TEACHERS AND STUDENTS' PERCEPTIONS OF USING VIDEOS WITH CAPTIONS TO IMPROVE ENGLISH SPEAKING SKILLS

Abstract

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.