Listening Dinh Tran Thuy Lieu

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY OPEN UNIVERSITY

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DINH TRAN THUY LIEU
THE IMPACTS OF EDPUZZLE MOBILE APP ON

LISTENING SKILL FOR NON-ENGLISH MAJOR
STUDENTS AT SAIGONTECH COLLEGE
A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS (TESOL)
Ho Chi Minh City, 2022

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY OPEN UNIVERSITY
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DINH TRAN THUY LIEU
THE IMPACTS OF EDPUZZLE MOBILE APP ON

LISTENING SKILL FOR NON-ENGLISH MAJOR
STUDENTS AT SAIGONTECH COLLEGE
Major : Teaching English for Speakers of Other Languages
Major code :8 14 01 11
MASTER OF ARTS IN TESOL
Supervisor: Assoc. Prof. Dr. NGUYEN NGOC VU

i
STATEMENT OF AUTHORSHIP
I hereby certify that the thesis “The impacts of Edpuzzle mobile app on listening
skill for non-English major students at SaigonTech College” is my original work.
In the thesis, there is no other person’s work referenced without acknowledgment.
The work has not been submitted for any degree or diploma in any tertiary institution.
Dinh Tran Thuy Lieu

ii
RETENTION AND USE OF THIS THESIS
I hereby state that I, Dinh Tran Thuy Lieu, the learner for the degree of Master in
TESOL, accept the requirement of the university relating to the retention and use of
the Master’s theses deposited in the university library.
In terms of these conditions, I agree that the origin of my thesis deposited in the
university library should be accessible for the purposes of the studies and research, in
accordance with the normal condition established by the library for the care, loan,
and reproduction of the thesis.
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ACKNOWLEDGMENTS
Without the support, encouragement, and contribution of many people during

the process of carrying out this study, I would not have completed my thesis.
First and foremost, I would like to express my gratitude to my supervisor,

Assoc. Prof. Dr. Nguyen Ngoc Vu for his persistent support and invaluable
advice to me from the beginning to the end of the study. Without his
dedicated instructions, my thesis would not have been finished.
Second, I am thankful for the approval and support from the SaigonTech
College and the ESL Department who offered me the opportunity and the best
condition to carry out the research.
Third, I would also like to acknowledge the enthusiastic participation of the

students at SaigonTech College. Thanks to their participation, I could collect
the data for the thesis successfully.
Last but not least, my special thanks go to my beloved friends and family who
had given me great care, support, and encouragement during the time I do this
research.
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ABSTRACT
In the current scenario characterized by increased online learning, Mobile-Assisted

Language Learning (MALL) has drawn significant attention from both researchers
and teachers of English. In this trend, the emergence of mobile apps which offer tools
to make interactive videos has shown their usefulness and practicality in assisting
teachers to engage with students in effective language lessons, especially in listening
activities. The objective of this study was to critically investigate the impacts of the
Edpuzzle app on the improvement of students’ listening skills. Participants consisted
of first-year non-English-majored students at SaigonTech College in Ho Chi Minh
City (n=52) with an elementary level of English skills. Using a mixed-methods
design, the study involved three data collection tools tests (pre-test and post-test), a
questionnaire, and an interview. The results collected from the post-test indicated that
the experimental group had better achievement in listening skills compared to the
control group. In addition, the data from the questionnaire and interview show that
the students in the experimental group had a positive perception of the use of
Edpuzzle in listening activities. It can thus be concluded that the combination of
MALL and interactive videos in the Edpuzzle app facilitates good learning outcomes
and is, therefore, a successful approach. Recommendations to teachers and
researchers are suggested at the end of the paper.
Keywords: mobile learning, MALL, listening comprehension, Edpuzzle, interactive

video
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ABBREVIATIONS
CG: Control Group
EG: Experimental Group
IV: Interactive Video
M: Mean
MALL: Mobile Assisted Language Learning
Max: Maximum
Min: Minimum
N: Number
SPSS: Statistical Package for the Social Sciences
Ss: Students
TOEIC: Test of English for International Communication

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LIST OF FIGURES
Figure 1. An Example of a Result Report ................................................................18

Figure 2. An Example of Individual Student Report ...............................................18
Figure 3. Listening Activity with Edpuzzle .............................................................19
Figure 4. Participants’ Years of Learning English ...................................................29
Figure 5. Normal Q-Q plots for CG's listening tests results ....................................45
Figure 6. Normal Q-Q plots for EG's listening pre-test and post-test scores ...........47
Figure 7. Comparison of means of pre-test and post-test scores .............................51
Figure 8. General perceptions of learning experience with Edpuzzle .....................53
Figure 9. Attitudes about listening activities through Edpuzzle treatment ..............55
Figure 10. Behavioral perceptions toward Edpuzzle ...............................................57
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LIST OF TABLES
Table 1. Correlations of the AV2 Course, CEFR, and TOEIC Test Scores.............26
Table 2. AV2 Course's Summary Syllabus and Listening Objectives .....................26
Table 3. Description of the Listening Pre-Test and Post-Test .................................31
Table 4. Listening Activities for The Control Group ...............................................36
Table 5. Listening Activities for The Experimental Group......................................37
Table 6. Reliability of the questionnaire and constructs ..........................................42
Table 7. Descriptive Statistics of CG's Pre-test and Post-test ..................................44
Table 8. Test of Normality for CG's Listening Pre-test and Post-test Scores ..........45
Table 9. Descriptive Statistics of EG's Pre-test and Post-test ..................................46
Table 10. Test of Normality for EG's Listening pre-test and post-test scores .........46
Table 11. Descriptive Statistics of the CG and EG's Pre-test Scores .......................47
Table 12. Results of Independent Samples t-test for listening pre-test scores .........48
Table 13. Descriptive Statistics of CG and EG's listening post-test scores........49
Table 14. Results of Independent Samples t-test for listening post-test scores .......50
Table 15. Descriptive Statistics of EG's general perceptions of the learning
experience with Edpuzzle .........................................................................................51
Table 16. Descriptive Statistics of EG's attitudes about listening through Edpuzzle
treatment ....................................................................................................................54
Table 17. Descriptive Statistics of EG's behavioral perceptions toward Edpuzzle ..56
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TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP ......................................................................... i
RETENTION AND USE OF THIS THESIS ......................................................... ii
ACKNOWLEDGMENTS ...................................................................................... iii
ABSTRACT ............................................................................................................. iv
ABRIVATIONS.........................................................................................................v
LIST OF FIGURES ................................................................................................ vi
LIST OF TABLES ................................................................................................. vii
TABLE OF CONTENTS ...................................................................................... viii
CHAPTER I. INTRODUCTION .............................................................................1
1. Background and Context ..................................................................................1
2. Problem Statement ............................................................................................2
3. Research Questions ...........................................................................................3
4. Relevance and Importance of the Research. ..................................................3
5. Delimitations and Limitations of the Study ....................................................4
CHAPTER II. LITERATURE REVIEW ...............................................................6
1. An Overview of Listening Comprehension .....................................................6
1.1. Definition of Listening Comprehension ......................................................6
1.2. Listening in Second Language Learning .....................................................8
1.2.1. The Importance of Listening in Second Language Learning ................8
1.2.2. Second Language Listening Difficulties ...............................................9
2. Mobile-Assisted Language Learning .............................................................10
2.1. Mobile Learning .........................................................................................10
2.2. Mobile-Assisted Language Learning .........................................................11

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2.3. MALL in teaching English in Vietnam......................................................12
3. Interactive Video (IV) .....................................................................................13
3.1. What is Interactive Video? .........................................................................13
3.2. The Use of Interactive Video in the Classroom .........................................15
4. Edpuzzle Mobile App ......................................................................................16
4.1. Introduction of Edpuzzle ............................................................................16
4.2. Functions of Edpuzzle ................................................................................18
5. Related Studies ................................................................................................20
6. Research gap in existing knowledge ..............................................................22
7. Chapter Summary ...........................................................................................23
CHAPTER III. METHODOLOGY ......................................................................24
1. Research Design ..............................................................................................24
2. Research Site and Participants ......................................................................25
2.1. Research Site ..............................................................................................25
2.1.1. The School ..........................................................................................25
2.1.2. The AV2 Course .................................................................................25
2.2. Research Participants .................................................................................28
3. Instruments ......................................................................................................30
3.1. Tests (Pre-Test and Post-Test) ...................................................................30
3.2. Questionnaire .............................................................................................32
3.3. Interview ....................................................................................................34
4. Data Collection Procedures ............................................................................35
4.1. Before the Experiment ...............................................................................35
4.2. During the Experiment ...............................................................................35

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4.3. After the Experiment ..................................................................................38
5. Data Analysis ...................................................................................................39
6. Reliability and Validity ...................................................................................41
6.1. Validity .......................................................................................................41
6.2. Reliability ...................................................................................................41
7. Researcher’s Roles and Potential Ethical Issues ..........................................42
8. Chapter Summary ...........................................................................................43
CHAPTER IV. FINDINGS ....................................................................................44
1. TOEIC Listening Tests Results .....................................................................44
1.1. Listening Pre-test and Post-test Results of Control Group ........................44
1.2. Listening Pre-test and Post-test Results of Experimental Group ...............45
1.3. Pre-test Results of Control Group and Experimental Group .....................47
1.4. Post-test Results of Control Group and Experimental Group ....................49
2. Results from Questionnaire ............................................................................51
2.1. Results from Closed-ended Questions .......................................................51
2.1.1. General Perceptions of Learning Experience with Edpuzzle .............51
2.1.2. Attitudes about Listening Activities through Edpuzzle Treatment.....53
2.1.3. Behavioral Perceptions toward Edpuzzle ...........................................56
2.2. Results from Open-ended Questions..........................................................57
3. Results from Interview ...................................................................................59
3.1. Students’ general perceptions about the use of Edpuzzle in listening

activities ............................................................................................................59
3.2. Students’ perceptions about the usefulness and impacts of Edpuzzle on their
listening abilities ...............................................................................................60
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3.3. Students’ opinions about difficulties, disadvantages, and comments on

Edpuzzle for listening activities ........................................................................62
4. Chapter Summary ............................................... Error! Bookmark not defined.
CHAPTER V. DISCUSSION ..................................... Error! Bookmark not defined.
1. Research Question 1: To what extent does the Edpuzzle app enhance

listening skills for students at SaigonTech College? ........................................63
2. Research Question 2: How do the students perceive the Edpuzzle app in

listening activities? ..............................................................................................64
3. Chapter Summary ...........................................................................................66
CHAPTER VI. CONCLUSION .............................................................................67
1. Conclusion ........................................................................................................67
2. Limitation.........................................................................................................68
3. Recommendation .............................................................................................69
APPENDIX ..............................................................................................................80
APPENDIX B ..........................................................................................................87
APPENDIX C ..........................................................................................................94
APPENDIX D ..........................................................................................................97
APPENDIX E ........................................................................................................100
APPENDIX F .........................................................................................................101
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CHAPTER 1. INTRODUCTION
1.1. Background and Context
A number of different methods and approaches to language teaching have been
developed over the history of language teaching. As the world moves on, language
teaching trends have also shifted from teacher-centered and learning-centered to
learner-centered in an attempt to provide learners with a diverse repertoire of
learning opportunities for the development of the learners' knowledge of language
and language skills. Besides, it is without a doubt that the advancement of
technology and the internet has not only reshaped how individuals interact with
each other but also had some influences on the process of language teaching and
learning (Pritchard, 2007). In recent times, Information and Communication
Technology (ICT) and its implementations in education, notably, in English
language teaching and learning have been successively taken into consideration
by educators, researchers, and teachers around the world, and Vietnam is not an
exception. In the past few years, Mobile-Assisted Language Learning (MALL)
has been the approach that calls the most attention from researchers and teachers
of English language teaching, especially the use of mobile phones and technology
in teaching and learning listening skills. The issue of how to help learners improve
their listening skills with the assistance of mobile phones and technology has been
becoming one of the interests of researchers, teachers as well as learners,
especially, the notion of using mobile applications in the language classroom.
It cannot be denied that knowing a language means not only mastering the
language knowledge but also having the ability to use the language skills in
particular contexts appropriately. Listening skill is not out of our concern in trying
to develop learners’ competency. Indeed, listening is considered an important
means for learners in their second language learning process (Rost, 2013; cited in
Nunan & Carter, 2013). Furthermore, in the current trend of learner-centered
education, we should give students opportunities to study and practice English at
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their own pace and make the learning process more active and interactive.
However, it would be difficult to disagree with Dang (2011), Tran and Duong
(2020), Vu and Shah (2016), Kodir Al-Baekani and Ridwan (2018), and Alzieni
(2021) that listening skill is such a challenging skill to many students who are
learning English as a foreign language (EFL) generally and to EFL students in
Vietnam particularly. In fact, EFL students in the researcher’s teaching context
encounter the same problem of weakness in listening skills.
Schools and teachers have been trying to use videos in teaching English listening
skills, apart from the use of CDs, cassette recordings, and tapes. In the trend of
using mobile apps in teaching and learning English listening skills, the emergence
of mobile apps which offer tools to make interactive videos has been showing its
usefulness in trying to help teachers to engage students in interesting listening
lessons. Such mobile apps, for example, Thinglink, Edpuzzle, Playposit, and
Nearpod, are still in their paths to prove themselves and contribute to education,
particularly, introduce a new approach to teaching and learning English.
1.2. Problem Statement

While a study by Ruhimat and Rosdiana (2020) focuses on the effectiveness of
using Android-Based Interactive Mobile Learning in helping students enhance
their analysis and synthesis abilities, a study by Papadopoulou and Palaigeorgiou
(2016) aims at evaluating students’ perceptions of self-paced learning in the
interactive video learning environment under the use of tablets, and studies by
many other researchers focus on the effectiveness of using interactive video in
mobile apps in improving students’ participation and their achievement in writing
(Emiliya Hidayat & Dzulfiqar Praseno, 2021), in improving students’ problem-
solving skills (Giyanto et al., 2020), in supporting teaching and learning process
in the language classroom (Shahrokni, 2018), little has been done to study the
effectiveness of using interactive video in the mobile app in teaching and learning
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listening skills, particularly, in enhancing students’ listening skills among non-

English majored students.
1.3. Research Aim

The implementation of mobile-assisted language learning app may greatly assist
teachers and learners in teaching and learning English. Edpuzzle, which is a
mobile app offering interactive features, is increasingly being employed in
educational contexts.
In accordance with the background, context and problems mentions previously,

this research aims at exploring and describing the impacts of using the Edpuzzle
mobile app, a mobile learning app with interactive videos, in trying to help
improve listening skills among first-year students at SaigonTech College in Ho
Chi Minh City. Furthermore, the research also investigates students’ perceptions
of the Edpuzzle mobile app.
1.4. Research Questions

To achieve the research aims, the following research questions need to be
addressed:
1. To what extent does Edpuzzle app enhance listening skills for students at
SaigonTech College?
2. How do the students perceive Edpuzzle app in listening activities?
1.5. Relevance and Importance of the Research.

