BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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ISO 9001:2015
KHÓA LUẬN TỐT NGHIỆP
NGÀNH:NGOẠI NGỮ
Sinh viên:NguyễnHương Ly
Giảngviênhướngdẫn: ThS. NguyễnViệt Anh
HẢI PHÒNG – 2019
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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GRADUATION PAPER
HOW TO MOTIVATE THE FIRST YEAR ENGLISH NON-
MAJOR STUDENTS AT HAIPHONG PRIVATE UNVERSITY
IN LISTENING ACTIVITIES
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: NGOẠI NGỮ
Sinhviên : NguyễnHương Ly
Giảngviênhướngdẫn: ThS. NguyễnViệtAnh
HẢI PHÒNG – 2019
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG
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NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinhviên: ……………………………………………………Mã SV:……………………….
Lớp: ………………………..Ngành:…………………………………………………………..
Tênđềtài: …………………………………………………………………………………….
NHIỆM VỤ ĐỀ TÀI
1. Nội dung vàcácyêucầucầngiảiquyếttrongnhiệmvụđềtàitốtnghiệp
( vềlýluận, thựctiễn, cácsốliệucầntínhtoánvàcácbảnvẽ).
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2. Cácsốliệucầnthiếtđểthiếtkế, tínhtoán.
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3. Địađiểmthựctậptốtnghiệp.
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Ngườihướngdẫnthứnhất:
Họvà tên:…………………………………………………………………………………
Họchàm, học vị:………………………………………………………………………..
Cơquancông tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Ngườihướngdẫnthứhai:
Họvà tên:…………………………………………………………………………………
Họchàm, học vị:………………………………………………………………………..
Cơquancông tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đềtàitốtnghiệpđượcgiaongày … tháng ….. năm …..
Yêucầuphảihoànthànhxongtrướcngày …. tháng ….. năm ……
Đãnhậnnhiệmvụ ĐTTN Đãgiaonhiệmvụ ĐTTN
Sinhviên
Ngườihướngdẫn
HảiPhòng, ngày …… tháng……..năm 20..
Hiệutrưởng
GS.TS.NGƯT TrầnHữuNghị
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độclập – Tự do – Hạnhphúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
Họvàtêngiảngviên:
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Đơnvịcôngtác:
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Họ và tên sinh viên:
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Nội dung hướngdẫn:
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1. Tinhthầntháiđộcủasinhviêntrongquátrìnhlàmđềtàitốtnghiệp
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2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong
nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
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3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Đượcbảovệ
Khôngđượcbảovệ
Điểmhướngdẫn
HảiPhòng, ngày … tháng … năm ……
Giảngviên hướngdẫn
(Kývàghirõhọtên)
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độclập – Tự do – Hạnhphúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họvàtêngiảngviên:
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Đơnvịcôngtác:
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Họ và tên sinh viên:
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Đề tài tốt nghiệp:
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1. Phần nhận xét của giáo viên chấm phản biện
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2. Những mặt còn hạn chế
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3. Ý kiến của giảng viênchấm phản biện
Đượcbảovệ
Khôngđượcbảovệ
Điểmhướngdẫn
HảiPhòng, ngày … tháng … năm ……
Giảngviênchấmphảnbiện
(Kývàghirõhọtên)
ACKNOWLEDGMENTS……………………………………………………………………….1
PART A: INTRODUCTION …………………………………………………………………..1
1.Rationale…………………………………………………………………………………………….1
2. Aims of the study ……………………………………………………………………………….2
3. Research questions……………………………………………………………………………..2
4.Scope of the study. ………………………………………………………………………………2
6. Design of the study……………………………………………………………………………..2
PART B: DEVELOPMENT ……………………………………………………………………4
CHAPTER 1: LITERATURE REVIEW …………………………………………………..4
1.1. What is listening……………………………………………………………………………4
1.1.1. Definitions of listening…………………………………………………………………..4
1.2. What is De-motivation in foreign language learning?………………………..6
1.2.1. Definition of de-motivation…………………………………………………………….6
1.2.2. De-motivation factors in foreign language learning. ………………………….7
1.3. Difficulties in learning listening skill……………………………………………….8
1.3.1. The stages of listening comprehension…………………………………………….8
1.3.2. What are difficulties in learning listening skill?………………………………10
CHAPTER 2: METHODOLOGY. …………………………………………………………13
2.1. Overview of the study context. ………………………………………………………..13
2.3. Research approach………………………………………………………………………….14
2.4. Data collection procedures………………………………………………………………15
CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS…………………………17
3.2. Findings and discussion. …………………………………………………………………24
3.3. Suggested techniques for motivating students in listening activities. ……26
1. Concluding remarks ………………………………………………………………………….41
2. Limitation of the study and suggestions for futher study………………………..42
APPENDIX …………………………………………………………………………………………43
REFERENCE………………………………………………………………………………………45
ACKNOWLEDGMENTS
During the process of fulfilling this graduation paper, I have received many
necessary assistances, previous ideas and timely encouragement from my
teachers, family, and friends.
