VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

ĐỖ THỊ LAN ANH

USING MOVIES AND VIDEOS TO TEACH

ENGLISH VOCABULARY TO THE 10TH FORM
STUDENTS.

SUBMITTED IN PARTIAL RULFILLMENT OF THE REQUIREMENTS FOR THE

DEGREE OF BACHELOR OF ARTS (TEFL)

Hanoi, May – 2010

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 VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

ĐỖ THỊ LAN ANH

USING MOVIES AND VIDEOS TO TEACH

ENGLISH VOCABULARY TO THE 10TH FORM
STUDENTS.

SUBMITTED IN PARTIAL RULFILLMENT OF THE REQUIREMENTS FOR THE

DEGREE OF BACHELOR OF ARTS (TEFL)

SUPERVISOR: TRẦN HIỀN LAN, MA

Hanoi, May 2010

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 DECLARATION

I hereby state that I: Do Thi Lan Anh- group 061E5, being a

candidate for the degree of Bachelor of Arts (TEFL) accept the requirements
of the College relating to the retention and use of Bachelor’s Graduation
Paper deposited in the library.
In terms of these conditions, I agree that the origin of my paper
deposited in the library should be accessible for the purposes of study and
research, in accordance with the normal conditions established by the
librarian for the care, loan and reproduction of the paper.

Hanoi, May 2010

Do Thi Lan Anh

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 ACKNOWLEDGEMENT
This study is the result of the researcher‟s experiences in English
language learning and teaching as well as the great support and
encouragement from teachers, friends and family. I would like to express my
sincere thanks to many people who help me to complete my graduation
paper.

First and foremost, I owe a debt of gratitude towards my supervisor,

Mrs. Tran Hien Lan for her invaluable help and useful corrections. She gives
me helpful advice and guidance, without which this study would not have
been possibly completed.

I am very grateful to all teachers from 3 high schools in Hanoi and

100 grade 10 students at Thang Long high school for their enthusiastic
participations. Without them, the methodology of this study could not be
completed.

I also would like to give my thanks to all the teachers in Faculty of

English Teacher Education for giving me opportunity to carry out this
research.

My special thanks also go to my friends as well as my roommates for

their encouragement, their supportive help and advice for the whole time of
conducting the study.

Last but not least, I would like to show my gratitude to my family for
their spiritual and material supports and endless encouragements, which are
really important in giving me confidence and optimism to fulfill this
research.

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 ABSTRACT
It is undeniable that vocabulary has been considered the crucial
component of learning a foreign language. Techniques for teaching and
learning vocabulary are, therefore, the matter of concern in many studies.
However, current teachers‟ methods of teaching vocabulary seem not to be
so effective that the quality is far from being satisfactory.

Although the application of movies and videos is considered one of

the effective ways to teach vocabulary, they have not been popularly and
appropriately used at Hanoi high schools. It is, therefore, essential to get
teachers and students familiarized with this relaxing but useful technique.
This research intends to examine the use of movies and videos to teach
vocabulary to the 10th form students. More specifically, the researcher
strived to investigate the current situation of teaching and learning
vocabulary at Hanoi high schools, the specific use of movies and videos and
propose some recommendations for wider exploitation of this method.

Based on the theoretical framework, a survey was conducted with the

participants of 100 grade 10 students and 10 teachers at Hanoi high schools.
Questionnaire and oral interview were employed as useful instruments for
data collection.

The result of this study indicated that the quality of teaching and
learning vocabulary was not really good. Besides, teachers have not made
use of movies and videos in teaching though they are supposed to help retain
students‟ motivation, lengthen students‟ memory and better their
pronunciation. Furthermore, each technique still has some limitations so this
study also provides some suggestions for teachers to partly deal with them.
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 CONTENTS
TABLE OF CONTENT PAGE
Acknowledgements
Abstract
List of figures and tables
CHAPTER1: INTRODUCTION
1.1. Statement of the problem and the rationale for the study 1
1.2. Aims and objective of the study 2
1.3. Significance of the study 3
1.4. Scope of the study 3
1.5. Organization 4
CHAPTER 2: LITERATURE REVIEW
I. Introduction 5
II. Content

2.1. An overview of vocabulary 5

2.1.1. Definition of vocabulary 5

2.1.2. Roles of vocabulary 7

2.1.3. Classification of vocabulary 9

2.2. Overview of movies and videos

2.2.1. Defining term 10

2.2.2. Advantages of using movies and videos in

teaching vocabulary 10

2.3. Related Studies 14

2.4. Summary 15

CHAPTER 3: METHODOLOGY

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3.1. Participants 16

3.2. Data collection instrument 18

3.3. Procedure of data collection 19

3.4. Procedure of data analysis 21

3.5. Summary 22

CHAPTER4: RESULTS AND DISCUSSION

4.1. Research question 1: Current situation of teaching 23

and learning vocabulary at high school in Hanoi.
4.1.1. Collected data from students 23
4.1.2. Collected data from teachers 31
4.2. Research question 2: The use of movies and videos 35
in teaching vocabulary and its benefit.
4.2.1. Collected data from students 35
4.2.2. Collected data from Teachers 41
4.3. Research question 3: Difficulties in using movies 44
and videos to teach vocabulary.
4.4. Summary 46
CHAPTER 5: CONCLUSION

5.1. Major findings of the research 47

5.2. Pedagogical implications and suggestions 48
5.3. Suggestions for further studies 50
5.4. Limitation of this research. 51
5.5. Contribution of the research. 53
REFERENCE

APPENDICES
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 List of table and Figures:
Table 1 A summary of the geographical locations 17

of 3 Hanoi high schools

Table 4.2 Student’s opinion on the importance of learning vocabulary 24

Table4.3 Students’ having difficulties in learning vocabulary 25

Table 4.4 Students’ ability to use their vocabulary 28

Table 4.5 Teachers’ opinion about the importance of 32

teaching vocabulary

Table 4.6 The amount of time for teaching vocabulary 32

Table 4.7 Teachers’ assessment on their students’ vocabulary 33

Table 4.8 Frequency of using movies and videos to teach vocabulary 42

Chart 4.1 Time for learning vocabulary 25

Chart 4.2 Students’ vocabulary 27

Chart 4.3 Teachers’ current vocabulary teaching methods 29

Chart 4.4 Students’ preference teaching techniques 31

Chart 4.5 Teachers’ vocabulary teaching techniques 34

Chart 4.6 Use of movies and videos in learning vocabulary 36

Chart 4.7 The necessity of teaching and learning vocabulary 37

through movies and videos

Chart 4.8 Frequency of using movies and videos in teaching vocabulary 38

Chart 4.9: Effects of using movies and videos on class atmosphere 39

Chart 4.10 Students’ perception of the effects of using 40

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 movies and videos on their vocabulary learning

Chart 4.11 Effect of using movies and videos on teaching vocabulary 43

Chart 4.12 Difficulties in using movies and videos to teach 45

from students’ view

Chart 4.13 Difficulties in using movies and videos to teach 46

from teachers’ view

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 CHAPTER 1: INTRODUCTION

I, Statement of the problem and rationale for the study.

Vocabulary is an important element in second language acquisition.

By having rich vocabulary, students can improve their listening, speaking,
reading and writing abilities; not only in the way they comprehend but also
in the way they produce language. Nassaji (2004) found that ESL (English
as a Second Language) learners who have wider vocabulary knowledge
could make more effective use of certain types of lexical inferencing
strategies than their weaker counterparts. August, Carlo, Dressler & Snow
(2005) also pointed out that English language learners who experienced slow
vocabulary development were less able to comprehend texts at the grade
level than their peers were.

With these points mentioned above, it is undeniable that vocabulary

plays a very important role in the language acquisition. It requires students
to spend much time choosing or searching for the effective techniques of
learning. Although most teachers and students acknowledge the importance
of vocabulary acquisition, several teachers do not often mention or discuss
the importance of vocabulary learning in class. In addition, English language
teaching at Vietnamese schools, especially at high schools, favors a teacher-
centered and grammar- translation method, which do not motivate students
enough to learn it. Moreover, the goal of language teaching is for students‟
communicative competence, so the quality of teaching and learning
vocabulary is far from being satisfaction. After learning English for many
years, students can only read and understand short and simple texts and they

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find it difficult and feel unconfident to reproduce their vocabulary to
communicate with foreigners.

There are various ways to teach and learn English vocabulary, in

which using visual aids, especially movies or videos, is considered one of
the most useful and effective way to teach and to learn English vocabulary.
Using videos makes students draw attention to the lesson, arouse their
interest in it and create the good learning atmosphere during the lesson.
Moreover, through movies or videos with sound and picture, learners can
enjoy themselves, release stress and have an open mind to learn and perceive
words. Besides, learners can benefit a lot from widening communication
expressions and phrases. However, several teachers, even the experienced
ones, do not take full advantages of them when teaching vocabulary. Some
of them often complain that it would take much time to find the relevant
movies or videos for the lessons. Besides, in the videos and movies, there
may be some redundant new words, so they have to spend much time
explaining them.

In consideration of all the difficulties met by teachers and students,

this study” Using movies and videos to teach English vocabulary to the 10th
form students” is conducted.

II, Aim and objectives of the study

This study aims at raising teachers and students‟ awareness of the

importance of vocabulary in English teaching and learning and the need of
using videos to teach English vocabulary. In addition, the purpose of this
study is also to investigate the current vocabulary-teaching situation to the

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10th form students in Hanoi. Moreover, this paper also provides some
recommendations for effective application.

Research questions:

1. What is the current situation of teaching and learning vocabulary at

Vietnam high schools?

