(LUẬN văn THẠC sĩ) an investigation into the first year students’ attitudes towards learning english listening at faculty of electrical engineering technology, hanoi university of industry (HAUI)

VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES o0o PHẠM THỊ VINH AN INVESTIGATION INTO THE FIRST – YEAR – STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH LISTENING AT FACULTY OF ELECTRICAL ENGINEERING TECHNOLOGY, HANOI UNIVERSITY OF INDUSTRY (HAUI) (Thái độ sinh viên năm ngành công nghệ kỹ thuật điện việc học nghe trường Đại học Công Nghiệp Hà Nội) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Hanoi – 2014 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES o0o PHẠM THỊ VINH AN INVESTIGATION INTO THE FIRST – YEAR – STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH LISTENING AT FACULTY OF ELECTRICAL ENGINEERING TECHNOLOGY, HANOI UNIVERSITY OF INDUSTRY (HAUI) (Thái độ sinh viên năm ngành công nghệ kỹ thuật điện việc học nghe trường Đại học Công Nghiệp Hà Nội) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Trần Thị Tuyết Hanoi – 2014 TIEU LUAN MOI download : skknchat@gmail.com STATEMENT OF AUTHORSHIP I hereby state that I: Phạm Thị Vinh, am the author of the thesis entitled “An investigation into the first - year - students‟ attitudes towards learning English listening at faculty of Electrical Engineering Technology, Hanoi University of Industry (HaUI)”, which is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies, Vietnam National University, and this thesis has not been submitted for any other degrees Ha noi, 2014 Phạm Thị Vinh i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS First of all, I would like to express my most sincere gratitude to Dr Tran Thi Tuyet, my honorable supervisor for her great guidance and encouragement without which the study would not be completed Her patience and the amount of time she spent on revising manuscripts with muddled up contents have been truly appreciated Besides, her sense of thoughtful criticism and recognition of the work have played a crucial role to the progress and completion of this study I also take this opportunity to express my thankfulness to all of my course instructors and lecturers of the University of Languages and International Studies Vietnam National University, Hanoi for their valuable advice and suggestions throughout my study In addition, I am appreciative of my first - year - Electrical Engineering Technology students as well as my colleagues at Hanoi University of Industry for their wholehearted cooperation in participating in survey questionnaires and interviews which gave great help to form a significant part of this study Last but not least, my heartfelt gratitude goes to all those who have kindly advised and helped me towards the completion of my study report ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT The current study sheds light on attitude which is considered one of the most key factors affecting learners‟ achievement in foreign language learning It can be seen that attitude varies and different students lead different attitudes Thus, this study was conducted to examine attitudes of the first – year – Electrical Engineering Technology students towards learning English listening at Hanoi University of Industry The 120 male students and teachers involved in this study Also, questionnaire and interview were chosen as the instruments for data collection In the context of the study, it mainly focused on the influence of some determinant factors (learners‟ factors, teachers‟ factors and learning environment‟ factors) on students to evaluate their attitudes towards learning listening skills Overall, the findings indicated that the participants kept negative attitudes towards learning English listening Some possible causes accounted for their unfavorable attitudes could be named as their disinterest, limited