First foremost, I would like to send my deep gratitude to Mr. Nguyen Viet
Anh, the supervisor of this graduation paper. His detail comments and useful
advice have helped me shape my ideas and realize my aims. He has also
provided me with many useful materials as well as encouraged and created
favorable conditions for me to fulfill this research. Therefore, it is an
undeniable fact that this paper would have not been completed without his
invaluable support.
Secondly, I would like to show my sincere thanks to Dr. Tran Thi Ngoc
Lien-The Dean of Hai Phong Private University and leading Board of
Department of Foreign Language for giving me a chance to do the thesis.
Also, I would like to express my particular thanks to all the lectures of the
Department whose lectures have enriched my academic knowledge of English
during the past four years.
Finally, I warmly thank all my friends for their encouragement and precious
assistance throughout the process of writing the thesis. Their material and
spiritual support is a great drivingforce for me.
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PART A: INTRODUCTION
1.Rationale
It can not be denied that English is very important nowadays. It is
considered to be a very significant and necessary tool used in many fields such
as science, technology, diplomacy and so on. It is seen as a means to bridge the
gap and promote mutual understanding and cooperation among countries in the
world. In Vietnam, at present, the role of English has been more and more
increasingly crucial because of the fact that Vietnam has succeeded in becoming
an official member of WTO since 2006
Being aware of the great significance of English, more and more people
desire to master it However, how to teach and learn English in general and
lítening skill in particular effectively is a matter of controversy
In fact, listening plays a crucial role in communicating with English
speakers. Nevertheless, students tend to feel passive in listening periods.
Therefore, the results most of them get are not very high. It is the fact that it’s
not easy for you to maintain the conversation without understanding what the
speakers are saying. Sometimes, misunderstanding puts you in unhappy
situations. In addition, listening is one of 4 main skills English major students
have to use to work as well as to take international exams. Most students have a
lot of difficulties doing listening exercises and get the lowest result among four
English skill. Moreover, together with the development of society, you can see a
number of international programs, live shows, or famous movies on English
channels. However, you won’t be able to understand what is happening without
being good at listening skill. From the above mentioned reasons, the researcher
comes to the decision to carry out the study entitled “ How to motivate the first
year English nonmajor students at Haiphong Private University in listening
activities ” with the aim of arousing students’ active attitude towards listening as
well as bettering their ability when dealing with the skill.
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2. Aims of the study
This study is an attempt to:
1. Investigate the current situation of learning listening skill to the first year
English non-major students at Haiphong Private University (HPU) .
2. Propose some suggestions to motivate first-year English non-major
students in learning listening skill.
3. Research questions
The study is conducted to answer the following questions:
1. What is the current situation of learning listening skill of the first-year
English non-major students at Haiphong Private University?
2. What are possible techniques to motivate students in listening activities?
4.Scope of the study.
Target learners aimed in this study are the first-year English non-major at
Haiphong Private University. Students at other levels as well as at other
universities are not included in this study.
The researcher only investigates methods of motivating first-year students
at HPU in learning listening skill, not all skills.
5. Methods of the study.
• Quantitative and qualitative methods are used in the study.
• Survey questionnaires are used as the main instrument to collect data
and evidence for the study.
• Observation has been made used of as another instrument in collecting data.
6. Design of the study.
This study consists of three parts:
Part A, Introduction, presents of rationale, aims, research questions and scope
of the study. The methods and design of the study are also included in this part
Part B, Development, includes three following chapters:
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Chapter 1: presents background of listening and demotivation in foreign
language learning. In the chapter, difficulties in learning listening skill are
discussed.
Chapter 2: provides an overview of the study context, the research
approach and information of participants and main instruments applied in the
study.