2. What are the benefits of using movies and videos in teaching

vocabulary at Vietnam high schools?

3. What are the difficulties of using movies and videos in teaching

English vocabulary at Vietnam high schools?

III, Significance of the study

The master of all English skills, especially the ability to communicate

in English, is significant for the successes in one‟s life. However, after
learning English for many years, students still have difficulties in enriching
their vocabularies and communicating in the real life. Working as a teacher
requires a good command of vocabulary, the effective ways of teaching it
including using videos. Therefore, after this study has been completed its
findings will help to improve students‟ vocabulary. Besides, this paper is
hoped to be a beneficial reference for not only teachers and students but also
for those who have the same problem with teaching vocabulary.

IV, Scope of the study

There is a variety of ways of teaching English vocabulary but using

videos is one of the most effective and interesting ones. Within the limitation
of a graduation paper, this study focuses only on investigating the recent
situation of teaching vocabulary to Grade 10 students in Hanoi, whose levels

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of English proficiency ranges from elementary to intermediate ones. In
addition, some pedagogical implications are recommended with the
expectation to be served as beneficial reference for teachers.

V, Organization

The study consists of five main parts: the introduction, chapter I:

Literature review, chapter II: Methodology, chapter III: results and
discussion, and the conclusion.

The introduction mentions all the academic routines required for

graduation paper, namely Rationale, Aims, Significance, Scope and the
organization of the study.

Chapter 2, named “Literature Review”, explores some basic

knowledge of English vocabulary and the advantages of using video and
movies in teaching it.

Chapter 3 entitled “Methodology” mentions the investigation the

current situation use of using movies and video in teaching vocabulary to the
10th form students. Besides, the background information of the subjects of
the research, the instruments used to collect data and procedures of data
collection as well as data analysis are made clear.

Chapter 4, “Result and discussion” presents, analyzes and discusses

the findings that the researcher found out from the data collected according
to the three research questions.

The last part, “Conclusion”, summarizes what have been mentioned in

the previous parts, introduces some limitations of the research, pedagogical
implications of using movies and video to teach vocabulary and provides

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suggestions for further studies as well.

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 CHAPTER 2: LITERATURE REVIEW
I, Introduction

One of the most important things to help learners to communicate

successfully is knowledge of vocabulary. The richer vocabulary we have, the
better we can communicate. Hence, in order not to fail on the way of
teaching and learning vocabulary, teachers and students must try their best to
find out an appropriate method for themselves. Using visual aids, especially
movies and video, is a good way to teach vocabulary and really important,
necessary for the new method of teaching and learning. This chapter aims at
providing some theoretical background of the study with two sections. The
first one is some basic knowledge of vocabulary and the second discusses
the matter of using movies and video.

II, Content

2.1. An overview of vocabulary

2.1.1. Definition of vocabulary

As among the three dimensions of language, vocabulary, grammar and

phonology, vocabulary stands out as the primacy forming the ground for the
development of other skills. Vocabulary seems to be a simple and familiar
concept to understand clearly, however it is really hard to give its exact
definition. Broadly defined, vocabulary is knowledge of words and words
meaning. This definition offer vocabulary‟s meaning on the whole, however,
vocabulary is more complex than this definition suggests. In the popular and
more precise way, Oxford Advanced Learner‟s Dictionary Online has
applied a meaning of vocabulary as follow:

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1. All the words that a person knows or uses

2. All the words in a particular language

3. The words that people use when they are talking about a particular
subject

4. A list of words with their meanings especially in a book or learning a

foreign language.

As far as we concerned, the definition of vocabulary should be the one

that comprises all these features. Yet up till now, there has been no
definition that describes fully the characteristics of vocabulary. Each linguist
and scholar, in his special field, has tried to find out their suitable way to
answer the question: “what is vocabulary?”.

According to Pyle and Alges ( 1970, p 96) “ vocabulary is the focus

language with its sound and meaning interlock to allow us to communicate
with one another and it is words that we arrange together to make sentences,
conversation, discourses of all kinds. ” .

Besides, in terms of methodology concepts of vocabulary: “a word is

a basic unit of a language denoting concept, things and phenomena in
society” (GHP, 1998, p 58).

Also in terms of methodology, Penny Ur offer more clear and specific

definition of vocabulary by saying that: “Vocabulary can be defined,
roughly, as the words we teach in the foreign language. However, a new
item of vocabulary may be more than a single word: for example, post office
and mother-in law, which are made up of two or three words but express a
single idea. There are also multi-word idioms such as call it a day, where

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the meaning of the phrase cannot be deduced from an analysis of the
component words. A useful convention is to cover all such cases by talking
‘items’ rather than ‘words” (1996, p. 60).”. By this way, he defines that
vocabulary is bigger than just the meaning of words. It covers a huge aspect
of language and is the medium to express idea.

To sum up, there are various ways to define the concept “vocabulary”.
Nevertheless, it is in favor that vocabulary is a total number of words existed
in language, including single words to express idea as well as multi- word
idioms which can be understood in the contexts.

2.1.2. Roles of vocabulary

It is undeniable that vocabulary, like grammar and phonetics, plays an

important role in mastering a foreign language. According to Wilkins
(1972): without grammar, very little can be conveyed, without vocabulary,
nothing can be conveyed. Besides, Harmer (1992) shared the same idea that:
“If language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and the flesh. An ability to
manipulate grammatical structures does not have any potential for
expressing meaning unless words are used”. Concerning about the
significance of vocabulary, Mc Carthy stated, “Without words to express a
wide range of meanings, communication in the second language can not
happen in any meaningful way”. By these statements, it can be concluded
that vocabulary is the decisive component of all uses of language. Therefore,
if the learners have a wide range of vocabulary, they will have more
confidence to communicate with others and vice versa. They can meet many
difficulties to express themselves and communicate with others.

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Additionally, vocabulary as a means of communication, without words or
vocabulary, how we can think and communicate with others. Vocabulary
makes much effect on other English skills: writing, speaking, listening and
reading. John Langan supported that: “A good command of many words will
make you a better writer, speaker, listener and reader. Studies have shown
that students with a strong vocabulary and students who work to improve
limited vocabulary are more successful in school. In addition, one research
school study found that a good vocabulary, more than any other factors, was
common to people enjoying successful careers. To make it short, vocabulary
is considered a vital part of effective communication; therefore, teaching
vocabulary is necessary. I. S. P. Nation offered that: “Giving attention to
vocabulary is unavoidable. Even the most formal or communication-
directed approaches to language teaching must deal with needed vocabulary
in one way or another.”

Such above- mentioned studies support the importance of teaching

vocabulary, however, some scholars have opposite opinions. Harris and
Snow (2004) suggest that attempting to teach vocabulary is ineffective and
the time spent on vocabulary teaching and learning is often “time… wasted”
( Harris and Snow, 2004, 58). This idea is so badly misleading for both
teacher and learners. In face, vocabulary teaching must be directly
contradicted and should be regarded as an essential part of progress in a
foreign language.

In conclusion, vocabulary is the backbone of any language. It not only

enables students to decode message while listening or reading but also helps
them improve their speaking and writing.

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 2.1.3. Classification of vocabulary

There are various ways to classify the kinds of vocabulary. In the first
place, in terms of semantics (meaning of the words), it is classified into
Notional words and Functional words. The former, whose meanings are
lexical, has certain terminal meaning and server as members of the sentence
such as subjects, attributes, adverbials. Notional words are nouns, pronouns,
adjectives, numerals, verbs, adverbs; they name objects, actions, quality and
so on. Whereas, functional words have grammatical meaning, they only have
meanings in relation to other words. They play structural roles and show the
relationship between words or between other parts of the sentences, or help
to build various tenses, voices and moods, etc. Functional words are articles,
prepositions, conjunctions, interjections, and so forth. Moreover, according
to Doff (1988), vocabulary can be classified into active vocabulary and
passive vocabulary in terms of methodology. The active vocabulary
mentions words, which learners can understand, pronounce correctly without
context and use effectively in speaking and writing. On the other hand, the
passive vocabulary is the words that are encountered or understood in
context such as in reading or listening but they are not used in speaking or
writing. Another category to classify vocabulary is in terms of
communicative language teaching. Learner‟s vocabulary is divided into
receptive and productive vocabulary (Nguyen Bang and Nguyen Ba Ngoc,
2002, p. 36). The receptive vocabulary refers to learner‟s understanding of
vocabulary when he hears or reads it. In other words, it is words learners
achieve while hearing, listening or reading. Productive vocabulary denotes
the understanding of words or phrases in verbal or written scenarios (Belisle,

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2007). It means that productive vocabulary is what learners can use
effectively in communication to express their idea.

2.2. Overview of movies and videos.

2.2.1. Defining term

There are different ways of defining the term “Video” in language

teaching. In the most popular way, Longman dictionary of Contemporary
English has applied the meaning of the term “video” as “a copy of a film or
television program, or a series of events recorded on videotape” or “a
process of recording or showing television programs, films, real events etc
on videotape”. In other way, movies and videos are briefly known as one
kind of visual aids. They are visible with both sound and pictures. In fact,
video is a useful means of communication as well as a powerful vehicle of
information and effective aid in language teaching and learning.

“Movies” is defined as a film shown in a cinema or on television. There

are several kinds of movies such as silent movies, movies with subtitle, and
movies without subtitle. In this thesis, movies with subtitle are preferred.