There are a few studies that define the notion of Interactive Video since this term
and its application in English language teaching and learning is rather new. In this
study, the term interactive video (IV) refers to videos that could be paused at
particular time frames (Kolas, 2015) for learners to interact with various video
content (Pramerta, 2019).
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The notion of listening in this composition relates to a complicated process of

trying to comprehend the spoken language (Michael Rost, 2001). Additionally,
according to Lynch & Mendelsohn (2010), listening involves a good deal of
processes related to sounds, visual input, context, prior knowledge, and so forth.
Edpuzzle is a free platform designed by EDpuzzle Inc. In this research, Edpuzzle

is determined as an app that offers editing tools for teachers to make videos into
interactive videos, check students’ comprehension, and “track, monitor, and grade
students’ engagement with the videos created.” (EducationalAppStore, n.d.).
Edpuzzle is available on Windows, iOS, and Android devices.
It is expected from the study that the use of the Edpuzzle mobile app may improve
listening skills among students in SaigonTech College and support the teacher in
the teaching process in both face-to-face learning and online learning. The study’s
results should make a considerable contribution to the development of teaching
and learning English listening skills. Besides, the study provides teachers,
educators, and researchers a wider perspective of mobile apps as a tool to support
the teaching and learning process, and considerations for future use of the
Edpuzzle app.
1.6. Delimitations and Limitations of the Study

Participation in this study is delimited to students who (a) are first-year students in
SaigonTech College in (b) Ho Chi Minh city. The participants in this study are not
English-majored students. Their majors are various in Information Technology
Program, Marketing, Business Management, and International Business.
The study results and conclusions are limited to employing the Edpuzzle mobile
app in the English language subject to help foster students’ listening skills during
English language learning. Additionally, the study will not investigate the
Edpuzzle integration into specific lessons or units. The students' English
proficiencies are also regarded as one of the study’s limitations. Since there are
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students who are in the same English class in SaigonTech College but have
achieved different results in the English subject in the National Highschool
Examination, this may affect the reliability of the research. Furthermore, the
research will be conducted in ten weeks, which is considered to be quite short to
collect the data for knowledgeable and productive results to the research problems.
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CHAPTER 2. LITERATURE REVIEW

This chapter provides demonstrations of key concepts regarding listening
comprehension, MALL, interactive videos, and the Edpuzzle app. A review of
previous studies related to this current research is also presented in this chapter.
Then, it leads to a research gap in existing knowledge.
2.1. An Overview of Listening Comprehension

2.1.1. Definition of Listening Comprehension
Listening is receiving more and more attention from teachers and researchers. The
notion of listening in this composition relates to a good deal of processes related
to sounds, visual input, context, prior knowledge, and so forth (Lynch &
Mendelsohn, 2010), through which we comprehend spoken language (Michael
Rost, 2001).
Several experts and researchers agree with the idea that listening is a complicated
process (Arjulayana, 2018; Kurniawati, 2016; Lynch and Mendelsohn, 2010;
Rost, 2011; Vandergrift, 2011).
According to Lynch and Mendelsohn (2010), the process of listening involves the
realization of the sounds articulated by the speaker, awareness of intonation
patterns that indicate information concentration, comprehension of what is being
stated in relation to the current subject, and so on.” Rost (2011) described listening
as “overlapping types of processing: neurological processing, linguistic
processing, semantic processing, and pragmatic processing.” Importantly, to
comprehend the spoken language, the four processes “integrate and complement
each other.” Kurniawati (2016) defined in recent research that listening is a
procedural skill or ability to grasp information or message through listening to the
spoken language.
As mentioned by Cook (2008) listening comprehension involves three important

processes: access to words, parsing, and memory processes. Particularly, to
7
comprehend the speech, listeners interpret the meaning of the words within a
specific context, the “grammatical structure and meaning of the sentence” in both
top-down and bottom-up directions, and finally, store and process the information
they hear.
Furthermore, listening is not a passive skill (Wilson, 2008), the process of

listening is rather active (Lynch & Mendelsohn, 2010). While speakers are
speaking, listeners have to “guess, predict, infer, criticize and, above all, interpret”
(Wilson, 2008). Buck (2001) (as cited in (Vandergrift, 2011)) also claimed that to
comprehend the message, listeners pay attention to and make sense of aural and
relevant visual input simultaneously.
When we listen to the spoken language and try to comprehend the messages, we
involve in bottom-up and top-down processing. (Goh, 2014) described bottom-up
processing as the process of constructing meaning from the encoded sounds and
top-down processing is the process of interpreting and constructing meaning from
the implementation of preexisting knowledge of language and the world preserved
in long-term memory. In view of the fact that listening is a goal-oriented and
purposeful activity (Michael Rost, 2001; Goh, 2014), which model to use depends
on the listeners’ purpose when engaging in listening. However, it is strongly
suggested by many authors that listeners engage in both bottom-up and top-down
processing simultaneously, which is a so-called interactive process (Michael Rost,
2001; Flowerdew and Miller, 2005; Wilson, 2008; Lynch and Mendelsohn, 2010;
Goh, 2014).
Overall, listening is an active skill of grasping spoken language which relates to

sounds, input, context, knowledge, etc., and overlapping and complex processes
that occur inside the brain.
Vandergrift and Goh (2012) pointed out six integral core skills for listening
comprehension, namely listening for details, listening for global understanding,
8
listening selectively, listening and predicting, listening and inferring, and listening
for main ideas. When listening to the spoken language and trying to comprehend
the input, leaners integrate these skills reciprocally, depends on the purpose of the
listening tasks.
2.1.2. Listening in Second Language Learning

2.1.2.1. The Importance of Listening in Second Language Learning
There should be no doubt that listening is a vital skill in language learning
(Wilson, 2008; Vandergrift, 2011).
In language teaching and learning, Wilson (2008) claimed that “we cannot talk
without listening first.” Harmer (2007) also pointed out that apart from speaking
proficiency, effective listening plays a significant role in successful verbal
communication. Indeed, listening is not a “Cinderella” skill among the four
language skills of listening, speaking, reading, and writing (Flowerdew & Miller,
2005) but is a vital part of second language acquisition (Michael Rost, 2001).
Furthermore, listening skill plays a significant role in English language teaching
and learning in that it is a medium that helps learners acquire and communicate
with the target language input and assist the acquisition of speaking, reading, and
writing language skills (Vandergrift & Goh, 2012). It is the English teachers’ duty
to help students develop their listening skills so that they can “enhance overall L2
learning success” (Vandergrift, 2011).
Besides, in the progress of listening comprehension and language acquisition, the

role of “comprehensible input” is vital (Krashen, 1982; as cited in Michael Rost,
2001). Krashen defined comprehensible input as “language that was at an “i+1”
level, i.e., one level beyond the learner’s current level.” (as cited in Hummel,
2014). Moreover, Nunan (1999; as cited in Beatty, 2010) stated “messages
addressed to the learner that, … are beyond the learner’s current competence, are
made understandable by the context in which they are uttered.” Wilson (2008)
described that the target grammar, vocabulary, and discourse markers are included
9
in the aural input. Goh (2014) also believed that learners’ knowledge of the
language, discourse, and language use have significant roles in supporting
learners to process information so that learners can comprehend the aural input.
2.1.2.2. Second Language Listening Difficulties

It is difficult to disagree with previous authors and researchers that listening is not
an easy skill for the learner to deal with in the English classroom (S. Graham,
2006; Wilson, 2008; Lynch & Mendelsohn, 2010; Vandergrift, 2011; Goh, 2014;
Harmer, 2015; Chang, 2016).
In considering factors that affect listening, Buck (2001) recapped previous

authors’ findings that the characteristics of the input and the tasks are the difficulty
factors in listening. In particular, they are the characteristics of the language,
explicitness, organization, content, and context of the input and the requirements
of the tasks.
Graham (2006; as cited in Vandergrift, 2011) considered listening skills as the

most difficult skill to learn because of its chronological and tacit characteristics.
Furthermore, understanding learners’ views about L2 listening is important for
teachers to help their students in dealing with the challenges in listening.
Wilson (2008) pointed out that the features of the message, the articulation, the
listener attributes, and the environment might make listening to be a difficult skill
in English language learning.
A taxonomy of L1 listening difficulties by Samuels (1984) is examined by Chang

(2016) and thought to be applicable to L2 listening. Accordingly, the three factors
that affect L2 listening are external (relates to the opportunities of input and the
speakers), medium (refers to the type of text, task, and the listening context), and
internal factors (refers to learners’ language proficiency, background knowledge,
motivation, and physical condition).
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In addition, based on the researcher’s practical teaching context observation and

other studies in the Vietnam teaching and learning context by several researchers,
listening is a challenging skill for many EFL students (H. Y. Vu & Shah, 2016;
Thu & Tung, 2017; Phuong, 2018; Dung, 2021; Nguyen & Luu, 2022).
H. Y. Vu and Shah (2016) carried out research about Vietnamese students’

abilities to be self-directed in learning English listening skills and proposed
methods for enhancing listening skills. In the research, the findings of the
questionnaire delivered to the students revealed that the difficulties in listening
that they encountered were the ‘new words in the listening scripts’, ‘speed of
speakers’, and ‘lack of practice’.
According to Thu and Tung (2017), learners’ anxieties about the listening tasks,
lack of listening strategies, insufficiency of knowledge of the language and
background knowledge, and teachers’ instruction which is mainly product-
oriented rather than listening process are the notable drawbacks in teaching and
learning L2 listening in Vietnam.
In a recent study by Nguyen and Luu (2022) about the English-majored second-
year students’ difficulties in listening, the results showed that the challenges in
listening related to the students’ vocabulary, pronunciation, background
knowledge, and psychological factors.
2.2. Mobile-Assisted Language Learning

2.2.1. Mobile Learning
Kukulska-Hulme (2005) defined mobile learning (m-learning) as “partly about
learning and partly about the breakthroughs of mobile computing and global
marketing of mobile devices.” Mobile learning “includes the use of mobile
phones, MP3 players, Personal Digital Assistants (PDAs) such as Palm hand-held
computers and devices using Window Mobile Computing platform such as the
iPAQ” (Dudeney & Hockly, 2007). It is potentially accessible at every time and
11
from any place and can be occurred formally or informally (Kukulska-Hulme &
Shield, 2008).
Lewis (2013) then stated that “in the future we will integrate mobile technology
directly into the instructional model, bringing the world into the classroom in real-
time” and learning opportunities could occur anytime and anywhere by effectively
employing mobile phones as learning hubs.
2.2.2. Mobile-Assisted Language Learning

As the world is moving on, new educational programs are being developed
frequently since the first use of Mobile-Assisted Language Learning (MALL) in
language education in the 1980s by Twarog and Pereszleny (Czerska-
Andrzejewska, 2016). It was acknowledged by Brown and Lee (2019) that
technological tools provide learners with interaction and cross-cultural learning
opportunities, target language authentic materials, as well as social and individual
identity construction.
Mobile learning has been playing a significant role in English teaching and
learning, especially, in the era of Information and Communication Technology.
According to Kukulska-Hulme and Shield (2008), MALL varies from computer-
assisted language learning in several ways including its reliance on handy and
personalized devices that promotes a new learning approach, underlining the
consistency or instantaneous access as well as interaction without frontiers across
various settings. Kukulska-Hulme (2013) further defined MALL as language
learning that under the implementation of mobile technologies, especially
practical when benefits are provided by the mobility of the devices.
Indeed, mobile phones and technology have not only been coursebook
supplements but also have been developed and used as an effective teaching and
learning tools in that they offer learners and teachers plenty of advantages. Mobile
devices may support language learning in that it is “ready access to relevant help
12
or information; more flexible use of time and space; adaption to personal habits,
motivation, and preferences; continuity between learning in different settings; and
greater opportunity for sustained language practice while carrying out everyday
activities” Kukulska-Hulme (2013).
Furthermore, mobile devices offer students a repertoire of learning opportunities

and authentic learning materials such as podcasts, videos, audio recordings
(Lewis, 2013), or language learning apps (H. D. Brown & Lee, 2015). Students
can also use mobile phones to “do quizzes or practice vocabulary” (Lewis, 2013).
A study by Papadopoulou and Palaigeorgiou (2016) among 48 undergraduate

students trying to assess their perceptions about the interactive video, tablets, and
self-paced learning in the classroom showed the effectiveness of mobile devices
together with self-paced learning and interactive video in supporting the teaching
and learning process in that the participants considered the approach as “learning
efficiency, learning effectiveness, students’ enjoyments and better classroom
dynamics”, and easy to access.
Research by Helwa (2017) in investigating the effectiveness of MALL in

developing EFL perspective teachers’ EFL listening comprehension skills and
vocabulary learning revealed positive results in that students’ EFL listening
comprehension skills and vocabulary learning are improved under the use of
mobile devices. The results of the T-test between the mean scores of the
participants in the post-assessment indicated that the MALL program helped
students trying to “comprehend an aural passage and acquires vocabulary.” The
findings of the research also indicated that “learning vocabulary via SMS helped
the participants to enhance their vocabulary knowledge.
2.2.3. MALL in teaching English in Vietnam

In the Vietnam teaching context, Vu (2016) conducted research to investigate
Vietnamese university students’ readiness for the learning trend of using mobile
13
devices for language learning. The research pointed out that the majority of
students (94%) considered employing mobile devices in learning a language
offered more benefits than the traditional way of language learning.
Recent research by Tra (2020) among 95 university students in Hanoi, Vietnam

reveals that the students were enthusiastic about using mobile devices in the
classroom. It is also suggested by Tra (2020) that “MALL be adopted as a new
approach in English language teaching and learning.”
According to Thuy and Yukawa (2021), in a recent study investigating mobile

devices’ application in self-studying English as a Foreign Language among 26
non-native students in Vietnam and Japan, language self-learning devices, which
are effective and time-saving tools, play a fundamental role in assisting non-native
learners’ language acquisition. Additionally, these tools offer learners “linguistic
and communicative accomplishments internationally.”
Overall, MALL in general, as well as its integration has the potential of providing
learners with learning opportunities and learning experiences that cannot find in
a conventional classroom with traditional teaching approaches and materials.
2.3. Interactive Video (IV)

