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<b>VAN LANG UNIVERSITYFACULTY OF FOREIGN LANGUAGES</b>

<b>RESEARCH REPORT</b>

<b>TITTLE: THE RELATIONSHIP BETWEEN WATCHING NETFLIX ANDTHE LISTENING AND SPEAKING SKILLS OF ENGLISH LANGUAGE</b>

<b>SOPHOMORES AT VAN LANG UNIVERSITY</b>

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This study explores how watching Netflix can help people listen and speak better in another language. In today's connected world, learning a foreign language is important for school, work, and personal growth. However, traditional ways of teaching languages often lack practical practice, making it difficult to understand how people speak naturally. The objective of this study was to examine the relationship between watching Netflix and English listening and speaking skills and then investigate the effect of watching Netflix on listening and speaking scores. The method is a questionnaire survey of 50 sophomore English language students at Van Lang University. The data were analyzed using SPSS to find the correlation. The results of the study showed that there is a positive correlation between watching Netflix and learning listening and speaking skills, and using Netflix has had a positive impact. Students who use Netflix can understand spoken language better when they hear real-life conversations with different accents and ways of speaking. They also felt more confident and spoke more fluently after watching Netflix regularly. In summary, based on findings from research, a relationship exists between watching Netflix and learning listening and speaking skills.

Keywords: Correlation, Netflix, Listening and speaking skills, relationship

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We received a lot of support and help while doing our research. First of all, we would like to express our deep gratitude to our academic advisor, who supported us throughout the research process and provided comments to help improve the research paper. A research paper needs a lot of information and documentation, and so does ours. We would like to thank the authors of the previous research papers who became the inspiration for us to carry out this study. Finally, we would like to thank the students and friends who helped us with the survey. Your help is very helpful for our research paper.

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<b>TABLE OF CONTENTS</b>

<b>CHAPTER I...7</b>

<b>1.1 Statement of the problem</b><small>...7</small>

<b>1.2 Purposes of the study</b><small>...7</small>

<b>1.3 Significance of the study</b><small>...8</small>

<b>1.4 The Scope of the study</b><small>...8</small>

<b>1.5 Research questions</b>

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<b>1.6 Research Hypotheses</b><small>...9</small>

<b>1.7. Definition of key terms</b><small>...9</small>

<b>CHAPTER II LITERATURE VIEW...10</b>

<b>CHAPTER III...13</b>

<b>RESEARCH METHODOLOGY AND PROCEDURE...13</b>

<b>3.1. Aims and Objectives</b><small>...13</small>

<b>4.1.1. LEVELS OF VARIABLES A ( WATCHING NETFLIX)</b><small>...17</small>

<b>4.1.2. LEVELS OF VARIABLES B ( LISTENING OR SPEAKING 4 </b>

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<b>4.3.2. Correlation between watching Netflix and listening and speaking </b>

<b>5.3 Theoretical and Practical Implications:</b><small>...27</small>

<b>5.4 Recommendations for Future Research:</b><small>...28</small>

<b>Variable 1: Watching netflix for listening and speaking improvement</b><small>.. .35</small>

<b>Variable 2: Listening skills outcomes after watching netflix</b>

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<b>Variable 3: Speaking skills outcomes after watching netflix</b><small>...36</small>

<b>APPENDICES B: Vietnamese version of questionnaire PHIẾU KHẢO SÁT VỀ VIỆC SỬ DỤNG ỨNG DỤNG NETFLIX ĐỂ CẢI THIỆN KĨ NĂNG NGHE VÀ NÓI CỦA SINH VIÊN NĂM 2 TRƯỜNG VĂN LANG37</b>

<b>1. Xem netflix để học nghe và nói</b><small>...37</small>

<b>2.Kết quả kỹ năng nghe sau khi xem netflix</b><small>...38</small>

<b>3. Kết quả kỹ năng nói sau khi xem netflix</b><small>...38</small>

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<b>CHAPTER I </b>

<b> INTRODUCTION</b>

Listening and speaking are two important skills in learning English. They help you communicate effectively in various situations, such as conversations, presentations, emails, and reports. They also help you improve your

understanding of the language and its usage. Today, with the development of tools to support learning and speaking, watching Netflix is also a great choice, through short videos or movie series that will help you improve both listening and speaking skills. The purpose of this research paper is to study the relationship between watching Netflix and the listening and speaking skills of English language sophomores at Van Lang University.

