THE INFLUENCE OF ATTITUDES TOWARDS THE USE OF STORYTELLING, SONGS AND VIDEO CLIPS ON THE ACADEMIC MOTIVATION TO LEARN ENGLISH AMONG ENGLISH MAJOR STUDENTS AT SHIJIAZHUANG UNIVERSITY, HEBEI PROVINCE, CHINA

THE INFLUENCE OF ATTITUDES TOWARDS THE USE OF STORYTELLING, SONGS AND VIDEO CLIPS ON THE ACADEMIC MOTIVATION TO LEARN ENGLISH AMONG ENGLISH MAJOR STUDENTS AT SHIJIAZHUANG UNIVERSITY, HEBEI PROVINCE, CHINA By MEICHUN ZHOU A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Education Emphasis in Teaching English to Speakers of Other Languages (TESOL) Faculty of Education Asia-Pacific International University Year 2022

ii Thesis Title: Students’ attitude toward Short Storytelling, Audiovisual Clips, and English Songs affects academic motivation in learning English among college students in Shijiazhuang city, Hebei province China. Author: Meichun, Zhou Thesis Principal Advisor: Darrin Thomas, PhD Thesis Co-advisor: Josephine Katenga, PhD Program: Master of Education with Emphasis in Teaching English to People of Other Languages (TESOL) Academic Year: 2022

iii ABSTRACT This study aimed to examine students' attitudes towards the use of English storytelling, songs, and video clips and the extent to which they may influence motivation for learning English. Participants were senior English major students at Shijiazhuang University, Hebei Province, China. Data were collected using an online survey distributed through a survey applet. Motivation for learning English was moderate (M=3.70, SD=0.68) with extrinsic motivation (M=3.92, SD=0.78) higher than intrinsic motivation (M=3.60, SD=0.72). Attitudes towards the use of storytelling (M=3.69, SD=0.66), English songs (M=3.61, SD=0.71) and video clips (M=3.76, SD=0.70) were moderately positive. Females (M=3.98, SD=0.71) had significantly higher (p<.012) extrinsic motivation than male students (M=3.61, SD=1.02). Female students’ attitudes towards using English songs and video clips were significantly higher (p<.05) than male students. The attitude variables were significant predictors of motivation (p<.001). The best predictor was storytelling (β=.53, p<.001). Among Chinese English majors, motivation for learning English is moderately high, and their attitudes toward using storytelling, songs, and short video clips are moderately positive.

iv ACKNOWLEDGEMENTS Throughout the writing of this thesis, I have received a great deal of support and assistance. Firstly, I would like to thank my thesis supervisor, Professor Darrin Thomas, whose expertise was invaluable in formulating the research questions and methodology and his guidance throughout the process. His insightful feedback pushed me to sharpen my thinking and brought my work to a higher level. Second, I want to acknowledge my thesis Co-advisor, Dr. Josephine, for her valuable help throughout my studies. She gave me kind reminders and directions to complete my thesis on time. In addition, I would like to thank my mom for her caring and encouragement. You are always there for me. Finally, I could not have completed this research without the support of my classmate and friend Ziyi, Jiao, who provided stimulating discussions and encouragement throughout the whole journey. Meichun, Zhou

v TABLE OF CONTENTS ABSTRACT............................................................................................................... iiii ACKNOWLEDGEMENTS .......................................................................................iv LIST OF TABLES ....................................................................................................viii LIST OF FIGURES ....................................................................................................ix CHAPTER 1 INTRODUCTION...............................................................................1 Background................................................................................................................1 Rationale and Statement of the Problems..................................................................5 Purpose of the study...................................................................................................6 Research questions.....................................................................................................6 Significance of the study............................................................................................7 Scope and delimitations of the research ....................................................................7 Definitions of terms...................................................................................................8 Organization of the study...........................................................................................9 CHAPTER 2 LITERATURE REVIEW.................................................................10 Motivation................................................................Error! Bookmark not defined. Definition.................................................................................................................10 Theory......................................................................................................................11 Intrinsic and extrinsic motivation in learning English.........................................12 Integrative and instrumental motivation in learning English...............................14 Motivation toward Learning English in China ....................................................15 Relationship of Attitude and motivation in L2 ....................................................16 TESOL METHOD...................................................................................................18 TESOL in China ..................................................................................................18 Teaching English in classroom ............................................................................20 English video clips...................................................................................................21 Definition .............................................................................................................22 Theory..................................................................................................................22 Video clips change students’ attitudes toward English........................................23 Video clips affect motivation in learning English. ..............................................25 Video clips affect students’ English acquisition..................................................26

vi The development of video clips in China ............................................................28 English Storytelling .................................................................................................29 Definition .............................................................................................................29 Theory..................................................................................................................30 Storytelling affects students’ attitudes toward English........................................30 Storytelling is of significant influence to English learners..................................32 The role of storytelling in linguistic terms...........................................................34 The development of Storytelling in China...........................................................35 English Songs ..........................................................................................................36 Definition .............................................................................................................36 Theory..................................................................................................................37 English Songs affect English acquisition.............................................................38 English Songs affect students’ motivation...........................................................40 English Songs affect students’ attitudes...............................................................41 The development of English songs in China .......................................................42 Conclusion ...............................................................................................................43 CHAPTER 3 RESEARCH METHODOLOGY.....................................................45 Introduction..............................................................................................................45 Research questions...................................................................................................45 Research design .......................................................................................................45 Participants...............................................................................................................46 Instrumentation ........................................................................................................46 Intrinsic and Extrinsic Motivation Questionnaire............................................47 College students’ Attitudes Towards English Storytelling..............................47 College Students’ Attitudes Towards English Songs. .....................................47 College students’ attitudes towards English clips............................................47 Internal consistency reliability.................................................................................48 Data collection methods and Procedure...................................................................48 Data analysis............................................................................................................49 ETHICAL CONSIDERATIONS..........................................................................49 CHAPTER 4 RESULTS...........................................................................................51 Participants...............................................................................................................51 Results by research question....................................................................................51 Use of storytelling................................................................................................52 USE OF ENGLISH SONGS .............................................................................52

vii Use of videos........................................................................................................53 Motivation............................................................................................................54 Summary..................................................................................................................59 CHAPTER 5 SUMMARY, DISCUSSION, CONCLUSION AND RECOMMENDATIONS...........................................................................................62 Summary..................................................................................................................62 Major findings..........................................................................................................63 Summary of research findings .............................................................................63 Discussion................................................................................................................63 Conclusion ...............................................................................................................66 Limitations...............................................................................................................67 Recommendations....................................................................................................67 REFERENCE LIST...................................................................................................69 APPENDICE ..............................................................................................................78 Survey Questionnaire...............................................................................................79

viii LIST OF TABLES Table 1. Reliability Estimates.................................... Error! Bookmark not defined. Table 2. Participants by Gender................................. Error! Bookmark not defined. Table 3. Variable Means and Standard Deviations (n=325).....Error! Bookmark not defined. Table 4. Item Statistics for Use of Storytelling (n=325)...........Error! Bookmark not defined. Table 5. Item statistics for Use of English Songs (n=325) .......Error! Bookmark not defined. Table 6. Item Statistics for Use of Videos (n=325) ... Error! Bookmark not defined. Table 7. Item statistics for Intrinsic Motivation (n=325)..........Error! Bookmark not defined. Table 8. Item Statistics for Extrinsic Motivation (n=325)........Error! Bookmark not defined. Table 9. T-test Results for Gender Differences. ........ Error! Bookmark not defined. Table 10. Correlation Coefficients............................. Error! Bookmark not defined. Table 11. Regression analysis results ........................ Error! Bookmark not defined.

ix LIST OF FIGURES Figure 1. Survey Applet............................................. Error! Bookmark not defined. Figure 2. Path model for motivation (total scale) ...... Error! Bookmark not defined. Figure 3. Path model for intrinsic motivation............................................................60 Figure 4. Path model for extrinsic motivation. .......... Error! Bookmark not defined.