2.3.1. What is Interactive Video?
According to Rivers (1987), interaction occurs when students gain language
proficiency by focusing their attention on expressing and comprehending
authentic messages. In addition, there are activities of listening to authentic
materials, reacting, watching films and videotapes of native speakers interacting,
poetry reading and creation, cross-cultural interaction, reader and text interaction,
interactive writing, developing grammar rules inductively, interactive and
proficiency-oriented testing, community interaction, and special-purpose
interaction in an interactive classroom.
14
In second language listening, interaction involves the listener’s comprehension

and response to the spoken language he or she is listening to (M Rost, 2011).
As mentioned by Price (1987), we could witness and listen to language in a

cultural setting with synchronous features and gestures through the support of
technologies, i.e. videotapes, and overhead projectors. Therefore, teachers could
creatively use teaching materials with different mediums to present the language
more interestingly and effectively and structure interactions in the classroom.
In practical English classrooms nowadays, learners have opportunities to access

various listening sources, such as CDs, DVDs, audio, videos, and so on, and are
engaged in a repertoire of listening tasks and activities designed by the teacher.
Among the listening sources, the use of video in teaching and learning English is
considered an effective teaching technique.
However, during the use of video in the classroom of English language and the
breathtaking developments of educational technology, here comes up the realm of
offering learners more opportunities to engage in the teaching and learning
process, requiring learners of English not only to be active learners who discuss
the topic and answer the questions after watching the video but also learners who
“react” to the topic and what is happening in the video meanwhile watching it,
able to show their comprehension about the content of the video, think critically
about the topic and what they have watched, then talk about it with their teacher
or other students. Teachers could easily find out applications or websites that offer
tools to make the video to be interactive video, such as Edpuzzle, Camtasia,
Playposit, Teachvid, Hapyak, etc.
Apart from the features of a normal video, an interactive video includes some
other features which are considered interactive: pointers, inductive questions,
rhetoric questions, internal video links, external video links, and inter-path links
(Papadopoulou & Palaigeorgiou, 2016).
15
As described by Kolas, (2015), an interactive video relates to the use of

“(embedded) quizzes, link chains, interactive maps and interactive use of 3-D
objects” and it offers learners the learning experiences of engaging them in the
teaching and learning, more importantly, the interactions.
In their recent project, Gedera and Zalipour (2018) considered interactive videos
as videos that include interactive learning features in which students may
experience deep learning.
According to Blake et al. (2020), teachers can use digital tools to add “questions,
comments hot-points, voiceovers, and comprehension checks” to traditional
videos, so that they could make listening activities and listening lessons become
more engaging and interesting.
Thereby, it is the interaction between the learners and the language and the content
of the video, which engages learners in the input processing (M Rost, 2011), that
the interactive video provides learners with.
2.3.2. The Use of Interactive Video in the Classroom

Zhang et al., (2006) concluded in their study that compared to students in
classrooms with no use of video, non-interactive video, and traditional ones,
students in the experimental classroom, which with the use of interactive video
provides participants with the privilege to manage the random content access,
show their higher and improvement of learning outcomes and satisfaction.
Moreover, teachers could use interactive videos for both formative assessment
and summative assessment, to help the student improve their awareness, and
motivate students (Kolas, 2015). Ma’rifah and Wulandari (2015) also concluded
the use of interactive video could be seen as one of the solutions for improving
students’ motivation in that teachers can effectively exploit learning materials,
and generate an interactive learning environment for students.
16
Research by Papadopoulou & Palaigeorgiou (2016) reported the effectiveness of

interactive as an “affordances for self-regulating learning” and gain positive
feedback from students in that they perceived the interactive video as an
intriguing, unique, unanticipated, and innovative way of learning.
Additionally, in the recent research, Gedera and Zalipour (2018) stated that under
the use of this media, students are provided opportunities to engage and take part
in the learning process actively in that they can interact with the video content,
the lecture, and assessments which the teacher includes in the video. Furthermore,
interactive video benefits students with flexible and autonomous learning options
in that they have a sense of control and take the responsibility for their learning.
It cannot be denied that interactive video has an impact on learners’ listening

skills. Whilst the process of learning English, interactive video helps learners to
enhance their listening skills. Notwithstanding, most researchers paid attention to
the benefits that interactive video can offer English learners in speaking skills
(Pramerta, 2018), learning motivation (Ma’rifah & Wulandari, 2015), and how to
use interactive video in the English classroom effectively but not the
circumstances of learner’s attitude toward interactive video in English classroom
and that listening skills may also be improved through the use of interactive video
in English learning.
2.4. Edpuzzle Mobile App

2.4.1. Introduction of Edpuzzle
Founded in 2013 by the Edpuzzle team who used to work as teachers, Edpuzzle
aims to take advantage of the potential of videos to build “a shared library of the
highest quality interactive video lessons to benefit classrooms around the world.”
(Edpuzzle Inc., 2022).
17
According to statistics reported by EDpuzzle Inc., there are about 8 million

lessons created on Edpuzzle, and about 70% of U.S schools use Edpuzzle in
education.
This app helps teachers turn any video into their lesson with easy-to-use editing
tools and track students’ comprehension of the video. Teachers can use videos
that are linked to reliable sources, such as YouTube, Khan Academy, TED Talks,
National Geographics, Crash Course, and many other sources. (Bilmona, 2021)
considered these linked and available videos are guaranteed in content quality.
Teachers can also use videos designed and edited by other teachers or even upload
their own videos. The superiorities Edpuzzle provides teachers are reinforcing
accountability, engaging students, and saving time.
Mischel (2019) believed that teachers could take advantage of the mobile app
Edpuzzle at any subject and student level, and that “Edpuzzle can be a valuable
tool to use in flipped classrooms, MOOCs, hybrid courses, and online learning in
general.” Additionally, the use of Edpuzzle in education is also highly
recommended by many other researchers, such as Kolås (2015), Graham (2016),
Palaigeorgiou et al. (2019), Blake et al. (2020), Hanoi Academy (n.d.), etc.
In terms of language education, Dale (n.d.) described Edpuzzle as “a free web

service and cross-platform app which allows language teachers to test students’
listening comprehension skills in and out of the classroom.”. Emiliya Hidayat and
Dzulfiqar Praseno (2021) described Edpuzzle as a tool that “supports the learning
process” and could be utilized in teaching and learning English skills in the
classroom. Egilistiani and Prayuana (2021) considered that teachers can employ
Edpuzzle in teaching all learning aspects and that listening and speaking are the
most appropriate skills for the application. For speaking skills, students listen to
authentic accents from native speakers to practice and improve their
pronunciation. For listening skills, Edpuzzle “helps the students cope with the
comprehension of the listening.”
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2.4.2. Functions of Edpuzzle

In the editing mode, teachers can cut the video, and add both types of multiple-
choice questions and open-ended questions. Additionally, teachers can give more
information by adding notes to the video in text or audio format. In Edpuzzle,
teachers can create a class, assign and mark assignments, give comments, and
keep track of students’ learning process easily. Besides creating a class and adding
students directly on Edpuzzle via email, or class code, teachers can connect and
import their class from other platforms, such as Google Classroom, Moodle,
Canvas, Schoology, and many more. Students’ progress is explained in detail in
the Gradebook tab. Teachers may see a report about some aspects: progress
calculation, total score, total time spent, and late submission. Here is an example
of the result report categorized by questions.
Figure 1. An Example of a Result Report
If necessary, teachers may get students’ reports individually as shown in Figure 2

below.
19
Furthermore, teachers can download any section from the class’s Gradebook in
.csv format which allows teachers to read in Excel or Google Sheets.
Students have opportunities to engage in a student-centered learning environment,

learn at their own pace, have an in-depth engagement in the video content, and
get feedback immediately.
The screenshot below shows an example of a listening activity through Edpuzzle

in the student view mode.
20
2.5. Related Studies

In recent research, Zou and Xie (2018) developed a framework that tries to flip
the English writing class under the use of technology-enhanced just-in-time
teaching and peer instruction. In the study, the researchers decided to use
Edpuzzle to make interactive videos used in just-in-time teaching. The results
show that students’ learning performance in the experimental group is higher than
in the control group. Additionally, the use of Edpuzzle together with Padlet and
Google Docs helps teachers connect with their students better, can track students’
learning progresses, and know each student's difficulties to help them comprehend
the lesson. The authors also pointed out that Edpuzzle was a user-friendly app that
offered the ability to grade and track the learning progress of the whole class as
well as individual students easily.
Based on Amaliah's (2020) study in trying to improve nine graders’ analytical

thinking skills in the narrative text under the use of Edpuzzle, this application had
a positive impact on students in that their creativity and analytic skills increased.
In addition, the author pointed out that the Edpuzzle implementation successfully
promoted students’ comprehension, sharpened their analytical thinking skills, and
motivated them to create digital products.
21
Recent research carried out by Emiliya Hidayat and Dzulfiqar Praseno (2021)
showed that the integration of Edpuzzle together with Flipped Classroom strategy
is an effective approach to help students improve their writing participation and
achievements in the classroom. Particularly, students’ achievements increased
from 62% to 79%. There are 72.5% of students participated actively in the
classroom. The students also had a positive perception of the teacher’s strategy of
combining Edpuzzle and Flipped classroom.
Karimov (2021) even supported the idea of using Edpuzzle in the classroom,
particularly, in an online classroom by stating that Edpuzzle helps engage students
in online lessons and provides teachers with feedback timely.
According to Asiri (2021), Edpuzzle could be used as a formative assessment tool.

Apart from easy-to-use tools that “provide features to modify a video to fit the
teacher’s own goals and objectives”, Edpuzzle also offers instant feedback and
visual aid to its users which make the app highly recommended to English
language teachers.
A study by Egilistiani and Prayuana (2021) about the students’ perspectives on

the implementation of Edpuzzle in the Listening subject classroom obtained
positive responses. From the views of respondents of the study, Edpuzzle is
considered an easy app to use in listening activities and fun and entertaining
compared to the traditional ways of learning. Furthermore, they can become better
at listening comprehension through the use of Edpuzzle although there were some
difficulties related to the speed and the accents of the native speakers.
In a recent classroom action research, Mawaddah et al. (2022) aimed to help

students to enhance their listening skills through the use of Edpuzzle. The results
of the study showed that the use of Edpuzzle successfully enhanced students’
listening skills in that the percentage of students who achieved the criteria of
success in the Kriteria Ketuntasan Minimal (KKM) was 90%. Besides, the authors
22
received positive feedback from the students in terms of motivation and the
learning process. The participants reported that they liked the interactive features
of the Edpuzzle app which were the pop-up questions, the immediate feedback,
and the rewatch features.
It could be seen from previous studies that Edpuzzle is an effective tool that
teachers can employ to help students improve their language skills, analytical
thinking skill, and their learning performance. The app also helps teachers to know
students’ difficulties during the learning process, connect with students, and
engage students in interesting lessons in form of interactive videos.
To conclude, the app meets the requirements of the current trend in teaching and
learning English by using MALL and interactive videos in language classrooms.
2.6. Research gap in existing knowledge

The importance of listening skills in language learning is cannot be denied.
Nevertheless, listening is considered a challenging skill for many students. It is
recommended that students need more opportunities to engage in a more active
and interactive learning environment where they can learn at their own pace and
that interactive video helps students interact with the video content and show their
comprehension of what they are watching. The effectiveness of the Edpuzzle app
in teaching and learning English is affirmed in existing knowledge in improving
students’ language skills, analytical thinking skills, and learning performance.
There is clearly a notable relation between teaching and learning English listening
skills and the use of the Edpuzzle app in that the use of this app in the classroom
could help enhance students’ language skills, especially, listening skills.
The review of previous studies leads to significant concern about students’

listening skills and the use of the Edpuzzle application in the English language
classroom. Although there were researchers who employed Edpuzzle in the
English classroom, most of them have been taking into consideration the benefits
23
that English learners could have from the Edpuzzle app and how to implement
Edpuzzle into English language learning effectively. There have been a few
studies that take into account the circumstances that learners’ listening skills can
be also improved through the integration of Edpuzzle into English learning and
how students perceive the implementation of Edpuzzle in listening activities.
Furthermore, studies about Edpuzzle and its use in teaching and learning English
in Vietnam have seemingly not been varied, especially in improving students’
listening skills.
Accordingly, this composition aims to investigate the impacts of the Edpuzzle app
in enhancing listening skills among first-year students at SaigonTech College in
Ho Chi Minh City as well as their perceptions towards the use of the Edpuzzle
mobile app. In addition, this study attempts to give a considerable contribution to
the use of mobile apps in teaching and learning English listening skills in Vietnam
2.7. Chapter Summary

In chapter 2, the relevant conceptual framework for the research with four main
themes was presented. Firstly, an overview of listening comprehension has been
reviewed. Secondly, MALL and its support in teaching and learning English have
been discussed. Thirdly, the characteristics of interactive video and its
effectiveness in teaching and learning listening skills have also been reviewed.
Finally, this chapter has presented the app Edpuzzle and its functions which
enable teachers to add interactivity features to normal videos. Previous studies
related to the application of the app Edpuzzle in the English classroom have been
reviewed to illustrate the positive effects of the app on students’ language skills,
analytical thinking skills, and learning performance.
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CHAPTER 3. METHODOLOGY
The research methodology is demonstrated in this chapter. First, it begins with the
design of this current research. The chapter continues with a description of the
research site and the participants of the research. Next, it presents the instruments
used in this research. The next section portrays the methods and procedures of
collecting and analyzing the data. Finally, concludes with some related issues in
terms of research reliability and validity, researcher’s roles, and potential ethical
issues in the research.
3.1. Research Design

This quasi-experimental study used a mixed-methods design which is a
combination of both quantitative and qualitative research methods in the
procedure of data collection and data analysis (Creswell, 2012).
There were several rationales for this mixed-methods research. First, in this study,
the researcher collected both quantitative and qualitative data from tests,
questionnaires, and interviews to answer the research questions with the
participation of students from both the experimental group (EG) and control group
(CG).
Furthermore, mixed-methods research “provides a more complete understanding

of research problems than does the use of either approach alone” (Fraenkel &
Wallen, 2009). Moreover, according to Fraenkel and Wallen (2009), the mixed-
methods aids in the clarification, explanation, and having an in-depth
understanding of relationships found in the dependent variable and independent
variable, and to “confirm or cross-validate relationships discovered between
variables, as when quantitative and qualitative methods are compared to see if
they converge on a single interpretation of a phenomenon.”
25
Creswell (2012) also advocated that if researchers wish to benefit from the
potential of quantitative and qualitative data, this type of research design is an
appropriate design to adopt.
3.2. Research Site and Participants