<b>1.1 Statement of the problem</b>

Nowadays, sophomores usually entertain themselves by watching Netflix. Netflix is a service to watch movies online in the US, allowing them to watch a lot of films in many languages. With the convenience of Netflix, this is a great way to slow down and rest. In addition to entertaining themselves, sophomores can use Netflix to practice listening and speaking skills. Learning English is a non-stop improvement, and Watching Netflix creates an environment to practice English for them. Then learning will no longer be boring.

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<b>1.2 Purposes of the study</b>

Netflix's value in enhancing speaking and listening abilities will be successfully demonstrated by this study. Instead of only using Netflix for entertainment, sophomores can use it to improve their English language skills.

<b>1.3 Significance of the study</b>

The significance of this study lies in its practicality. This study contributes to the existing literature on the relationship between Netflix viewing and the listening and speaking skills of English language sophomores at Van Lang University, clarifying the relationships surrounding watching Netflix with these two skills. This study will provide useful information, help you realize the benefits of this learning method, and help you improve the two most important skills in English: listening and speaking.

<b>1.4 The Scope of the study</b>

The scope of this research paper is limited to English-language sophomores at Van Lang University. This study uses quantitative methods combined with surveying students with a questionnaire and then collecting data to produce results.

<b>1.5 Research questions</b>

Does the frequency of watching Netflix have an impact on the listening skills of English Language sophomores at Van Lang University?

Does the frequency of watching Netflix have an impact on the speaking skills of English Language sophomores at Van Lang University?

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What is the relationship between watching Netflix and the listening and speaking skills of English language sophomores at Van Lang University?

<b>1.6 Research Hypotheses</b>

The listening level of English language sophomores at Van Lang University is not good.

The speaking skills of English language sophomores at Van Lang University are still low.

Many English language sophomores at Van Lang University do not use Netflix to learn listening and speaking skills.

<b>1.7. Definition of key terms</b>

Netflix: Netflix has become an important tool for a learning foreign language (Dizon, 2018) in his research shows how through Netflix students were able to watch movies video in a target language(English).

Listening skill: It plays a significant role in communication and in language learning as well as cultural information which is necessary for a full

understanding of the people and the language they are researching. (Rubin et al.1994 ).

Speaking skill: Speaking, as one of the English language skill has some aspects. According to Heaton (1988, p. 100) there are three aspects of speaking, they are: accuracy, fluency, and comprehensibility.

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<b>CHAPTER IILITERATURE VIEW</b>

Nowadays, watching Netflix to improve listening and speaking skills has become a popular learning method. It helps people improve their listening and speaking skills. This literature review aims to examine the relationship between Netflix viewing and improving listening and speaking skills based on

quantitative and other methods of measuring this structure.

Lestari et al. (2015) The study was carried out in May at SMA Negeri 1 Karanganyar sample is 30 participants. From the results of the research, the writer draws some conclusions. First, the theory, which states that students’ habit of Watching English movies has a positive correlation and contribution to their speaking skills are proven.

Liando et al. (2018) 67 English majors taking Listening and Speaking lessons at a university in North Sulawesi were polled using a questionnaire about watching English movies to enhance listening and speaking. The findings of the study indicate that the pupils When it came to improving their speaking abilities, students responded favorably to watching English-language movies.