Chapter 3: presents the documentation and data analysis. The analysis
and discussion on the data are based on the survey questionnaire and classroom
observation. The recommendations and suggestions for lisyenng teaching
improvements are also discussed in this chapter.
Part C, Conclusion, presents some concluding remarks. Limitations and
suggestions for future research are also provided in this part
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PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. What is listening
1.1.1. Definitions of listening
According to Howatt andDakin (1974) “listening is ability to identify
and understand what other are saying. This process involves understanding a
speaker’s accent or pronunciation, his grammar and vocabulary, and
comprehension of meaning. An able listener is capable of doing these four
things simultaneously”.
In addition, Ronald and Roskelly (1985) define listening as an active
process requiring the same skills of prediction, hypothesizing, checking,
revising, and generalizing that writing and reading demand; and these authors
present specific exercises to make students active listeners who are aware of the
‘inner voice’ one hears when writing.
Besides, listening is defined as “the active and dynamic process of
attending, perceiving, interpreting, remembering and responding to the
expressed verbal and nonverbal needs, concerns and information offered by the
human beings.” (Purdy, 1991)
Moreover, Rubin points out listening as “an active process in which a
listener selects and interprets information which comes from auditory and visual
clues in order to define what is going on and what the speakers are trying to
express.”(Rubin, 1995).
Also, listening is stated as “ the active process of selecting and integrating
relevant information from acoustic input and this process is controlled by
personal intentions which is critical to listening” (Imhof, 1998), .
1.1.2. Types of listening
According to Mills (1974), listening was classified as responsive
listening, implicative listening, critical listening and non directive listening:
While responsive listening is identified as agreeing with a speaker, implicative
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listening is understood as what is not being said. Critical listening is aimed at
evaluating the message from a speaker; and non directive listening is relevant to
providing a sounding board for a speaker.
In addition, Wolvin and Coakly (1988,1993) introduced the
categorization of listening with five types as follow:
• Discriminative listening
• Comprehensive listening
• Therapeutic ( empathic) listening
• Critical listening
• Appreciate listening
Both discriminative and comprehensive listening are the basic types listeners
can engage. Discriminative listening involves distinguishing behaviors for the
auditory and/or visual stimuli. Comprehensive listening (or listening for
comprehension) extends from the discrimination of the stimulus to an
understanding of the message. It avoids critical judgment to the message through
assigning the meaning intended by a speaker instead of assigning his/her
meaning. Therapeutic (empathic) listening requires the listener to serve as a
sounding board’ for a speaker and is the act of discriminating and
comprehending a message to provide necessary supportive behaviors and
responses to a speaker. Critical listening requires a listener evaluate what is
being said and discriminating and comprehending the message in order to accept
or reject the persuasive appeals. Appreciative listening is to enjoy or to gain a
sensory impression from the material.
Besides, four types of listening suggested by Garvin ( 1985) was introduced
by Rost (1990)
• Transactional listening
• Interactional listening
• Critical listening
• Recreational listening
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Transactional listening typically occurs in formal listening settings such as
lectures. In transactional listening situations, a listener has limited opportunities
to interfere or to collaborate with a speaker for negotiating message meaning. In
addition, according to Rost (1990), interactional listening is relevant to
recognizing the personal component of a message. In interactional listening
situations, a listener is explicitly engaged in the cooperation with a speaker for
communicative purposes and focuses on building a personal relationship with
the speaker. Also, Rost addressed that critical listening similar to the one
suggested by Wolvin and Coakly (1988,1993), indicates the act of evaluating
reasoning and evidence, while recreational listening requires a listener to be
involved in appreciating random or integrating aspects of an event. He further
stated that listening requests a cognitive and social skill as well as a linguistic
skill, and that the purpose of listening guides a listener as he/she listens.
1.2. What is De-motivation in foreign language learning?
1.2.1. Definition of de-motivation
Deciand Ryan (1985) used a term “a-motivation”, which means “the
relative absence of motivation that is not caused by a lack of initial interest but
rather by the individual’s experiencing feelings of incompetence and
helplessness when faced with the activity.”
Dornyei (1998) pointed out that “demotivation does not mean that all the
positive influences that originally made up the motivational basis of a behavior
have been got rid of. It only means that a strong negative factor restrains the
present motivation with some other positive motives still remain ready to be
activated.”
Dornyei (1998)defined de-motivation as “specific external forces that
reduce or diminish the motivational basis of a behavioral intention or an ongoing
action”.