3.2.1. Research Site
3.2.1.1. The School
The site of this study was Saigon Technology (SaigonTech) College in Ho Chi
Minh City. Founded in 2001, there are now over 2,000 students across Vietnam
who chose to enroll in SaigonTech. SaigonTech is also the official affiliate of
Houston Community College, Texas, US. The school also has an educational
partnership with the University of North Alabama (UNA), USA.
Students in SaigonTech are provided with a diverse and excellent educational

environment that prepares them for a productive future and to become global
citizens. Teachers in SaigonTech are well-trained and qualified.
3.2.1.2. The AV2 Course

The AV2 course is a compulsory course among the general courses in the college
training program at SaigonTech for students who are in their first year and have
completed the subject AV1.
The AV2 course aims to provide students with knowledge and skills to use basic
English in everyday life, studying, and professional activities in accordance with
the level of training.
The course’s textbook is American English File Level 1 (from unit 7 to unit 12),
third edition, published by Oxford University Press. According to the authors of
the textbook, the coursebook is suitable for students whose English level is A1+,
in the correlation between the American English File and CEFR. Additionally, the
students who were in the AV2 course have an A2 English level in the correlations
26
to CEFR (Latham-Koenig et al., 2021) and it is equivalent to the TOEIC test

scores of 270 – 410, as described by (Christina et al., 2009). There were two
English sessions per week and each session had a time length of two hours.
The table below shows the detailed correlations of the coursebook used in the
AV2 course, CEFR, and TOEIC test scores.
Table 1. Correlations of the AV2 Course, CEFR, and TOEIC Test Scores
American English File 1 CEFR TOEIC TOEIC Listening
Listening and Minimum Score
Reading Scores
From unit 7 to unit 12 A2 270 - 410 110
The table below shows the description of the AV2 course’s syllabus, and the
objectives for the listening skills of the students that were mapped out by Latham-
Koenig et al. (2021).
Table 2. AV2 Course's Summary Syllabus and Listening Objectives

Week Unit Listening Skills Objectives
1 File 7A Can understand and extract the essential information from

short recorded passages dealing with predictable everyday
File 7B
matters that are delivered slowly and clearly.
2 File 7C
File 8A Can understand enough to be able to meet the needs of a

concrete type provided speech is clearly and slowly
3 File 8B
articulated. Can understand phrases and expressions related
File 8C to areas of most immediate priority (e.g., very basic
personal and family information, shopping, local
27
geography, employment) provided speech is clearly and

slowly articulated.
4 File 9A Can understand enough to be able to meet the needs of a

concrete type provided speech is clearly and slowly
Quiz
articulated. Can understand phrases and expressions related
to areas of most immediate priority (e.g., very basic
personal and family information, shopping, local
geography, employment) provided speech is clearly and
slowly articulated.
File 9B Can understand and extract the essential information from

5 File 9C
File 10A Can understand and extract the essential information from
6 File 10B
Speaking Test
7 File 10C Can understand and extract the essential information from
File 11A Can understand and extract the essential information from
Progress
Test
8 File 11B
File 11C
28
9 File 12A Can understand and extract the essential information from
File 12B
Final Test 1
10 File 12C
Final Exam Revision
11 Self-Study
12 Final Test 2
3.2.2. Research Participants

The subjects in the study were 52 students in SaigonTech. Students were in their
first year of different majors: Information Technology Program, Marketing,
Business Management, and International Business.
The researcher was working as an English teacher in SaigonTech and the

participants were students in the two AV2 classes of which the researcher was in
charge in the Winter 2021 Semester (from December 2021 to March 2022).
Therefore, the convenience sampling method was the preferred technique because
the participants were conveniently available for the study.
The participants were divided into two groups: the experimental group (EG, n=25,
9 females and 16 males) and the control group (CG, n=27, 13 females and 14
males), aged from 18 to 25.
Figure 4 below shows the comparison of the two groups’ participants in terms of
years they had been learning English. It can be seen that the students in both CG
and EG had English learning experiences ranging from seven to eleven years.
Furthermore, the majority of the students of the two groups had been learning
29
English for seven to eight years, so their English learning experiences are not
much different.
The students were attentive and responsive during the lessons and show they were
able to work individually, in pairs, or groups as required in the classroom activities
quite well.
Overall, the factors of age, gender, and years of learning English were taken into
consideration and were almost the same among the participants of the control and
experimental groups.
Figure 4. Participants’ Years of Learning English

Due to the Covid-19 pandemic, the teaching and learning activities of the course
in the Winter 2021 semester were shifted to online mode. During the semester,
the teacher and the students used Google Meet for meeting online in every session.
Besides, Moodle system was used for interaction in terms of announcements,
assignments, quizzes, tests, and so on.
Before conducting the study, the researcher sought approval from the head of the
ESL Faculty and the students to ensure ethical policies.
30
3.3. Instruments
In this study, the researcher used three different instruments, including tests,
questionnaires, and interviews. The data collection methods were triangulated so
that the problem of reliability and validity would be resolved. Moreover, various
data collection instruments may support each other and reinforce the research’s
conclusion.
3.3.1. Tests (Pre-Test and Post-Test)

The listening tests, which included pre-test and post-test, were administered to the
students from both the experimental group and control group before and after the
interventions. The objective of the tests was to collect quantitative data to answer
the first research question “To what extend does Edpuzzle app enhance listening
skills for students at SaigonTech College?”. The difficulty level of the listening
tests was the same so that the data could be used to compare with each other to
find out how effective is Edpuzzle in improving students’ listening skills.
The listening pre-test and post-test were designed in the format of the Test of
English for International Communication (TOEIC) listening test. The TOEIC
Listening and Reading test aims to measure receptive skills in everyday life and
workplace contexts and is “suitable for use in all environments where English is
used by native speakers of other languages” (ETS, 2019b). According to ETS
(2019), the listening section’s objective is to measure English-language
proficiency in understanding spoken English. There are four parts in the listening
section in which the test takers answer questions about the photographs,
conversations, talks, and responses to the questions. Accordingly, the listening
skills of listening for details, listening for main ideas, listening and inferring,
listening and predicting, listening for global understanding, and listening
selectively are included in the test.
31
The tests were extracted from the book ETS 토익 정기시험기출문제집 (LC)
which is a TOEIC test preparation book published by YBM publisher. According
to YBM, this test preparation material was written by the same experts who
develops the TOEIC test at Educational Testing Service (ETS).
The students in both control and experimental groups would take the tests which
consist of four different listening tasks with multiple choice formats in about 20
minutes. The tests were uploaded to Moodle and opened to the students on the
planned date.
The table below shows the description of the listening pre-test and post-test.
Table 3. Description of the Listening Pre-Test and Post-Test

Part Number Points Question Description
of type
(10-
questions
point
scale)
1 5 2.0 Photographs The students would hear four

statements about a picture and
choose one statement that best
describes what they see in the
picture.
2 11 4.4 Question- The students would hear a question

Response or statement and three responses and
choose the best response to the
question or statement.
3 6 2.4 Conversations The students would hear some

conversations between two or more
32
people and choose the best answer to

the questions about what the
speakers say in the conversation.
4 3 1.2 Talks The students would hear a talk given

by a single speaker and choose the
best answer to the questions about
what the speaker said in the talk.
Total 25 10
3.3.2. Questionnaire
As defined by Brown (2001), questionnaires are “any written instruments that
present respondents with a series of questions or statements to which they are to
react either by writing out their answers or selecting from among existing
answers.”
According to Dörnyei and Taguchi (2009), questionnaires help the researcher to

measure the factual, behavioral, and attitudinal data about the respondents. The
principal advantage of questionnaires is their “unprecedented efficiency in terms
of (a) researcher time, (b) researcher effort, and (c) financial resources” (Dörnyei
& Taguchi, 2009). Additionally, Mackey and Gass (2015) advocated the benefits
of using questionnaires in that it is convenient for the researcher to deliver in
various forms.
As a result, to answer the second research question in terms of students’

perception of the Edpuzzle app in listening activities, a set of questionnaires was
put to use in this study.
The aims of the questionnaire were to gather some demographic information

about individual students, their perceptions, and recommendations for the use of
Edpuzzle in listening activities. The questionnaire was designed based on the
33
Likert five-point scale. The options for the question items, which explore
students’ attitudes towards using Edpuzzle in practicing listening skills, ranged
from 1 to 5, in specific, 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree,
and 5 = strongly agree. Besides close-ended questions, there were open-ended
questions that encourage students to give their own answers about what they really
thought which the interview stage cannot be achieved due to the presence of the
researcher.
The items in the questionnaire of this study were adapted from Andujar and Nadif,
(2020) and Al-Shamsi et al., (2020). The aim of the questionnaire in Andujar and
Nadif's (2020) “Evaluating an inclusive blended learning environment in EFL: a
flipped approach” was to investigate the attitude of the participants towards the
use of mobile learning in enhancing their listening skills. In “The effects of mobile
learning on listening comprehension skills and attitudes of Omani EFL adult
learners”, Al-Shamsi et al., (2020) used the questionnaire to investigate
participants’ attitudes as well as acceptance of the flipped learning model with the
assistance of Edpuzzle. Nevertheless, the researcher modified the items to better
accommodate the study.
The questionnaire of this research consisted of two parts with a total of eighteen
items. The first part was used to collect data on participants’ demographics in
terms of age, gender, major, and years of learning English. The purpose of the
second part was to explore the students’ perceptions of the use of Edpuzzle in
listening activities. There were two sections in this part, in which participants
would answer both types of close-ended questions and open-ended questions.
There were 15 items in the first section (items 1 to 15) which were about
participants’ general perceptions of learning experience with Edpuzzle, feelings
about using Edpuzzle in listening activities, ease of use, usefulness, attitude, and
intention to use. In this section, participants had to indicate to what extent did they
agree with the statements. The second section consisted of 3 open-ended questions
34
(items 16 to 18) about problems that participants had during the experiment, what
they liked most about using Edpuzzle, and their further comments.
The questionnaire was translated into Vietnamese to make sure that there would
be no misunderstanding when students were giving responses. After that, the
questionnaire was checked and reviewed by the researcher’s supervisor and
piloted on a sample of 16 students in the EG before the official administration at
the end of the course.
3.3.3. Interview
Due to the fact that interviews are interactive and help the researcher explore
issues that are not noticeable in other modes of data collection (Mackey & Gass,
2015), a semi-structured interview was conducted at the end of the course to
collect qualitative data. According to Mackey and Gass (2015), in the semi-
structured interview, “the researcher uses a written list of questions as a guide,
while still having the freedom to digress and probe for more information.”
The aim of the semi-structured interview in this study was to support the
conclusion of the research and provide an in-depth understanding of students’
learning experiences with Edpuzzle, their attitudes, and opinions towards the use
of Edpuzzle in the English classroom and listening activities as well. Seven
students in the experimental group were interviewed individually at the end of the
course and the responses were recorded.
There were 6 questions in the interview that aimed to investigate how Edpuzzle
helps the participants in improving their listening abilities, participants’ opinions
about the use of Edpuzzle in listening activities, problems that they faced, the
usefulness and the disadvantages of Edpuzzle, and further suggestions from the
participants. The questions in the interview were designed in line with the
questionnaire so that the researcher could be more certain about the participant’s
35
thoughts and attitudes in accordance with the answers in the questionnaire and the
data would also be triangulated.
3.4. Data Collection Procedures

3.4.1. Before the Experiment
In the first week of the course, after being approved by the Head of the ESL
Faculty, the researcher announced to the students in both groups the research’s
purposes, procedures, and the students’ roles in this research. All of the students
voluntarily agreed to be participants in the research.
Then, the researcher gave some instructions for downloading and using Edpuzzle
to the experimental group.
On the second week of the course, the students from the two groups were asked
to take the listening pre-test on Moodle site, which comprised four different
listening tasks. The results of the test would be saved for the data analysis stage.
In addition, the researcher uploaded the videos to Edpuzzle and edited the videos
for later use in the treatment. The videos chosen to be edited were ‘A Haunted
Castle’, ‘It’s written in the cards’ (parts 1-5), and ‘Judi Dench’.
3.4.2. During the Experiment

The participants engaged in teaching and learning activities with the same
syllabus. However, during the course, students in the experimental group were
required to take part in listening activities using the Edpuzzle mobile app designed
by the researcher instead of the normal video used in the control group.
In both the CG and EG groups, the listening activities were carried out under three
stages pre-listening, while-listening, and post-listening. In the pre-listening stage,
the teacher introduced the topic related to the video, new information, and new
words to the students. This activity’s purpose is to provide the students with the
36
general background knowledge and vocabulary of what they were going to watch.
In the while-listening stage, the students watch the video and answer the
questions. The aim of this stage was for the students to watch the video, pay
attention to the details, and answer the questions. In the post-listening stage, the
students had further discussions about what they had watched and the related
topic. This stage helped the students to relate and give their opinions about the
topic.
Generally, there were the same stages of the listening activities in the two groups.
However, the teaching and learning activities and the tool being used in the while-
listening stage of the EG were different from the ones in the CG.
Table 4. Listening Activities for The Control Group

Stages Content Teaching and Learning Activities
Pre-listening - Introduce the topic of the video

- Pre-teach new words and new information (if
(2 mins)
necessary)
While- Activity 1 - Elicit the question

listening - Play the video and have the Ss watch for the
(Task a)
first time and answer the question
(25 minutes)
- Check the answers with the whole class
Activity 2 - Elicit the questions

- Play the video and have the Ss watch for the
(Task b)
second time and answer the questions
- Have the Ss compare their answer with others
Activity 3 - Have the whole class watch the video again to

ensure their answers
37
- Have the students give the answers and check

the answer with the whole class
Post- Task c - Elicit the question and ask the whole class
listening - Ask some Ss to share the opinions
(3 minutes)
Table 4 above shows the plan of listening activities carried out in the CG. In the
CG, the teacher played the video three times for the whole class and had the
students watch the video and answer the questions. As a result, the teacher was
the person who controlled the speed of the video and the times that the students
watched the video. The plan of the listening activities in the EG is described in
the table below.
Table 5. Listening Activities for The Experimental Group