Nurrahmah & Romdanih ( 2020) explored there is no need for lengthy dialogues, but by just comprehending common words gradually, it is certain that students will be able to use the word in daily life. This practice is very beneficial for expanding students' vocabulary. This method is quite suitable and easily

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accessible to students. Dialogues and topics contribute to increasing vocabulary, which can be easily applied to listening and speaking skills.

Azizi & Aziz (2020) explored the fact that these films have a lot of entertainment-focused elements and authentic information makes them enticing to learners.

Türkmen (2020) 150 students were investigated to assess how well-liked Netflix and language-learning software were. Based on the responses of the students that use Netflix, it can be seen that they attempt to take advantage of it for language learning, even though that is not their main goal when watching Netflix programs.

Damanik, & Katemba (2021) investigated Netflix as a learning aid to improve vocabulary surveyed 60 students 14 people is a private university student and 46 people is a state university student. The majority of students claimed that they could distinguish small differences between words and that they gained a lot of vocabulary from the listening content they viewed in Netflix movies and series. After watching Netflix, they can understand the teacher when she speaks in English.

ASMALI & ERARSLAN (2021) conducted a survey on the effect of watching videos on listening learning and improving vocabulary. The study clearly showed that watching videos is an effective way to improve listening skill.

Munawwaroh ( 2022) investigated The Correlation Between Watching English Movies Through Netflix and Students' Speaking Skill surveyed 107

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students, they acknowledge that pupils can expand their vocabulary through Netflix and their public speaking skills.

Hasan (2022) The majority of participants at the 42 private institutions the researchers chose reported that watching movies had the greatest positive impact on their speaking and listening abilities.

Rauch, Elisabeth (2023) 68 EFL high school students from four separate Austrian classrooms, along with their three EFL teachers, are taking part in the current study. The majority of respondents to a questionnaire on listening abilities agree with the statement that "English videos improve my ability to understand other people speaking English."

In conclusion, ten research papers using quantitative research techniques were combined to create this overview of the literature on the connection between Netflix consumption and English speaking and listening abilities. Based on a poll of students who saw improvements in listening and speaking after watching Netflix, researchers compiled findings from several studies to analyze how watching movies on the service can help people master these abilities. According to research, this innovative method of learning is becoming more and more popular among students due to its practicality and fruitful outcomes.

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<b>CHAPTER III</b>

<b>RESEARCH METHODOLOGY AND PROCEDURE3.1. Aims and Objectives</b>

The purpose of this study is to observe the relationship between watching Netflix and the listening and speaking skills of English language sophomores at Van Lang University. The main objective of the study is to determine the relationship and student outcomes of watching Netflix and learning speaking skills.

<b>3.2 Methodology</b>

It is necessary to have a suitable tool to conduct the survey to ensure correctness and consistency. And the answer is a quantitative design that ensures the above requirements, conducts the survey with a certain range of people, and is suitable to give the most accurate data and results.

<b>3.3. Population and sampling</b>

To conduct this research, the researcher created a questionnaire on Google Forms and conducted a survey. The target population for this research study is English-language sophomores at Van Lang University, specifically those around the age of 20. Van Lang University is a well-known institution with a diverse student body that offers English language programs to undergraduate students. English language sophomores specifically refer to students who are in their second year of the English language program at Van Lang University. By selecting a sample of English language sophomores at the age of 20 at Van Lang University, this research study aims to obtain valuable insights into the

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relationship between using Netflix and improving listening and speaking skills specifically within this target population. The survey limit is 50 samples; survey participants are kept private, and all information about survey participants will be deleted after the study is completed.

<b>3.4. Data collection</b>

In this study, the researcher built a questionnaire and conducted a survey. To ensure that respondents from Vietnam can understand the questions clearly and without any ambiguity or confusion, the final version of this questionnaire has been translated into Vietnamese. The questionnaire was conducted in a Likert-type response style with five response options: 1 (strongly disagree), 2 (disagree), 3 (not sure), 4 (agree), and 5 (strongly agree). In addition, respondents' most recent IELTS writing scores were collected to assess their English writing performance. Surveys are carefully designed to ensure accuracy and validity. The researcher will conduct a survey with 2nd-year English language students at Van Lang University. The surveys are guaranteed to be conducted correctly, requiring participants to fully answer the questions on a free and voluntary basis, including the point declaration section. Finally, the data from the survey form will be manually entered into the Microsoft Excel file and transferred to SPSS for data analysis.