It is important to make a distinction between the states of ‘diminished
motivation’ and ‘total loss of motivation’, that is to say demotivation and
amotivation respectively. Dörnyei (2001a) emphasizes that “demotivation does
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not by all means entail that all the positive influences that in the beginning made
up the motivation basis have been lost” (p.143).
1.2.2. De-motivation factors in foreign language learning.
According to Dornyei (1998), factors demotivating students’ learning are
as follows:
• The teacher (personality, commitment, competence, teaching method);
• Inadequate school facilities (group is too big or not the right level,
frequent change of teachers);
• Reduced self-confidence (experience of failure or lack of success);
• Negative attitude towards the L2;
• Compulsory nature of L2 study;
• Interference of another foreignlanguage being studied;
• Negative attitude towards L2 community;
• Attitudes of group members;
• Course-book
Basing on Dornyei’s study (1998), factors affecting students’ motivation
can be classified into student’s factors, teacher’s factors, and teaching and
learning conditions.
Other researchers also pointed out other factors affecting students’
motivation in learning speaking. Tsui (1996) found out five principal factors
affecting the reluctance of the student to speak up in class:
• Students’ perceived low proficiency in English
• Students’ fear of mistakes and derision
• Teachers’ intolerance of silence
• Uneven allocation of turns
• Incomprehensible input
In his investigation, Oxford (1998) listed some demotivating factors in
classroom:
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• The teacher’s personal relationship with the students, including a lack of
caring, general belligerence, hypercriticism and patronage
• The teacher’s attitude towards the course or the material, including lack of
enthusiasm, sloppy management and close-mindedness
• Style conflicts between teachers and students, including multiple style
conflicts, conflicts about the amount of structure and conflicts about the
amount the degree of closure or ‘seriousness’ of the class
• The nature of the classroom activities, including irrelevance, overload and
repetitiveness
1.3. Difficulties in learning listening skill.
1.3.1. The stages of listening comprehension
Buck in 1994 has been divided two stages in listening comprehension:
– Apprehending linguistic information (text-based: low level)
– Relating
that
information
to
a
wider
communities
context
(knowledgebased: high level)
– And two processing models for comprehension:
– Bottom-up
– Top-down
In addition, according to Morley,1991, these studies recommended that
listening is achieved through bottom-up process and
it happens through variety of consecutivestages during a mounted
offer, beginning with lowest-level of process and moving up to higher-levels
of process.Bottom-up process starts with the lower-level decoding of the
language system elicited by an external supply like incoming info and
moves to decoding the illustration through a memory of this decoding
in reference to higher-level information of context and the world.
On the other hands, top-down processing explains that listening
comprehension is achieved through processing that involves prediction an
inference on the basis of hierarchies of facts, propositions and expectations by
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using an internal source such as prior knowledge (Buck, 1994). This process
allows listeners to skip some specific information and make researchers think
that listening comprehension is not an unpredictable ability.
Besides that, Mary Underwood(1989) suggested three stages of listening
comprehension. There are pre-listening, while-listening and post-listening stage.
As the narrator of him, “Pre-listening work can be done in a variety of ways
and often occurs quite naturally when listening form part of an integrated skill
course. When planning lession, time must be allocated for pre-listening activities and
these activities should not be rushed”. (Mary Underwood, Teaching Listening,
Longman 11989, P.31). It can not deny that learners will find it extreamely difficult
to do a lesson of listening, when they do not know what they will hear. Although, the
sound or words they hear are familiar, they may still not understand because they are
shortage some types of knowledge about the topic, layout or relationship between the
speaker, therefore, listeners feel like in real-listening circumstances in their native
language. Teachers can help their students to understand the aim before doing a
listening lesson. This type is described as “pre-listening activities”. According to
Penny Ur,1992,P.4, he said that “It would seem a good idea when presenting a
listening passage in class to give students some information about the content,
situation and speakers before they actually start listening.”
The While-listening stages include activities that students are required to
perform during the time they listen to the text. The goal of while-listening activities
is to help learners develop the skills to evoke messages from spoken language.
There are also other reasons why students need to hear the language they are
learning. The main thing is to learn how to recognize its sound (pronunciation of
words, stress, rhythm, intonation that they use what they hear as a model for their
own speech). When developing listening skills to understand,while-listening
activities must be carefully selected. They must be different at levels and in different
cases. “Good while-listening activities help learners find their way through the
listening text and build upon then expectations raised by prelistening activities.”