2.2.2 Advantages of using movies and videos in teaching vocabulary.

As mentioned above, video and movies provide not only sound but
also vision therefore, learners have chance to listen and see the moving
pictures at the same time. Learners would find it more interesting so video
and movies help to draw the attention and capture the interest of learners.
The benefit of using them in teaching and learning is undeniable. Followings
are some advantages of using videos and movies to teach vocabulary.

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 In the first place, video and movies are motivators. They help to
motivate learners and maintain their interest, attention during the lesson. In
classroom where the teacher keeps talking all the times and has nothing to
attract learners‟ attention, learners will get bored and tired. By using video
and movies, teacher will not have to talk much and encourage students to
talk more, which results in more learners‟ participation. Besides, video is a
combination of sound, colorful pictures and human- video interactions,
which is quite different from traditional classes with text- books, cassettes in
bad quality and non- native speakers. Video and movies are more effective
than traditional printed textbooks. What students can see from the textbooks
are only dead words and sentences. Students would become more excited to
experience this new way of teaching and learning. They would be more
eager to try to understand the new language and remember them for long
time. Learning with videos with chance to be acquainted with the native
voice, which makes students not feel so isolated from the real world and
they absorb the new language without being aware of this. When watching
videos, students would not aware that they are learning so they feel free
from pressure and stressful situation in traditional language classes. They
learn the language incidentally and as a result, they gain success. There are a
series of studies by Guildea, Miller and Wurtenberg (1990) which provide
support for video use. According to them, the learners who saw video
pictures were able to produce a higher percentage of acceptable sentences
using the most difficult target words than were the learner who read only the
narratives or those who read both the narratives and definitions. In the words
of the researchers, “Pictures (video) improve sentence production for many
words” ( Gildea, 1990).
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 In addition, as educators, our goal of course is to get students engaged
in learning. Video can help us do this work effectively. According to Lori
Grinffin, curriculum Director, Library Video Company, “video is clearly an
instructional medium that generates excitement. Using sight and sound,
video is the perfect medium for students.”, learners would feel really excited
in learning by watching videos. Since there are lots of videos which are
designed for foreign language purposes, they can combine learning with
entertainment such as watching films, cartoon. Besides, students have a lot
of fun; they would find English learning far more interesting.

In the next place, videos and movies help to create the good language
environment. By watching videos or movies, students have chance to listen
to the native speakers with standard pronunciation, accent, intonation and
stress. At the same time, students will achieve new words as well as their
correct use. Learners still feel shy to ask teachers because they can be
blamed on not paying attention to the lesson. By watching them, students
can understand clearly the reason why in this situation we use this word not
others. Furthermore, the ability to stop, start and rewind video can be
invaluable. Whenever students feel the words difficult, teacher can stop and
rewind it until they are clear. Therefore, learners will find it far easier to
understand difficult and new structures or expressions as well as know the
way to pronounce words at the same time. Teachers can give more
explanation if necessary.

Some research shows the fact that five minutes of a short sequence
taken from a video is equal to forty- five minutes learning with traditional
books. Video is considered as a powerful medium because of the wide sense
of the term such as it presents the language in the full context, which helps
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students know how to use language correctly. Students would find it easier
to remember the new vocabulary as well as the use of them as they are put in
specific context. Moreover, they know how to pronounce the words more
precisely. In addition, learners would find studying more interesting because
they do not have to listen to one voice all the time; instead, they could watch
and listen at the same time. Among many kinds of visual aids, video and
movies are recognized as the two most effective methods of teaching and
learning. In comparison with other visual aids such as pictures and
flashcards, which only provide the image or audiocassettes that present new
vocabulary through sound, video is absolutely better. Videos and movies
provide both sound and moving pictures, which both interests and motivates
learners. Video can be compared with radio or television, it is certainly more
preferable. It is clear that in the video learners can achieve advantages in
learning through both radio and television. By watching videos and movies,
the learners do not just hear the language but see the context in which it is
used. Besides, with TV sometimes we can not select the program that is
appropriate to learners‟ level as well as the content of the lesson but we can
do this with video. Further more, the source of video and movies is not
limited, almost any video can be used to teach English, especially
vocabulary such as commercial films, TV program and so on.

In short, video and movies are effective aids, which help to facilitate
teaching and learning process. It is a very flexible medium. Especially, video
has been used in language teaching in many countries. According to a recent
teacher survey, 94% of classroom teachers had effectively used video during
the course of an academic year (Lori Griffin).

2.3. Related Studies:

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 There are a variety of techniques for teachers to teach vocabulary to
students such as visual aids, English explanations, listening to English
songs, games or movies and videos in English. It has been proved that
movies and videos in English offer learners the potential benefit of images
linked to the language being used and learned. According to Paivio (1971,
1986, cited in Milton, 2008) dual- coding, “which is where the coding of
memories is in both iconic and propositional form,” is an aid to retention and
recall. It helps to explain why watching movies and videos facilitates the
vocabulary learning process.

In terms of research concerning about the benefit of using movies and

videos for learning languages, Cees M. Koolstra and Jonannes. W.J.
Beentjes (1999) argue that movies or subtitle programs provides a rich
context for foreign language acquisition. In another research ( unpublished
one cited in Milton, 2008), a DVD of Xena Warrior Princess with English
audio and Greek subtitles was taken as an example to check single learners‟
vocabulary uptake from a movies with sub- titles . At first, the learners were
pre- tested to identify the number of known and unknown words. Then they
watched the film and were tested once a week for 4 weeks. Surprisingly, the
findings is the known words increased from 0 to 41 out of the total number
of 100 words being tested. Moreover, not only children but also adults find
movies and videos enjoyable. Those, who have bad vocabulary, can learn
some more new vocabulary unconsciously, for those who happen to have
large vocabulary can still benefit from watching movies and videos.

Vocabulary learning is an essential element of learning of a foreign

language. Long and Richard (2007) regard it as “the core component of all
the language skills” and failure to gain an adequate vocabulary can have
24
catastrophic consequences for communication, far more than with other
elements of the foreign language such as its grammar. Despite its
importance, there is still little agreement on how best to teach vocabulary in
general and on how to use movies and videos in teaching and learning
vocabulary in particular. The researcher have realized the large benefit of
watching movies and videos and would like to take step on investigating the
current application of this technique in teaching vocabulary to the 10th form
students at high school.

2.4. Summary

This chapter has dealt with the theoretical background of the study with
the basic but necessary knowledge of English vocabulary and using movies
and videos for teaching vocabulary. In order to find out the current situation
of teaching vocabulary as well as the application of movies and videos for
teaching vocabulary at high schools in Hanoi, a survey was conducted;
which would be reported in the chapter 3.

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 CHAPTER 3: METHODOLOGY
The literature on the research topic was briefly reviewed for the
theoretical basis of the study. To continue, this chapter presents the practical
side of this study, the author‟s research on how movies and videos are used
and how useful they are for English vocabulary teaching at some high
school. The participants, the instrument as well as the procedure of data
collection and analysis are discussed in detail in this chapter.

3.1. Participants.

In order to undertake this study, the author conducted the survey to both
teachers of English and grade 10 students at high school in Hanoi.

3.1.1. Teachers of English

The teachers the researchers got here have vital role in designing and
facilitating the activities in their language classrooms. Therefore, ten
grade10 teachers at Thang Long, Nguyen Gia Thieu and Lomonxop high
schools involved in the data collection process to report the factual situations
of English teaching and learning at their school as well as to share their
valuable experience related to the topic. The choice of schools was made to
ensure that they should come from across the city rather than the same
district. This diversity is illustrated in table 1 below

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High schools Number of Location (district in
teachers Hanoi)

Thang Long 5 Hai Ba Trug

Lomonoxop 2 Tu Liem

Nguyen Gia Thieu 3 Long Bien

Table1: A summary of the geographical locations of 3 Hanoi high

schools

Most of the teachers in the survey were female aged from 30 to 48. Their
teaching experience widely ranged from 8 to 24 years. Each teacher taught at
least 3 to 4 classes, i.e. 12 to 15 periods of English per week. Furthermore,
the main teaching material is the three- year course book. Moreover, the
Communicative Language Teaching method is used by majority of the
teachers here.

3.1.2. Grade 10 students.

The second subject of this survey was the limited number of 100 students
in the 10th form at Thang Long high school in Hanoi, where the researcher
did practicum. They were both male and female at the age of sixteen years
old. They are in 3 groups 10A12, 10A8 and 10A5 from the mainstream.
Some of them have been learning for 4 to 10 years, and some for 8 or 9
years. It is notable that among 100 students, 47 students preferred English as
the main subject when they get the entrance exam to the university whereas
53 students only considered English as a high school subject. Their main
purpose of learning was not only to get the good results in written tests but
27
also to have good competence of spoken language. During their English
lessons, they had chance to work in pairs, groups and to take part in
activities such as discussion or games. In addition, the learning facilities
such as reference books, tapes, cassettes or overhead projector were
available there. However, the classes were so large, often from 40 to 50
students.

3.2. Data collection instrument

To obtain a sufficient collection of reliable and valid data, two method

instruments were fully employed, including questionnaire and interview.

3.2.1. Questionnaire.

Using questionnaires is the main use for collecting data. Questions

were short and focused; it is an effective and quick way to obtain a huge
amount of information especially to a large number of respondents in a short
time. Moreover, if the questionnaire is well conducted, the data can be easily
collected and analyzed. Two questionnaires were used, one for the teachers
and another for grade 10 students. Questionnaires for teachers were written
in English and the other for students were written in Vietnamese to make it
easy for them to answer and to avoid possible misunderstandings as well as
the inaccuracy of the outcomes.