Stage Content Teaching and Learning Activities
Pre-listening - Introduce the topic of the video

- Pre-teach new words and new information (if
(2 mins)
necessary)
While- Activity 1 - Elicit the question

listening - Have the Ss watch the video and answer the
(Task a)
question on Edpuzzle
(25 minutes)
- Check the answers with the whole class
Activity 2 - Elicit the questions

- Have the Ss watch the video and answer the
(Task b)
questions on Edpuzzle individually
38
Activity 3 - Have the whole class watch the video again

- Check the answer with the whole class
Post- Task c - Elicit the question and ask the whole class
listening - Have the Ss watch the video on Edpuzzle again
- Ask some Ss to share the opinions
(3 minutes)
In the listening activities of the EG, the teacher played the video for the whole
class to watch once, at the end of the while-listening stage to check and elicit the
answers as a whole class. Besides, while watching the video and answering the
questions in tasks a and b, the students in EG worked individually on the Edpuzzle
app. Consequently, the students had opportunities to do the exercise at their own
pace, and take control of the speed of the video and the times they watch the video.
This means that the students could re-play and pause the video if it was necessary
for them to do so.
3.4.3. After the Experiment

Students in both groups took the listening post-test at the end of the course on
Moodle site. The post-test had the same format and difficulty level as the listening
pre-test.
A set of questionnaires which consisted of both close-ended and open-ended

questions were elicited in order to gather data about students’ perceptions and
opinions after their experiences during listening activities in the English course
under the use of the Edpuzzle app. The students responded to the questions online
via Google Forms which was designed by the researcher.
The researcher also arranged a semi-structured interview in order to gather more

in-depth information so as to have more evidence for what the researcher was
going to conclude later. The interviews lasted about three minutes for each
39
student, tape-recorded, and transcribed verbatim. The researcher asked students 6

questions that concentrated on students’ opinions and attitudes about the learning
experiences in the support of Edpuzzle.
The researcher had no or little control over students’ performances during the
data-gathering procedure, tried to build a comfortable environment for the
students, and ensured that students were clear about the purpose of the data
collection techniques in which they were going to involve.
3.5. Data Analysis

The data were analyzed under the procedure suggested by Creswell (2012). First,
the data was organized into different types of research instruments: tests,
questionnaires, and interviews. The researcher used the Statistical Package for the
Social Sciences (SPSS) program (version 26.0) to analyze the results from the
tests. After that, the researcher started to enter the data into the program for
analysis.
In order to have an overview and the trends of the data collected from the tests
and questionnaire, a descriptive statistics test was computed. The researcher
displayed the summary of the data in terms of the maximum score (Max),
minimum score (Min), the average score (Mean), the range of the score, the
distributions of the score around the mean (Variance), and the standard deviation
(SD), which is the square root of the variance.
A normality test was performed to see whether the data collected from CG and
EG’s listening tests had a normal distribution. Due to the small sample size of the
CG (n=27) and the EG (n=25), the Shapiro-Wilk test is used to test the normality
of the data. According to (Pallant, 2020), if the Sig. value is more than 0.05 (Sig.
> 0.05), the distribution of the scores is not different from the normal distribution.
In addition, the distribution of the scores was also displayed graphically in the
40
Normal Q-Q Plot. As explained by (Hinton et al., 2014), there is a normal

distribution when the data distribute closely to a 450 straight line.
After that, the researcher would use an independent sample t-test to analyze and
detect the statistical differences between the mean scores of the CG and EG’s
listening tests. As defined by (Hinton et al., 2014), the significance level is “the
risk (probability) of erroneously claiming a relationship between an independent
and a dependent variable when there is not one….this probability is chosen to be
small”. The significance level (Sig.) is usually set at 0.05 which means 5 out of
100 times. It is assumed that there is a significant difference in the mean scores of
the two groups if the Sig. (2-tailed) value is equal to or less than the significance
level of 0.05 and vice versa. The p-value, the probability of the test statistics,
indicates the feasibility of the null hypothesis (H0) to be true. This value is also
set at 0.05 in that effect is considered significant and the H0 is rejected if p <0.05.
The first independent sample t-test of the pre-test was computed to see whether
the participants in the two groups had the same listening abilities. The second
independent sample t-test of the CG and EG’s post-test scores aimed to compare
and discover the differences between the two groups in terms of listening abilities
and the effectiveness of the treatment among the experimented participants.
Next, the data from the questionnaire was gathered using Google Forms and
analyzed using the SPSS program (version 26.0), so that the researcher could have
a picture of the participants’ general perceptions about the learning experience
with Edpuzzle and their attitudes toward the use of Edpuzzle in English listening
skill learning.
The data from the interview was transcribed verbatim, coded, categorized into
themes, and represented by the researcher. The researcher presented the results of
the interview in three main categories: (1) students’ general perceptions about the
use of Edpuzzle in listening activities, (2) students’ perceptions about the
41
usefulness and impacts of Edpuzzle on listening abilities, and (3) students’

opinions about difficulties, disadvantages, and comments on Edpuzzle for
listening activities. After that, the data from the interviews were compared with
the assumptions from the questionnaires to come to the conclusion.
3.6. Reliability and Validity

The two concepts of validity and reliability have an important role in research
instrument design. As defined by Fraenkel and Wallen (2009), “validity refers to
the appropriateness, meaningfulness, correctness, and usefulness of the inferences
a researcher makes” and the notion of reliability “refers to the consistency of
scores or answers from one administration of an instrument to another, and from
one set of items to another.” When the researcher decides which instrument to be
used, the researcher needs to consider these two concepts.
3.6.1. Validity
By choosing the students in the same classroom context, controlling some factors
on data collection problems such as internet connection problems, and having the
supervisor judge the research instruments of assessments, questionnaires, and
interview questions, the researcher can ensure the validity of the study and the
instruments. Moreover, the researcher tried to triangulate the data by using the
three data collection instruments of tests, questionnaires, and interviews, so that
they could support each other shortages and help strengthen the research’s
conclusion. Besides, the researcher gave detailed and clear instructions on the
tests, questionnaire, and interview to the participants before the application.
3.6.2. Reliability
In trying to make sure the reliability of the research, the researcher tried to make
sure that the questionnaire and interview questions are unambiguous. The
researcher translated the questionnaire into Vietnamese for the participants to
answer, piloted it on 16 students, and revised the questions where necessary before
42
the official administration. The reliability of the questionnaire was also checked
using Cronbach’s Alpha method and described in Table 6 below.
Table 6. Reliability of the questionnaire and constructs

Constructs Number of Cronbach’s
items Alpha value
General perceptions of the learning experience 4 0.808

with Edpuzzle
Attitude about listening through Edpuzzle 7 0.877

treatment
Behavioral perceptions towards Edpuzzle 4 0.734
Total 15 0.929
Due to the Cronbach’s Alpha values of the whole questionnaire and each
individual construct being greater than 0.7, the questionnaire of this study had a
significantly high-reliability value and was considered to be a good and
appropriate data collection instrument for the study.
Additionally, the listening pre-test and post-test were in the format of the TOEIC
Listening test and extracted from the same TOEIC preparation material written by
the experts from ETS. The interview was conducted in Vietnamese so that the
interview was stress-free and it was easy for the participants to understand and
give responses to the questions.
3.7. Researcher’s Roles and Potential Ethical Issues

Ethical issues refer to the roles of the participants and their identities in the study
and the relationship between the researcher and the participants.
43
The researcher needed to ensure that the students’ identities were protected in the
study and they were treated with respect. Moreover, the researcher played a role
of an English teacher, observer, and interviewer in the research. There was no or
little interference by the teacher in the students’ performances.

This chapter presented the research methodology of the study including the design
of the research, the descriptions of the research site and participants, the research
instruments, data collection procedures, data analysis, reliability, validity, and the
ethical issues of the study. The next chapter presents the findings of this current
study.
44
CHAPTER 4. FINDINGS AND DISCUSSION

The preceding chapter has described the methods used in this current research. This
chapter is aimed at reporting and interpreting the data collected from the tests,
questionnaires, and interviews. It initiates with the data from the pre-test and post-
test which help to explore the differences between the CG and the EG in English
listening skills improvement. The followings are the data of the questionnaire and the
interview which are in relation to the research question about students’ perceptions.
4.1. TOEIC Listening Tests Results

4.1.1. Listening Pre-test and Post-test Results of Control Group
The table below shows the description of the CG’s performance on listening tests
(pre-test and post-test) at the beginning and the end of the experiment.
Table 7. Descriptive Statistics of CG's Pre-test and Post-test

Std.
N Range Minimum Maximum Mean Deviation Variance
CG_Listening_Pre_Test 27 4.00 4.00 8.00 5.7926 1.12247 1.260
CG_Listening_Post_Test 27 4.80 4.00 8.80 5.8370 1.19620 1.431
As presented in Table 7, there was a little difference in mean scores between the pre-
test (M=5.79, SD=1.12) and post-test (M=5.83, SD=1.19). Although the minimum
scores of both tests are 4.0, the maximum score of the post-test (Max=8.8) is higher
than the one of the pre-test (Max=8.0).
The CG’s listening pre-test and post-test scores were checked, statistically displayed
in Table 8, and graphically presented by Normal Q-Q Plots in Figure 5 to see whether
the data had a normal distribution.
45
Table 8. Test of Normality for CG's Listening Pre-test and Post-test Scores
Shapiro-Wilk
Statistic df Sig.
CG_Listening_Pre_Test .953 27 .259
CG_Listening_Post_Test .935 27 .093
As shown in Table 8 above, CG has the Sig. value of normality for pre-test and post-
test greater than 0.05 (Sig.=0.259 for pre-test, and Sig.= 0.093 for post-test). In
addition, Figure 5 indicates that the data distribute close to the diagonal line. It can
be concluded that the CG listening pre-test and post-test results are normally
distributed.
Figure 5. Normal Q-Q plots for CG's listening tests results
4.1.2. Listening Pre-test and Post-test Results of Experimental Group

EG’s listening pre-test and post-test results are presented in Table 9 below. As
demonstrated in the table, the mean of the pre-test score is 5.98, much lower than the
46
mean of the post-test score (M=7.12). although the range of scores is 4.0, there is a
significant difference between the pre-test and post-test’s minimum and maximum
scores. In particular, the results of the post-test (Min=5.20, Max=9.20) are higher than
the ones of the post-test (Min=3.60, Max=7.60).
Table 9. Descriptive Statistics of EG's Pre-test and Post-test

Std.
EG_Listening_Pre_Test 25 4.00 3.60 7.60 5.9840 1.19711 1.433
EG_Listening_Post_Test 25 4.00 5.20 9.20 7.1200 1.07703 1.160
In order to check the normality distribution of the data collected from the listening
pre-test and post-test of EG, the Shapiro-Wilk test of normality and the Q-Q Plots test
were computed.
Table 10. Test of Normality for EG's Listening pre-test and post-test scores
Shapiro-Wilk
Statistic df Sig.
EG_Listening_Pre_Test .926 25 .070
EG_Listening_Post_Test .960 25 .422
Table 10 shows the test of normality for EG’s pre-test and post-test scores in terms
of statistics. The Sig. value in the Shapiro-Wilk test of pre-test and post-test is greater
than 0.05 (Sig.=0.070 for pre-test and Sig.=0.422 for post-test). Moreover, Figure 6
shows the normal Q-Q plots of EG’s pre-test and post-test scores. As can be seen in
the figure that the plots distribute fairly close to the diagonal line. As a result, the pre-
test and post-test scores had a normal distribution in terms of statistics and graphics.
47
Figure 6. Normal Q-Q plots for EG's listening pre-test and post-test scores
4.1.3. Pre-test Results of Control Group and Experimental Group

Before the intervention, the participants in CG and EG were asked to take the
listening pre-test. In order to explore if the participants in the experimental group and
the control group have the same level of listening skills, the pre-test results of both
EG and CG were checked and described as follows.
Table 11. Descriptive Statistics of the CG and EG's Pre-test Scores

Std.
CG_Listening_Pre_Test 27 4.00 4.00 8.00 5.7926 1.12247 1.260
EG_Listening_Pre_Test 25 4.00 3.60 7.60 5.9840 1.19711 1.433
Table 11 shows that there is a trivial difference in the mean scores of the two group’s
listening pre-test. The mean score of the CG (M=5.79, SD=1.13, n=27) is a little
lower than the mean score of the EG (M=5.98, SD=1.19, n=25). Although there was
a slight difference between the lowest and highest score of CG (Min=4.0, Max=8.0)
48
and the EG (Min=3.6, Max=7.6), the score range of the two groups is the same with
the range of 4.
Consequently, an independent samples t-test was carried out to find out if there was
a statistical difference between the mean CG and EG’s pre-test scores.
The results in Table 12 below show that with the Sig. = 0.758 > 0.05 of Levene’s test
for equality of variances, the two groups have equal variances. Additionally, the Sig.
(2-tailed) value of the t-test for equality of means is greater than 0.05 (Sig. (2-tailed)
= 0.555). This means the differences between the means of CG and EG are not
significant (t=-0.595, df=50, p=0.554 > 0.05). It could be assumed that the
participants in CG and EG are considered to share the same or equal listening abilities
before the intervention.
Table 12. Results of Independent Samples t-test for listening pre-test scores
Levene's
Test for
Equality
of
Variances t-test for Equality of Means
95%
Confidence
Interval of
the
Sig.
Difference
(2- Mean Std. Error
F Sig. t df tailed) Difference Difference Lower Upper
Pre_Test Equal .096 .758 -.595 50 .554 -.19141 .32166 - .45466

variances .83748
assumed
49
Equal -.594 49.00 .556 -.19141 .32247 - .45662

variances 3 .83943
not
assumed
4.1.4. Post-test Results of Control Group and Experimental Group

After the intervention, the participants took the listening post-test, which had the
same format and level of difficulty as the listening pre-test.
Table 13 shows that there is a noticeable difference in the CG and EG’s post-test
mean scores. The mean score of the EG (M=7.12, SD=1.07)) is greater than the mean
score of the CG (M=5.83, SD=1.19). The score range of the two groups was also not
the same in that the score range of the CG is 4.8, but the score range of the EG is 4.0.
Besides, the EG’s minimum score is much higher than the CG’s minimum score with
MinCG=4.0 and MinEG=5.2. Similarly, while the highest score of the CG was 8.8
(Max=8.8), the highest score of the EG was 9.2 (Max=9.2).
Table 13. Descriptive Statistics of CG and EG's listening post-test scores

