Rationale for the study
English has emerged as a globally dominant language, prompting many Vietnamese individuals to recognize its significance as an international medium of communication As a result, English has become a mandatory subject in numerous schools and universities Among the essential skills in language learning, listening is crucial for effective communication, as it involves actively constructing meaning from spoken input Research indicates that listening accounts for 40-50% of communication time, while speaking occupies 25-30%, reading 11-16%, and writing approximately 9%.
Despite the recognized importance of listening in effective communication and English language education, the focus at ALHS remains primarily on grammar and vocabulary As a result, both teachers and students often overlook the listening skill, leading to students struggling with listening comprehension and feeling stressed and disengaged during listening lessons.
Inspired by various factors, I initiated a study on "Factors Affecting Students' Motivation in Learning English Listening Skills at An Lao High School," aiming to enhance the teaching and learning of English listening skills at ALHS.
Aims of the study
This study aims to investigate the factors affecting students' motivation in learning English listening skills in Grade 11 at ALHS The following are the aims of the study:
The factors affecting students' motivation in learning English listening in Grade 11 at ALHS; and
The teachers' solutions to help students learn English listening better in Grade 11 at ALHS.
Research questions
The study focuses on answering the following questions:
1 What are the factors affecting students' motivation in learning English listening skills in Grade 11 at ALHS?
2 What can the teachers do to motivate students in learning English listening skills in Grade 11 at ALHS?
Scope of the study
The aim of this study is to enhance the English listening skills of Grade 11 students at ALHS by identifying the factors that influence their motivation in learning Additionally, the research provides practical suggestions for teachers to support students in improving their listening abilities.
Method of the study
In order to achieve the aims of the study, both quantitative and qualitative methods were used involving two instruments: survey questionnaires and interviews.
Design of the study
This study consists of three main parts: the introduction, the development and the conclusion
This thesis introduces the selected topic by outlining its significance and relevance, while detailing the study's aims, scope, methodologies, research questions, and overall design.
Part B is the Development which consists of three chapters:
Chapter 1 – Literature Review - presents the theoretical background related to the motivation, listening and motivation in learning English listening
Chapter 2 – Research methodology - gives the situation analysis, subjects, data collection instruments, data collection procedures
Chapter 3 – Data Analysis, some findings, and discussion – shows the detailed results of the survey and a comprehensive analysis on the data collected
Part C is the Conclusion which presents the review of the study, suggestions for further research and limitations of the study.
LITERATURE REVIEW
Theoretical background of motivation
Motivation is essential for everyone, particularly in learning, as it drives us to take action and strive for academic success Although defining motivation can be challenging due to its abstract nature, researchers have attempted to clarify its meaning Dornei (2001) describes motivation as the factors that influence our decisions, the effort we invest, and our persistence in pursuing goals He emphasizes two key dimensions of motivation: direction, which refers to the goals we choose, and magnitude, which pertains to the intensity of our efforts.
Motivation is the driving force that compels us to exert effort toward achieving our goals According to Gardner (1985), motivation encompasses four key elements: a clear goal, the effort needed to reach it, a strong desire to attain the goal, and a positive attitude toward the associated activities.
1.1.2 Motivation in foreign language learning
Motivation is crucial for success in foreign language learning, as it significantly impacts learners' efforts Researchers have provided various definitions of motivation in this context According to Ellis (1997), motivation encompasses the attitudes and emotional states that affect how much effort learners invest in acquiring a second language.
Similarly, in 2001, Dornyei added that motivation involved desire to learn a language, intensity of effort to achieve this, and attitudes toward learning the language
In 1994, Dornyei identified three primary levels of motivation: the language level, which encompasses integrative and instrumental motivational subsystems; the learner level, influenced by factors such as achievement needs, self-confidence, language use anxiety, perceived second language competence, causal attributions, and self-efficacy; and the learning situation level, which includes course-specific, teacher-specific, and group-specific motivational components Furthermore, Marion Williams and Bob Burden (1997) introduced a comprehensive framework for second language motivation, distinguishing between internal and external motivational influences.
1.1.3 Types of motivation in foreign language learning
Motivation can be classified in different ways In some studies, motivation is categorized: intrinsic and extrinsic motivation, and some others, it is classified: integrative and instrumental motivation
Intrinsic motivation is driven by an individual's internal desire, as highlighted by Harmer, who notes that students may be motivated by the enjoyment of the learning process or a wish to improve themselves Teachers do not need to push students to learn; rather, it is the students' own aspiration for positive outcomes that fuels their engagement Edward Deci (1975) further emphasizes that intrinsically motivated activities are pursued for their own sake, without any external rewards, indicating that individuals participate in these activities purely for personal fulfillment.