Teachers‟ questionnaire consisted of eleven questions, which was

started with a brief introduction and concise explanation of the research. So
was the students‟ questionnaire, which consisted of 15 questions. On the
following pages of two questionnaires, there was a combination of both
open-ended and close-ended questions to facilitate the data collation and

28
analysis, as well as the comprehensive collection of information (Nunan,
1989, cited in Hoang & Nguyen, 2006, p.21).

These questions helped to give the answers to the 3 research questions

mentioned above. The first part including two questions (question1 and 2)
shows teachers‟ and students‟ attitudes towards vocabulary. The second part
focuses on the current situation of teaching vocabulary and problems in
teaching it. The last part of the survey questionnaires show the information
about their experiences and opinions about using movies and videos as well
as their thoughts in applying this technique in teaching vocabulary to the 10th
form students.

3.2.2. Semi-structured interview

Interview proved to be more practical and helpful, therefore, the

researcher also used a semi- structured interview to get fresh ideas and ways
of approaching this technique. Some 10-15 minute interviews focusing on
the questionnaires were conducted with the teacher with permission and five
students, who had already watched movies and videos for entertainment and
for learning vocabulary. These interviews aimed at checking the validity and
reliability of the information collected from questionnaire and exploring
personal attitudes around the topic.

3.3. Procedure of data collection.

The process of data collection could be put into three major phases as
follows.

Phase1:

29
 The first phase was the preparation for the data collection including the
designing of two questionnaires. All personal information of the participants
was ensured to be kept confidential. Besides, thanks to the invaluable
supervision from my supervisor and friends, the survey questionnaires were
much improved and carefully designed.

Phase 2:

The second phase was conducted with high school teachers. As

suggested by Oppenheim (1992, cited in Hoang & Nguyen, 2006,
p.33),„authority figures‟ can have a major impacts on the respondents‟
willingness to respond, several important contacts were asked by the
researcher for a good reference. Therefore, an advance notice was made to
each teacher via telephone or directly to explain the purpose of the research
and to invite participation.

After having the permission, the researcher made an appointment with

the teachers. The researcher explained why the information was being
collected and how it would be used. Then, the teachers were asked to spend
more time reading the questionnaires and filling in the questionnaire. Next,
following the questionnaire was the small talks between the researcher and
the interviewees to get an insight view into their attitudes.

Phase 3:

The next phase was conducted with the 10 th form students in

classrooms. With the permission of the teachers of English and the former
teachers, the survey questionnaires were given to these students at break
time. Before completing the questionnaires, students were briefly explained
about the research topic and the reason why the information was being
30
collected. In the process of fulfilling the questionnaire, their further
questions were answered to clarify their misunderstanding and minimize
their confusion.

Then, some semi- interviews with 5 students who had previously used
movies and videos to learning vocabulary were conducted after their class.

3.4. Procedure of data analysis

3.4.1. Data analysis methods.

General speaking, the data analysis in this study was implemented

according to the concept- based analysis, there has a framework (which is
the set aims and research question), counting on which were the tasks of
categorization, classification and final analysis.

The data received from the close- ended questions in the

questionnaires was quantified, calculated and transferred into numerical
form. In order to see the over all evaluation, the participants‟ choices and
rating were synthesized and analyzed to gain a composite score.

Data collected mainly from open- ended questions and interviews

allowed the researcher to gain insight into the participants‟ perceptions,
attitude, motivations and suggestions. All the same ideas would be grouped
together to be compared.

3.4.2. Data analysis procedures.

As mentioned from the beginning, the survey questionnaire and

interviews were conducted on the purpose of finding answers to the research
31
questions. After all the data was gathered, it was transformed and classified
according to the three research questions. From the data analysis, a large
amount of statistics obtained form the questionnaire was transformed into
tables and charts, which reassured the clear-cut format and facilitate the
analytical task as well as help readers understand comparison and synthesis.

3.5. Summary

This chapter has presented the methodology applied in this research.

The two groups of participants involved in the process of data collection
were the teachers from three high schools in Hanoi and the grade 10 students
at Thang Long high school. Next, the two instruments, the three phases of
data collection and data analysis were also justified in this chapter.

32
 CHAPTER4: RESULTS AND DISCUSSION
In the previous chapter, the methodology applied in this study
has been presented with descriptions and justification of the
selection of subjects, the instruments and the process of data
collection as well as data analysis. In this chapter, all collected data
will be analyzed and discussed to reveal the answers to each
research question relatively.
4.1. Research question 1: Current situations of teaching and learning
vocabulary at high school in Hanoi.

As it is revealed from the questionnaire as well as the interview, the current

situations of teaching and learning at high school in Hanoi could be
categorized into four main categories as follows:

 The attitude of the students and teachers towards vocabulary

 Students‟ assessments on their own vocabulary and teachers‟

assessments on their students‟ vocabulary

 Teachers‟ current vocabulary teaching methods

 Students‟ preference techniques of teaching vocabulary

4.1.1. Collected data from the students

 Attitude towards vocabulary

Students‟ attitude toward vocabulary could be revealed in the tables

and the pie chart below including their opinions on the importance of

33
learning vocabulary, how much time they spend on learning vocabulary and
the difficulties they have when learning it.

Very important Important Not important at all

Students 72% 18% 0

(percentage)

Table4. 2. Student’s opinion on the importance of learning vocabulary

As can be seen from the table, students are all aware of the importance
of learning vocabulary. 72% of students think that learning vocabulary play
an important part in learning language, 18 % of them find it very important
and none of them consider it unimportant at all. To have an insight to this
matter, students were interviewed about the reason why they considered
vocabulary or learning vocabulary important. Most of them said that the
more they know, the more chance they get high marks in their tests. Besides,
some students supposed rich command of vocabulary could help them
practice all four skills. For instance, with a good knowledge of vocabulary,
they felt more confident to communicate with others as well as they had
more choices of words for their writing. Furthermore, all of them claimed
that it would be impossible to communicate without vocabulary.

From the table, it is clear that students all know the importance of
vocabulary as well as learning vocabulary. However, as can be seen from the
pie chart below, majority of the students (84%) only spent less than 1 hour to
learn vocabulary, less than one sixth of students (15%) spent between 1hour

34
and 2 hours to learn vocabulary and only two students spent more than two
hours to learn.

To get an insight to this matter, interviewed students said that they

were still not hard- working enough. Besides, some of them still had some
difficulties in learning. With the data collection from question 2 in the
questionnaire, the research drew the table below with some figures showing
they had difficulties in learning vocabulary or not.

Never sometimes Usually

Students (percentage) 3% 39% 58%

Table 4.3: Students’ having difficulties in learning vocabulary.

The table indicates that 58% of the students usually have difficulties
in learning vocabulary. Besides, about 39% of them sometimes have
difficulties and only 3 students are confident to claim that they have no
difficulties. When being asked to specify their difficulties, each student felt
free to show their idea about this issue. They all had their own ideas, which

35
could be summarized into some main ones. Generally speaking, most of
them found that it was so difficult to remember all the words with both
pronunciation and spelling or writing. Some students specified that there
were so many words learnt but they had not many chances to use them,
hence, they forgot them easily. Others supposed that in English, with only
one word, it has so many meanings, forms, and it could be used in different
situations, different contexts. In addition, they could not distinguish this
word with others so they misunderstood or were confused when using their
vocabularies. Furthermore, minority of them said that it was really difficult
for them to learn some words in their unlike fields. Students‟ difficulties in
learning vocabulary are so various.

In brief, a large proportion of the surveyed students have awareness of

the importance of vocabulary in learning a foreign language as well as the
necessity of learning vocabulary. However, they have to cope with many
difficulties to get a good command of vocabulary and their time for learning
vocabulary is not much.

 Students’ assessment on their own vocabulary

Although, all the students understand the importance of vocabulary as

well as learning vocabulary, they do not spend much time on it and they still
have so many troubles in learning. With these disadvantageous things, how
excellent the students‟ vocabulary is put into account. The pie chart below
would summarize the results from the question 4.

36
 2 poor
good
46
fair
47
excellent

5
Chart4.2: Students' vocabulary

For question 4, the largest number (47%) of the students said that their
English vocabulary was poor. Smaller percentage (46%) claimed that their
vocabulary was fair. The number of the students who had good knowledge
of vocabulary is only 5 out of 100 students. Only two students felt confident
with their excellent knowledge of vocabulary. In short, majority of students
supposed that their own vocabulary was not good enough. With their limited
vocabulary, how students used their knowledge of vocabulary should be
taken into consideration.

The table below shows that the majority of the students (86%)
sometimes used their vocabulary to discuss with their friends about some
subjects or topics. The smaller percentage (9%) said that they were
unconfident to talk or discuss with their friends in English, it seemed that
they never used what they had learnt. The minority of them (5%) assumed
that they could use their learnt vocabulary competently.

37
 Never Sometimes about Use
some matters competently

Students (percentage) 9% 86% 5%

Table 4.4: Students’ ability to use their vocabulary

When being asked more about this issue, some students supposed that
most of them only used their vocabulary to discuss about some matters in the
speaking lesson. Some others claimed that they were not confident with their
knowledge, so they were shy to speak or discuss with others in English.
They did not want their friends know how bad their knowledge was.

In brief, most of the students did not feel satisfied with their own
vocabulary; which could prevent them from communicating with others in
English. All the students were aware of this problem and they wanted to
enrich their vocabulary. They hoped the interesting vocabulary lessons
would help them.