Std.
CG_Listening_Post_Test 27 4.80 4.00 8.80 5.8370 1.19620 1.431
EG_Listening_Post_Test 25 4.00 5.20 9.20 7.1200 1.07703 1.160
The independent samples t-test was carried out to discover the statistically significant
difference between the post-test means scores of CG and EG.
The results in Table 14 below show that the variances are equal with Sig.= 0.564
>0.05 and the Sig. (2-tailed) value of the t-test for equality of means is lower than
0.05 (Sig. (2-tailed) = 0.000). This means there is a statistically significant difference
between the listening post-test scores of the participants in CG and EG after the
50
intervention (t=-4.05, df=50, p=0.000<0.05). Specifically, the listening abilities of

EG (M=7.12) were considerably higher than the ones of CG (M=5.83).
Table 14. Results of Independent Samples t-test for listening post-test scores
Levene's
Test for
Equality
of
Variance
s t-test for Equality of Means
95%
Confidence
Interval of
Std.
the
Error
Difference
Sig. (2- Mean Differen
F Sig. t df tailed) Difference ce Lower Upper
Post_Test Equal .33 .564 -4.053 50 .000 -1.28296 .31657 - -

variances 8 1.918 .6471
assumed 81 2
Equal -4.069 49.9 .000 -1.28296 .31527 - -

variances 65 1.916 .6497
not 21 1
assumed
51
Additionally, the difference in mean scores between CG and EG and the improvement
of listening skills could be visually seen in Figure 3 below.
Figure 7. Comparison of means of pre-test and post-test scores
4.2. Results from Questionnaire

4.2.1. Results from Closed-ended Questions
4.2.1.1. General Perceptions of Learning Experience with Edpuzzle
Four questions in the first construct of the questionnaire were used to investigate
participants’ general perceptions of their learning experience with Edpuzzle. The
results were collected and described in Table 15 and Figure 8 below.
Table 15. Descriptive Statistics of EG's general perceptions of the learning

experience with Edpuzzle
Std.
N Minimum Maximum Mean Deviation
52
The use of Edpuzzle provided activities to 25 3 5 4.32 .627

learn English in a realistic environment.
The use of Edpuzzle provided a stimulating 25 3 5 4.24 .779

learning environment.
Learning how to use Edpuzzle for the 25 3 5 4.16 .898

listening activities was easy.
I have a positive attitude towards the use of 25 3 5 4.24 .779

Edpuzzle in this class.
To begin with, most of the participants (40% strongly agree, 52% agree) claimed that
the use of Edpuzzle provided activities to learn English in a realistic environment
(M=4.32, S.D.=0.627).
Additionally, the participants found the use of Edpuzzle provided a stimulating

learning environment as well (M=4.24, S.D.=0.779, 44% strongly agree, 36% agree).
To ensure that all of the students in the experimental group know how to use Edpuzzle
and participate in listening activities using this mobile app, the researcher gave
detailed and step-by-step instructions to the students.
Figure 8 shows that a majority of the participants considered learning how to use
Edpuzzle for the listening activities easy (M= 4.16, S.D.=0.898, 48% strongly agree,
20% agree). 80% of the experimental group students had a positive attitude towards
the use of Edpuzzle in this course (M=4.24, S.D.=0.779, 44% strongly agree, 36%
agree).
53
Figure 8. General perceptions of learning experience with Edpuzzle
To sum up, the experimental group participants’ general perceptions of the learning
experience with Edpuzzle were positive.
4.2.1.2. Attitudes about Listening Activities through Edpuzzle

Treatment
The second construct of the questionnaire was about the experimental group
participants’ attitudes about listening activities through Edpuzzle treatment. The
results were statistically and graphically described in Table 16 and Figure 9 as
follows.
54
Table 16. Descriptive Statistics of EG's attitudes about listening through Edpuzzle
treatment
Std.
I felt comfortable using Edpuzle to engage 25 3 5 4.24 .779

in the listening activity.
Listening activities on Edpuzzle did not 25 3 5 4.28 .737

take much time.
The content of the videos through 25 3 5 4.44 .651

Edpuzzle was adequate and not stressful.
Listening practice through Edpuzzle 25 3 5 4.12 .781

improved my listening skills.
Listening practice through Edpuzzle 25 3 5 3.92 .702

provided a beneficial outcome to this
course.
I like using Edpuzzle to practice listening 25 3 5 4.00 .764

skills.
Practicing listening skills through 25 3 5 4.28 .614

Edpuzzle was a good method.
55
Figure 9. Attitudes about listening activities through Edpuzzle treatment
About 80% of the participants claimed that they felt comfortable when using
Edpuzzle to engage in the listening activities (M=4.24, S.D.=0.779, 44% strongly
agree, 36% agree) and that listening activities on Edpuzzle did not take much time
(M=4.28, S.D.=0.737, 44% strongly agree, 40% agree). The content of the videos
through Edpuzzle was considered to be adequate and not stressful by a majority of
the participants (M=4.44, S.D.=6.51, 52% strongly agree, 40% agree).
Furthermore, a great proportion of experimented participants asserted that listening

practice through Edpuzzle improved their listening skills (M=4.12, S.D.=0.781, 36%
strongly agree, 40% agree) and provided a beneficial outcome to the course (M=3.92,
S.D.=0.702, 20% strongly agree, 52% agree).
The results from the questionnaire also show that 72% of the experimental group
students liked using Edpuzzle to practice listening skills (M=4.00, S.D.=0.764, 28%
strongly agree, 44% agree). Practicing listening skills using Edpuzzle was recognized
as a good method by 92% of experimented students (M=4.28, S.D.=0.614).
56
Substantially, the experimental group participants had positive attitudes about the
listening activities through Edpuzzle treatment.
4.2.1.3. Behavioral Perceptions toward Edpuzzle

The last construct of the questionnaire aimed to find out participants’ behavioral
perceptions toward Edpuzzle, as described in Table 17 and Figure 10 below.
Table 17. Descriptive Statistics of EG's behavioral perceptions toward Edpuzzle

Std.
I prefer doing listening exercises on 25 3 5 4.28 .678

Edpuzzle to paper-based listening
exercises.
I will continue using Edpuzzle to improve 25 3 5 4.12 .600

my listening skills after the course.
I would like to practice other English skills 25 3 5 4.12 .726

using Edpuzzle.
I will introduce Edpuzzle to others to learn 25 3 5 3.96 .676

English.
57
Figure 10. Behavioral perceptions toward Edpuzzle
The percentage of those who preferred doing listening exercises on Edpuzzle to

paper-based listening exercises accounted for the majority (M=4.28, S.D.=0.678,
40% strongly agree, 48% agree). A similar percentage of students (88%) claimed that
they would continue using Edpuzzle to improve their listening skills after the course
(M=4.12, S.D.=0.600, 24% strongly agree, 64% agree). Besides, a significant portion
of the experimented participants said they would like to practice other English skills
using Edpuzzle (M=4.12. S.D.=0,726, 32% strongly agree, 48% agree). Likewise, the
participants agreed that they would introduce Edpuzzle to others to learn English
(M=3.96, S.D.=0.676, 20% strongly agree, 56% agree).
The results presented above suggest that the students in the experimental group had
positive behavior tendencies towards Edpuzzle.
4.2.2. Results from Open-ended Questions

The data from the last three open-ended questions of the questionnaire (from question
16 to question 18) were organized and thematically analyzed to know more about the
58
experimental group participants’ opinions about what they liked most about
Edpuzzle, the difficulties they had during the experiment, and further comments.
Apart from 23 participants who acknowledged that they did not have any problems
when using Edpuzzle in listening activities, 2 students commented that they had few
problems and needed to log into the app every time they wanted to do the assigned
tasks.
The twenty-five participants in the experimental group were next asked about what
they liked most about Edpuzzle. Many participants reported that the videos were
short, audible, interesting, and understandable so that the tasks were easier for them
to finish while watching the video. In addition, the researcher received many other
positive comments about the merits of the Edpuzzle app. Some students felt that it
was easy for them to use the app to do the assigned tasks. Other experimented
participants liked doing assignments on Edpuzzle because there were pop-up
multiple-choice questions for them to choose during watching the videos and its
convenience and time-saving features as well. Moreover, since the participants
worked at their own pace to finish the assignments, some of the participants claimed
that they could replay the videos when necessary and that it was easy for them to stay
focused on the tasks.
The final question invited students to give further comments on the use of Edpuzzle
in listening activities. While nineteen students did not give any further comments, the
researcher received a few suggestions proposed by some students. In particular, the
participants said that they wanted to watch more videos, i.e. more listening tasks on
Edpuzzle and that the videos should be of different difficulties. Besides, a participant
mentioned that a user only needed to log in once to be able to do the tasks. Another
participant made the point that it was not necessary to watch the video until the end
to be able to submit the assignments.
59
4.3. Results from Interview

After the intervention, a semi-structured interview was conducted with seven
experimental group participants to support the researcher’s conclusion about
students’ perceptions of the use of Edpuzzle in listening activities apart from the data
collected in the questionnaire. The seven students joined the interview voluntarily
and the participants were given the names S1, S2, S3, S4, S5, S6, and S7 when being
mentioned to protect their identities.
The results of the interview were transcribed and organized into themes in order to
investigate more about participants’ perceptions of the use of Edpuzzle in listening
activities, the usefulness of Edpuzzle in improving participants’ listening skills,
problems that participants encountered, disadvantages of Edpuzzle, and participants’
further comments.
4.3.1. Students’ general perceptions about the use of Edpuzzle in listening

activities
To begin with, the researcher asked the participants to share their thoughts after their
experience with Edpuzzle in listening activities.
There were three participants (S1, S2, and S4) said that Edpuzzle was a convenient
app to use. As participant S1 said:
“It’s convenient.”
S2 and S4 participants also claimed:
“I find it a convenient app for practicing Listening.” (S2)
“I feel it quite helpful and convenient.” (S4)
Besides, other participants (S3, S5, S6, S7) had the same view that Edpuzzle is a good
and helpful application and that this app successfully helped them enhance their
listening skills. As participant S3 said:
60
“I think it’s a fairly good application in listening activities and helps me

improve my listening skills.”
Interviewee S6 also acknowledged:
“I think Edpuzzle is a very good app. It helps me a lot in improving my

listening skills.”
Overall, the participants had positive perceptions about the app Edpuzzle and its use
in listening activities.
4.3.2. Students’ perceptions about the usefulness and impacts of Edpuzzle

on their listening abilities
The above data from the first interview question was about the participants’ general
evaluation of Edpuzzle and its use of it in listening activities. Following that, the
researcher asked the interviewees about the usefulness and impacts of the app
Edpuzzle on listening skills.
With regard to the usefulness of Edpuzzle, all the interviewees made the same point
that Edpuzzle was a useful app.
Student S4 clarified:
“Because it helped the listening activities become easier and I felt more
interested in listening activities.”
In addition, student S7 shared:
“I think this app is useful. People may have their children use this app, as well.
It helped me improve my listening skills and develop my thinking skills.”
Similarly, other students claimed the usefulness of Edpuzzle and gave some reasons
when the researcher asked them if they thought Edpuzzle was useful. They all
reported that their listening skills improved after the intervention of Edpuzzle.
61
“I think it’s a useful app. Because for those who are not good at listening,
this app will help them become better. There are also native speaker accents.” (S3)
“I think it’s really useful because it helps me improve my listening (and make
it) easier.” (S5)
“I find this app very useful. After practicing listening on this app for 1 week,
my listening skills improve significantly.” (S6)
With respect to the helpfulness of Edpuzzle in improving students’ listening skills,

all the interviewees had the same view in various ways. To illustrate, students S1
and S7 reported that they felt it was easier in listening activities and that they could
understand what the foreigners were saying in their real-life communication and
communicate in English with their friends better. While interviewees S4 and S5
only claimed that Edpuzzle helped in enhancing listening skills after the
intervention, student S2 acknowledged that the app helped listen to the words, such
as nouns and verbs easier. Interviewee S3 mentioned:
“After using this app, my listening skills were more or less improved. I could
listen and comprehend it better.”
In addition, student S6 recognized:
“Listening used to be a very difficult skill for me. However, after being
introduced to the app Edpuzzle by you, listening activities become easier for me.”
From the data above, we can see that all the participants expressed positive
responses about the app Edpuzzle’s usefulness and its helpful impact on the
students’ listening skills. This finding is in line with the results of the second
construct of students’ attitudes about listening activities through Edpuzzle treatment
in the questionnaire.
62
4.3.3. Students’ opinions about difficulties, disadvantages, and comments

on Edpuzzle for listening activities
The last theme of the interview with three questions was designed to investigate
difficulties students faced during their experience with Edpuzzle, disadvantages of
Edpuzzle, and further comments.
As far as the data report is concerned, there were some interviewees reported that
they had had some problems when practicing listening through Edpuzzle.
Particularly, students S2, S3, S4, and S7 said that they have problems with the internet
connection, sometimes their internet connection was unstable. Student S7 also
reported that there were some difficulties when logging in to the app to do the
assignments.
In reference to the videos’ quality and contents, students S3 and S7 had the same
response that sometimes the speed of the videos had been a little fast to listen to and
they had had to replay the videos 2-3 times to be able to understand. Student S7 added,
“(I) couldn’t understand the connected speech.” Student S3 also felt that the picture
quality of the videos should be better.
Besides, when student S2 expected to have more questions to answer, student S3