<b>3.5. Analysis plan</b>

When doing the draft, the researcher randomly selected 10 samples to run the test, all of which were valid.What is next, the researcher used SPSS version 25.0 to carry out a pilot - test for the reliability of this adapted questionnaire after collecting the first 5 responses. Reliability relates to the consistency of a

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measure. Therefore, Cronbach’s α is the most extensively used test to determine the internal consistency of an instrument. The Cronbach’s α result is a number between 0 and 1. The coefficient between 0.7 and 0.98 reflects high

reliability.The findings of the pilot test for each instrument variable are shown as follows following item analysis using SPSS:

Table 3. 1. Cronbach’s Alpha of each variable in the pilot test

<b>Variable 2</b> Results of listening skills 4 .89

<b>Variable 3</b> Results of speaking skills 4 .92

A formal test was run after the pilot test. The reliability coefficients for the questionnaire scales are shown in Table 3.2.

Table 3. 2. Cronbach’s Alpha of each variable in the formal test.

<b>Variable 2</b> Results of listening skills 4 .84

<b>Variable 3</b> Results of speaking skills 4 .93

In order to examine the data for this pure quantitative study, the survey items

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were analyzed, synthesized,and totaled for listening 4 or speaking 4 scores. The data was then entered into Microsoft Excel and exported to SPSS.

The researcher used Statistic Package for the Social Science (SPSS) version 20 to analyze the data in accordance with the study questions. Descriptive statistics were first used by the researcher to ascertain the characteristics of each variable in this investigation. The means and the standard deviation of each research variable have been displayed using descriptive statistical analysis. In this study, the standard deviation roughly represents the average distance between each score and the mean score for the group. The mean (arithmetic mean) is calculated by adding up all the scores and dividing the total by the number of scores in the distribution.

The participants' listening and speaking abilities and how often they watch Netflix are each given a mean and standard deviation, with a larger mean suggesting greater participant agreement on a variable. Inferential statistics, such as correlation analysis, were also used for the analysis. The association between viewing Netflix and improving one's speaking and listening abilities was particularly examined using correlation analysis (more specifically, the Pearson Product Moment correlation coefficient).

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<b>CHAPTER IV</b>

<b>RESULTS AND DISCUSSION ON THE FINDINGS</b>

<b>4.1. DESCRIPTIVE ANALYSIS</b>

<b> 4.1.1. LEVELS OF VARIABLES A ( WATCHING NETFLIX) </b>

Variable1: Watching Netflix (WN)

As can be seen from the table above, the respondents showed a tended to agree level of watching Netflix to learn listening and speaking. A mean of 3.80 ( SD= .825) means that the students tend to agree that watching Netflix helps them learn listening and speaking skills. Specifically, The participants tended to agree that watching Netflix contributes to improved language learning.( M=3.86, SD= .808) In addition, participants tend to agree that watching Netflix improves

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listening and speaking skills (M= 3.82, SD= 1.044). A few have a neutral opinion about being able to watch short videos on Netflix and learn anytime and anywhere (M=3.62, SD= .987), and participants tended to agree that watching Netflix is useful for learning listening and speaking skills ( M= 3.92, SD= .944). Variable 2: Results of listening skills (RL)

According to the table above, respondents showed a moderate level results of listening skill. A mean of 3.45 (SD= .809) means that the students were neutral about the results of listening skills after watching Netflix. Specifically, the participants were uncertain that listening to native speakers would improve their listening skills (M= 3.76, SD= .870). In addition, the participants tended to be neutral that they become more fluent in English thanks to listening exercises ( M= 3.74, SD= .828), and they find it difficult to understand English words while listening (M= 3.22, SD= 1.075), and during a listening exercise, they experience anxiety (M= 3.08, SD= 1.104).