 Teachers’ current vocabulary teaching methods

As it is revealed from the questionnaires, movies and videos remain

the most underexploited material in the teachers‟ vocabulary techniques.
Their usual vocabulary teaching techniques can be summarized in the
following chart, with the horizontal axis gives the number of respondents:

38
 Chart 4.3: Teachers’ current vocabulary teaching methods

From the chart, it is clear that the main techniques their teachers of
English use to teach vocabulary are Vietnamese translation with 93 % and
English explanation in the simple way with 88%. Besides, 84% of the
surveyed students revealed that their teachers gave more examples to
illustrate the words‟ meaning. The forth-biggest number of the students
(64%) admitted that their teachers presented the meaning of the English
words in contexts. Movies and videos, which are believed to be less easily
available, prove to be unfamiliar to the students with only 23%. When being
asked about any other teaching techniques their teacher used, three students
agreed that their teachers could use some games to introduce the new
vocabulary and sometimes the new vocabulary could be presented by being
given their synonyms and antonyms. Other three students said that, their

39
teachers also applied the combination of these techniques to teach
vocabulary.

 Students’ preference techniques of teaching vocabulary.

As mentioned above, teachers at high school applied different

techniques of teaching vocabulary. In order to help students learn
effectively, the techniques of teaching should meet their demand. Hence,
students‟ assessment on these techniques and their preference techniques
should be considered.

The chart below indicates that the current popular teaching technique-
translating new words into Vietnamese is represented by the nearly smallest
number of students (63%). When being asked for the reason, students said
that this technique made them feel bored and it was so ineffective. Whereas,
the largest proportion (88%) of the students agreed that using English to
define the meaning of the words or explaining new vocabulary in English
interest them most. Besides, the technique – using movies and videos that is
not commonly used in high school in Hanoi gained the slightly lower
percentage (87%). Most of the students claimed that using movies and
videos would make their lessons more interesting and motivating; they could
learn the words more easily. Besides, 6 % of the students also suggested
some other preferable techniques such as using body languages, games or
the combination of all the techniques

40
 Chart 4. 4: Students’ preferable teaching techniques

In short, all the students want an English learning environment, in

which they have chance to perceive and practice English as much as possible
instead of only jotting down the words as well as their meanings. Hence, a
change in teaching vocabulary technique is highly appreciated to meet
students‟ demands. Moreover, as can be seen from the chart, using videos
and movies to teach vocabulary is also an interesting suggestion for teacher
to have a motivating and effective vocabulary lesson.

4.1.2. Collected data from teachers.

 Attitude toward vocabulary and teaching vocabulary.

The findings from the table 4. 4 below show that all of the surveyed
teachers recognized the important role of vocabulary as well as teaching

41
vocabulary in a language lesson. Moreover, the majority (7 out of 10) of the
teachers considered vocabulary important. The rest agreed that vocabulary is
very important in learning English. All of them shared the same opinion with
some researchers before that “without vocabulary, nothing can be conveyed”
(Wilkin, 1972). Hence, they all agreed that teaching vocabulary was
necessary to help students in their language learning.

Very Important Not important at all

important

Number of teachers 3 7 0

Table4.5 Teachers’ opinion about the importance of teaching vocabulary

All the teachers supposed that teaching vocabulary played a vital part
in the teaching process. The table below would indicate how much time they
spent on teaching vocabulary.

10 mins 15 mins >15 mins

Number of teachers 8 2 0

Table 4.6: The amount of time for teaching vocabulary

For this question, 8 out of 10 surveyed teachers spent about 10

minutes to teach vocabulary accounting for about more than 20% of the
class hour. Only two teachers claimed that the time for teaching vocabulary
was about 15 minutes. None of them spent more than 15 minutes for this
section of the lesson. In fact, when being interviewed more about this

42
question, most of the teachers said that the time for teaching vocabulary was
not fixed exactly; it usually depended on the lesson. Besides, they often
spent about 10 or 15 minutes at the beginning of their lessons- the stage
preparing for the lesson teaching vocabulary. All of them said they could not
teach vocabulary in more than 15 minutes because in each lesson there were
so many parts that need covering.

For the question2 in the teachers‟ questionnaire “Have you had any
difficulties in teaching vocabulary?”, All 10 students said that sometimes
they had some difficulties in teaching vocabulary. For example, some words
are so abstract so it is so difficult to define them and explain them clearly for
students to understand.

To conclude, all teachers regard teaching vocabulary as a vital part in

teaching but the time for this is still limited and they still have to encounter
some difficulties.

 Teachers’ assessment on their students’ vocabulary

Poor Fair Good excellent

Teacher 2 8 0 0

School Nguyen Gia - Thang Long

Thieu - Lomonoxop

- Nguyen Gia Thieu

Table 4. 7: Teachers’ assessment on their students’ vocabulary

43
 The table above indicates that two teachers from Nguyen Gia Thieu
high school thought that their students‟ vocabulary was not good enough.
They could not use their vocabulary for discussing in their speaking lessons.
They could not understand what the teachers said in English; therefore, the
teachers had to make everything clear in Vietnamese equivalent. The rest of
the teachers said that in general, their students‟ vocabulary was fair. For
instance, they could practice their English when working in groups or in
pairs with their friends in the speaking lessons. No teachers claimed that
their students had a good command of vocabulary. All of them agreed that of
course, there were some students had good knowledge of vocabulary but
they only represented the small number in the large scale. It is clear that, the
students‟ vocabulary cannot fully come up to the teacher‟s expectation.

 Teachers’ current vocabulary teaching methods

The results from the teachers‟ questionnaires and some small talks
with them could be summarized in the following chart.

Chart 4. 5: Teachers' vocabulary teaching teachniques

using Movies and Videos to show … 2

using pictures, flashcards or real … 6
presenting words' meaning in contexts 5
giving examples to illustrate words' … 5
Explaining in English 8
translating into Vietnamese 10

0 2 4 6 8 10 12

44
 The figure from the chart could point out that all the teachers choose
translating words into Vietnamese; especially teachers from Nguyen Gia
Thieu high school preferred this technique as the main way of teaching
vocabulary. Eight teachers from two other high schools are in favor of using
English to define the English meaning and then they require the students to
give the Vietnamese equivalent. Only two teachers used videos and movies
in vocabulary lessons. Besides, they also named their difficulties in using
this technique.

It is a shame that Vietnamese translation is still the dominant

technique of teaching vocabulary in some high schools in Hanoi and the
effectiveness of using movies and videos has not yet fully exploited to have
successful vocabulary lessons.

All in all, this part has revealed the current situation of teaching and
learning vocabulary at high school in Hanoi. All the teachers and students
have been awareness of the importance of teaching and learning vocabulary
in the process of learning a foreign language. However, the teaching
techniques were not fully made use of to achieve effective learning lessons
as well as to help students enrich their vocabulary. The technique- using
movies and videos was an example, which was preferred much by the
students but only a few teachers use this technique. What students perceived
has not come up to the expectation of both teachers and students.

4.2. Research question 2: The use of movies and videos in teaching

vocabulary and its benefit.

4.2.1. Collected data from students

 The use of movies and videos in teaching vocabulary

45
 In the literature review, it was shown that using movies and videos
could draw much benefit in teaching and learning vocabulary. The use of
this technique at high school in Hanoi should be had an eye on.

From the pie chart below, it is apparent that more than half students
(55%) experienced in using this technique to learning English. The rest of
them had never used this kind of technique in learning. However, when
being asked for further information, most of the students who experienced
this technique before supposed that they achieve language incidentally, not
purposefully. They actually considered movies and videos as entertaining
materials and vocabulary can be regarded a product from the process of
watching.

Chart 4. 6: Use of movies and videos in

learning vocabulary

45
Yes Never
55

With regard to the necessity of using movies and videos in teaching

new vocabulary, the students‟ opinion could be summarized in the following
chart with the four- point scale.

46
 It is obvious that majority of the students agreed that using movies
and videos is necessary for their learning vocabulary. The smaller proportion
(19%) claimed that it was very essential to use this technique. Whereas, only
the small number of students considered that this technique was not
necessary for their learning. Besides, some students (about 5) still wondered
about the necessity of using this technique, they said that they had not used
this technique before so they could not find it necessary or not.

The reason why some students were still confused about this
technique could be partly revealed on how frequency of this technique their
teachers used. As indicated from the below pie chart, only two students
affirm that this technique was usually used and 32 % of the students
confirmed that their teachers sometimes used movies and videos to teach
their vocabulary. Another 32% of the students suggested that their teachers
had never exploited this technique. The highest number of them (34%)
agreed that their teacher rarely applied this technique in teaching vocabulary.
It means that the frequency of using movies and videos at high school in

47
Hanoi is not high, as consequence, the effectiveness of this technique has not
fully exploited.

 Benefit of using movies and videos in teaching vocabulary

It is obvious from three questions above that most of the students were
in favor of using movies and videos in the teaching vocabulary lessons and
agreed that it was necessary to learning vocabulary through movies and
videos. It is significant to exploit the effect of this technique on their
learning as well as their classroom atmosphere.

In terms of the advantages of using movies and videos to their

learning, majority of the students (62%) supposed that it can give them much
advantage on their learning. It was good news that none of them thought it
would give them no benefit on their learning. The rest (38%) of the students
had no idea about this because they had never experienced this technique
before; it was really hard for them to decide it was advantageous or not.

48
 Next, as indicated from the below pie chart about the effect of this
techniques on the classroom atmosphere, 74% of the students informed that
their classroom atmosphere would be much more interesting and motivating.
The smaller number of students (24) suggested that this technique could
make their learning atmosphere interesting and motivating. Only 2% of them
affirmed that it could only make a little change in their classroom
atmosphere. It was so glad that none of them said it would not have any
influence on their learning atmosphere in class.