Extrinsic motivation is caused by external incentives which include circumstances, situations, rewards or punishment In 2001, Woolfolk, stated "
Extrinsic motivation refers to the drive that compels students to participate in activities primarily to earn rewards or evade punishments In this scenario, students are not genuinely interested in the activity itself; instead, their focus lies on the benefits they can achieve from it.
When speaking the target language, learners admire the culture and have a desire to become familiar with the society in which the language is used (Falk, 1978)
Gardner and Lambert (1972: 132) also considered “integrative motivation” as “a sincere and personal interest in the people and culture represented by the other group”
Instrumental motivation refers to the tangible rewards that students seek, as highlighted by Ellis (1994: 75), who notes that learners are driven to study a second language (L2) for practical reasons such as passing exams, securing better jobs, or gaining university admission This motivation is rooted in the educational and economic opportunities that language proficiency can provide.
Integrative motivation emphasizes a genuine interest in people and their culture, while instrumental motivation focuses on practical and tangible benefits Understanding these differences is essential for effective language learning and cultural engagement.
1.1.4 Demotivating factors affecting motivation in foreign language learning There have been many researches about demotivating factors in foreign language learning and they are classified differently by various people
Rebecca Oxford (1998) conducted an analysis of essays from 250 American high school and university students reflecting on their learning experiences over five years The study identified several demotivating factors, including the teacher's personal relationship with students, their attitude towards the course material—marked by a lack of enthusiasm, poor management, and close-mindedness—as well as style conflicts between teachers and students regarding structure, detail, and class seriousness Additionally, the nature of classroom activities, such as overload, repetitiveness, and irrelevance, contributed to students' demotivation.
Based on Dornyei, factors demotivating students‟ learning consisted of:
1 The teacher (personality, commitment, competence, teaching method);
2 Inadequate school facilities (group is too big or not the right level, frequent change of teachers);
3 Reduced foreign language being studied;
7 Basing on Dornyei‟s study self-confidence (experience of failure or lack of success);
From different points of view, it may be deduced that demotivating factors conclude: learner‟s factors, teacher‟s factors, environment factors, and teaching and learning conditions
According to Lightbown & Spada (1999:52) intelligence refered to performance on certain kinds of test It usually measured two types of intelligence: verbal/linguistic and mathematical/logical intelligence
Linguistic intelligence was showed by speaking, using words, writing, giving presentations, solving word problems b Aptitude
Aptitude plays a crucial role in achieving success in second language acquisition, as it encompasses the unique abilities essential for learning a new language According to Lightbown and Spada (1999:53), aptitude is a key determinant in the effectiveness of second language learning.
(1) Auditory ability: the ability to identify and memorize new sounds
(2) Grammatical sensitivity: the ability to figure out grammatical rules from language samples, the ability to understand the function of particular words in sentences
(3)Memory: the ability to memorize new words
Successful language learners may excel in certain areas of aptitude while being average in others, demonstrating that a strong memory can compensate for weaknesses in different components This indicates that diverse strengths contribute to the ability to learn a second language effectively (Spada, 1999).
Personality significantly influences the success of second language acquisition, as evidenced by Ellis (1997), who found that extroverted students excel in language skills related to interpersonal communication Additionally, Lightbown and Spada (1999) identified key personality traits that affect language learning, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness Understanding these characteristics can help tailor language learning experiences to individual preferences.
Learners' preferences, as defined by Reid (1995) and cited in Lightbown and Spada (1999), encompass the natural and habitual ways individuals prefer to absorb, process, and retain new information and skills These preferences can be categorized into various learning styles.
- Perceptual learning styles include learning through the eyes (visual), through the ears (aural) and through touch and body movement (haptic)
Field-independence and field-dependence
Learners possess distinct beliefs regarding the delivery of their language instruction and have specific expectations for class organization and teaching methods (Mc-Kay and Tom, 1999) Understanding these learner strategies is crucial for effective language education.
Learning strategies are essential actions that learners employ to enhance their language skills (Gass et al., 1993) Each individual develops unique strategies tailored to achieve effective language learning outcomes, influenced by various factors such as the age of acquisition.
Theoretical background of listening
Listening is a crucial component of second language acquisition, as highlighted by Bentley & Bacon (1996) It is defined as an active process where the listener actively constructs meaning from spoken input.