(Underwood, Teaching Listening, 1990, P.46).
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Post-listening is the activity that is done after listening completely. Some
post-listening operations are extensions of the work done at pre-listening, while-
listening stages and some are only loosely related to the listening text itself. The
aim of post-listening activities are to check whether the learner understands
what they need; to see why some students miss parts of the message or do not
understand the message; to provide students with the opportunity to consider
the speaker’s attitude and manner of listening texts; to expand the subject or
language of the message; and to transfer what has been learned to other contexts
and introduce work to be planned.
1.3.2. What are difficulties in learning listening skill?
At times, everybody has an issue staying fully centered throughout a long
presentation. We will typically have an issue being attentive to even
comparatively temporary messages. A number of the factors that interfere with
smart listening would possibly exist on the far side our management, however,
others are manageable. It’s useful to bear in mind of those factors so they
interfere as very little as potential with understanding the message. Messages of
speakers we admire. Typically we tend to merely fancy being in their presence,
and our summation feedback. The book Stand up, Speak out: The Practice
and Ethics of Public Speakingalsowork out of total the difficulties when we
learning listening.
Noise
Noise is one of the biggest factors to interfere with listening; it can be
defined as anything that interferes with your ability to attend to and understand
a message. There are many kinds of noise, but we will focus on only the four
you are most likely to encounter in public speaking situations: physical noise,
psychological noise, physiological noise, and semantic noise.
a. Physical Noise.
Physical noise consists of various sounds in an environment that
interfere with a source’s ability to hear. Construction noises right outside a
window, planes flying directly overhead, or loud music in the next room can
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make it difficult to hear the message being presented by a speaker even if a
microphone is being used. It is sometimes possible to manage the context to
reduce the noise. Closing a window might be helpful. Asking the people in the
next room to turn their music down might be possible. Changing to a new
location is more difficult, as it involves finding a new location and having
everyone get there.
b.
Psychological Noise.
Psychological noise consists of distractions to a speaker’s message
caused by a receiver’s internal thoughts. For example, if you are preoccupied
with personal problems, it is difficult to give your full attention to
understanding the meanings of a message. The presence of another person to
whom you feel attracted, or perhaps a person you dislike intensely, can also be
psychosocial noise that draws your attention away from the message.
c.
Physiological Noise.
Physiological noise consists of distractions to a speaker’s message
caused by a listener’s own body. Maybe you’re listening to a speech in class
around noon and you haven’t eaten anything. Your stomach may be growling
and your desk is starting to look tasty. Maybe the room is cold and you’re
thinking more about how to keep warm than about what the speaker is saying.
In either case, your body can distract you from attending to the information
being presented.
d. Semantic Noise.
Semantic noise occurs when a receiver experiences confusion over the
meaning of a source’s word choice. While you are attempting to understand a
particular word or phrase, the speaker continues to present the message. While
you are struggling with a word interpretation, you are distracted from listening
to the rest of the message. One of the authors was listening to a speaker who
mentioned using a sweeper to clean carpeting. The author was confused, as she
did not see how a broom would be effective in cleaning carpeting. Later, the
author found out that the speaker was using the word “sweeper” to refer to a
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vacuum cleaner; however, in the meantime, her listening was hurt by her
inability to understand what the speaker meant. Another example of semantic
noise is a euphemism. Euphemism is the diplomatic language used for
delivering unpleasant information. For instance, if someone is said to be
“flexible with the truth,” it might take us a moment to understand that the
speaker means this person sometimes lies.
Many distractions are the fault of neither the listener nor the speaker.
However, when you are the speaker, being aware of these sources of noise can
help you reduce some of the noise that interferes with your audience’s ability to
understand you.
Types of noise
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CHAPTER 2: METHODOLOGY.
2.1.
Overview of the study context.
Hai Phong Private University was estavlished in 1997 as a private
vocatinal school and it was one of the first 20 non-public Universities which was
founded in tre country. At this time the scale of HPU was medium with just
under thousand students in two main systems: University System and Vocational
College System and training a lot of majors such as: Information Technology,
Electrical Engineering, Business Administration, Agriculture, Petrochemical
Industry, Food Processing,etc. After over 20 years of development, Hai Phong
Private University has gradually affirmed its reputaiton in the current education
system, instead of training to spread the majors, the University has focused on
directing seven basic majors: Information Technology, Electrical Engineering-
Electronic, Construction Engineering, Environmental engineering, Business
Administration, Traveling Culture, Language. Up to now, Hai Phong Private
University has trained and provided thousands qualified employees to the job
market.