suggested having more videos in English and other foreign languages. As student S3
said:
“I hope there will be more helpful videos, not just in English but in other
foreign languages because I need to learn another foreign language in my major.”
Students S5, S6, and S7 made the same point that there should be a ‘Submit’ button
in the app after they answered all the questions instead of watching the videos until
the end.
It can be seen that the above responses support the results analyzed in the second
section of the questionnaire.
63
Apart from the positive perceptions after the experience with Edpuzzle in listening
activities, the students faced some difficulties and found some drawbacks. Hence,
they provided some comments on the app for a better future experience.
4.4. Discussion
4.4.1. Research Question 1: To what extent does the Edpuzzle app
enhance listening skills for students at SaigonTech College?
It could be seen from the data of the tests (pre-test and post-test) that Edpuzzle had a
positive impact on learners’ listening skills. Particularly, the students who
experienced listening activities with the app Edpuzzle achieved higher scores in the
listening post-test than the ones who engaged in listening activities in a conventional
teaching method.
Before the treatment, the students in both groups CG and EG were considered to have
the same or equal listening abilities. In particular, the mean score of the CG (M=5.79)
is a little lower than the mean score of the EG (M=5.98) (Table 10) with the p-value
being 0.433 > 0.05 (Table 11).
However, after the intervention, the students in the EG performed better than the
students in the CG in the post-test. The post-test mean score of the EG (M=7.12) is
much greater than the mean score of the CG (M=5.83) with the Sig. (2-tailed) value
is lower than 0.05 (Sig. (2-tailed) = 0.000).
In addition, the CG’s mean scores of the pre-test (M=5.79) and the post-test (M=5.83)
(Table 4) are not statistically significant with Sig. (2-tailed) =0.989 > 0.05 (Table 6).
The CG students’ listening abilities are considered not to change much at the end of
the course. Nevertheless, with the statistically significant mean score of Mpre-
test=5.98, Mpost-test=7.12 (Table 7), and the Sig. (2-tailed) =0.000 < 0.05 (Table 9), the
EG students’ listening abilities considerably change at the end of the course and after
the intervention of Edpuzzle in listening activities.
64
Hence, the results of the tests revealed the answer to the first research question: “To
what extent does the Edpuzzle app enhance listening skills for students at SaigonTech
College?” in that the combination of the interactive video and MALL in the Edpuzzle
app had impacts on the students’ listening skills and that students’ listening skills
could be successfully enhanced through the assistance of Edpuzzle. Particularly, the
listening post-test results show that the students listening skills of listening for details,
listening for main ideas, listening and inferring, listening and predicting, listening
selectively, and listening for global understanding were better compared to those in
the listening pre-test.
The finding of this study also is in agreement with other previous studies by M.
Taufikil Aula (2020), Mawaddah et al., (2022), and Albert & Mudure-Iacob (2021).
All of these above investigations authenticated the benefits of enhancing students’
listening skills using the Edpuzzle app as conducted in this study.
4.4.2. Research Question 2: How do the students perceive the Edpuzzle

app in listening activities?
Based on the collected data from the questionnaire and the interviews, it can be
concluded that the experimented students had positive attitudes towards Edpuzzle and
the application of this app in listening activities.
The participants’ general perceptions about Edpuzzle and their learning experiences
were positive. The majority of the students had positive attitudes toward the use of
Edpuzzle in the classroom and agreed that Edpuzzle provided learners with a realistic
and stimulating learning environment and this is a convenient and user-friendly app.
Indeed, the students only need a class code to enroll in the course created by the
teacher in the app and then do the assigned task. Due to the fact that the students’
anxieties and motivation are the factors that influence the students’ performance and
listening success ( Vandergrift & Goh, 2012), the Edpuzzle app succeeds in providing
the students with a comfortable and stimulating learning environment so that they
could do their best in listening activities.
65
Besides, the experimented students showed positive attitudes about listening

activities using Edpuzzle. The length of all the videos was under five minutes, which
was considered appropriate not to make the students feel bored and demotivated. It is
reported by the participants that they feel comfortable when participating in listening
activities through Edpuzzle which did not take much of their time. The students also
find it easy for them to understand while engaging in listening activities with videos
with adequate content, pop-up questions, and replay functions. The possible
explanation for the content of the videos and the difficulty of the questions was that
they were at the appropriate level and in relation to what the students had learned
previously so that they did not feel stressed while watching and answering the
questions. Furthermore, it is easy to understand that the pop-up questions and replay
functions of the app Edpuzzle were favored by the students. The pop-up questions
appeared to make the students feel that they were interacting with what they were
watching, and the videos were repeatable so that they could do the tasks at their own
paces and rewatch where necessary to ensure their answers. This current finding is in
line with one of a study by Mawaddah et al., (2022).
The participants perceived Edpuzzle as a good and useful app and that the application
of the app in listening activities was a good approach. Furthermore, the students also
liked using this app in listening activities and even found it interesting as one
interviewee reported. As a consequence, the participants agreed that Edpuzzle helped
them improve not only their listening skills but also the outcome of the course. These
findings are in agreement with the findings in previous studies by Egilistiani and
Prayuana (2021) and M. Taufikil Aula (2020). In addition to listening skills, some
students made the same point that they were better at English speaking skills and
thinking skills. The findings support what was mentioned by Albert and Mudure-
Iacob (2021), and Yansyah et al., (2018).
Apart from the above perceptions, the participants reported some disadvantages of
the app and difficulties they had during the treatment in that there were some
66
problems with the unstable internet connection, the logging-in process, and the fast
and connected speech of the videos. It was also further commented by some students
that the picture of the videos should be of better quality, a ‘Submit’ button is needed
instead of watching the video until the end.
Despite the fact that there were some problems and disadvantages, there were some
students expected to have more questions and more videos in other foreign languages
besides English and videos with different levels of difficulty. Additionally, the
experimented students showed positive behavior tendencies. Compared to paper-
based listening exercises, most of the participants preferred doing the exercises on
Edpuzzle. They also acknowledged that they would use this app to continue
practicing listening skills and other English skills after the course and that they would
introduce this app to others.

In this chapter, the results from the tests (pre-test and post-test), questionnaire, and
interview were described, analyzed, and presented in response to the research
questions. the findings of the study were then interpreted and discussed to response
to the research questions. It can be concluded that the use of Edpuzzle had a positive
impact on the students’ listening skills and the experimented participants had positive
perceptions about the learning experience with the Edpuzzle app. The conclusion of
the research is presented in the next chapter.
67
CHAPTER 5. CONCLUSION
Through the findings and discussions in Chapter IV and Chapter V, conclusions of
the research are drawn in this chapter. In addition, some limitations of this study are
listed. The chapter ends with some recommendations for future studies.
5.1. Conclusion
The study was designed to explore the impacts of the app Edpuzzle on non-English
major students’ listening skills at SaigonTech College. Specifically, the researcher
investigated the effect of Edpuzzle on students’ listening skills, as well as students’
perceptions regarding using Edpuzzle in listening activities. The participants were 52
non-English-majored students divided into two groups, a control group with 27
students and an experimental group with 25 students.
In order to meet the study’s purposes, the dependent variables were measured using
pre-test, post-test, questionnaire, and interview. First, the two tests were used to
examine students’ listening abilities before and after the intervention to measure the
treatment’s impacts. Then, participants’ perceptions of the treatment were explored
via a questionnaire. In addition, to investigate students’ deeper and more sufficient
perceptions, the semi-structured interview was utilized. The data of the pre-test, post-
test, and questionnaire were collected and analyzed using the SPSS program (version
26). The findings, which were discussed according to the objectives of the two
research questions previously raised in Chapter I, were briefly concluded as follows:
Research question 1: To what extent does the Edpuzzle app enhance listening
skills for students at SaigonTech College?
The results of the pre-tests and post-tests indicated that the participants’ listening
abilities enhanced considerably after the treatment. This improvement is the impact
of using Edpuzzle for listening activities during the course.
Research question 2: How do the students perceive the Edpuzzle app in listening
activities?
68
Regardless of the technical problems, the results of the questionnaire and interview
revealed that most students had positive perceptions of using Edpuzzle in teaching
and learning listening in the classroom.
5.2. Limitation
Despite the fact that Edpuzzle had positive impacts on students’ listening skills, it
still has several limitations which can be solved in further research.
Firstly, the limitation of the sample size in this current research is considered not large
enough. As a result, it is insufficient to fulfill the demand of generalizing the research
findings of integrating the Edpuzzle mobile app into the English language subject to
help foster students’ listening skills during English language learning in other
situations. As mentioned previously, there were only 52 subjects who took part in the
study with 25 participants in the experimental group because the researcher was in
charge of two classes at SaigonTech College. On the condition that the sample size
was bigger with more participants, the research results would be more reliable and
closer to reality.
Secondly, the students’ English levels are also considered one of the limitations of
the study. Although the students were in the same AV2 course in SaigonTech
College, they had achieved different levels in the English subject in the National
Highschool Examination. This factor of the mixed-level class affected the reliability
of the research.
Thirdly, the treatment was conducted in a limited time frame of ten weeks i.e., twenty
sessions. This is considered to be relatively short to result in sufficient and significant
findings.
Lastly, the bad internet connection that some participants faced during the treatment
is counted to be a limitation in this study. This factor might affect the students’
experience and feelings during the experimental period. A possible explanation for
this was that due to the Covid-19 pandemic, the students had to take the course online
69
and that they were participating in the listening activities through Edpuzzle at
different places which had different internet speeds.
5.3. Recommendation
Based on the above limitations, some recommendations for future research are
provided as follows:
First, future research should be conducted with a larger sample size. The size of each
group should be about or more than 30 participants so that the accuracy and reliability
of the study would be enhanced.
Second, it is also recommended that the English levels of the participants should be
ensured in future research. This is to improve the equality of the results from the start
and the reliability of the research.
Additionally, to collect more data and make the findings more significant, further
research should be carried out in a longer time frame.
Last but not least, the listening activities through Edpuzzle should be conducted in a
place where the students have good and stable internet connection quality for the
students to have a better experience with the Edpuzzle app.
70
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APPENDIX A
LISTENING TEST (PRE-TEST)
PART 1
Directions: For each question in this part, you will hear four statements about a
picture. When you hear the statements, you must select the one statement that best
describes what you see in the picture. Then choose the correct answer. The statements
will not be printed in your test book and will be spoken only one time.
Question 1
Question 2
81
Question 3
Question 4
Question 5
82
PART 2
Directions: You will hear a question or statement and three responses spoken in
English. They will be spoken only one time. Select the best response to the question
or statement and mark the letter (A), (B), or (C).
Question 6
 A
 B
 C
Question 7
 A
 B
 C
Question 8
 A
 B
 C
Question 9
 A
 B
 C
Question 10
 A
 B
 C
83
Question 11
 A
 B
 C
Question 12
 A
 B
 C
Question 13
 A
 B
 C
Question 14
 A
 B
 C
Question 15
 A
 B
 C
Question 16
 A
 B
 C
PART 3
Directions: You will hear some conversations between two or more people. You will
be asked to answer three questions about what the speakers say in each conversation.
Select the best response to each question and mark the letter (A), (B), (C), or (D). The
conversations will be spoken only one time.
84
Question 17
What does the man say he plans to do today?
a. Go sightseeing
b. Attend a conference
c. Purchase some gifts
d. Stop at a bank
Question 18
What does the man ask about?
a. Internet access
b. Use of a fitness center
c. Transportation options
d. Nearby restaurant
Question 19
What does the women offer to do?
a. Make a reservation
b. Print a parking pass
c. Provide a password
d. Check on some prices
Question 20
What did the man do before coming in to work?
a. He met with a friend.

b. He revised a menu.
c. He read a newspaper.
d. He bought some breakfast.
Question 21
What does the man think will happen this week?
a. There will be more customers.

b. There will be a safety inspection.
c. A contract will be renewed.
85
d. A new chef will be hired.

Question 22
What will the woman most likely do next?
a. Hire additional staff

b. Schedule some repairs
c. Place an order
d. Print an article
PART 4
Directions: You will hear a talk given by a single speaker. You will be asked to
answer three questions about what the speaker says in the talk. Select the best
response to each question and mark the letter (A), (B), (C), or (D). The talk will be
spoken only one time.
Question 23
Why is the speaker travelling?
a. He is taking a vacation.
b. He is making a delivery.
c. He is inspecting properties.
d. He is conducting training.
Question 24
Look at the graphic. Which item number should the listener order?
a. NT-105
b. FF-200
c. A-888
d. C-250
86
Question 25
What does the speaker say will happen next week?
a. Some prices will be discounted.

b. Some job applicants will be interviewed.
c. A new product will be released.
d. An office will move to a new location.
--THE END--
87
APPENDIX B
LISTENING TEST (POST-TEST)
PART 1
Directions: For each question in this part, you will hear four statements about a
picture. When you hear the statements, you must select the one statement that best
describes what you see in the picture. Then choose the correct answer. The statements
will not be printed in your test book and will be spoken only one time.
Question 1
Question 2
88
Question 3
Question 4
Question 5
89
PART 2
Directions: You will hear a question or statement and three responses spoken in
English. They will be spoken only one time. Select the best response to the question
or statement and mark the letter (A), (B), or (C).
Question 6
 A
 B
 C
Question 7
 A
 B
 C
Question 8
 A
 B
 C
Question 9
 A
 B
 C
Question 10
 A
 B
 C
Question 11
 A
 B
 C
90
Question 12
 A
 B
 C
Question 13
 A
 B
 C
Question 14
 A
 B
 C
Question 15
 A
 B
 C
Question 16
 A
 B
 C
PART 3
Directions: You will hear some conversations between two or more people. You will
be asked to answer three questions about what the speakers say in each conversation.
Select the best response to each question and mark the letter (A), (B), (C), or (D). The
conversations will be spoken only one time.
Question 17
What does the man want to do?
a. Change offices
91
b. Apply for a position

c. Revise a policy
d. Hire more employees
Question 18
Why is Pierre no longer working at the office?
a. He has been transferred to a new branch.

b. He has been entered a university program.
c. He is taking an extended vacation.
d. He is opening his own business.
Question 19
What will the man do next?
a. Gather some feedback

b. Pack some boxes
c. Speak to a receptionist
d. Submit an online request
Question 20
Look at the graphic. What is the woman office number?
a. 900
b. 920
c. 960
d. 972
Question 21
What does the woman like about her office?
a. The central location

92
b. The security staff

c. The open floor plan
d. The inexpensive rental fee
Question 22
What will the man send the woman?
a. A client list
b. A budget proposal
c. A résumé
d. A donation
PART 4
Directions: You will hear a talk given by a single speaker. You will be asked to
answer three questions about what the speaker says in the talk. Select the best
response to each question and mark the letter (A), (B), (C), or (D). The talk will be
spoken only one time.
Question 23
Where do the listeners most likely work?
a. At a bookshop
b. At an electronic store
c. At a library
d. At a museum
Question 24
What project will the listeners be working on today?
a. Scanning materials
b. Restoring artwork
c. Editing manuscripts
d. Reorganizing display cases
Question 25
What does the speaker imply when he says "you should speak with Ms. Wilson"?
93
a. He is too busy to provide assistance.

b. He does not know how to use a machine.
c. Ms. Wilson has requested some research results.
d. Ms. Wilson can confirm a work assignment.
--THE END--
94
APPENDIX C
QUESTIONNAIRE (ENGLISH VERSION)
Dear students,
I am conducting a study on the impacts of the Edpuzzle mobile app on listening skills
for non-English major students at SaigonTech College. I will be grateful for your
filling in the questionnaire below about your perceptions of the use of Edpuzzle in
listening activities. It serves research purposes and is anonymous.
Thank you for your contribution!
Part 1: Demographics
Please answer the following question about your personal information.
1. What is your age? …………….