Listening is often considered an invisible mental process, as noted by Field (1998:38), which complicates its description Effective listeners must differentiate between various sounds, comprehend vocabulary and grammar, interpret stress and intent, and retain this information while considering both the immediate and broader socio-cultural contexts of the communication.
According to Susanne Flohr and Pia Paesler (2010), listening involves several key factors and can be divided into three stages: pre-listening, while-listening, and post-listening In the pre-listening stage, teachers help students become aware of a situation and activate their prior knowledge During the while-listening stage, teachers provide visual support or guiding questions to assist students Finally, the post-listening stage encourages students to actively engage with and process what they have heard.
In short, listening as the process of receiving, attending and understanding auditory messages, that is message transmitted through the medium of sound
The listening process is an interactive combination of language comprehension and psychological engagement, going beyond mere message decoding to include the reconstruction of meaning (Ma Lihua, 2002) According to Brown (1994), listening can be categorized into two distinct processes: bottom-up and top-down.
The top-down process in listening comprehension requires learners to leverage their prior knowledge, including topic, context, culture, and text type, to make predictions about the material This model emphasizes the active role of the listener in constructing meaning through expectations, influences, and relevant schemas, as well as selectively processing the input they receive (Brown, 1994).
Bottom-up process is used when learners rely on "their linguistic knowledge to recognize linguistic elements vowels, consonants, words, sentences to do the construction of the meaning"
Effective listening involves five essential steps: hearing, attending, understanding, responding, and remembering Hearing is the initial stage where sound waves reach the ear, serving as a foundation for listening Attending requires a conscious effort to filter messages, allowing listeners to focus on relevant information Understanding involves interpreting the message and assigning meaning to it Responding entails giving feedback to the speaker, while remembering is the ability to recall information later Each of these steps is interconnected, highlighting the importance of mastering all aspects for successful listening in learning environments.
Summary
This chapter outlines the issues pertinent to the research questions, establishing a theoretical framework that informs the development of the questionnaires, along with key findings and discussions.
RESEARCH METHODOLOGY
The setting of the study
The study took place at An Lao High School (ALHS), situated in the rural area of Hai Phong city Despite its countryside location, ALHS stands out as a well-equipped institution, providing a secure and high-quality education to its students.
The school features five buildings, including four dedicated to academic study, housing a total of 36 classrooms Additionally, the campus is equipped with high-speed internet access, ensuring that both teachers and students can connect to the worldwide web from anywhere within the school.
At ALHS, each classroom is equipped with cameras to monitor the teaching and learning process, ensuring a high-quality educational environment The school staff is not only friendly and supportive but also highly educated, with many receiving top honors at local teaching festivals As a result, ALHS boasts an impressive rate of students successfully passing university entrance examinations each year, making it a sought-after choice for parents looking to provide their children with a strong academic foundation.
Despite its strengths, ALHS faces several challenges in teaching and learning Many students come from rural areas and face difficult living conditions that hinder their studies Furthermore, the large class sizes, averaging 46 students, make it challenging for teachers to provide effective English instruction Additionally, students have limited opportunities to engage with native English speakers, which impacts their language development.
Participants
The study was carried out with 120 eleventh form students and 8 teachers of ALHS
The student group comprises both male and female learners who have been studying English for a minimum of five years However, many of them struggle with pronunciation, vocabulary, and particularly with speaking and listening skills.
Teachers aged between 26 and 40, with a minimum of three years of experience teaching English at the high school level, often have young children and commute from distant locations to their schools.
Instruments for collecting data
This study used two research instruments: questionnaires and interviews
Interviews are for students and questionnaires are for both teachers and students to get information concerning:
- The students' attitudes toward listening and their opinions about factors affecting their motivation in listening learning
- Teachers' opinions about factors affecting their students' motivation in listening learning
- What teachers do to motivate students to learn listening.
Data collection procedures
A comprehensive survey was conducted involving 120 students and 8 teachers, utilizing two distinct sets of questionnaires tailored for each group Within two days, all 120 student questionnaires and 8 teacher questionnaires were successfully collected Additionally, 10 students were randomly selected for follow-up interviews to gain deeper insights.
Summary
In conclusion, this chapter described the context of the study Furthermore, the participants, instruments for collecting data, data collection procedures and data analysis procedures were also discussed.
DATA ANANYSIS
Data from the students' responses
3.1.1 Factors affecting students’ motivation in learning English listening 3.1.1.1 Learners – related factors affecting students’ motivation in learning English listening
1) Students' motivation in learning listening
*Students' interest in English listening learning
To know how interested students are in learning English listening, let see Table 1
How interested are you in learning listening English?