1 CHAPTER 1 INTRODUCTION Background English teaching has been developing in China for nearly 60 years, and it has made significant progress and has many challenges (Gao, 2005). Since the establishment of the People’s Republic, China has undergone various changes in language policy, including the improvement of the foreign language level. The survey and interview data taken together indicate that as policy efforts to promote English in education escalate, younger cohorts of learners have experienced more favorable learning circumstances (Lam, 2002). Moreover, college facilities and resources are gradually improving compared to the past decade. In addition, multimedia teaching provides a platform for developing speaking skills by stimulating students’ interest and class participation (Fang, 2010). At the same time, English language teaching (ELT) in China has followed the traditional path-teaching vocabulary and grammar textbooks for quite a long time, cramming students with many exercises and then evaluating their accomplishments through exams (Shen, 2009). In the 1980s, China introduced a student-centered interactive teaching method. However, the large scale of College English classrooms hinders the implementation of student-centered teaching methods. In recent years, a teaching method based on computers and classrooms has been widely used in College English teaching. Although the current computer and classroom-based English teaching methods have significantly improved, they are still immature. Therefore, textbooks are still the primary tool for College English teaching and learning (Yang & Yuen, 2014).

2 Through the collection and search, it is found that there are less data to show the frequency of English songs, English videos, and English stories in the English classroom of Chinese universities. To some extent, it can be seen that these tools have not been paid special attention in the College English learning environment. For a long time, the factors of successfully mastering English skills have been studied by many scholars, in which the motivation and attitude of learning English play an important role. First, attitude is the cornerstone of traditional social psychology, which is an important concept for understanding students’ motivation for English study. Attitude is a react disposition to a class of objects favorably or unfavorably. It includes three components: the feelings-affective element, the thoughts-cognitive element, and following up on these, predispositions to act in a particular way-behavioral element (Genc, 2005). Simply put, people know or believe something and react emotionally to it. Students’ attitude toward English is the main factor for success in English (Sukainah, 2014). It should be emphasized that a positive attitude will significantly contribute to successful English, but negative attitudes may lead to low cognitive achievement, speaking anxiety, and low interest (Victori & Lockhart, 1995). To help teachers know more about students’ general preferences and make rational use of them in class to help students succeed in English, students’ attitude towards video clips, English storytelling, and English songs is worth studying. Second, academic motivation plays a vital role in students’ learning and growth, and studies also pointed out that women are more motivated than men to learn English (Shaaban & Ghaith, 2000). Therefore, this study will also use gender factors for correlation analysis based on intrinsic and extrinsic motivation theory. One of the most influential learning motivations of Chinese students is examination. China’s testing and examination history can be traced back nearly two thousand years

3 since the Han Dynasty (206 BC to AD 220). The imperial examinations in dynastic China are the first to select the country's highest officials. In addition, these examinations determined the positions in the civil service based on merit and education, which promoted upward mobility among the population for centuries; therefore, it also brought big competition. This tradition of using examinations for selection is still evident in the current education system in China. English as one of the Chinese college entrance examination compulsory subjects, play an essential role in the second foreign language. Although an examination is indeed one of the effective methods to test students' learning achievements, at the same time, in an environment of open scores and competition, the examination also brings tremendous pressure on students (Woodrow, 2011). Since the mid-1990s, English has been taught from the third grade of primary school. English is one of the three core subjects of mathematics and Chinese. Students should receive the English entrance examination in middle school and high school. Similarly, universities have many English and grade tests, such as mid-term and final exams, CET-4, and CET-6 professional examinations. Generally speaking, according to China’s current standards, the test score is the only standard to measure students’ English ability. Therefore, the English proficiency test greatly pressures most students (Zheng & Cheng, 2008). Exam stress negatively impacts students’ motivation to learn English (Zhang & Kim, 2013). English language teaching is a vast profession in reform and renovation. However, it seems to fall far short of meeting the needs generated by the country’s rapid economic and technological developments. Stephen Bax (2003) believed that teaching under particular contexts and different methods suit different teachers and students in different contexts. In contrast, the teaching methods adopted in most

4 Chinese English classes are usually grammar-translation, direct methods, and audiolingual methods. These methods have in common that teacher-center and students are passive learning. The disadvantages of these methods are apparent; for example, students’ ability to communicate in English is inferior (Liao, 2004). College English aims to cultivate students’ ability to use English comprehensively, especially their listening and speaking ability, to effectively exchange information through oral and written channels in their future work and social communication. At the same time, they will improve their independent learning ability and artistic quality to meet the needs of China’s social development and international communication (Fang, 2010). While Chinese college students have many obstacles in learning English, such as not having the opportunity to communicate in the natural environment to use English (Gao, 2008). Therefore, English teaching methods in Chinese classrooms must be reformed and innovated to improve students’ ability to use English. College teachers must use various teaching methods to help students learn English. English storytelling, songs, and short videos are all products of media development, all used in English class, and are conducive to English study. There are many differences between English Storytelling, songs, and short videos. First, Storytelling conveys the values and emotions of the story through language description, action, and expression. Storytelling involves communication and connection with experience (Leah East, 2010). Therefore, Storytelling provides learners with specific story scenes and context with details. Second, the song is a form of language, using tones, pitch, timbre, and rhythm as a universal language. A song is a single work of music intended to be sung by the human voice with distinct and fixed pitches and patterns using sound, silence, and various forms that often include the repetition of sections (Yuana, 2017). Therefore, songs combine lyrics and rhythm,

5 providing English learners with English pronunciation and melody. Third, there are some simple definitions and characteristics of video clips such as Zhang said that an English video clip is a short video shot for English knowledge points, and the average time is about 10 minutes, no more than 20 minutes (Yujie,2018). Video clips can be considered a new media short video with a wide range of content and various forms, recorded or played through personal computers, mobile phones, tablet computers, and other videos (Xinna, 2017). Therefore, an English short video is a short (within 20 minutes) playback, providing learners with short-time English animation and corresponding sound playback. In summary, English stories focus on learning in specific scenes and contexts and are conducive to better understanding English. In addition, English songs focus on learning English pronunciation and rhythm, which is helpful to listening; English short video focuses on learning English knowledge in a short time, which helps learners learn English knowledge in a limited time. Rationale and Statement of The Problems English learning as language acquisition is the process of learners acquiring English. English learners and teachers use different methods when learning or teaching English. In many countries, English storytelling, short videos, and English songs are prevalent methods in teaching and learning English. Moreover, most Chinese training institutions adopted the three methods in youth training courses. Results showed that the three methods positively impact students’ motivation and attitude toward learning English (Shah & Khan, 2015). However, in college classes, teachers have always resorted to using course books when teaching English as a second language, and sometimes this method falls short of fulfilling their established goals of overall development (Cheng, 2008). English storytelling, short videos, and English songs are rarely applied in colleges in

6 Hebei province, China, and perhaps the attitude and motivation of college students to learn English will be affected. On the other hand, many teenagers like English stories, short videos, and songs, and English teachers utilize these three tools to help students improve their English skills and interests effectively (Aguirre et al., 2016; Berk, 2009; Yang & Wu, 2012). However, college students are not teenagers. They are more intellectually and psychologically mature and face many internal and external factors, such as test pressure and future employment pressure. So do English stories, short videos, and English songs have the same appeal to college students? Are college students interested in these three learning tools? What is the attitude of college students towards the three tools? Will it affect their motivation to learn English? Similar studies have not been done in a Chinese college. Hence, this study was conducted to try to fill this gap in the literature. Purpose of the Study To explore college students’ attitudes towards English storytelling, English songs, and English short videos, and explore the motivations of contemporary college students toward learning English. In addition, the study will determine the following: a) how students’ attitudes toward the three tools (English storytelling, songs, and short videos) affect their motivation to learn English; b) how gender influences College Students’ motivation to learn English; and c) students’ attitude towards the three learning tools. Research Questions The questions addressed in the research were:

7 1. What is the attitude of college students towards English storytelling, English songs, and English video clips, and what is the motivation for learning English? 2. To what extent does gender affect college students’ English storytelling, songs, clips, and motivation for learning English? 3. How are students’ attitudes toward English storytelling, songs, and video clips associated with their motivation to learn English? Significance of the Study First, this study can provide college teachers with reference data on the selection of teaching tools in English teaching and reference information for English teaching researchers to study related topics and help teachers understand the influence of these three tools in the student learning process. Second, this study will help college students reflect on their learning motivation and attitude toward using learning tools. College students can know their attitude differences and motivation in learning English to adjust themselves consciously. Third, this research is of great significance to society. It can urge relevant social technicians to develop more effective language learning tools according to students' motivation and learning attitude. Purposefully and classified rich language learning tools. At last, this study can also help English lovers use the three English tools to cultivate their interest in learning English and help them find suitable learning tools to a certain extent. Scope and Delimitations of the Research This study investigates the current situation regarding college students’ attitudes toward Short Storytelling, Audiovisual Clips, and English Songs. It explores

8 contemporary college students’ motivations to learn English in Shijiazhuang City, Hebei Province, China. This study has limitations. First, the number of participants is 325, a relatively small number. Second, the questions in the survey are limited in number because the question of this thesis is measured from four dimensions; each dimension of the questions is 8-12, and the number of unit dimension questions is small, but the total amount is significant. Second, English songs, stories, and short videos are relatively scarce in Shijiazhuang. Thus, it may affect students’ cognition. (Because the Internet in China is closed to the outside world, the English resources in mainland China are generally less) Definitions of Terms Student attitude is a complex mental state that includes beliefs and feelings (Sukainah et al., 2009). Crystal (1997) said language attitude is people's feelings about the target language. Academic motivation plays a vital role in students’ learning and growth, and studies also pointed out that women are more motivated than men to learn English (Shaaban & Ghaith, 2000). A story is the telling of an event, either factual or fictional, in such a way that the listener experiences or learns something just by the fact that he heard the story (Stein, 1982). A song is a single work of music intended to be sung by the human voice with distinct and fixed pitches and patterns using sound, silence, and various forms that often include the repetition of sections (Yuana, 2017). Video clips are characterized by a short time, concentrated and complete content. An English video clip is a short video recording that makes English knowledge segmented, specific, and simplified, combined with scenes, pictures, and sounds (Xiuchun, 2019).

9 Organization of the Study This paper is divided into five parts. The first chapter introduces the subject's background, the study's purpose and significance, and the associated information. The second part is a literature reference, including the historical investigation and dialectical thinking of the variables related to the subject. The third part is an investigation method, including investigation design, investigation object, and investigation steps, and the fourth part is data receipts and analysis. The last part is conclusions and discussion.

10 CHAPTER 2 LITERATURE REVIEW Attitude and motivation are closely related and highly interdependent (Peak, 1955). Motivation and attitude provide the primary impetus for learning English as a second language and later the driving force to sustain the long and often tedious learning process. On the other hand, a lack of attention to attitude and motivation can lead to inefficiencies in learning L2 (Oroujlou & Vahedi, 2011). Effective loading is a practical function in helping students gain English skills, and various techniques can change students’ attitudes positively toward L2 learning (Oroujlou & Vahedi, 2011). This literature will review students' attitudes toward English learning tools: English video clips, storytelling, and English songs. At the same time, describe the motivation of students to learn English in detail. Motivation This section will review the related literature concerned with motivation in English learning as a second language field. Motivation is widely accepted as a significant factor in successful language learning. Motivated learners with positive attitudes toward a target language perform better than others (Chalak, 2010). Therefore, motivation plays an essential role in second language achievement, recognizing what motivation will benefit teachers and learners (Chen & Chen, 2009). Definition Motivation is a complex construct, and various definitions have been proposed. For example, motivation is “the process whereby goal-directed activity is

11 instigated and sustained” (Linnenbrink & Pintrich, 2002). Motivation is the main incentive a person may have to perform a particular action, and motivation urges people to initiate an action and persist in performing it (Oletić & Ilić, 2014). Gardner defines academic motivation as having three elements: effort, desire, and affect. An effort is a time spent studying and the learner’s drive; desire is the yearning to become proficient in academics; the effect is the emotional reactions of the learning toward studying (Gardner & Gliksman, 1982). Heckhausen (2008) states that motivation is the concept of various processes and effects. Its common core is to realize that an organism selects a particular behavior due to the expected results and then implements it with some measure of energy along a particular path. Deci (2000) defined motivation as intrinsic and extrinsic motivation. Intrinsic motivation is related to an internal wish to do something. Deci defines intrinsically motivating activities as: “ the ones for which there is no apparent reward except the activity itself (Ryan & Deci, 2000)”. Theory Theories of language learning motivation tend to be social-psychological. In the 1990s, self-determination theory is fundamental in studying the motivation for second language acquisition (Deci, 2010). Self-determination theory is an empirically derived theory of human motivation and personality in social contexts that differentiates motivation between autonomous and controlled (Deci & Ryan, 2012). Self-determination theory is concerned with three innate psychological needs. First is the need for autonomy when one chooses and initiates actions. The second is the need for competence, which is to succeed at optimally challenging tasks and to be able to attain desired outcomes. The last is the need for relatedness, a social need concerned with establishing a sense of mutual respect and relatedness with others

12 (Wang, 2014). According to Maslow’s hierarchy of needs, people are motivated when their needs for safety, a sense of belonging and love, self-esteem, and selfactualization are fulfilled (Gawel, 2019). Intrinsic and Extrinsic Motivation in Learning English Intrinsic motivation and extrinsic motivation play an important role in English learning. Many scholars have investigated the influence of intrinsic and extrinsic motivation on English learning. For example, in 2012 s Reiss’ study showed that intrinsic and extrinsic motivation plays an essential role for students through a survey and suggested that teachers deeply understand students’ motivation to promote students’ learning (Reiss, 2012). In 2003, Lin and Wilbert surveyed 432 students in Alma College about the effects of intrinsic and extrinsic motivation on learning. The results show that intrinsic and extrinsic motivations are related to students’ English learning. Furthermore, their data show that their performance is the best when extrinsic motivation is at the middle level and students have high intrinsic motivation. However, the same high intrinsic motivation, if the extrinsic motivation is very high or very low, then the students’ performance is not high. The study concluded that extrinsic motivation at a moderate level is better than a high level in general. Furthermore, higher levels of intrinsic motivation are positively related to grades. Therefore, moderate extrinsic and high intrinsic motivation (Lin et al., 2003). Therefore, intrinsic and extrinsic motivation significantly influence English acquisition to a certain extent. Intrinsic motivation and extrinsic motivation complement and promote each other in English learning. According to Deci's (1987) Cognitive Evaluation Theory, when rewards are administered for intrinsic activities, the intrinsic motivation context changes to the extrinsic context (Kamada, 1987). Hayashi (2009) studied 753

13 Japanese high school students about the roles of intrinsic and extrinsic motivation in learning English in Japan. The results show that there is a complementary relationship between intrinsic motivation and extrinsic motivation. Students’ intrinsic motivation, such as, the desire to speak English fluently, or to have a smooth dialogue with foreign friends, can promote extrinsic motivation to learn English. Intrinsic motivation can encourage students to have good grades, promote students to complete English homework, and so on (Hayashi, 2009). Most studies have studied and analyzed the influence of intrinsic and extrinsic motivation on learning English separately. This study has formed a new relationship between intrinsic motivation and extrinsic motivation. While some show that intrinsic and extrinsic motivation has no significant effect on English learning, for example, research by Oletić (2014) with three other experts studied whether and to what extent students in Serbia are influenced by intrinsic/extrinsic motivation in English learning. Their results show that senior high school students and university students in Serbia generally have low intrinsic motivation, and students’ enjoyment and experience of English learning are not very good. At the same time, there is no noticeable difference in intrinsic motivation between the students in Serbia (Oletić & Ilić, 2014). High school and college students in Serbia lack the motivation to learn English. According to several research results, helping students improve intrinsic motivation and giving appropriate opportunities to extrinsic motivation can help students improve their English ability. At the same time, some studies show that females’ intrinsic motivation to learn English is higher than males’, but most studies show no significant difference in gender and age.