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Variable 3: Results of speaking skills (RS)

<b> As can be seen from the table above, the respondents showed a moderate </b>

level results of speaking skill. A mean of 3.68 (SD = .920) means that the students were uncertain about results of speaking skills after watching Netflix. The participants were uncertain about practice using new words/expressions while speaking ( M= 3.68, SD= .913). In addition, they tend to be neutral when trying to speak like a native (M= 3.70, SD= .953), and they practice English by speaking with others (M= 3.74, SD= 1.006) , and they attempt to use English idioms while speaking ( M= 3.62, SD= 1.159).

<b>4.1.2. LEVELS OF VARIABLES B ( LISTENING OR SPEAKING 4 SCORES)</b>

<i><small>Bng 0-6</small></i>

<b>1. Descriptive Statistics</b>

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LISTENING OR SPEAKING 4 SCORES

The mean, also known as the average, is a measure of central tendency. In

showed that the participants in this study scored 6.96 in their Listening or Speaking 4. The Listening or Speaking 4 section is scored on a scale of 0 to 10, with 0 being the lowest and 10 being the highest. A score of 6.73 in the Listening or Speaking section shows a relatively high level of listening and speaking activities among the respondents.

<b>4.2 INFERENTIAL ANALYSIS</b>

<b>4.2.1 CORRELATION BETWEEN THE TWO VARIABLES</b>

Table 4.2 Correlations among Watching Netflix , Listening or

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<b>WATCHING NETFLIX .61**</b>

As illustrated in the table, the bivariate correlations showed that watching netflix variables were significantly related to the learners’ listening or speaking scores. The positive values of r of watching Netflix indicated a positive correlation between watching Netflix and the results of listening and speaking skills. In detail, WN ( r = .49, p<.01), RL (r= .51, p< .01), RS (r= .66, p<.01) had a Moderate correlation with listening and speaking outcome. In sum, watching Netflix had a moderate positive correlation with the Listening and Speaking scores. (r=.61, p<.01).

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<b>4.3. Discussion of Findings:</b>

<b> 4.3.1. Learn English speaking and listening skills using Netflix</b>

The question in the study tested students use of Netflix as a tool to learn listening and speaking skills. The analysis shows that many students use this app to learn these two skills and get pretty good results. The results from this study are consistent with many studies by Lestari et al. (2015), Liando et al. (2018), Nurrahmah & Romdanih (2020), Damanik & Katemba (2021), ASMALI & ERARSLAN (2021), Munawwaroh (2022), Hasan (2022), Rauch, and Elisabeth (2023). These studies all share the view that watching Netflix contributes a lot to learning listening and speaking skills.

<b>4.3.2. Correlation between watching Netflix and listening and speaking skillsresults.</b>

Speaking and listening proficiency in English were assessed in this study using actual test results. The results of this study proved the relationship between watching Netflix and improving speaking and listening abilities. Simply put, pupils who regularly watch Netflix shows improve their listening and speaking skills. These investigations support the findings of earlier ones, including those by Liando et al. (2018), Lestari et al. (2015), Nurrahmah & Romdanih (2020), Türkmen (2020), Damanik & Katemba (2021), ASMALI & ERARSLAN (2021), Munawwaroh (2022), and Hasan (2022). These studies use the final score of listening or speaking to evaluate the results of these two skills after watching Netflix. The findings of Munawwaroh (2022) and Hasan (2022) are similar to the results of this study when they prove that watching short film videos on Netflix helps them improve their listening and speaking skills.

