Improving Students' Speaking Skills and Learning Autonomy Using Video Dubbing in Speaking Lessons

Abstract

This research paper aims to find out: (1) How video dubbing application in the learning and teaching process affects students’English speaking skill. (2) To what extent students’ learning autonomy in their learning process changes when video dubbing is implemented in the English speaking lessons. This research paper uses classroom action research. The subjects of this research are 30 non-major first-year students at the Faculty of Information Technology in Hanoi University of Civil Engineering in academic year 2021-2022. The research is carried out into two cycles. The research data are collected from observations, interviews, picture descriptions, video recordings and tests in each cycle. The techniques of collecting data in this research are statistic descriptive. The research findings show that video dubbing in the learning process requires students’ effort in their timing and lip movements, in their reading, imitating English sentences in the authentic videos. This practice process improves students’ components of speaking skill and learning autonomy. Hence, video dubbing in the teaching and learning process is considered as an effective method to improve students’ English speaking skill and learning autonomy.