Table 1: Students' interest in English listening learning
Table 1 reveals that a significant majority of students (55.0%) displayed minimal interest in learning listening skills, while only 20.8% showed some interest and a mere 2.0% were very interested Additionally, 18.0% of students expressed a complete lack of interest These statistics indicate potential challenges for teachers in effectively teaching listening When questioned about their low interest in English listening despite acknowledging its importance, many students provided insights into their motivations.
“Because it is a difficult subject and I do not have a chance to communicate in the real life to use listening skill”
When being asked the reasons why they learned English listening, students had various answers
What do you often do in listening classes?
A Only pay attention to activities I like 58.3%
B Participate actively in all activities 33.3%
C Get too bored with concentrating on learning listening
D Not participate in any classroom activities
E Often do other things instead 49.2%
Table 2: Students' activities in class
When surveyed about their participation in listening activities in class, students showed varied responses A significant 58.3% admitted to only engaging in activities they found enjoyable, while 54.2% reported feeling bored and struggled to concentrate on listening tasks This lack of engagement led to 49.2% of students not participating at all and often diverting their attention to other tasks Conversely, 33.3% of students actively participated in all listening activities Further interviews revealed that most students shared similar sentiments regarding their experiences.
“I can not get the information to take part in the activities, moreover the activities are not attractive”
All above imply that teachers need to design interesting listening activities, so that students actively participate in listening activities in class to have more effective listening results
2) Students' strategies in listening acquisition
Effective listening strategies are crucial for students in acquiring listening skills Learners who frequently employ these strategies tend to achieve greater success in their listening comprehension.
3 describes the frequency of students' strategy uses
Items Often Sometimes Seldom Never
3 Listen to every detail to get the main idea of the spoken text
6 Predict what I am going to listen to 2.0% 29.2% 20.0% 30.8%
7 Try to guess the meaning of the words based on the context
Table 3: Students' strategies in listening acquisition
A study revealed that 12.5% of students frequently listened for keywords, while 16.7% did so occasionally, and a significant 33.3% never engaged in this practice When focusing on main ideas, only 16.7% listened often, 19.2% sometimes, but a majority, 43.3%, did so rarely, with 20.8% never attempting to grasp the main concepts Interestingly, 48.3% of students listened closely to every detail to extract main ideas, while 29.2% did so occasionally A notable 33.3% of students reported never guessing answers, and 25.0% never took notes during listening activities, with an additional 29.2% seldom doing so Furthermore, prior to listening, 30.8% of students never made predictions about the content, and surprisingly, 45.8% never attempted to infer word meanings from context.
Students often utilize listening strategies infrequently, highlighting the need for essential skills in this area Before engaging with audio material, they should practice predicting content rather than focusing on every detail During listening, it's important to concentrate on keywords and the main idea Additionally, taking notes can significantly aid in retaining information By implementing these strategies, students can enhance their listening comprehension and overall acquisition of the language.
3) Students' perception of factors affecting their motivation in learning listening
1 I can understand the meaning of necessary words or phrases for listening
2 I can guess the meaning of the words in a certain spoken situation 24.2%
3 I have not got any difficulties of vocabulary in listening text 16.7%
Table 4: Students' vocabulary knowledge in listening
According to the data, only 31.7% of students were able to comprehend the meanings of essential words or phrases during listening exercises Furthermore, a mere 24.2% of students successfully guessed the meanings of words in specific spoken contexts, indicating that many struggled to interpret vocabulary in real-time situations.
Only 20 students (16.7%) reported no difficulties with vocabulary in listening texts, highlighting the crucial role vocabulary plays in the listening process The challenges students face with vocabulary prompt teachers to seek effective methods for enhancing students' vocabulary and encouraging them to develop word-guessing skills in context Additionally, it is essential for teachers to emphasize the significance of vocabulary in language learning, especially in listening comprehension Consequently, students need to adopt strategies to improve their vocabulary, alongside focusing on pronunciation.
1 I can get the words from their sounds 32.5%
2 I can hear the sounds to understand spoken text 29.2%
3 I can guess the correct words from their sounds 30.8%
Table 5: Students' pronunciation knowledge in listening
The data reveals that a significant number of students struggle with pronunciation, with only 32.5% able to identify words from their sounds and 30.8% capable of guessing the correct words Alarmingly, just 29.2% of students can comprehend spoken text through sound recognition This highlights the urgent need for teachers to implement strategies aimed at enhancing students' pronunciation skills One effective approach could be for educators to provide more frequent pronunciation corrections, even during lessons focused on other language skills.