Chart 4. 9. Effect of using movies and videos on the

class atmosphere
20 very interesting and
24 motivating
interesting and motivating
not very interesting and
motivating
not interesting and
motivating at all
74

Moreover, although not all the students experienced learning

vocabulary through movies and videos, many of them believed that using
movies and video could help them learn vocabulary effectively. The
following chart summarizes the results from the 13 th question in the
questionnaire.

49
 Others 5

Students can be distracted from the lesson 10

Students can pronounce more precisely 45

Students are more interested in learning

voabulary
60

Students can remember the words in the long

time
29

Students can remember the words easily 43

0 10 20 30 40 50 60 70

Chart 4.10: Students’ perception of the effects of using movies and videos
on their vocabulary learning

Quite a large proportion of the students affirmed that using movies

and videos positively affected their motivation in learning vocabulary.
About 60% of the students thought that movies and videos would help
increase their interest in vocabulary learning while about 45% said that
movies and videos assisted them to pronounce the new vocabulary more
precisely. Smaller percentages 43% confirmed they could remember the
words more easily and longer because they leave much impression on them.
Moreover, another advantage of movies and videos is that they could aid the
long- term memory if their teachers use movies and videos to teach new
words, which is revealed by appropriately 29% of the students. The students
went further to explain in the interview that movies and videos normally
contain both sound and eye-catching visual aids as well as interesting

50
content, which would help them not only better guess and grasp the meaning
of new words but also more precisely pronounce the words.

However, the small number of students (10%) supposed that they

were not in favor of using movies and videos because movies and videos
could distract them from the lesson. They would focus on or discuss about
the films or videos rather than paying attention to the lessons. The smallest
proportion (5%) said that they were not aware of these effects on their
learning. Students shared their opinion more in the interview that they
disliked movies and videos as they were time- consuming or using movies
and videos would not make any changes in their learning. Four out of these
students, as can be drawn from the question 8 in the questionnaire, have
never been taught vocabulary through this technique.

To make it short, although movies and videos have some weak points,
their advantages overweigh their disadvantages. Most students reported
positive effects in terms of better memory and greater motivation.
Furthermore, movies and videos give students chances to get involved in the
lesson and have better pronunciation. Only the small number of students
held a negative view towards this technique.

4.2.2. Collected data from Teachers

It can be revealed from the teachers‟ questionnaire and the interview

that a half of the surveyed teachers had no idea when being asked the
question “Do you think movies and videos are the useful technique should
be used when you teach English vocabulary?”. The rest agreed that movies
and videos are the useful technique to teach vocabulary. However, teachers
went further in the interview that two out of these five teachers emphasized
51
that movies and videos are the useful materials for teaching but not the best
technique. Furthermore, for the question 7 in the questionnaire, all the
teachers agreed that movies and videos could help their students learn
vocabulary more effectively and sufficiently in terms of meaning, use and
form. All the teachers elicited that movies and videos can provide students
with both pictures and sound, new words could be provided in the real
context. It means that students can achieve the words‟ form and use easier.

Movies and videos were supposed to be the useful technique to help

students learn vocabulary more effectively and sufficiently. Nonetheless,
from the table below, it is apparent that movies and videos have not been
used very often. Only three teachers informed that they sometimes taught
vocabulary to their students through movies and videos. The half of them
said that movies and videos were rarely used to teach vocabulary. Another
two teachers said that they never used movies and videos in teaching
vocabulary. It is a pity that none of them affirmed that they always or
usually use these materials.

Always Usually Sometimes Rarely Never

frequency

Number of 0 0 3 5 2
teachers

Table 4.8: Frequency of using movies and videos to teach vocabulary

Although movies and videos have not been used frequently, most of
the teachers agreed that these materials would have much influence on their
classroom atmosphere as well as advantage on their teaching vocabulary.
52
 For question 9 in the questionnaire, all the teachers asserted that the
classroom atmosphere would change. It would be interesting and motivating
because movies and videos attract students‟ attention, lift their eyes from the
book and they would participate more in the lesson.

Furthermore, the effects of using movies and videos on the teachers‟

vocabulary teaching were demonstrated by the following chart.

The chart demonstrates that all 10 teachers in the survey remarked

that using movies and videos in English would aid their students‟
pronunciation to be more precise. Moreover, 9 out of 10 teachers thought
that their students could catch the meaning and form of words faster and
more easily. The smaller proportion (8 out of 10 teachers) of them said that
their lesson would be more interesting and motivating while seven teachers
supposed that movies and videos would help them introduce their words
easily. Yet, besides the benefit movies and videos bring to us, they still have
53
some drawbacks, which teachers went further in the interview. They claimed
that using movies and videos could cost them much of time (5%). In
addition, 2 out of 10 teachers said that movies and videos could distracted
their students from the lesson so they have to control the students more
strictly to prevent them from discussing too much and make noise while they
watching the movies or videos. It is good news that the number of teachers
confirmed the drawback of using movies and videos is rather small.

In summary, although movies and videos have not been used much to
teach English vocabulary, both students and teachers could draw the benefit
of using them in their teaching and learning vocabulary. As concerned
above, using movies and videos have both negative and positive effects; yet,
the former ones overweigh the later. This finding from both teachers and
students suggests that educators and teachers at high schools in Hanoi should
take more advantage of movies and videos to achieve effective vocabulary
lessons.

4.3. Research question 3: Difficulties in using movies and videos to teach

vocabulary.

As analyzed and summarized in the previous part, movies and videos

had both negative and positive effects on teaching and learning vocabulary.
However, the advantage overweighs the draw back; the researcher wondered
whether teachers could fail to use movies and videos. The question 15 in the
students‟ questionnaire helps give response to this matter. Only 20% thought
that their teacher would be successful in using this technique. About 80% of
students said that their teachers might not succeed in using movies and
videos to teach vocabulary. The causes of the teachers‟ failure or the

54
difficulties the teachers have to cope with were shown in the following chart.
The chart indicates that the highest proportion of the students (50%) claimed
that the cause of their teachers‟ failure might result from the choice of
inappropriate movies and videos. 41% added that another teachers‟ difficulty
in using movies and videos was mishap which might occur at any time such
as there is electricity cut off, technical problems and so on. They gave more
detail in the interview that they had chance to study with modern facilities
such as cassette, video, over project and so on; yet, these equipments did not
always work properly. According to 21% of the students, in the films or
videos, there were often many unnecessary or distracted scenes, which may
cause the teachers‟ failure. Besides 4% informed that when students were so
excited about the film, they would discuss with each other much, which
made their classroom so noisy.

Chart 4.12. Difficultiesin using movies and videos

to teach vocabulary from students' view

other 4

distracted scenes 21

mishhap might occur 41

Difficult to choose the suitable

50
movies and videos

When the same matter was elicited from the teachers, they also agreed
with the students‟ opinion. All 10 teachers claimed that it was difficult for
them to make choice of the suitable movies and videos for their lessons and
mishap might occur without their awareness in advance. All of these would
55
make them lack confidence and have wrong attitudes towards using videos
in vocabulary teaching. Besides, three teachers from Nguyen Gia Thieu high
school informed that their school lacked necessary equipment. Four out of
them asserted that there would be some unnecessary scenes, which distracted
students from the lessons. Besides, teachers went further in the interview
that some students were so lazy, their mind wandered and they did nothing
at all during the vocabulary lesson but talk to their friends. Hereby, the
teaching purposes would not be fulfilled.

Chart4. 13: Difficulties of using movies and videos from

teachers' view

others 3

mishap 10

distracted scenes 4

lack of equipment 3
difficult choice of the suitable movies
10
and videos

0 2 4 6 8 10 12

4.4.Summary
In conclusion, this chapter has successively provided answers to each
of the research questions via a thorough analysis and discussion basing on
the collected data. Major findings as detailed above would be summarized in
the conclusion as the final chapter of this research paper.

56
 CHAPTER 5: CONCLUSION
Previous chapters have thoroughly presented the introduction, the
theory background – literature review, the implementation as well as the
results of the research. Last but not least, this chapter includes the
summarizing and evaluation on the outcomes of the whole research; the
findings, contribution, limitation of the research and some pedagogical
implications and recommendations for further studies.

5.1. Major findings of the research:

On the basis of the theory, the exhaustive analysis and discussion of

the data collected from teachers and students, direct interviews and my
practicum, significant findings about the current vocabulary teaching and
learning and the use of movies and videos in vocabulary teachings were
revealed as follows:

The study initially confirms that both teachers and students had
positive attitudes towards vocabulary as well as vocabulary teaching and
learning. The majority of them agreed that vocabulary played an important
or even very important part in learning and teaching a foreign language.

Furthermore, in order to achieve successful lesson, technique of

teaching vocabulary should be paid much attention to. The data collected
shows that teachers at high school in Hanoi have applied different
vocabulary teaching techniques; however, these techniques seemed far from
being satisfactory. Students‟ knowledge of vocabulary in general was not
good, which could not satisfy both teachers and students. Most teachers used
the traditional technique- translation directly or indirectly though it was not

57
highly appreciated by the students. When introducing new words, teachers
made modeling first then let students write them down in their notebooks
and asked them to read the new words aloud. As a result, students were
bored with being so passive in learning and they had few opportunities to
use the newly- learnt items so they would easily and quickly forget them. It
is necessary for teachers to make some changes in the methods of teaching
vocabulary.