14 Integrative and Instrumental Motivation in Learning English Gardner and Lambert (1969) proposed two types of motivation. One is integrative motivation, which refers to favorable attitudes or feelings toward the target language. Integrative motivation learners are socially or culturally oriented and wish to integrate into the target language's culture. The second is instrumental motivation. It relates to the potential utilitarian gains of second language proficiency, such as future career, financial rewards, or passing examinations (Wang, 2008). Both orientations are crucial in successful language learning and are not mutually exclusive (Brown, 2000). Instrumental and integrative motivation can promote English learning. Most studies show that instrumental motivation has more influence on English learning than integrative motivation. For example, many people have realized the importance of learning English in Malaysia. At the same time, scholars are studying the influence of Malaysian students’ English learning integrative and instrumental motivation on their English performance. The findings indicate that students are more instrumentally motivated than integrative motivated in ESL learning (Muftah, 2013). Instrumental motivation significantly impacts students’ English language learning (Hong & Ganapathy, 2017). Ametova’s (2020) findings indicate that the attitude of instrumental motivation of EFL students is superior to integrative motivation, and instrumental motivation primarily affects the students’ foreign language learning process (Rozmatovna, 2020). Students with instrumental motivation perform better than students without instrumental motivation. Research by Gardner and Mac (1991) shows that integrative and instrumental motivation promote learning. Some results in this research also show that students with instrumental motivation spend more time than those without

15 instrumental motivation when they benefit from learning. However, this difference disappears when motivation is removed. Students with integrative and instrumental motivations spend more time thinking about the correct answers than those without, indicating that both factors have an incentive effect (Gardner & MacIntyre, 1991). Asian students have more integrative motivation than non-Asian students and nonAsian students have more instrumental motivation than Asian students. Yu and Downing (2012) revealed that the non-Asian student group reported higher levels of integrative motivation than the Asian student group, which reported a higher level of instrumental motivation (Yu & Downing, 2012). Motivation for Learning English in China The subjects of this paper are Chinese college students, so Chinese students’ motivation for learning English should be introduced. The number of people learning English in China has exceeded one-third of the total; more than 400 million Chinese are learning English (Bolton, 2010). The importance of English in the state education system has been supplemented by the rapid growth of privately-run language schools and training institutes across the country in recent years (Bolton, 2010). According to a survey about motivation to learn English in 2010, due to the rapid economic development in recent decades in China, there are more and more requirements for English ability, and English has attracted more and more attention and become the primary second language to learn. As a result, Chinese students and their parents have a more positive attitude toward learning English (Lai, 1999). Both instrumental and integrative motivation also influences Chinese students' learning motivation. Liu (2017) found that Chinese students have a positive attitude toward learning English and obvious motivation. However, the instrumental motivation of Chinese students is higher than the integrative motivation. She also

16 analyzes the factors of this difference, which may be due to the rapid economic development and foreign trade business. In addition, English is required as a necessary language for work, and students view English as a tool for work. It is also possible that due to the network environment and other restrictions, Chinese people cannot know the foreign environment, resulting in the low integrative motivation of students (Robertson & Nunn, 2007). Ren (2016) also shows that Chinese college students’ English learning is influenced by instrumental motivation and integrative motivation. Their results indicate that a good English learning attitude and longtime practice will improve English scores (Ren & Bai, 2016). The phenomena of a complementary relationship between instrumental and comprehensive motivation exist in Chinese students. Extrinsic motivation is not necessarily incompatible with intrinsic motivation by theory (Covington 1999; Covington 2000 and Pintrich 2000). To some extent, as instrumental and extrinsic motivation, English scores affect students’ learning process. Chinese educators consider English the most important second language. English accounts for many of the scores in the entrance examination (Cheng, 2008). In the past two decades, more and more Chinese people have traveled and studied abroad, and the motivation of Chinese students to learn English is also changing slowly. Therefore, in any period, especially in the rapid development of modern science and technology, it is necessary to investigate Chinese students’ motivation for English. Relationship of Attitude and Motivation in L2 Attitude in language learning refers to the people who like the language or like those who speak the language. Thus, such people will have a positive attitude toward L2 learning. Their attitude is grounded by ego-permeability, which refers to the different readiness of learners to expose their imperfect command of a language and

17 disgrace themselves with inappropriate, awkward, or ridiculous utterances (Yang, 2012). There is much research on the influence of students’ attitude and motivation to learn English on their English achievement, most of which show a positive correlation between them. For example, people surveyed 1484 students (1102 females and 382 males) at the local university of Malaysia. The results showed a significant positive correlation between students’ “attitude towards” (and = 0.53). However, a negative and low correlation (r = -.038, p > .05) was observed between students’ achievement motivation (nAch) and their academic achievement (Bakar et al., 2010). The attitude and motivation of Filipino students are also positively correlated. Their motivation is generally high, and their attitude toward English learning is also positive (Robertson & Nunn, 2012). For the students’ motivation, the subjects’ more outstanding support of instrumental reasons for learning English, including practical and academic reasons. In addition, personal reasons were also regarded as essential motives by the students. However, regarding the integrative reasons, learning English as a part of the culture of its people had the most negligible impact on students’ English language motivation. On the other hand, data for the students’ attitudes revealed that most students had positive attitudes towards English’s social value and educational status. In addition, the findings showed the students’ positive orientation toward the English language. The results indicated that many students showed interest in the Englishspeaking world's culture as represented by English-language films (Tamimi & Shuib, 2009). Attitude and motivation may be affected by the environment, learning methods, and personal experience, changing. If students’ attitudes toward English change, their learning motivation may also change (Gardner et al., 1976). Some

18 scholars believe that motivation and attitude are not, thereby, clearly delineated from one another in that the learners’ motivations for language study would be determined by their attitudes and readiness to identify and by their orientation to the whole process of learning a foreign language (Sayadian & Lashkarian, 2010). Tesol Method Teaching English to Speakers of Other Languages in China (TESOL) The TESOL method teaches English according to prescribed objectives and guidelines (Kumaravadivelu, 2006). For 15 years, there have been three main trends in TESOL methods: (1) from communicative language teaching to task-based language teaching, (2) from method-based pedagogy to post-method pedagogy, and (3) from systemic discovery to critical discourse (Kumaravadivelu, 2006)—standard popular methods, such as the Audio-bilingualism method, communicative method, and task-based method. In China, the history of English Development starts from the reform and opening, that is, 1978. In the past, the primary English teaching method was grammar-translation (yin, 2009). According to Yan’s research in 2018, from 2000 to 2017, China’s leading English teaching methods were the Task-Based, Communicative, and Grammar-Translation methods. Since 2011, the Situational method has been on the rise, and more and more teachers use it in the classroom (yan, 2018). Many teachers in China have realized that the improvement of English teaching quality is reflected in the application of English teaching results; they have rethought the teaching methods, teaching modes, teaching materials, and multimedia applications (Celce, 2001). Therefore, English teaching has different changes in the design of classroom activities. In addition, many English classes adopt multimedia