Items Good Not very good
1 I get the correct words from linking sounds 20.8% 32.5% 42.5%
3 I know how words link together 5.8% 29.2% 65.0%
4 I know how sounds link together 16.7% 24.2% 54.2%
5 I hear linking sounds to understand spoken text
Table 6: Students' connected speech knowledge in listening
Table 6 indicates that a significant majority of students struggled with connecting speech during listening exercises, with 65.0% demonstrating difficulties in understanding how words link together, while only 5.8% excelled in this area Additionally, 53.3% of students found it challenging to recognize sound reductions, and 30.8% were only moderately skilled, leaving just 15.9% who performed well The ability to link sounds posed a considerable challenge for students, impacting their comprehension of spoken text.
1 Guess the words based on the spoken context 33.3%
2 Activate prior knowledge to understand the spoken messages 35%
3 Using the knowledge of intonation and stress to know feelings and opinions intended of the speakers
4 Predict what is being spoken 31.7%
5 Predict what is going to be spoken based on some words given 32.5%
6 Use the knowledge of discourse to guess meaning 21.7%
8 Understand the spoken message through key words 35.8%
Listening skills significantly influence language acquisition among students, as revealed by survey results Only 40.8% of students utilized intonation and stress to interpret speakers' feelings and opinions, while 35.8% relied on key words and visual cues for comprehension Approximately 35% activated prior knowledge to decode spoken messages, and 33.3% made contextual guesses about words The data indicates a lack of predictive skills, with only 32.5% able to anticipate upcoming speech based on given words, 31.7% predicting current speech, and 35.0% identifying key words Furthermore, a mere 21.7% employed discourse knowledge to infer meaning When asked if improving their listening skills was necessary, students recognized the need for enhancement.
Why? Or why not?”, they answered:
“Yes, because it helps me to get information of listening more effectively”
Many students struggle with listening skills, highlighting the need for teachers to dedicate time to enhance these abilities By encouraging the use of effective listening strategies, educators can help students become more proficient listeners, ultimately improving their overall communication skills (Micheal Rost, 1991).
3.1.1.2 Teachers – related factors affecting students’ motivation in learning English listening
1 Your teachers create comfortable environment for you to exchange information and prepare you about the topic of listening before you listen
2 You are suggested necessary listening strategies for each activity
3 You are given some key words 50.0%
4 You are offered enough chance to listen again 91.7%
5 Teachers re-design listening tasks to suit your levels and interests
Students' feedback on their teachers' listening skill teaching methods is crucial for improvement A significant 91.7% of students felt satisfied with the opportunities to listen again, which is essential for overcoming challenges with important sounds Additionally, 55.8% appreciated the comfortable environment created by teachers for information exchange and topic preparation, which enhances focus and anticipation for the listening tasks About 50% of students reported receiving key words, helping to alleviate vocabulary difficulties and boost confidence in listening However, the lowest percentage of students indicated that teachers adapted listening tasks to align with their levels and interests, suggesting a need for greater flexibility in task design This adaptability is vital for motivating students in their listening learning journey, highlighting the importance of teachers dedicating more time to this aspect for improved lesson effectiveness.
Totally, students expressed their satisfaction about their teachers‟ teaching methods
1 Teachers encourage students to listen
2 Teachers are helpful whenever assistance is needed
3 Teachers are always close to students
4 Teachers make fun in class 7.5% 33.3% 66.0% 41.6%
6 Teachers are always strict in class
The survey results indicate a nearly even split among students regarding teachers' encouragement for listening, with 33.3% disagreeing and 38.3% agreeing While students recognize this encouragement, they seek more motivation from their teachers Fortunately, a significant majority feel supported in the classroom, with 52.5% agreeing that teachers are helpful when needed, and 10% strongly agreeing Furthermore, 66.7% of students believe their teachers are approachable, with 16.7% strongly agreeing, and only 1.7% expressing strong disagreement Additionally, 66.7% agree that teachers demonstrate tolerance, with 25.0% strongly agreeing This highlights the commendable qualities of Vietnamese teachers that should be upheld.
33.3 % students agreed that teachers made fun in class, 66.0% disagreed with this Therefore, 64.2% students agreed that teachers were always strict in class, 29.2% strongly agreed
To sum up, although almost students loved their teachers' behavior, teachers should be less strict in class to stimulate students to take part in listening activities
3.1.1.3 Classroom - related factors affecting students’ motivation in learning English listening
1 The sound quality of cassettes, CD, tape is not clear enough 100.0%
2 Lack of modern teaching and learning facilities such as video, projector, TV and internet
3 Your class size is too big; it's difficult to concentrate on listening
4 The number of students in your class is too crowded 61.7%
Table 10: Classroom - related factors affecting students’ motivation in learning English listening
The majority of students indicated limited access to modern technologies during listening lessons, with all agreeing that they primarily used low-quality cassettes, CDs, and tapes A significant 83.3% expressed a desire for access to video, projectors, TVs, and the internet Additionally, 66.7% reported difficulties concentrating during class, which they attributed to the overcrowded environment, with approximately 46 students per class, a concern shared by 61.7% of the respondents.