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<b>4.4. Limitations of the study</b>

The survey's narrow scope and some of its questions' lack of detail make this study limited. It is therefore suggested that future research be conducted using a wider range of survey questions. In addition, the survey's sample population should be diverse, not limited to Vietnamese or faculty of foreign languages students. Additionally, because the research paper only included a small number of schools and English-speaking pupils, it was unable to provide the most objective findings, which diminished the research's findings when they were made public on a worldwide scale. Therefore, future studies need to overcome the above limitations in order to have the best research results.

The results of running SPSS partly show positive results and a positive correlation between watching Netflix and learning listening and speaking skills; it reflects that students spend time watching movies on Netflix, contributing to improving their listening and speaking skills. The study answered the hypothetical questions of whether many students use Netflix to learn listening and speaking skills, or hypotheses such as the listening and speaking skills of sophomores majoring in English at the university of literature, and the research results have shown that there is indeed a relationship between watching Netflix and improving listening and speaking skills. However, there are still some limitations in the study, namely that the scope of the research is limited to sophomore English students, so it is proposed in the future to expand the research scope to diversify the research participants to get the best and most

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objective results.

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<b>CHAPTER V</b>

<b>CONCLUSION AND RECOMMENDATIONS</b>

Nowadays, learning English is becoming more popular with the help of learning methods. The purpose of our research is to find out how watching Netflix affects listening and speaking skills in English. To clarify that issue, we conducted a survey with 12 questions on our topic to find out the relationship between them. The method we used for the research paper was a quantitative method; the survey was conducted using a Google Form; the question design was researched and studied by us from previous research papers; the research subjects were sophomore English language students at the university; and we made sure that the survey results were confidential. The survey is completely voluntary and objective, and then we import all the survey data into Excel and run SPSS to show the correlation between Netflix viewing and listening and speaking skills. The purpose of this chapter is to provide a general overview and conclusions of all of the above chapters and also to point out the limitations of this study and its practical applications.

<b>5.1.Summary of Findings:</b>

After gathering survey data from Google Forms, we used SPSS to determine the relationships between the different factors. After analyzing the factors, we discovered that watching Netflix does enhance one's ability to speak and listen in English, and that it moderately and positively correlates with these outcomes. In

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conclusion, there is a mediocrely positive link between watching Netflix and Speaking and Listening scores.

<b>5.2 Discussion of Findings:</b>

The findings of this study indicate a statistically significant relationship between watching Netflix and the listening and speaking skills of English language sophomores. The data revealed that students who spent more time watching English-language content on Netflix exhibited better listening comprehension and speaking fluency. This finding aligns with the hypothesis that increased exposure to authentic language input can positively impact language skills.

The significance of these results lies in their potential to shed light on innovative approaches to language learning. Incorporating Netflix or other streaming platforms as supplementary resources in language classrooms could enhance students' language acquisition process. By engaging with real-world, context-rich content, students may improve their ability to understand and produce English speech more effectively.

Comparing our findings with previous studies, we observed consistent outcomes in line with research advocating for the integration of authentic

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materials into language instruction. However, some studies have also reported contradictory results, indicating that individual differences, viewing habits, and content selection might play a role in the observed impact on language skills.

The unexpected finding of our study was the positive correlation between time spent watching Netflix and speaking fluency. While we hypothesized that increased exposure to spoken English through Netflix might improve listening comprehension, we did not anticipate its potential influence on speaking skills. This result warrants further investigation to determine the underlying mechanisms responsible for this association.

A limitation of our study is its reliance on self-reported data regarding Netflix viewing habits, which may be subject to recall bias or inaccuracies. Additionally, the study's cross-sectional design limits our ability to establish causality definitively. Future research with longitudinal and experimental designs could provide stronger evidence of the causal relationship between Netflix viewing and language skills.

<b>5.3 Theoretical and Practical Implications:</b>

The theoretical implications of our findings underscore the significance of comprehensible input in language learning, as proposed by Krashen's Input Hypothesis. Watching Netflix can be viewed as a form of comprehensible input,

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