19 teaching, using computer technology to cooperate with transmitting English knowledge. Video clips, English storytelling, and songs are all English teaching tools that are part of the English teaching method. At the same time, these three methods are the most accessible and easy to apply to the English classroom. With the development of the times and the change in people’s perceptions, English learners’ views on these three teaching/learning tools need to be investigated. With the combination of language and music, songs have too many advantages to be found. Scholars have been arguing for the use of music in a language acquisition context for both its linguistic benefits and the motivational interest it generates in language learners (Engh, 2013). Songs’ richness in culture and themes, idiomatic and poetic expressions, therapeutic functions, and so on make them impeccable language teaching tools (Shen, 2009). Songs have entertained humans for as long time immemorial. As an integral part of our language experience, it can significantly value foreign language teaching (Shen, 2009). There was strong support for music in the language-learning classroom, but very little occurred in most classrooms. Moreover, although many teachers intuitively believe that music benefits English teaching, others hold the opposite opinion. That is, they lack an understanding of the theoretical basis supporting this choice (Salcedo, 2010). Therefore, some educators felt unable to defend the decision to champion music in the classroom to administrators, business English students, or those in a predominantly exam-focused environment. Morrow (1992) believed that literature-based instruction could positively influence the language development of primary school students. Lewis (2001) states that there are good reasons for children to have storytelling: Consider that children born into the first years of the twenty-first century are likely to possess a richer and more deft understanding of visual imagery and

20 its modes of deployment than any other generation in the history of humankind. Their world is saturated with images, moving and still, alone and in all hybrid combinations with texts and sounds. This is the world in which they must function (p.59)”. Teaching English in the Classroom Some scholars have studied that the language environment is essential to students’ motivation and learning English (Huang, 2015). However, English classroom in universities is not taught in English. Instead, English teachers usually use their mother tongue (Chinese) for teaching, and college students will learn English in Chinese meaning. As a result, students’ experience of the English language environment in the university classroom is minimal (He, 2017). Huang found in his research that students use Chinese excessively, frequently distract themselves, lack preparation before class, and perform poorly in class. Through interviews with some students, he confirmed the existence of the above problems and analyzed the reasons. The reason is that students cannot find suitable words to explain their ideas, feel embarrassed when speaking English, and lack English communication experience (Huang, 2015). A study on anxiety in oral English classrooms in a Chinese university showed that anxiety was experienced by many students when speaking English in class. Students are most anxious when singled out to speak English in class to give a presentation in front. However, they are least anxious when doing pair work. Many variables, such as lack of vocabulary, low English proficiency, and memory disassociation, contributed to student anxiety in class, and most students felt helpless about being anxious when speaking English (Liu, 2007). English stories, songs, and clips can help students obtain vocabulary and grammatical structures that can

21 appropriately express meaning in a specific context. Implementing these three tools in the classroom may reduce students’ anxiety about speaking English. Deyuan’s study showed that the preferred teaching mode of College English in Chinese classrooms is a variety of native language-based English (such as American English or British English), supplemented by the prominent, standardized, and appropriate implementation characteristics of Chinese English. The study also suggests that College English classes in China should be taught jointly by local nonnative English teachers (let) and native English teachers (net) because students can benefit from the advantages of these two types of teachers. In addition, the results also show that to improve their English level, English teachers from English-speaking countries should be provided with training opportunities, and only qualified English teachers can teach college English in China (He, 2017). Wang’s study revealed that students were reluctant to accept china English as a pedagogical model, but their attitudes diverged as specific CE (China English) features were involved. The indepth exploration of their justifications identified that the widespread native-speaker English ideology and Chinglish stigma were more important reasons for their negative evaluations of CE than concerns for the communicativeness of CE to the outside world (Wang, 2015). Therefore, English stories and songs can help students understand the ideology of English to some extent because English stories and songs are the output of the English language and spread local culture and ideology. English Video Clips With media development, video clips in various languages appear on the media platform, and English video clips are one (Kristen Purcell, 2010). Therefore, English videos play an essential role in students’ English learning. Furthermore, more and more surveys show that video clips can help students learn English in several

22 aspects, such as listening, cognition, and motivation (Wang, 2010). This section will review the impact of English video clips on students and English learning. Definition At present, there is little literature on the definition of video clips, and most experts use this word directly, which perhaps this word is widely recognized and used in the current era. Some academic articles in China have some simple definitions and characteristics of video clips. Zhang said that English video clips are short video shots for English knowledge points; the average time is 10 minutes, no more than 20 minutes (Yujie, 2018). Video clips can be considered a new media short video with a wide range of content and various forms, recorded or played through personal computers, mobile phones, tablet computers, and other videos (Xinna, 2017). Video clips are characterized by a short time, concentrated and complete content. The English video clip is a short video recording that makes English knowledge segmented, specific, and simplified, combined with scenes, pictures, and sounds (Xiuchun,2019). Some short videos display English content according to food, tourism, and culture. Theory Dual coding is a theory of cognition introduced by Allan Paivio in the late 1960s. This theory suggests that two distinct subsystems contribute to cognition: specialized for language and verbal information and the other for images and nonverbal information (Paivio, A. 1991). Dual-coding (1971) theory Pictures are added to the meaning, the number of signals connected with the message increases, and more comprehensible input will be provided. Students can infer the meaning of unknown words through context and contextual cues. In addition to English textbooks, pictures

23 and audio-visual information in video, movie, and scene conversations can help students learn more about English skills (Sirmandi, 2016). There are various additional pictures and real scene pictures in video clip frequency, which help English learners improve their understanding of English words and sentences to a great extent. Situated cognition is a powerful perspective in providing meaningful learning, and it can promote knowledge transfer to real-life situations. Situated cognition learning theory originated in the 1980s. Situated cognition is a theory that suggests learning is “naturally tied to authentic activity, context, and culture (Brown & Allan Collins & Paul, 1989)”. Situated cognition cognitive theory believes that human knowledge and human activities are closely related. Activities are not an auxiliary tool for students’ learning and cognition but an essential part of learning (Zhang, 2018). Situated cognitive theory focuses on the influence of social and cultural factors and the surrounding environment. Video media development has changed the learning environment (Zhang, 2006). For example, it is difficult for traditional English teaching to show honest English daily scene dialogue and performance. In comparison, the modern short video makes up for this defect. The emergence of short English videos enables more English learners to see various English conversations and hear more accurate English pronunciations through short videos. The role of context in English learning is crucial to English learners. Video Clips Change Students’ Attitudes Toward English. English video clips develop students’ interest in learning English and improve students’ memory and impression of English words. The 2016 Shujing survey experiment studied 108 Chinese junior high school students’ attitudes toward video clips and their influence on English learning. The results show that by increasing the application of video clips, students better understand English history and Western

24 culture; learning motivation changes from external to internal motivation, from a worried learning attitude to a positive learning attitude. Students are interested in English and think they need it to understand better the purpose of learning it (Shujing, 2018). Video clips can also improve students’ satisfaction in class. For example, the research by WJ Hsin in 2013 showed that students were more satisfied with the course after using video clips and were more likely to stay in the course with a passing score (Hsin & Cigas, 2013). In 2017, another study investigated the positive effect of humorous video clips on English learning. EFL teachers can use humorous movie clips to motivate learners (Mahdiloo & Izadpanah, 2017). Therefore, video clips build a mental image and create curiosity, increasing concentration. English video clips can encourage students to be optimistic and tolerant of the English language and culture. For example, in 2016, Jung surveyed 15 Korean Middle School Students’ attitudes toward English acquisition through video clips. He found that the students who use video clips to learn English have been motivated, their attitudes have become positive and open, and they maintain a receptive attitude toward the English language and culture (Park & Jung, 2016). The English video clip has changed the teaching and learning process (Shah & Khan, 2015). Using video clips to learn English is more effective and better comprehended (Carrier, 2003). The power of video clips is in their multi-sensor ability, which stimulates multiple senses of the audience. English video clips can help improve the learning environment, help students build language cognition and structure, and change students’ views and attitudes toward language learning (Gilakjani, 2012). However, some parents and teachers think that learning English by playing video clips through media devices will harm students’ physical and psychological health, which is not conducive to English learning (Augner & Hacker, 2012). For

