Speakers
Description
The study investigated the effectiveness of English-language film clips in supporting the listening and speaking development of non-major students at a university and their perceptions toward film-based learning. A quantitative research design was employed, consisting of two connected but analytically separate components: a six-week quasi-experimental intervention and a broader survey. The intervention involved 20 non-major students participating in a structured asynchronous film-based learning program integrating authentic film clips, vocabulary support, and weekly speaking activities. Listening and speaking pre-tests and post-tests were administered to examine changes in language performance, while weekly speaking recordings were collected to investigate developmental progress throughout the intervention period. In addition, a broader questionnaire survey involving 158 valid respondents was conducted to explore students’ perceptions, attitudes, and learning behaviors related to film-based learning. The findings of the tests revealed statistically significant improvements in both listening and speaking performance following the intervention. The weekly speaking recordings demonstrated gradual upward developmental trends across all proficiency groups throughout the intervention period. These longitudinal findings suggested that speaking development emerged progressively through sustained participation in guided film-based communicative activities rather than through isolated speaking practice alone. The questionnaire findings also revealed generally positive perceptions toward film-based English learning, particularly in relation to authentic language exposure, pronunciation improvement, vocabulary development, learner engagement, speaking confidence, and learning motivation. Overall, the findings suggested that English-language film clips may provide meaningful support for listening and speaking development among EFL learners, particularly when implemented through structured and guided learning activities rather than passive exposure.
Biography
Huong Nguyen Thi Thu is a lecturer of English at Ha Long University, located in Quang Ninh Province, Vietnam. She previously worked at a university of pedagogy in Thai Nguyen Province for 11 years before transferring to her current institution in 2022. Her 15 years of teaching experience have provided her with valuable opportunities to gain a deep understanding of current teaching and learning practices in various educational settings. Throughout her career, she has continuously applied her professional knowledge and pedagogical skills in practice, particularly in English language teaching and student development. In addition to classroom instruction, she has participated in academic and professional activities aimed at improving teaching quality and enhancing students’ language proficiency. She is particularly interested in effective teaching methods and learner engagement. Working in different educational environments has enabled her to adapt to diverse learners’ needs and strengthen her teaching skills. With a strong sense of responsibility and dedication to education, she has always been striving to create a friendly, supportive learning environment for her students while continuing to develop her own professional expertise and adjusting her pedagogical approaches.
| Affiliate type | University |
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