NHẬN THỨC CỦA GIẢNG VIÊN VÀ SINH VIÊN VỀ VIỆC SỬ DỤNG VIDEO CÓ PHỤ ĐỀ ĐỂ CẢI THIỆN KỸ NĂNG NÓI TIẾNG ANH=TEACHERS AND STUDENTS' PERCEPTIONS OF USING VIDEOS WITH CAPTIONS TO IMPROVE ENGLISH SPEAKING SKILLS

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Tác giả: Hue Phuong Luong, Minh Ngoc Nguyen, Thi Minh Huyen Nguyen

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học & Công nghệ - Trường Đại học Công nghiệp Hà Nội, 2024

Mô tả vật lý: tr.90

Bộ sưu tập: Báo, Tạp chí

ID: 487074

Thêm vào giỏ

Bài báo này trình bày nghiên cứu về nhận thức của giảng viên và sinh viên tại một trường đại học công lập ở Việt Nam về việc sử dụng video có phụ đề trong dạy và học kỹ năng Nói Tiếng Anh. Nghiên cứu này sửdụng phương pháp định tính và định lượng với sự tham gia của 5 giảng viên và 50 sinh viên năm thứ 2, chuyên ngành Ngôn ngữ Anh. Dữ liệu được thu thập thông qua bảng hỏi và phỏng vấn, sau đó được phân tích. Kết quả nghiên cứu cho thấy, cả giảng viên và sinh viên đều có quan điểm tích cực về việc sử dụng video có phụ đề trong việc dạy và học kỹ năng Nói. Những video này góp phần nâng cao kỹ năng nói của sinh viên, đồng thời tạo động lực cho sinh viên bằng việc tạo ra được sự kết nối giữa việc học trên lớp với việc sử dụng ngôn ngữ thực tế. Ngoài ra, các giảng viên đánh giá cao tiềm năng sáng tạo mà các video mang lại cho sinh viên. Nghiên cứu cũng nêu ra một số thách thức, từ đó giúp giảng viên có thể hiểu rõ và triển khai hiệu quả hơn phương pháp này.This paper presents the perceptions of educators and students at a public university in Vietnam regarding the use of captioned videos for teaching and learning speaking skills. The primary objective is to explore both the overall perceptions and the perceived benefits and challenges associated with using videos with captions in English-speaking instruction. Employing both qualitative and quantitative approaches, the study involved five teachers and 50 second-year English majors. Data were gathered using questionnaires and semi-structured interviews, and then analyzed. The findings reveal that both teachers and students generally hold positive views of using captioned videos in instruction. These videos contribute to enhancing students' speaking skills, while also motivating them by linking classroom learning with authentic language use. Additionally, teachers appreciate the creative potential that video-based instruction offers. Despite the positive reception, the study also highlights certain challenges, underscoring the need for thoughtful planning and effective implementation.

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