Next, the researcher also got down to find the students‟ most
preferable techniques. Although movies and videos were not taken as an
official technique of teaching vocabulary, they appeared to be also the good
choice for teaching. Findings from the questionnaire and interviews helped
the researcher draw that movies and videos could be used to some extent. In
the first place, students would find more interested and motivated because
they would be attracted to interesting pictures, sound and the content.
Besides, their long- term memory of learning through this technique are
undeniable because students could remind the scene in which the words
presented as well as the situation they were utilized. Last but not least,
students could have more precise pronunciation; because they had chance to
listen to different native speakers instead of non- native speaker. Although
the positive effects movies and videos brings about were assumed by both
teachers and students, teachers did not use them often. They claimed that
movies and videos were somehow distracting and time- consuming to
prepare or teach as well as some unexpected mishaps.

In brief, using movies and videos is suggested to be a useful

technique, which could meet students‟ need. Within the limitations of this
research, it is recommended that teachers should find out how to limit the
58
drawbacks and take fully advantages of this technique in order to attract
students in learning.

5.2. Pedagogical implications and suggestions

In the first place, the researcher would like to acknowledge the

pedagogical suggestions on using movies and videos in vocabulary lessons.
Teaching vocabulary through movies and videos, though have not been
officially utilized, can be taken into consideration to be good way of
improving current situation of teaching vocabulary. However, there existed a
number of obstacles that were mentioned by the teachers and students but
were not to be solved yet. They are thus open for solutions suggested by the
researcher basing on the literature on the research topic.

It was learnt from the survey that the mishap that might occur during
the lesson was a considerable difficult to further studies on using movies and
videos. It is undeniable that the unexpected mishaps occurs, they could ruin
their lessons. However, the work could be good if teachers thought about
these things beforehand. It is a recommendation that teacher should spend
some time getting themselves to the videos and studying how to use it
skillfully. When any minor technical problem occurs, they can repair it
easily by themselves. It is necessary for teacher because it helps not only to
give confidence but also to fully exploit this technique.

In addition to that, a choice for suitable movies and videos was also
mentioned one of the major difficulties confronted by the teacher. The
resources of videos and movies are available on the Internet, moreover,
teachers now as quite familiar with how to use the Internet. Specially, videos
and movies for educational purpose should be more preferable.
59
 Moreover, many distracted scenes in the videos were also a trouble to
the teachers. Undeniably, these scenes could get them far from the lessons
and could not fulfill the teaching purposes. Strategic stopping is essential.
The students do not need to see a whole film, nor a whole scene if it is not
relevant. Therefore, the teachers should control what their students see and
hear by planning how to exploit the film and knowing the exact counter
position of irrelevant scenes to be omitted.

Besides, teachers‟ management is quite important. The teacher should

make students be aware that they are learning not entertaining. She should
know how to control the class and guide the students in a correct way so that
both her aims as well as the students‟ are fulfilled.

Finally, because within the context of a videos and movies with

viewing- visual aids, students can easily guess the meaning of new words or
phrases by themselves. By this way, students will no longer be under
constraint of boredom. In this place, teacher should take full advantage of
using movies and videos that it could be rewound if necessary to stop and
check the learnt- items immediately in class. However, concerning the
limitation of distraction and time-consuming caused by them, teacher would
be careful and critical enough to take or not to take what to use.

5.3. Suggestions for further studies

Although movies and videos are widely utilized all over the world,
they remain underexploited in Vietnam. Researches on this matter is still
rare or unsystematic, hence, it is recommended that further studies should be
conducted. For instance, those who wish to study more about the
exploitation of movies and videos in teaching vocabulary to the 10 th form
60
students in Hanoi should expand and vary the sampling of participants.
Specially, teachers and students from different classrooms at various schools
at different districts in Hanoi should be involved for better
representativeness. Larger samples mean that different techniques of
teaching vocabulary as well as different points of view could be achieved to
have an overall view on this matter. Moreover, other researchers should fully
be employed more method instruments besides questionnaires and
interviews. Class observation is strongly recommended to get insight this
issue.

In addition, this research examined around vocabulary teaching and

the 10th form students in Hanoi, further research could expand this scope for
other groups of students and even in wider scale throughout the country.
This development is likely to help future studies to find out the solutions to
take full advantage of using movies and videos in Vietnam.

What is more, since the research mainly focused on the using of

movies and videos in vocabulary teaching with both positive and negative
effects of it, other researchers may wish to give evidence for the
effectiveness of this technique in teaching. This may require studies which
give comparisons the effects of this technique with other vocabulary
teaching methods on different groups of students. It is expected that the
results of such studies would be helpful in encouraging teachers to further
exploit movies and videos in teaching.

5.4. Limitation of this research.

In spite of great effort of the researcher, the limitation could be

realized in this study due to time pressure and other unexpected factors.
61
 In the first place, the number of students participating in the study
remained rather low in comparison with the large number of students in
Hanoi. Moreover, the representativeness was not in the wide scale, they
were all from some class of one school. Thus to fill this gap to some extent,
data was collected from time to time from teachers. However, the number of
these teachers was also limited. Although the representativeness of the
teachers had been justified, they were from different schools with different
locations in Hanoi; their responses could not represent for all the teachers in
Hanoi. Since the researcher was fully aware of this limitation, almost the
findings of this research on exploiting movies and videos in teaching
vocabulary were regarded initial findings, which offered some suggestions
for further research in the future. In the second place, another shortcoming
of this research placed on the methodology. This research only employed
questionnaire as the main method and interview. However, these methods
still have some limitations, the implementation of triangulated data
collection method of interviews, questionnaires and classroom observations
would be better. Therefore, it could be admitted that there could be other
interesting and useful findings overlooked in this study.

Despite the aforementioned limitation, the researcher‟s serious work,

justified data collection had well appeared the validity and reliability of the
results. This study could be the reliable reference for further related studies.
Nonetheless, these above shortcomings should be always taken into
consideration when further studies are conducted in the future.

5.5. Contribution of the research.

62
 All in all, the research could be considerable useful for teachers,
educationists as well as research working on the related studies.

First of all, for the teachers, the study explore the current situation of
teaching and learning vocabulary and another way for teaching vocabulary
to the 10th form students in Hanoi rather than the tradition way, which is
popularly employed. Therefore, the research first and foremost would help
teachers to have a view their teaching vocabulary and how effective of their
technique. Besides, teachers would be more aware of movies and videos as
another useful technique, which can make their lesson more motivating and
effective.

With regard to educationists, the research made clear to them some

major obstacles to further exploitation of movies and videos in the
classroom. Hereby it could be considered a detailed proposal to take full
advantage of movies and videos in language learning and teaching in Hanoi.

Last but not least, as regards the researchers, those who happen to
interest in this issue or langue teaching and learning could take this research
for reference with reliable and useful information.

63
 REFERENCES
1. Mc CathyM (1992). Vocabulary. Oxford University Press.
2. Carter P & Mc Carthy (1988). Vocabulary and language teaching.
3. Morgan. J & Rinolucri. M. (1986) Vocabulary. London Oxford
University Press.
4. Billows, F.L. The Techniques of Language Teaching. London.
Longman
5. Virginia F. Allen. Techniques in Teaching Vocabulary
6. Cambridge Advance Learner’s Dictionary. Third edition. Cambridge
University Press.
7. Cees M. Koolstra and Jonannes W. J. Beentjes (1999). Children's
vocabulary acquisition in a foreign language through watching
subtitled television programs at home. Educational Technology
Research and Development, 47, (1). Springer Boston.
8. Longman Dictionary of Contemporary English (1995). Longman.
9. Oxford Advanced Learner’s Dictionary Online

10. Barry TOMALIN. Video, TV and radio in the English class.

Macmillan publishers.

11. Allan, M (1986). Teaching English with video, Longman

12. Jack Lonergan. Video In Language Teaching. Cambridge University

Press.

13. James Milton (2009). Vocabulary uptake from informal learning

tasks, Language Learning Journal. 36: 2, p. 227- 237.

64
14. Bibi Baxter. Using video to teach English. (Retrieved from the 10th
February 2010 from the website:

http://www.musicalenglishlessons.org/video/bean.htm)

15. Donna Hurst Tatsuki. Video in the Language Lab: Teaching

Vocabulary. (Retrieved on the 20th February 2010 from the website:
http://iteslj.org/Lessons/Tatsuki-VideoinLL.html)

16. Lori Griffin, Using videos in the classroom. (Retrieved on the 25th
February 2010 from the website:
http://www.libraryvideo.com/articles/article13.asp)

17. Online video for ELT (2008). (Retrieved on the 20th March 2010 from
the website:

http://www.teachingenglish.org.uk/think/articles/online-video-elt)

65
 APPENDICES
PHIẾU ĐIỀU TRA

BẠN NGHĨ THẾ NÀO VỀ VIỆC SỬ DỤNG PHIM VÀ VIDEO ĐỂ

DẠY TỪ VỰNG

Họ tên: …………………………………

Lớp: …………………… Giới tính: Nam/ Nữ

Em đã học tiếng Anh trong: ………… năm

Phiếu điều tra này được soạn nhằm mục đích phục vục cho đề tài khóa luận
về việc dạy từ vựng thông qua phim và video.

Rất mong nhận được sự giúp đỡ của các bạn bằng việc trả lời những câu hỏi
dưới đây một cách xác thực. tôi xin đảm bảo nội dung câu trả lời sẽ được
đảm bảo và chỉ được phục vụ cho mục đích nghiên cứu. Mọi thông tin về
người tham gia sẽ không được tiết lộ dưới bất kỳ hình thức nào.

Xin chân thành cảm ơn. 