level of English, uncreative teaching methods, poor learning conditions and inappropriate materials Based on the research findings, some recommendations were discussed to foster positive attitudes towards learning listening skills Keywords: Attitude, language learning, questionnaire and interview, learners‟ factors, teachers‟ factors and learning environment‟s factors iii TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABRREVIATIONS vii LIST OF APPENDICES vii LIST OF TABLES viii PART A: INTRODUCTION 1 Rationale Aims of the study Research questions Method of the study Scope of the study Significance of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Overview of the current situation of teaching and learning listening skills in Vietnamese context 1.1.1 Introduction 1.1.2 The teaching and learning of listening skills in the Vietnamese context……………………………………………………………………… 1.2 Individual differences influencing on students’ success in learning English listening skills 1.3 The concepts of attitude 10 1.3.1 Definitions of attitude 10 iv TIEU LUAN MOI download : skknchat@gmail.com 1.3.2 Role of attitudes in students’ language learning 11 1.3.3 Factors affecting students’ attitudes towards language learning 12 1.4 Summary 15 CHAPTER 2: METHODOLOGY 16 2.1 The setting 16 2.1.1 The students’ background information at HaUI 16 2.1.2 The English teachers at HaUI 16 2.1.3 A brief description of the English course 17 2.2 The study 18 2.2.1 The participants 18 2.2.2 The instruments 19 CHAPTER 3: DATA ANALYSIS 21 3.1 Data analysis of the students’ questionnaire 21 3.1.1 The influence of internal factors on students’ attitudes 21 3.1.1.1 Students’ perception 22 3.1.1.2 Students’ interest 23 3.1.1.3 Students’ ability 24 3.1.2 The influence of external factors on students’ attitudes 25 3.1.2.1 Teachers’ factors 26 3.1.2.1.1 Teachers’ behaviors 26 3.1.2.1.2 Teachers’ practices 27 3.1.2.2 Learning environment’s factors 29 3.1.2.2.1 Learning conditions 29 3.1.2.2.2 Listening materials 30 3.1.3 Summary from students’ questionnaire 31 3.2 Data analysis from teachers’ interviews 31 CHAPTER 4: FINDINGS AND DISCUSSIONS 33 4.1 Students hold negative attitudes towards learning English listening…………………………………………………………………… .33 v TIEU LUAN MOI download : skknchat@gmail.com 4.2 Some factors leading to students’ negative attitudes towards learning listening skills 34 4.3 Suggestions to foster students’ positive attitudes 36 PART C: CONCLUSION 38 Summary of the study 38 Limitations 39 Suggestions for further studies 39 REFERENCES 40 APPENDICES I APPENDIX I APPENDIX VI APPENDIX XI vi TIEU LUAN MOI download : skknchat@gmail.com LIST OF ABBREVIATIONS HaUI Hanoi University of Industry ESL English as a second language LIST OF APPENDICES APPENDIX 1: STUDENTS‟QUESTIONNAIRE (Vietnamese version) APPENDIX 2: STUDENTS‟QUESTIONNAIRE (English version) APPENDIX 3: INTERVIEW QUESTIONS vii TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES Table 1: Students‟ perception Table 2: Students‟ interest Table 3: Students‟ ability Table 4: Teachers‟ behaviors Table 5: Teachers‟ practices Table 6: Learning conditions Table 7: Listening materials viii TIEU LUAN MOI download : skknchat@gmail.com REFERENCES Baker, C (1992) Attitudes and Language Clevedon, England: Multilingual Matters Brown H D (1994) Principles of Language Learning and Teaching Prentice Hall Inc Englewood Cliffs New Jersey 07632 Brown, H.D (2000) Principles of language learning and teaching (4thEd.) New York: Longman Chiang, C.S., & Dunkel, P (1992) The effect of speech modification, prior knowledge, and listening proficiency on EFL lectures learning TESOL Quarterly, 26, 345-374 Choy, S C., & Troudi, S (2006) An investigation into the changes in perceptions of and attitudes towards learning English in a Malaysian college International Journal of Teaching and Learning in Higher Education, 