2. What is your gender? Male….. Female…..
3. What is your major? ………………….
4. How long have you been learning English? ……………….years
Part 2: Perceptions towards the use of Edpuzzle
Section 1: To what extent do you agree with the following statements?
Please choose the appropriate number.
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
1 2 3 4 5
General perceptions of learning experience with Edpuzzle
95
1. The use of Edpuzzle provided activities

to learn English in a realistic environment.
2. The use of Edpuzzle provided a
stimulating learning environment.
3. I have a positive attitude towards the use
of Edpuzzle in this class.
4. Learning how to use Edpuzzle for the
listening activities was easy.
Attitude about listening through Edpuzzle treatment
5. I felt comfortable using Edpuzle to
engage in the listening activity.
6. Listening activities on Edpuzzle did not
take much time.
7. The content of the videos through
Edpuzzle was adequate and not stressful.
8. Listening practice through Edpuzzle
improved my listening skills.
9. Listening practice through Edpuzzle
provided a beneficial outcome to this
course.
10. I like using Edpuzzle to practice
listening skills.
11. Practicing listening skills through
Edpuzzle was a good method.
Behavioral perceptions towards Edpuzzle
12. I prefer doing listening exercises on
Edpuzzle to paper-based listening exercises.
96
13. I will continue using Edpuzzle to

improve my listening skills after the course.
14. I would like to practice other English
skills using Edpuzzle.
15. I will introduce Edpuzzle to others to
learn English.
Section 2: Please write your answer to the following questions. Your responses
should be honest. They don’t have to be very long or well organized.
16. What difficulties did you have when practicing listening through Edpuzzle?
…………………………………………………………………………………
17. What did you like most about using Edpuzzle in learning English listening
skills?
…………………………………………………………………………………
18. Would you like to add any further comments?
…………………………………………………………………………………
--Thank you for your cooperation--
Adapted from (Andujar & Nadif, 2020) and (Al-Shamsi et al., 2020)
97
APPENDIX D
QUESTIONNAIRE (VIETNAMESE VERSION)
BẢNG CÂU HỎI KHẢO SÁT
Các bạn sinh viên thân mến,
Cô đang thực hiện một nghiên cứu khoa học về sự tác động của ứng dụng Edpuzzle
trên điện thoại lên kĩ năng nghe của sinh viên tiếng Anh không chuyên tại trường Cao
Đẳng Sài Gòn. Các bạn hãy giúp Cô hoàn thành bảng câu hỏi khảo sát dưới đây về
cảm nhận đối với việc sử dụng Edpuzzle trong hoạt động nghe. Kết quả khảo sát chỉ
nhằm mục đích nghiên cứu và thông tin các nhân người tham gia sẽ được giữ kín.
Chân thành cảm ơn sự đóng góp của các bạn!
Phần 1: Thông tin cá nhân
Vui lòng trả lời các câu hỏi sau về thông tin cá nhân của người tham gia khảo
sát.
1. Bạn bao nhiêu tuối? …………….

2. Giới tính của bạn là gì? Nam….. Nữ…..
3. Hiện tại bạn học ngành gì? ………………….
4. Bạn đã học tiếng Anh được bao lâu? ……………….năm
Phần 2: Cảm nhận về ứng dụng Edpuzzle
Bạn đồng ý với các câu dưới đây ở mức độ nào? Vui lòng chọn số tương ứng như
sau:
1 = Hoàn toàn không đồng ý
2 = Không đồng ý
3 = Bình thường
4 = Đồng ý
5 = Hoàn toàn đồng ý

98
1 2 3 4 5
Cảm nhận chung về trải nghiệm học tập với Edpuzzle
1. Edpuzzle cung cấp các hoạt động để học
tiếng Anh trong môi trường thực tế.
2. Edpuzzle cung cấp một môi trường học
tập thú vị.
3. Tôi có thái độ tích cực về việc sử dụng
Edpuzzle trong lớp học.
4. Việc học cách sử dụng Edpuzzle để làm
bài tập Nghe diễn ra dễ dàng.
Thái độ đối với việc thực hành Nghe trên
Edpuzzle
5. Tôi cảm thấy thoải mái khi sử dụng
Edpuzzle khi tham gia váo hoạt động Nghe.
6. Hoạt động Nghe trên Edpuzzle không tốn
nhiều thời gian.
7. Nội dung video trên Edpuzzle vừa phải,
không gây căng thẳng.
8. Luyện tập kỹ năng Nghe trên Edpuzzle
giúp tôi cải thiện khả năng Nghe.
9. Luyện tập kỹ năng Nghe trên Edpuzzle
giúp tôi có được kết quả tốt cho khóa học
này.
10. Tôi thích sử dụng Edpuzzle để luyện tập
kỹ năng Nghe.
11. Việc luyện tập kỹ năng Nghe trên
Edpuzzle là một cách hay.
99
12. Tôi thích làm bài tập Nghe trên

Edpuzzle hơn làm bài tập Nghe trên giấy.
Xu hướng hành vi đối với ứng dụng
Edpuzzle
13. Tôi sẽ tiếp tục sử dụng Edpuzzle để cải
thiện kỹ năng Nghe sau khóa học này.
14. Tôi muốn luyện thêm các kỹ năng tiếng
Anh khác trên Edpuzzle.
15. Tôi sẽ giới thiệu người khác sử dụng
Edpuzzle để học tiếng Anh.
Vui lòng viết câu trả lời đôi với các câu hỏi sau. Phần trả lời của bạn cần phải
đúng sự thật. Câu trả lời không nhất thiết phải quá dài hay sắp xếp một cách
chặt chẽ.
16. Trong quá trình sử dụng Edpuzle luyện tập kỹ năng Nghe, bạn có gặp phải
khó khăn gì không?
…………………………………………………………………………………
17. Bạn thích điều gì nhất khi sử dụng Edpuzzle trong học kỹ năng Nghe?
…………………………………………………………………………………
18. Bạn có muốn góp ý thêm điều gì hay không?
…………………………………………………………………………………
--Thank you for your cooperation--

100
APPENDIX E
INTERVIEW QUESTIONS
(ENGLISH VERSION)
1. What’s your opinion about the use of Edpuzzle in listening activities?

2. Do you think Edpuzzle is useful? Why (not)?
3. Did you have any problems practicing listening through Edpuzzle? What are
they?
4. How can Edpuzzle help you in improving your listening ability?
5. In your opinion, what are the disadvantages of using Edpuzzle in listening
activities?
6. Please share any additional comments.
101
APPENDIX F
INTERVIEW QUESTIONS (VIETNAMESE VERSION)
CÂU HỎI PHỎNG VẤN
1. Bạn nghĩ gì về việc sử dụng Edpuzzle trong hoạt động Nghe?

2. Bạn có nghĩ rằng Edpuzzle hữu ích không? Tại sao?
3. Bạn có gặp vấn đề gì trong quá trình làm bài Nghe sử dụng Edpuzzle hay
không? Khó khăn đó là gì?
4. Edpuzzle đã giúp bạn cải thiện kỹ năng Nghe như thế nào?
5. Theo bạn, những nhược điểm của việc sử dụng Edpuzzle trong hoạt động
Nghe là gì?
6. Bạn hãy chia sẻ thêm một vài ý kiến.
102
APPENDIX G
Technology acceptance model (TAM)
By Andujar and Nadif (2020)
Please circle the following items.
1 = Strongly disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
Mark
System characteristics
The use of Edpuzzle provided activities to learn English 1 2 3 4 5
in a realistic environment
The use of Edpuzzle provided a stimulating learning 1 2 3 4 5
environment.
I felt comfortable using Edpuzzle to visualize the 1 2 3 4 5
theoretical explanations compared to the face-to-face
tuition 1 2 3 4 5
I could use Edpuzzle to improve my learning due to the
teacher’s explanations
Material characteristics
The audio/video materials made by the teacher led to a 1 2 3 4 5
better comprehension of the course contents.
The audio/video materials made by the teacher helped me 1 2 3 4 5
immerse myself in the learning atmosphere of the class
103
The audio/video materials made by the teacher were 1 2 3 4 5

useful to learn the class contents
The audio/video materials made by the teacher helped 1 2 3 4 5
learn the most important aspectsof the different units.
I believe that the audio/video materials made by the 1 2 3 4 5
teacher were useful for improving my English level
Perceived ease of use
I received a clear guidance about how to use Edpuzzle 1 2 3 4 5
and visualize the videos
Using Edpuzzle did not require much time 1 2 3 4 5
Learning how to use Edpuzzle for the in-class activities 1 2 3 4 5
was easy 1 2 3 4 5
The visualization of the videos through Edpuzzle was
adequate and not stressful
Perceived usefulness
Learning through Edpuzzle improved my English skills 1 2 3 4 5
Learning through Edpuzzle enhanced my desire to use 1 2 3 4 5
the contents learnt
Learning through Edpuzzle provided a beneficial 1 2 3 4 5
outcome to this class
The videos made by the teacher were useful to improve
my class work 1 2 3 4 5
Attitude about use
I like using Edpuzzle to learn English 1 2 3 4 5
I have a positive attitude towards the use of Edpuzzle in 1 2 3 4 5
this class
I believe that using Edpuzzle to learn English was a 1 2 3 4 5
good idea 1 2 3 4 5
I looked forward to using Edpuzzle in this class
104
Behavioural intention
If have access to Edpuzzle, I will explore more videos to 1 2 3 4 5
improve my English competence
If have access to Edpuzzle, I will continue using it to 1 2 3 4 5
improve my English competence
I will be happy to use the contents I have learnt through 1 2 3 4 5
Edpuzzle
I will have confidence to use the contents I have learnt 1 2 3 4 5
through Edpuzlle when I participate in conversations in
English.
105
APPENDIX H
Students’ Attitudes towards Using Mobile devices in learning English

Listening Skills
By (Al-Shamsi et al., 2020)
First: In the following list, please indicate the level of your agreement and
disagreement with the statements regarding your attitudes towards using mobile
devices in English language learning.
Strongly Strongl
Disagre Neutra
Statements Disagre Agree y
e l
e Agree
1. Mobile learning provided
more extensive listening
practice.
2. Listening practice through
the mobile device improved
my listening ability.
3. Mobile devices helped me
to practise listening anytime
and anywhere.
4. I listen to audio materials
using my mobile device more
than once.
5. Using mobile devices
motivated me to practise the
listening skill.
6. The mobile device reduced
my anxiety in learning
listening skill.
106
7. I enjoyed the exercises

through my mobile device
than the traditional way.
8. Mobile devices provided
immediate feedback while
listening.
9. Mobile devices assisted me
in selecting listening tasks
outside the classroom.
manage my listening activities
evaluate my listening skills
12. Listening practice through
mobile devices helped me
learn a variety of English
vocabulary.
13. I believe I can improve my

listening skills alone through
mobile devices without the
teacher’s help.
14. I would like to practise

other English skills using
mobile devices.
15. I encourage others to use

mobile devices for English
language learning.
107
16. I would like to listen to

authentic materials through
my mobile device.
17. I prefer mobile phone

exercises to paper-based
listening exercises.
18. I am satisfied with using

the mobile device for
practising listening skill.

Listening Dinh Tran Thuy Lieu

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Listening Dinh Tran Thuy Lieu

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MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

DINH TRAN THUY LIEU

THE IMPACTS OF EDPUZZLE MOBILE APP ON

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE

MASTER OF ARTS (TESOL)

Ho Chi Minh City, 2022

DINH TRAN THUY LIEU

THE IMPACTS OF EDPUZZLE MOBILE APP ON

Major : Teaching English for Speakers of Other Languages

MASTER OF ARTS IN TESOL

Supervisor: Assoc. Prof. Dr. NGUYEN NGOC VU

Ho Chi Minh City, 2022

Dinh Tran Thuy Lieu

RETENTION AND USE OF THIS THESIS

Without the support, encouragement, and contribution of many people during

First and foremost, I would like to express my gratitude to my supervisor,

Third, I would also like to acknowledge the enthusiastic participation of the

In the current scenario characterized by increased online learning, Mobile-Assisted

Keywords: mobile learning, MALL, listening comprehension, Edpuzzle, interactive

CG: Control Group

EG: Experimental Group

IV: Interactive Video

MALL: Mobile Assisted Language Learning

SPSS: Statistical Package for the Social Sciences

TOEIC: Test of English for International Communication

Figure 1. An Example of a Result Report ................................................................18

STATEMENT OF AUTHORSHIP ......................................................................... i

RETENTION AND USE OF THIS THESIS ......................................................... ii

ACKNOWLEDGMENTS ...................................................................................... iii

LIST OF FIGURES ................................................................................................ vi

LIST OF TABLES ................................................................................................. vii

TABLE OF CONTENTS ...................................................................................... viii

CHAPTER I. INTRODUCTION .............................................................................1

1. Background and Context ..................................................................................1

2. Problem Statement ............................................................................................2

3. Research Questions ...........................................................................................3

4. Relevance and Importance of the Research. ..................................................3

5. Delimitations and Limitations of the Study ....................................................4

CHAPTER II. LITERATURE REVIEW ...............................................................6

1. An Overview of Listening Comprehension .....................................................6

1.1. Definition of Listening Comprehension ......................................................6

1.2. Listening in Second Language Learning .....................................................8

1.2.1. The Importance of Listening in Second Language Learning ................8

1.2.2. Second Language Listening Difficulties ...............................................9

2. Mobile-Assisted Language Learning .............................................................10

2.1. Mobile Learning .........................................................................................10

2.2. Mobile-Assisted Language Learning .........................................................11

2.3. MALL in teaching English in Vietnam......................................................12

3. Interactive Video (IV) .....................................................................................13

3.1. What is Interactive Video? .........................................................................13

3.2. The Use of Interactive Video in the Classroom .........................................15

4. Edpuzzle Mobile App ......................................................................................16

4.1. Introduction of Edpuzzle ............................................................................16

4.2. Functions of Edpuzzle ................................................................................18

5. Related Studies ................................................................................................20

6. Research gap in existing knowledge ..............................................................22

7. Chapter Summary ...........................................................................................23

CHAPTER III. METHODOLOGY ......................................................................24

1. Research Design ..............................................................................................24

2. Research Site and Participants ......................................................................25

2.1. Research Site ..............................................................................................25

2.1.1. The School ..........................................................................................25