English is a required subject in the training curriculun of the University.
Especially, all majors mentioned above, English is very important and necessary as
it is condition for students to graduate. It will make students to find a lot of job
opportunities in foreign company. The English program at the HPU is comprised
of General English ( 51 credits for the first and second year students), English for
Specific Purposes ( 31 credits for the third and fouth year students). This thesis
works with freshmen’s studying of English for communicative purposes. In the
first year at the University, the students are equipped with basic knowledge of
grammar and vocabulary in everyday life and four skills of English.
The researcher and other students have been also studied English at
the HPU. Most of them teach general English and have at least ten years of
teaching experience.
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Students at Hai Phong Private University are from all districts in Hai Phongin
Vietnam. Few of them are from the rural areas such as Cat Ba Island District,
Bach Long Vy Island, Thuy Nguyen District, KienThuy District, especially
students at English non-major Department. Some students have no knowledge of
English as they studied French or Russian at high schools. Generally, students’
English fluent is at beginning level with basic knowledge of grammar and their
language skills are very bad.
2.2. Participants
Nearly over seventy the first-year students were selected from 4 classes to
take part in the research. 7 years is the maximum number of years, which they
have studied English. Although, they had 3 years at high school and 4 years at
secondary school, the teachers in there only oriented their students to
concentrate on learning grammar and focus on reading skill, unusually or even
never gave the students to create an opportunity to practice listening and
speaking skill. Thus, when they change the study environment and methods at
university, it is a big issue to get used to styling in there.
On the other hand, the English major is the compulsive subject for all
ologies at Haiphong Private University. Exception students choosing the main
major is Language, the remaining majors have entrance mark that is
approximately 15 point or little more for three main subjects ( Maths, Literature,
English or Maths. Physics, Science). Most students choose Maths, Physics,
Science to apply for Haiphong Private University, their listening marks for the
first term are very low (just from 4.5 to 6), even they aren’t enough to mark to
pass the exam. For this reason, they have a trend to demotivate in learning and
practicing the listening skill in English subject.
2.3. Research approach.
To find answers to the research questions, the study collects data from
survey questionnaires and classroom observation.
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Questionnaire is one of the most popular instruments in obtaining broad
and rich information. It is easy to prepare and helpful to the researcher to get
great amount of information within a short period of time.
Along with questionnaire, observation is applied to help the researcher
clarify information which cannot be provided in the questionnaire.
a. Questionnaire for the students
The questionnaire is designed with two main parts and includes five
questions.
– Part 1 is to get students’ information about their age, place of birth, the
duration they have learnt English.
– Part 2 is designed to collect information on students’ current situation of
English listening learning at Hai PhongPrivate University and factors
affecting their motivation in listening activities.
The purpose of the questionnaire is to obtain a snapshot of students’
motivation in learning English listening, their problems they will have when
they study this subject.
b. Observation
Observation will be also carried out by the researcher at Hai Phong
Private University to make the study more reliable. The observation was carried
out in the second semester of the school year 2018-2019, the class performance
was observed in two classes in Business Administration Department. Each class
performance lasted forty-five class minutes. Researcher have taken notes the
results of students after they did the activities .
2.4. Data collection procedures.
The time for data collection lasted for six weeks from the fourth month of
the second semester of the school year 2018-2019. This was the time when
students completed two-third of the term. Students may have an overview on the
difficulties of English listening learning in the first year at the Hai Phong Private
University and they will be applied the new methods to improve listening skill
before they have last second-semester test.
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During the first weeks, the questionnaires were delivered to over seventy
first-year students in four classes at Business Administration Department in
HPU. The students had 15 minutes to complete the questionnaire. The purpose
and importance of the study were explained. The researcher also helped students
clear with the contents of the questions and how to answer them. All questions
from students were clarified by the researcher during the completion of
questionnaire.
In the next week, the researcher will give the five methods for students
practicing at home to improve listening skill and they must practice it for five
weeks. Day by day they will send the video as a evidence to a group on
Facebook.
In the last four weeks, the classroom performance was observed and the
results of last second-semester test. The detailed notes were kept and interpreted,
and then the results were drawn out.