3.1.2.1 Students' expectations towards teachers' listening teaching skill
1 be flexible in organizing listening tasks 87.5%
2 re-design listening tasks to better suit students' listening levels and interests
3 equip students with essential strategies 91.7%
4 explain essential new words for each listening task 80.0%
5 let students listen more to difficult sounds 19.2%
6 explain more about the nature of spoken English 66.7%
Table 11: Students' expectations towards teachers' listening teaching skill
Students reported infrequent use of listening strategies but acknowledged their importance for improving listening skills, with 91.7% expressing a desire to learn essential strategies They requested greater flexibility from teachers in organizing and redesigning listening tasks to better align with their levels and interests, with 87.5% seeking this adaptation for more effective learning Additionally, 80.0% of students expected teachers to clarify essential vocabulary for each listening task Overall, 66.7% of students indicated a weakness in their spoken English and expressed a need for more explanations regarding the characteristics of spoken language.
Summary
This chapter presents data collected from surveys and interviews, analyzing the current state of English teaching and learning at ALHS It explores the factors influencing students' motivation in learning English listening skills and offers insights into strategies teachers can implement to improve the overall situation.
FINDINGS AND DISCUSSION
Findings
After two sets of questionnaires and interviews were given to all the teachers and students, some findings will be summarized on the following aspects:
The study revealed that approximately 55% of students lacked interest in learning English listening, primarily viewing it as a compulsory subject for achieving good grades or passing exams Only a few students expressed a desire to learn English to better understand the people and cultures of English-speaking countries This lack of interest and motivation significantly impacted their participation in listening activities, as they tended to engage only in those activities they found enjoyable.
Students' motivation to learn English listening is significantly hindered by their inadequate language knowledge, particularly in vocabulary and pronunciation, which complicates their ability to understand connected speech and linking sounds Additionally, their insufficient listening skills impede their performance in listening tasks Furthermore, unfavorable learning conditions, such as overcrowded classrooms, exacerbate these challenges, leading to a decline in their motivation and overall learning experience.
Moreover, CDs and tapes were not very clear, modern teaching and learning facilities were not provided enough for students to learn listening
Despite some negative aspects, many students expressed satisfaction with their teachers' behavior and teaching methods The educators fostered a comfortable environment that encouraged information exchange and adequately prepared students for listening activities Additionally, various listening tasks, particularly games and entertainment-focused listening, were well-received by the majority of students.
Students express a strong desire for their teachers to enhance their listening teaching skills They seek greater flexibility in the teaching approach and request access to more effective listening tools and equipment.
Teachers demonstrated significant dedication in conducting effective listening lessons by employing beneficial teaching strategies They focused on fostering a positive classroom environment and encouraging students to articulate their thoughts, especially when faced with challenges in expression.
Teachers and students share common ground, particularly in effective teaching methods and positive classroom behavior that align with student interests However, students expressed a desire for more engaging elements, such as games and modern technology, to enhance their listening lessons While most teachers exhibit good conduct, some students feel that a less strict approach would foster a more comfortable learning environment.
Discussion
The research revealed that while students at ALHS recognize the significance of improving their English listening skills, their enthusiasm for the learning process remains low.
Students have diverse motivations for learning English, including its status as a compulsory subject and the desire to succeed in exams However, a disconnect exists between teachers' instructional methods and students' preferences, as students favor engaging activities like games and modern technology for listening exercises Unfortunately, teachers seldom incorporate these elements, leading to decreased student motivation in listening skills development.
The findings indicate that various factors influence students' motivation in learning English listening, echoing previous studies by Hoa (2010) and Thuy (2005) Students encounter significant challenges, primarily due to a lack of language knowledge and effective listening strategies, which hinder their ability to comprehend spoken words and navigate connected speech Additionally, the absence of listening strategies during practice results in limited information retention, complicating their performance on listening tasks Furthermore, teaching methods often fail to align with students' interests, and the lack of modern technology in the classroom diminishes engagement Poor learning conditions, such as overcrowded classrooms and inadequate school facilities, further exacerbate these challenges.
