Graduate Thesis Or Dissertation
 

A model for effective use of video materials to develop listening comprehension of Japanese learners of English

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/vm40xv33w

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  • The purpose of this study was to develop and test a model in which video materials are effectively used to develop students' listening communication ability. In order to reach this goal, the researcher designed the study procedure. In phase one, literature was reviewed to establish the theoretical framework for the model. In phase two, the validity of the model was tested using the Delphi technique. In phase three, the model Was field tested in two high schools in Japan with 251 11th grade students and 3 Japanese teachers of English participating. In addition, there were 12 teacher observers. Two sets of data, one from the student questionnaire and one from teacher questionnaire, were collected and analyzed along with the researcher's observations. The lesson, based on the model, was well-received by the students and teachers. Almost 80% of the 249 students responding to a 5-point Likert scale question rated the lesson as excellent or very good. Among 15 teachers, 12 rated the lesson as excellent and 3 rated it very good. To an open-ended question to the students, "What was the part you liked best in today's lesson?", 108 students responded "the use of movie/video materials." Teachers were also favorable toward the use of video as a teaching material. Both the students and teachers responded that they thought learners would improve their listening comprehension through this type of lesson. Based on the findings from this study, the researcher has concluded that this model can be utilized in the classroom and will improve listening comprehension of Japanese learners of English. Even though this type of lesson can be taught by any teacher of English in Japan regardless of his/her English language skill, it can be implemented more effectively if teachers are appropriately trained. Therefore, a three-phase workshop for teachers was recommended.
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