18(2), 120-130 Cook, V (1996) Second language learning and language teaching New York: Arnold Donald, G (2010) Dictionary of education Retrieved September 2014, from http://www.dictionaryofeducation.co.uk/d/d/blog Dörnyei, Z (2001b) Teaching and researching motivation Harlow: Longman Dunkel, P A (1986) Developing listening development in L2: Theoretical principles and pedagogical considerations Modern Language Journal, 70, 2, 99106 10 Ellis, R (1994) The study of second language acquisition Oxford: Oxford University Press 11 Entwistle, N J., & Entwistle, A (1991) Contrasting forms of understanding for degree examinations: the student experience and its implications Higher Education, 22, 205-227 40 TIEU LUAN MOI download : skknchat@gmail.com 12 Fakeye, D (2010) Students‟ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria Journal of Social Sciences, 22(3), 205-211 13 Fasold, R (1984) Sociolinguistics of society Oxford: Basil Blackwell Ltd 14 Feyten, C.M (1991) The Power of Listening Ability: An Overlooked Dimension in Language Acquisition The Modern Language Journal, 75:17380 15 Fontana, D (1988) Psychology for Teachers England: The British Psychological Society, UK 16 Gardner, R., & Lambert, W (1972) Attitudes and motivation in second language learning Rowley, MA: Newbury House 17 Gardner, R.C (1985) Social Psychology and second language learning: The role of attitudes and motivation London: Edward Arnold 18 Gillham, B (2000) The Research Interview London and New York: Continuum 19 Harmer, J (2001) The practice of English language teaching London: Longman 20 Helgesen, M (2007) Practice English language teaching: Listening New York: Mc Graw Hill 21 Hoa, H., & Minh, N (2006) Research Method, Reading Package 22 Hoang, V.V (2010) The current situation and issues of the teaching of English in Vietnam 22(1), 7-18 23 Karahan, F (2007) Language attitudes of Turkish students towards the English language and its use in Turkish context Journal of Arts and Sciences, 7, 73-87 24 Kumaravadivelu, B (2006) Understanding language teaching: From method to post method Mahwah, NJ: Lawrence Erlbaum Associates 25 Le, V C (2011) Form-focused instruction: A case study of Vietnamese teachers' beliefs and practices Doctoral Degree Doctor of Philosophy in Applied Linguistics, the University of Waikato 41 TIEU LUAN MOI download : skknchat@gmail.com 26 Lightbown, P.M., & Spada, N (1999) How languages are learned (2ndEd.) Oxford: Oxford University Press 27 Masgoret, A M., & Gardner, R C (2003) Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and associates Language Learning, 53, 123–163 28 McCombs, B., & Whistler, J (1997) The learner-centered classroom and school: Strategies for increasing student motivation and achievement San Francisco: Jossey-Bass 29 Mendelsohn, D J (1994) Learning to listen: A strategy-based approach for the second language learner San Diego: Dominie Press 30 Miller, L (2003) Developing listening skills with authentic materials En ESL Magazine, March/April, 14-16 31 Moore, B (1993) Predictors of high school students' attitudes towards involvement with mathematics Mathematics Teacher, 42, 86-90 32 Nguyen, T T T (2008) Some hindrances encountered by tenth form students in Hanoi in studying reading comprehension with the new English textbook 10edition II Hanoi: Faculty of English Language Teacher Education, Hanoi University of Languages and International studies-Vietnam National University, Hanoi 33 Nunan, D (1992) Research methods in language learning Cambridge: Cambridge University Press 34 Oxford, R (1990) Language Learning Strategies What Every Teacher Should Know Boston, MA: Heinle & Publishers 35 Phipps, S., & Borg, S (2009) Exploring tensions between teachers‟ grammar teaching beliefs and practices System, 37(3), 380-390 36 Rayan, E.B., & Giles, H (1982) Attitudes towards Language Varian London: Edward Arnold 37 