25 example, using a mobile phone or computer to watch short English videos to learn English can cause teenagers cervical spine and eye damage (Villella, 2011). Furthermore, in 2016, a survey in China showed that using media devices to learn can weaken students’ self-control, among which girls rely more on mobile phones than boys, and their social skills decline (Jiang & Zhao, 2016). Video clips affect motivation in learning English Video clips can promote English learners’ learning motivation, and scholars in many countries and regions have provided an investigation basis for this conclusion. For example, a video project can be an excellent tool for promoting motivation and participation in learning English, enriching students’ vocabulary. It can be an effective and powerful tool for creating fun, interactive, and collaborative learning environments (Abdulrahman & Basalama, 2019). There is a significant difference in learners’ motivation in terms of attention between video-based instruction and traditional text-based instruction. Video-based instruction is more memorable than traditional text-based instruction; therefore, context-based videos in online courses can enhance learners’ retention and motivation (Choi & Johnson, 2005). Video clips improved students’ confidence in their English and increased their motivation (dimension mean of 4.17). Students also considered video clips a feasible, enjoyable, and affordable way to learn English (dimension mean of 4.29) (Mahardika et al., 2021). Furthermore, video clips fostered learners’ English language skills, motivation to learn the language, positive attitudes toward its integration, and local cultural awareness (O & M, 2020). L2 learner, through multimedia, stands provided with access to various aural and visual—texts via video, audio, blogs, podcasts, and the internet, among others. Putting multimedia into use in a listening instrument is a

26 move towards assisting the learners of L2 in understanding L2 within the daily context (Sejdiu, 2013). The video-based methodology is well-established in second-language teaching. Perhaps the most common is a video as an alternative to traditional cassette tape and CD listening comprehension activities (Colin, 2004). Video allows learners to see the context of the discourse, the speaker’s body language, and other visual aids for comprehension (Shrosbree, 2008). Instead of the somewhat unnatural task of listening to a disembodied voice emanating from an audio player, learners can see the speaker and elements of the surrounding environment. Video is thus a “multi-sensory medium” (Swaffar & Vlatten, 1997). Video technology can also document students' language production, enhance the validity and reliability of language assessment, and provide motivating and rewarding tasks with a clear, meaningful purpose and a concrete finished product (Katchen, 1991). A growing trend is observed, especially among youths, to watch videos broadcasted on social networking sites (YouTube, Twitter, and Facebook) and communicate via social networks. A rapid increase in access to the internet and internet-based communications has allowed videos as educational tools. Video can record the occurrence process of events and the environment at that time, and this kind of recording allows unlimited viewing, ensuring detailed analysis (Kosterelioglu, 2016). Videos are appropriate to the nature of today’s youth and can be used educationally as practical implementations in the current classroom. Video clips affect students’ English acquisition A short video greatly influences English acquisition, such as improving English listening, deepening the understanding of English sentences, and increasing vocabulary. The English video clip is an effective tool for influencing vocabulary

27 development. Research by Yang (2018) indicated that English video clips help students expand their English vocabulary and improve their autonomous learning ability (Yang 2018). Another study found that video clips, especially those with subtitles, improve English learners’ vocabulary knowledge (Sirmandi, 2016). The English video clip also effectively influences students’ listening comprehension. Some researchers have also confirmed this view. For example, the result of a survey by Gi-Zen (2018) shows that Taiwanese students think that through video clips could deeply understand a natural language environment, they can hear the accurate pronunciation of foreigners, which is very beneficial to students listening comprehension (Liu et al., 2018). Another research by Thalut 2014 indicated a significant effect of using video clips on listening comprehension achievement among eighth-grade students (Thalut, 2014). In English learning, the English video clips stimulate the students’ different senses, make the tedious learning process vivid and lively, and create an actual learning situation (Ni, 2017). Furthermore, English video clips are relatively short, so students can develop a learning plan according to their own needs, use the fragmented time to learn the content, and concentrate quickly (Shujing, 2018). Furthermore, Seghayer (2001) indicated in research that a video clip is more effective in teaching unknown vocabulary words than a traditional method (Seghayer, 2001). Therefore, as a learning tool, English video clips provide students with convenient conditions and help them master English skills. Nevertheless, some experts also have a different voice, suggesting that video clips consume students’ time, increase their dependence on the network, and decline students’ scores. For example, a survey in 2016 pointed out that most students use smartphones to watch English videos. Students will also be affected by watching

28 other non-English learning videos, resulting in a decline in academic performance (Giunchiglia et al., 2018). Therefore, the impact of short videos on students’ learning motivation is complex and worth studying. The development of video clips in China According to the 47th statistical report on Internet development in China released by China Internet Network Information Center (CNNIC), as of December 2020, the number of Internet users in China has reached 989 million, an increase of 85.4 million over March 2020, and the Internet penetration rate has reached 70.4%. Short video users were 873 million, accounting for 88.3% of Internet users. In addition, online education accounts for 342 million people, accounting for 34.6% of Internet users (CNNIC, 2021). As one of the primary sources of authentic language learning materials, English videos in China, such as movies and soap operas, are widely used in EFL listening and speaking classrooms. Although the effects of audio and visual aids on language learning are very complex, researchers and language teachers cannot agree on the specific processes and details of how visual aids can facilitate language learning. Nevertheless, there is a unanimous agreement that authentic English videos as audio and visual aids enhance EFL learners’ listening and speaking skills (Wang, 2014). However, as an independent course in China, English video teaching does not have mature teaching methods and scientific theories. Therefore, teachers often do not have a clear goal in classroom activities or cannot effectively achieve video teaching. As a result, classroom activities and teaching methods are usually monotonous, random, and impromptu, leading to inefficient video materials in EFL classrooms.

29 English Storytelling Many parents and teachers regard storytelling as a ubiquitous and effective tool for learning English. However, because students’ materials are inadequate, most of the students’ reading materials are only English textbooks, and the contents in the textbooks are usually considered monotonous (Fangli Xie, 2017). Therefore, the school English textbooks are challenging to meet the students’ reading needs and reduce the students’ interest in learning. Therefore, storytelling is very concerning, and the students’ attitudes and perceptions of storytelling must also be investigated. Definition A story is a connected series of events told through words (written or spoken), imagery (still and moving), body language, performance, music, or any other form of communication (Stein, 1982). Storytelling is an oral activity involving the speaker and the listener (Cameron, 2005). Storytelling is interactive art that reveals the content and image of a thing with language and action. At the same time, storytelling can inspire the listener's imagination (kalamkari, 2020). Storytelling conveys the values and emotions of the story through language description, action, and expression. Storytelling involves communication and connection with experience (Leah East, 2010). There are two types of storytelling: traditional storytelling and digital storytelling. Traditional storytelling is about attractive materials, usually with pictures and illustrations. Storytelling can help children create an imaginary world (Fangli Xie, 2017). Digital storytelling is a connection process that connects teachers and students through technology and helps students understand community life with sound and image (Razmi et al., 2014). Digital storytelling constructs narrative and explanatory texts by combining various media, including images, sounds, music, videos,

30 transitions, titles, and actions. Digital stories can be saved as movie files and used in the classroom (Skinner, 2008). Theory Schema theory in storytelling is the brain’s analysis of experience and knowledge organization and then understanding of the story heard or read (An, 2013). Rumelhart 1984, a British psychologist, points out that the oral or written story does not convey any emotion or meaning to the readers. It only shows the text and sentence structure to the readers. The reader /listener perceives and feels the story according to the previous experience and long-standing knowledge system (Rumelhart, 1984). The cognitive development theory aroused by Jean Piaget believes that children’s cognitive development is gradually growing and changing. Cognitive development theory can be divided into four stages: the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational period. At each stage, children’s cognition has different characteristics (Huitt, 2003). Therefore, storytelling will have different cognition of students at different ages. Furthermore, according to the characteristics of these cognitive development stages, students’ perceptions of psychology and intelligence will change with different stages (Wadsworth, 1996). Storytelling affects students’ attitudes toward English Picture storybooks and digital storytelling are two primary resources of storytelling. They have different forms, affecting students’ interest in learning English. Picture storybooks refer to books with pictures, which usually describe stories. A picture book is one of the most straightforward literature books to understand English. Each page of the picture book has illustrations and simple