Teachers actively worked to improve the classroom experience, and students recognized their efforts By providing comfort and employing diverse teaching methods, educators aimed to meet the varying needs of their students.
Summary
This chapter has presented findings and some discussions from questionnaires and interview
This part presents a recapitulation of the main findings regarding the research questions and discusses some pedagogical implications of the study
In addition, the limitations of the study and the suggestions for further research are also presented.
Conclusions
The study aims at investigating " Factors affecting students' motivation in learning English listening skills at An Lao High School"
After collecting and analyzing the data, the paper has concluded some important ideas
A significant 55.0% of students showed a lack of interest in learning listening skills, highlighting a disconnect between teachers and students regarding teaching methods While teachers emphasized the importance of modern technology in the learning process, this approach often did not align with students' preferences, leading to differing perspectives on effective listening instruction.
The study identified several factors influencing students' motivation in learning English listening at ALHS Both teachers and students acknowledged that students struggled with language knowledge, particularly in vocabulary and pronunciation Additionally, ineffective listening strategies contributed to these challenges Furthermore, an uncomfortable learning environment was recognized as a significant factor impacting students' motivation in their English listening skills.
To enhance the teaching and learning experience, educators should implement a diverse range of teaching methods Furthermore, it is essential for teachers to promptly correct students' pronunciation errors to facilitate their language development effectively.
Recommendation
To effectively address the challenges associated with listening skills in education, it is crucial to provide actionable recommendations for both teachers and students By implementing targeted strategies, educators can enhance their teaching methods, while learners can improve their listening abilities, ultimately fostering a more productive learning environment.
School administrators should invest in high-quality CDs, CD players, loudspeakers, and projectors, along with alternative teaching materials, to enhance the teaching and learning of English listening skills.
To enhance students' interest in listening, teachers must understand their students' psychologies, backgrounds, and personalities, allowing them to design engaging multi-level listening activities Providing opportunities for real-life communication in English, such as through an English speaking club or outdoor activities, can further stimulate student engagement Incorporating enjoyable elements like music, films, or news can also make learning more appealing Additionally, teachers should focus on precise pronunciation and educate students about connected speech to alleviate stress during listening tasks Since many students struggle with listening strategies, teachers should guide them to focus on key words rather than getting bogged down in details Finally, fostering a joyful classroom atmosphere by being friendly, enthusiastic, and humorous can motivate students to embrace listening lessons with excitement.
Students should engage more actively in listening activities to enhance their enjoyment of learning It's essential for them to carefully review the order of each task before listening and to make predictions based on the provided words or images Additionally, students should focus on improving their pronunciation and expanding their vocabulary at home regularly.
Limitations and suggestions for further study
Because of the author‟s knowledge and the time limitation, some limitations are unavoidable
Firstly, there are many factors affecting students‟ motivation in English listening learning, however the study only focused on some of them
Secondly, the study was only about listening skill but not the other skills such as reading, speaking, or writing
Thirdly, the study was carried out with only the 11 form students
For further study, it is necessary to study on how to match teachers‟ teaching activities with students' levels and interests to improve teaching and learning at ALHS
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22.Mendelsohn, D.J.(1994) Learning to listen: Astrategy-based approach for the second language learner San Deigo: Dominie Press
23.Oxford R L (1998), The unravelling tapestry: Teacher and course characteristics associated with demotivation in the language classroom Demotivation in foreign language learning Paper presented at the T
24 Susanne F & Pia P (2010), Teaching Listening and Speaking, Germany
25 Do Thi Thu Thuy (2005), Difficulties in Acquiring skill of first- year English majors in Foreign Language Deparment, Hai Phong University
26 Oxford R L (1998), The unravelling tapestry: Teacher and course characteristics associated with demotivation in the language classroom
Demotivation in foreign language learning Paper presented at the T
27 Woolfolk, A (2001), Educational Psychology (8 th ed.), A Pearson Education Company, United States
28.Williams, M and Burden, R L (1997) Psychology for Language Teachers
APPPENDICES Appendix 1 QUESTIONNAIRE FOR STUDENTS
This survey aims to collect data for my research on the factors influencing students' motivation in developing English listening skills at An Lao High School Your participation in completing this questionnaire is greatly valued Please be assured that all information gathered will be kept confidential and utilized solely for academic purposes.
Thank you very much for your co-operation!
