary), accuracy, fluency, interaction in students’ speaking skills
during the whole process. At the end of the recording and observing process, I
would figure out the level of improving: range, accuracy, fluency, interaction in
students’ speaking skills and distinction of learners English speaking skills after
watching English movies and TV shows.
In addition, I will use pre-test and post-test to estimate the improvement of learners
English speaking skills.

2. Procedures:
 Step 1: Choosing class K68A(consisting of 3 boys and 26 girls),
K68B( consisting 3 boys and 27 girls), K68E ( consisting 5 boys and 24 girls) -
faculty of English at Hanoi National University of Education.
 Step 2: Using pre-test Key English Test( KET) level A2 to find the ability of
students speaking skills( about range, accuracy, fluency,and interaction).
 3: Recording 30 lessons( about 2 hours for each lesson), around 60 hours( by
using VIXIA HD camcorder). I am going to observe four aspects of spoken
language( range, accuracy, fluency,and interaction) to analysis the
enhancement of them.
 Step 4: Using post-test Cambridge FCE Speaking test level B1( from
Greenwich university) to measure the distinction of four aspects ( range,
accuracy, fluency,and interaction) after watching TV shows and movies.
V: Expected results:
First, I wished to know whether using of English movies and TV shows helps
improve students’ speaking skills or not.
Second, I could collect enough information from 30 lesson with all students
helping to analysis the differences between before and after a process of watching
TV shows and movies.
VI: Discussion:
After a process of doing this research (recording 30 lessons around 60 hours and
two tests( pre-test and post-test): and analyzing the data), It has both strengths and
limitations:
1: Strengths:
First, using two approaches( communicative analysis approach and quantitative
method) has overviews of improvement students English speaking ability through
watching TV shows and movies.
Second, using VIXIA HD camcorder to record all 30 lessons will help the research
observe what students said in more details. The researcher has time to follow and
re-listen after each lesson.
2: Limitations:
First, because the participants in this study is limited, the result is not really
representative. There still exist some other aspects on learning English speaking
skill such as motivation(when they watch films and TV shows), equipment
condition and students’ emotion.
Second, using two tests( pre-test and post-test) is not really equivalent, and the
post-test can not completely check students’ range(vocabulary ). Because students
can use their own previous words that they have learned before the process of
watching TV shows and movies.

VII: Conclusion:
In conclusion, this study aims to find out how watching TV shows and movies has
considerable effects on students English speaking ability( consisting of four
aspects: range, accuracy, fluency,and interaction).
The research questions concludes:
1. Does the use of English movies and TV shows help improve students’ speaking
skills: range, accuracy, fluency, interaction in three classes K68A, K68B, K68E at
Hanoi National University of Education?
2. What is the distinction of learners English speaking skills (of K68A, K68B,
K68E students) before and after watching English movies and TV shows?
The study points out all students will be influenced by watching a series of TV
shows or movies. Many of them have improvement in one or more aspects: some
learners improve accuracy and fluency; some improve range, fluency and
interaction ,...
Although, the population and the scope of this research is not representative, the
result of this study is really significant for both teachers and students to applying
more suitable videos or films in learning speaking English.

References:
1. Bailey (2005). Evaluating the relationship between physical education, sport
and social inclusion.
2. Herron, et al. (1995). The Effectiveness of Using Movies in the EFL
Classroom – A Study Conducted at South East European University.
3. Khan A. (2005). Using Films in the ESL Classroom to Improve
Communication Skills of Non-Native Learners p.49-50.
4. “Lessons from Good Language Learners” (Carol Griffiths).