31 instructions. Whether telling or reading picture storybooks, it can make students more active and attracted to reading because it has a rich, colorful appearance and is eyecatching (Amalia et al., 2020). Roslina found that picture books can improve students’ reading comprehension ability and promote their enthusiasm for learning English as a tool of learning English (Hodder et al., 1989). The pictures and simple words in picture storybooks help students guess stories. The words in picture storybooks are easy to understand, fit in with life, are easy to understand, and are suitable for reading. At the same time, picture storybooks usually look striking, directly improving students’ interest. The report points out that due to the use of picture storybooks as auxiliary media, the reading comprehension ability of 9th graders in Manchester City, Jakarta, has improved significantly in the 2019/2020 academic year (Amalia et al., 2020). Digital Storytelling makes students acquire English subjectively. With the development of science and technology, more and more digital storytelling appears in social media. English learners and teachers can easily find a variety of digital storytelling resources. Digital storytelling improves students’ interest in learning English, improves teaching efficiency, and helps students understand English more intuitively (Lisenbee & Ford, 2018). A study by Liu has shown that digital stories in teaching applications significantly promote students’ academic performance and achievement. Digital stories promote students’ intrinsic motivation, and students have the desire to read stories. The study also found that the digital story teaching method positively impacts students’ language performance (K.-P. Liu et al., 2018). Yoon (2013) showed that the potential benefits of digital storytelling positively affected the 5th-grade ELL students’ attitudinal changes in learning English by helping them have a deeper understanding of the lesson, which led to their voluntarily active class

32 participation. The results also revealed that digital storytelling engaged students in the story’s content by promoting motivation and interest and providing confidence in learning English (Yoon, 2013). As a standard tool in English learning, traditional picture storybooks and digital storytelling play an important role in English learning. Storytelling has always been an actively promoted English teaching approach. Storytelling is of significant influence on English learners Many studies have shown that storytelling is conducive to E-learners’ understanding of social culture and improving vocabulary knowledge. Coursebooks were not enough to achieve the proposed objectives or teach relevant content. The textbook presentation did not contain a striking or exciting context for students, but storytelling made up for it. Students learn about past and present customs and traditions via stories and learning about the culture (Mohammad, 2019). Storytelling helps them understand socio-cultural aspects, enabling them to communicate naturally and effectively. Kalantari 2016 found that the storytelling approach to teaching vocabulary proved effective for the experimental group. All the experimental group participants experienced a significantly meaningful increase in their vocabulary knowledge than the control group. Another finding is a boost in the interest rate of the experimental group participants in terms of motivation (Kalantari & Hashemian, 2016). These studies have proved the role of storytelling in English learning. A study reported that storytelling increased students’ understanding of course content, willingness to explore, and ability to think critically, which are essential in preparing students for an ever-changing 21st century (Yang & Wu, 2012). Another study shows that students are motivated to participate and engage more in classroom activities when songs are used in their English classes (Aguirre et al., 2016). Experiments show that English songs play a constructive role in learning English

33 among Chinese students, helping students improve their English performance (Aguirre et al., 2016). The study results show that tertiary-level students find short videos as a motivating medium to enhance their speech delivery, pronunciation, intonation, grammatical skills, and listening skills and elucidate personal language problems (Hasan et al., 2018). However, using these three teaching tools in China is not apparent, and few relevant surveys exist. For example, Zhou (2018) found that all the analyses prove short videos are good teaching material, but Chinese college teachers do not widely use them. Storytelling also improves learners’ motivation and interest in learning English. Storytelling helps students acquire and develop their reading interests, skills, and creativity (Martinez, 2007). Another survey by Nicholas 2011 shows that if people read English short stories continuously, their thinking will advance step by step, and their English learning will reach a high level. Although learning this language may seem slow or tedious initially, make sure it positively impacts one’s learning. In the long run, reading a short story will make one more fluent in English than one’s thinks (Nicholas et al., 2011). Tsou 2006 indicated that the quality of teaching and learning could be improved by applying storytelling within elementary EFL classrooms. Students’ enjoyment and success in EFL learning may increase (Tsou et al., 2006). Rossiter said Stories are compelling as educational tools because they are believable, rememberable, and entertaining. The believability stems from the fact that stories deal with the human-like experience we perceive as an authentic and credible source of knowledge. Stories make information more rememberable because they involve us in the characters' actions. In so doing, stories invite active meaning-making (González & Inés, 2010).

34 Therefore, we know that language learner will benefit from storytelling because storytelling help E-learners develop abilities to understand spoken language and engage in thinking skills. The role of storytelling in linguistic terms Storytelling facilitated the development of listening and speaking skills. Possibly the most important of these skills is listening. Listening for gist involves listening for the main idea or plot without understanding everything. Listening for specific information can also be developed through stories (Zaro & Salaberri, 1995). The result of the Yanto 2019 study indicated that storytelling has a significant effect on students speaking ability. Speaking skills can be improved by implementing storytelling techniques in students in class eleven. So it concluded that storytelling is very compelling used in speaking of learning; it can be positively implicated in increasing students’ speaking ability (Yanto, 2019). Storytelling facilitates the development of writing skills; it can be used in many ways to impact student English writing. For example, Sarica 2016 significantly improved students’ visual memory capacity and writing skills in the experiment. Findings further demonstrated that digital storytelling significantly changed students’ writing skills (Sarıca & Usluel, 2016). In addition, researchers found that implementing storytelling in the classroom can benefit reading and writing achievement. Generally speaking, students are taught writing skills; this learning process is passive, but storytelling will help students learn writing with active learning (Miller & Pennycuff, 2008). Wallace and Houston found that students can benefit from storytelling to enhance narrative writing (Nicolini,1994; Wallace, 2000;

35 Houston,1997); further, they discovered that students could transfer their skills in narrative writing to other more analytical forms. Storytelling facilitated the acquisition of new vocabulary. Most of the new language in stories is perfectly contextualized. In a story, vocabulary is usually repeated more than once. Therefore, the listener has multiple opportunities to understand the meanings (Amalia et al., 2020). Additional information in storybooks, maybe a picture, is also given to help learners comprehend the story. The grammatical structures included in the story should be seen mainly as formulaic expressions that do not need grammatical analysis but can be learned continuously because they frequently appear in stories in appropriate contexts (Zaro & Salaberri, 1995). The development of Storytelling in China Although schools and universities have been equipped with computers and other digital devices in China, English as a Foreign Language (EFL) teachers still fail to take full advantage of digital technology for educational use. Digital storytelling is still a new approach that has not gained popularity in EFL teaching in China. However, digital technology offers unprecedented potential to facilitate EFL learning, stimulate learning interest, and reduce anxiety. Furthermore, digital storytelling is regarded as a differentiated strategy that helps instructors adapt the curriculum to meet the diverse needs of students (Dong, 2015). A survey on digital storytelling applications in mathematics learning showed that the Digital Storytelling method guided students toward active collaborative learning; the students learned how to work in groups to produce new ideas. Similarly, teachers reported that the students displayed active knowledge creation and increased motivation and engagement. Thus, Digital Storytelling encourages students to apply new technology in their learning and