- Please choose the answer(s) you think it is the most appropriate to you:
1 How interested are you in learning listening English?
C not interested at all D not very interested
2 What do you often do in listening classes?
A only pay attention to activities I like
B participate actively in all activities
C get too bored to concentrate on learning listening
D not participate in any classroom activity
E often do other things instead
3 Your listening strategies Please put a tick (√) to the column that best represents your answer:
Items often sometimes seldom never
3 I listen to every detail to get the main idea of the spoken text
6 I predict what I am going to listen
7 I try to guess the meaning of the words based on the context
4 Your vocabulary in listening Please put a tick (√) to agree or disagree:
1 I can understand the meaning of necessary words/ phrases for listening
2 I can guess the meaning of the words in a certain spoken situation
3 I have not got any difficulties of vocabulary in listening text
5 Your pronunciation in listening Please put a tick (√) to agree or disagree:
1 I can the words from their sounds
2 I can hear the sounds to understand spoken text
3 I can guess the correct words from their sounds
6 Your connected speech in listening Please put a tick (√) to the column that best represents your answer:
Items Good Not very good
1 I get the correct words from linking sounds
3 I know how words link together
4 I know how sounds link together
5 I hear linking sounds to understand spoken text
7 Your listening skills Please put a tick (√) to the column that best represents your option:
1 guess the words based on the spoken context
2 activate prior knowledge to understand the spoken messages
3 using the knowledge of intonation and stress to know feelings and opinions intended of the speakers
4 predict what is being spoken
5 predict what is going to be spoken based on some words given
6 use the knowledge of discourse to guess meaning
8 understand the spoken message through key words
8 What do your teachers do in a listening lesson? Please put a tick (√) to what they do:
1 Your teachers create comfortable environment for you to exchange information and prepare you about the topic of listening before you listen
2 You are suggested necessary listening strategies for each activity
3 You are given some key words
4 You are offered enough chance to listen again
5 Teachers re-design listening tasks to suit your levels and interests
9 How do you agree with your teachers' behavior? Please put a tick (√) to show your ideas:
1 Teachers encourage students to listen
2 Teachers are helpful whenever it is needed
3 Teachers are always close to students
4 Teachers make fun in class
6 Teachers are always strict in class
10 Your learning condition in learning listening Please put a tick (√) to show your ideas:
1 The sound quality of cassettes, CD, tape is not clear enough
2 Lack of modern teaching and learning facilities such as video, projector, TV and internet
3 Your class size is too big, it's difficult to concentrate on listening
4 The number of students in your class is too crowded
11 Your expectations towards teachers' listening skill Please put a tick (√) to the column to show your ideas:
1 be flexible in organizing listening tasks
2 re-design listening tasks more suitable to students' listening levels and interests
3 equip students with essential strategies
4 explain essential new words for each listening task
5 let students listen more to difficult sounds
6 explain more about the nature of spoken
12 Your expectations towards learning environment of listening Please put a tick (√) to the column to show your ideas:
1 provide students with more effective listening equipment
This survey aims to collect data for research on the factors influencing students' motivation in developing English listening skills at An Lao High School Your participation in completing the questionnaire is greatly valued, and all information gathered will be kept confidential and utilized solely for research purposes.
Thank you very much for your co-operation!
1 How often do your students use listening strategies? Please put a tick (√) to the column to show your ideas
Items Often Sometimes Seldom Never
1 Scan to get the specific information
2 Skin to get the main ideas
Be able to understand the spoken text by visual clues
Predict general content before listening using context and prior knowledge
Do you think how your students' language knowledge is? Please put a tick (√) to the column to show your ideas
Students' language knowledge Good Ok Bad
1 Understanding the meaning of necessary words/expressions needed for listening
2 Guessing the meaning of unknown words based on the spoken text
3 Getting the words from their sounds
4 Guessing the correct words from their sounds
5 Hearing the sounds to understand spoken text
6 Getting the correct words from linking sounds
8 Recognizing how words link together
10 Recognizing how stress signals new information
11 Guessing the feelings of speakers through intonation
What will you react when your students give a wrong answer?
A Smile and play the tape again
D Encourage them to catch keywords then guess them to answer again
E Stop them and never order them next time
How often do you use the following teaching aids in listening lessons? Please put a tick (√) to the column to show your ideas
Items Always Often Sometimes Rarely Never
1 Authentic listening items (daily, conversations, native speaker‟s voice)
5 Tasks in the text-book
How often do you use the following listening activities? Please put a tick (√) to the column to show your ideas
2 Listen for entertainment (music, films, news, etc.)
Please put a tick (√) to the column to show your ideas
1 The class size to big
2 Lack of modern teaching and learning facilities
3 Lack of opportunities to contact to foreigners and use
English inside or outside class