Hướng dẫn: Hãy khoanh tròn lựa chọn của các em a, b, c hoặc d.

1. Các em nghĩ việc học từ vựng có quan trọng không?

a. Rất quan trọng

b. Quan trọng

c. Không quan trọng

2. Các em có gặp khó khăn khi học từ vựng không?

a. Hoàn toàn không

b. Thỉnh thoảng

c. Đương nhiên là có

66
 Những khó khăn là:
………………………………………………………………………
………………………………………………………………………

3. Mỗi ngày em dành bao nhiêu thời gian học từ vựng?

a. Chưa đến 1 giờ

b. Từ 1 giờ đến 2 giờ

c. Nhiều hơn 2 giờ

4. Em nhận thấy vốn từ vựng của bạn hiện nay thế nào?

a. Không tốt c. Cũng bình thường

b. Tốt d. Rất tốt, rất tự tin

5. Em có thể sử dụng vốn từ vựng bạn đã học không?

a. Không bao giờ

b. Chỉ thỉnh thoảng trao đổi với bạn về một lĩnh vực nào đó

c. Sử dụng thành thạo

6. Thầy cô giáo các em thường dạy từ vựng bằng cách nào?

a. Dịch từ mới sang tiếng Việt

b. Giải thích từ bằng tiếng Anh

c. Đưa ví dụ minh họa

d. Sử dụng phim ảnh và video

e. Giới thiệu từ thông qua văn cảnh

f. Sử dụng những giáo cụ trực quan (tranh ảnh, vật cụ thể,…)

g. Các hình thức khác:

67
 ………………………………………………………………………
………………………………………………………………………

7. Các em thích học từ vựng theo cách nào?

a. Thầy cô giáo cung cấp nghĩa tiếng Việt

b. Giải thích từ bằng tiếng Anh

c. Có ví dụ minh họa

d. Sử dụng phim và video

e. Giới thiệu từ vựng trong văn cảnh

f. Sử dụng giáo cụ trực quan (tranh ảnh,vật thực,…)

g. Các hình thức khác:

………………………………………………………………………

8. Em đã bao giờ học từ vựng thông qua phim và video chưa?

a. Có b. chưa bao giờ

9. Em thấy viêc học từ mới thông qua phim và video có cần thiết không?

a. Rất cần thiết

b. Cần thiết

c. Không cần thiêt

d. Ý kiến khác:
………………………………………………………………………

10. Thầy cô giáo em có thường xuyên sử dụng phim và video để dạy từ

vựng không?

a. Luôn luôn b. thường xuyên c. thỉnh thoảng

e. Hiếm khi d. chưa bao giờ.

68
11. Theo em, sử dụng phim và video có mang lại lợi ích học tập nào
không?

a. Có b. không c. tùy từng trường hợp

12. Theo em, không khí lớp bạn có sôi nổi và thú vị hơn khi thầy cô sử
dụng phim và video không?

a. Đương nhiên sôi nổi,thú vị hơn nhiều

b. Cũng chỉ thay đổi đôi chút thôi

c. Không khí vẫn thế.

13. Sử dụng phim và video để dạy từ vựng ảnh hưởng đến vốn từ vựng
của em:

a. Nhớ từ dễ dàng và nhanh hơn

b. Nhớ từ mới trong thời gian dài

c. Hứng thú học từ vựng

d. Hoc được cách phát âm chính xác hơn

e. Ý kiến khác:

..............................................................................................................

14. Theo em, thầy cô giáo có gặp khó khăn khi sử dụng phim và video để
dạy từ vựng không?

a. Có b. Không

15. Theo em, giáo viên gặp khó khăn gì khi sử dụng phim và video để dạy
từ vựng?

a. Khó tìm phim và video phù hợp

b. Thiếu trang thiết bị kỹ thuật

c. Sự cố có thể xảy ra ( mất điện, lỗi kỹ thuât,…)

69
 d. Trong phim và video, có những đoạn không cần thiết

e. Ý kiến khác
………………………………………………………………………

CẢM ƠN SỰ ỦNG HỘ VÀ THAM GIA NHIỆT TÌNH CỦA CÁC EM!

70
 Student Survey Questionnaire
This survey is designed on the purpose of getting necessary data for the
study on using movies and videos to teach vocabulary to the 10 th form
students. Your personal information will be kept strictly confidential. Please
give your answers truthfully for a guaranteed success of the research.

Thank you so much for your participation.

__________________________________________

You are in group:

You are:  Male
Female
Your age is:
You have studied English for ……years

Please tick your answer

1. What do you think about learning English vocabulary?

a. Very important c. not very important

b. Important d. not important at all

2. Have you had any difficulties in learning vocabulary?

A. never B. sometimes C. Yes, of course

3. How much time do you spend on leaning vocabulary everyday?

a. less than 1 hour

b. from 1 hour to 2 hours

c. more than 2 hours

4. How is your English vocabulary now?

a. poor c. good

b. fair d. excellent

5. Can you often use your vocabulary?

71
a. never

b. sometimes but only about some field

c. yes, competently

6. Which techniques do your teachers use to teach vocabulary?

a. translating new words into Vietnamese

b. explaining the words in English

c. giving examples to illustrate meaning

d. using Movies and videos

e. putting the words in contexts.

f. using visual aids (pictures, flashcards, real objects, etc)

g. others (please specify):

………………………………………………………………………………
………………………………………………………………………………

7. What kind of techniques do you like most when learning English

vocabulary?

a. translating all the words into Vietnamese

b. explaining the words in English

c. giving examples to illustrate meaning

d. using Movies and videos

e. putting the words in contexts.

f. using visual aids (pictures, flashcards, real objects, etc)

g. others (please specify)

………………………………………………………………………………
………………………………………………………………………………
72
8. Have you ever learn vocabulary through movies and videos?

a. Yes b. No

9. How necessary do you think movies and videos are in learning English
vocabulary?

a. very necessary c. not very necessary

b. necessary d. not necessary at all

10. How often are you taught vocabulary through movies and videos?

a. always b. usually c. sometimes

d. rarely e. never

11. In your opinion, can watching movies and videos give you any learning
benefits.

a. yes b. no c. It depends

12. From your point of view, how interesting and motivating is your class
when your teacher uses movies and videos?

a. very interesting and motivating

b. interesting and motivating

c. not more interesting and motivating

13. What effects do movies and videos have on your vocabulary learning?

a) You can remember the words easily

b) You can remember the words for a long time
c) You are interested in learning Vocabulary
d) You can learn how to pronounce the words more precisely
e) You are not in favor of movies and videos as they are rather distracting
14. Do you think that your teacher can fail to use movies and videos to teach
vocabulary?
a. Yes b. No
73
15. In your opinion, what are the difficulties preventing teacher from making
full use of movies and videos to teach vocabulary?

a) Difficult to choose the suitable movies and videos

b) Lack of equipment
c) Distracted scenes
d) Mishap might occur

e) Others:
…………………………………………………………………………
…………………………………………………………………………

THANK YOU VERY MUCH FOR YOUR ENTHUSIASTIC

PARTICIPATION!

74
 Survey questionnaire for teachers

This survey is designed on the purpose of getting necessary data for my

study on using movies and videos to teach vocabulary to the 10th form
students in Hanoi.. I would be very grateful if you could provide me with
accurate information by answering this small questionnaire.

Your personal information will be kept strictly confidential.

Thank you so much for your kind cooperation!

Name: …………………………………………

Address: …………………..

Cell phone: ……………….

Year of teaching English:……

Please tick your answer

1. What do you think about teaching English vocabulary?

a. Very important
b. Important
c. not important at all

2. Have you had any difficulties in teaching vocabulary?

A. never B. sometimes C. Yes

Please specify difficulties:

………………………………………………………………………………
………………………………………………………………………………

3. How much time of a lesson do you spend on teaching vocabulary?

a. 10 mins b. 15 mins d. more than 15 mins

4. How is your students’ English vocabulary now?

75
a. poor c. good

b. fair d. excellent

5. What kind of techniques do you often use to teach English vocabulary?

a. translating all the words into Vietnamese

b. explaining the words in English

c. giving examples to illustrate meaning

d. using Movies and videos

e. putting the words in contexts.

f. using visual aids (pictures, flashcards, real objects, etc)

g. others (please specify):

………………………………………………………………………………
………………………………………………………………………………

6. do you think movies and videos are the useful technique should be used
when you teach English vocabulary?

a. Yes b. No c. no idea

7. In your opinion, can movies and videos help your students learn
vocabulary more effectively and sufficiently in terms of meaning, use and
form?

a. yes b. no c. No idea

8. How often do you teach vocabulary to your students through movies and
videos?

a. always b. usually c. sometimes

d. rarely e. never

9. How interesting and motivating do you think your class is when you use
movies and videos to teach vocabulary to them?
76
a. interesting and motivating

b. very interesting and motivating

c. not very interesting and motivating

d. not interesting and motivating at all

10. What effects do movies and videos have on your vocabulary teaching?

a) You can introduce the words easily

b) Your lessons are more interesting and motivating
c) Your students can catch the meaning of the word faster and more easily
d) Your students can learn how to pronounce the words more precisely.
e) Your students can be distracted from the lesson
f) You waste a lot of time
11. In your opinion, what are the difficulties when you use movies and
videos to teach vocabulary?

a) Difficult to choose the suitable movies or videos

b) lack of equipments

c) Many unnecessary scenes

d) Mishap might occur ( electricity cut off, technical problem, etc)

e) Others:
…………………………………………………………………………
…………………………………………………………………………

THANK YOU VERY MUCH FOR YOUR CO- OPERATION!

77