36 supports students’ development in math literacy and twenty-first-century competencies (Niemi et al., 2018). However, due to the lack of theory and practice, digital storytelling develops relatively slowly in China’s English teaching and rapidly in family learning and training institutions (Wang & Zhan, 2010). Therefore, analyzing students’ attitudes toward digital storytelling can help promote digital storytelling in the classroom and help linguists further study the influence of language. English Songs Students hope to enjoy learning English in class. They like to play and have fun, but the content of English textbooks is challenging to make students active, so in teaching, songs are used as a classroom activity to improve students’ motivation in learning English (Asrifan, 2009). Songs are ubiquitous; songs in English classrooms have been an everyday teaching activity for a long time. Moreover, many teachers have realized that English class application is efficient (Peter Lang, 1990). Many benefits of songs for English learning have also been widely studied. Definition A song is a form of language using tones, pitch, timbre, and rhythm as a universal language. Nevertheless, music and songs’ distinctiveness and similarity could be the subject of much discussion. Songs typically imply language with music; music typically implies the absence of language (Peter Lang, 1990). The definition of song, or the definition of music, is rarely found in academic literature. We can find some definitions of music and songs through a few pieces of literature. A conventional definition of music is the art of combining sounds of voices or instruments to achieve the beauty of form and expression of emotion. Music

37 comprises practices, concepts, and perceptions grounded in particular social interactions and constructions (Annals, 2001). A song is a single work of music intended to be sung by the human voice with distinct and fixed pitches and patterns using sound, silence, and various forms that often include the repetition of sections (Yuana, 2017). A song is a musical composition intended to be performed by the human voice. It is often done at distinct and fixed pitches (melodies) using patterns of sound and silence. Songs contain various forms, including the repetition and variation of sections (“Song,” 2021). Theory The use of songs is for achieving a weak affective filter and promoting language learning. In the Affective Filter Hypothesis, affective factors are related to learning. A relaxed and pleasant classroom atmosphere can foster a positive attitude toward learning. Krashen explains that for optimal learning to occur, the affective filter must be weak. A weak affective filter means that a positive attitude towards learning is present. If the affective filter is strong, the learner will not seek information and, in turn, not be open to knowledge acquisition (Mabborang, 2016). Listening to English songs increases learners’ language potential and develops human intelligence through beautiful melody, changeable rhythm, and visualized lyrics (Shen, 2009). In 2000, DW Carroll showed that songs could activate language acquisition and learning in both human brain hemispheres (Carroll, 2000). Cognitive research investigates the anatomic structure of the brain and its neural functions, suggesting that language and music have significant points of convergence and overlap (Engh, 2013). Cognitive science research agrees that there are meaningful connections between music and language:

38 Like language, music is a human universal involving perceptually discrete elements organized into hierarchically structured sequences. Thus, music and language can serve as foils for each other in studying brain mechanisms underlying complex sound processing. Comparative research can provide novel insights into the functional and neural architecture of both domains. (Patel, 2003: 674) English Songs Affect English Acquisition English Song activities in learning English can encourage students to develop English skills. Many studies have confirmed this fact; for example, in 2012, Gorjian & Zafari’s study showed that students’ favorite songs would strengthen the memory of the words in the songs, called: the song-stuck-in-my–head phenomenon (Panich, 2016). Songs can improve listening skills, so listening to English songs can improve students’ listening ability. English songs contain many words, with the correct pronunciation of the native speaker and emotional expression; these factors will encourage students to better listen to and understand English (Listiyaningsih, 2017). Another finding in 2009 is that combining song rhythm and word can improve the brain’s ability to remember words, help recall words, and helps learn English phrases/short sentences (Šišková, 2009). Martin’s study in 2013 indicated that the brain could easily remember the combination of melody and words. The brain plays better when words are expressed in music (Martín, 2013). Singing and listening to songs are part of the communicative approach because these activities often focus on the meaning of the content sung or listened to rather than the grammatical form. Singing and listening to songs is the practical use of language (Rao, 2002). Memorizing words through English lyrics is a brilliant way. It can not only teach words but also deepen memory.

39 English Songs as an effective tool can improve listening skills in English class. Many synonyms in English use scenes to express different connotations. English songs can help students better position the use of words and specific word connotations and improve students’ vocabulary and listening (Deiksis, 2018). A study by Sevik Mustafa showed that ESL and EFL teachers should realize that using English songs in class is crucial. English songs provide meaningful and enjoyable language practice, especially fostering listening skills (Sevik, 2012). Listening to native speakers sing English songs can help students to identify their pronunciation carefully. English songs are a practical activity to practice listening. English Songs contribute to English speaking. A study shows that English songs encourage students to sing and write English lyrics. So English songs can help students practice English speaking and writing skills (Asrifan, 2009). Month (2007) indicated that English song activities could build students’ confidence and encourage students to speak in English (Songsiri, 2007). Many teachers also consider English Songs a tool for the active classroom atmosphere. However, more meaningfully, teachers find that in English classes, students improve their speaking level and students speak English more actively. Therefore, using songs in the classroom brings fun to students and helps students’ spoken English (Lailatuzzakiya et al., 2020). Teaching listening using English pop songs is effective and can improve students’ ability to listen (Rusmiati & Dewi, 2015). The survey also shows that listening to the exact song repeated is more conducive to listening comprehension (Pavia, 2019). To a large extent, English songs help ESL students succeed in English class from emotional and language skills aspects. So, songs are not only an entertaining tool but can also be used as pedagogic material in improving learners’ listening comprehension.

40 English Songs Affect Students’ Motivation Many studies have shown that English songs are essential in improving learning motivation. For example, English Songs with vivid tunes can inspire creativity and lyrical lyrics describing the history and cultural story. Such songs help people develop their imaginations in a relaxed atmosphere and stimulate students’ emotions and motivations in language learning (Reymarie, 2016). Songs can make students enjoy their listening activity; students respond positively and enthusiastically to the lesson and engage quickly in the whole learning process (Hadian, 2015). Many educators considered English songs as second language teaching material. For students not used to English culture or find it challenging to convey themself, English songs are a good tool for learning the language; in the meantime, songs provide a relaxed and pleasant learning atmosphere (Kittiya, 2016). ESL students were more willing to study English as a second language in classes with songs. Diego Aguirre’s research in 2016 showed that students actively participate in classroom activities and enjoy classroom learning (Aguirre et al., 2016). Another research by Chun Chen indicated that most students are interested in learning popular English songs, and their learning motivation also increased after engaging in this creative teaching activity (Chen & Chen, 2009). To a large extent, English songs stimulate many students’ motivation to learn English, and the application of English songs greatly helps students’ learning enthusiasm. As a younger generation, Chinese ESL college students regard listening to English songs as a fashion. With beautiful melodies and highly memorable lyrics, introducing English songs to college ESL listening teaching can create a relaxed atmosphere, improve learners’ motivation and provide enough language input (Wang, 2013).

41 English Songs Affect Students’ Attitudes English songs as a tool in learning language affect students’ attitudes. Songs are part of the entertainment. Song lyrics contain rich linguistic and cultural knowledge; most people consider songs enjoyable. Students can get better emotional satisfaction by singing to learn English (Shen, 2009). In the survey of English learners’ attitudes towards English songs, students gave a positive attitude based on the questionnaire result with a level agreement of 92% and a mean of 142 (Solihat & Utami, 2014). In 2002, Abril investigated the attitude of Spanish children toward English songs. The results showed that Spanish children were a significantly favorite attitude towards English songs (Abril, 2002). Another survey of Abdallah in 2020 found that grade 6 pupils thought English songs were an excellent tool to help them learn English (Al-efeshat & Baniabdelrahman, 2020). In 2018, Sabrina found that students hold positive attitudes towards using English songs. Also, English songs can create a fun, cooperative, and integrative classroom environment (Boumaiza et al., 2018). Many similar research objects are primary and secondary school students, and there is a little investigation on adults. Generally speaking, adults have more knowledge about songs. Is the attitude of adults toward learning English through songs similar to that of primary and secondary school students? We still need to investigate and analyze. However, fast-paced songs become difficulties faced by the students. Songs must have clear and understandable lyrics. Therefore, the teacher is suggested to choose understandable songs, not too fast in terms of rhythm, to follow the material based on what they hear from the songs. Furthermore, the different accents of the singer became one of the difficulties faced by the students in listening comprehension using songs (Hidayat, 2013). The clarity of pronunciation and the low density of