Richards, J C., & Renandya, W (2002) “Methodology in Language teaching – An Anthology of Current Practice” Cambridge: Cambridge University Press Chapter 28, 295-302 42 TIEU LUAN MOI download : skknchat@gmail.com 38 Shams, M (2008) Students‟ attitudes, motivation and anxiety towards English language learning Journal of Research, 2(2), 121-144 39 Skehan, P (1991) Individual differences in second language learning Studies in Second Language Acquisition, 13, 275-298 40 Underwood, M (1989) Teaching listening New York: Longman 41 Walther, E., & Langer, T (2008) “Attitude Formation and Change through Association: An Evaluative Conditioning Account.” In Crano D William, Prislin, Radmila (eds.) Attitudes and Attitude Change New York, London: Psychology Press, 87-110 42 Wenden, A (1991) Learner Strategies for Learner Autonomy London: Prentice Hall 43 Wilson, B G (1996) Introduction: What is a constructivist learning environment? Englewood Cliffs, N.J: Educational Technology Publications 44 Wolf, S J., & Fraser, B J (2008) Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities Research in Science Education, 38, 312- 341 43 TIEU LUAN MOI download : skknchat@gmail.com APPENDIX PHIẾU KHẢO SÁT CHO SINH VIÊN Các bạn sinh viên thân mến Tôi tiến hành nghiên cứu có tựa đề “Khảo sát thái độ sinh viên năm ngành công nghệ kỹ thuật điện việc học nghe trường Đại học công nghiệp Hà Nội ” Dưới câu hỏi với thông tin cần thiết để thu thập liệu tin cậy cho nghiên cứu, mong bạn đóng góp ý kiến Tơi xin cam đoan tất thông tin mà bạn cung cấp giữ bí mật tuyệt đối Xin chân thành cảm ơn hợp tác bạn I Thông tin chung Bạn học tiếng Anh bao lâu? Ít năm 1- năm  Hơn năm Bạn tuổi? 18-20 21-22 Hơn 22 Trước vào đại học, vốn tiếng Anh bạn có chủ yếu từ nguồn nào? Học trường phổ thơng Tự học theo sở thích Học trung tâm ngoại ngữ bên trường II Nội dung khảo sát: Thái độ độ sinh viên năm ngành công nghệ kỹ thuật điện việc học nghe Hãy đánh dấu (√) vào câu trả lời tương ứng với ý kiến bạn I TIEU LUAN MOI download : skknchat@gmail.com Nội dung Hoàn toàn đồng ý Đồng ý Đồng ý phần Khơng đồng ý Hồn tồn khơng đơng ý Học nghe quan giúp cho tơi giao tiếp hiệu Học nghe lãng phí thời gian Học tốt kỹ nghe giúp học tôt kỹ khác Học nghe giúp vượt qua kỳ thi Học tốt nghe giúp dễ dàng việc tìm kiếm cơng việc tương lai Tơi cho học nghe khó Tơi cảm thấy mệt mỏi học nghe lớp Tôi không ý giáo viên giảng Tôi chưa chuẩn bị trước tiết học nghe 10 Tôi không hứng thú với hoạt động nghe 11 Tôi không hỏi lại bạn bè hay giáo viên học nghe mà bỏ lỡ II TIEU LUAN MOI download : skknchat@gmail.com Nội dung Hoàn toàn đồng ý Đồng ý Đồng ý phần Khơng đồng ý Hồn tồn khơng đơng ý 12 Tơi cảm thấy lo lắng giáo viên yêu cầu đưa ý kiến học nghe 13 Tôi thấy việc học nghe khó vốn từ vựng, ngữ pháp tơi 14 Tơi cảm thấy lo lắng bị điểm nghe 15 Tôi cho bạn khác lớp học nghe tốt tơi 16 Tơi khơng thấy hài lịng với kết học nghe 17 Tơi thấy giáo viên thường trở nên kiên nhẫn sinh viên nghe tiếp thu chậm 18 Giáo viên thường ý đến học sinh học khá, giỏi tiết học nghe 19 Giáo viên không nhiệt tình giải thích chúng tơi khơng hiểu vấn đề 20 Giáo viên khơng cơng việc đánh giá kết học tập sinh viên 21 Trong học nghe, giáo viên đặt yêu cầu cao khiến cảm thấy áp lực 22 Giáo viên sử dụng thiết bị hỗ trợ dạy học để tạo hứng thú học nghe III TIEU LUAN MOI download : skknchat@gmail.com Nội dung Hoàn toàn đồng ý Đồng ý Đồng ý phần Khơng đồng ý Hồn tồn không đông ý 23 Giáo viên sử dụng nghe dược đưa sách 24 Giáo viên không đưa hướng dẫn cụ thể trước nghe 25 Giáo viên không hay đưa gợi ý giúp làm nghe dễ dàng 26 Giáo viên thường đưa hoạt động giống hầu hết tiết học nghe 27 Lớp học q ồn làm tơi khơng nghe 28 Sự xếp vị trí lớp học làm cho việc hoạt động nhóm trở nên bất tiện 29.Lớp học đông nên tập trung học 30 Tơi khơng thể hiểu chất lượng băng 31 Thư viện trường thiếu thiết bị hỗ trợ việc học nghe 32 Tôi hiểu nghe tốc độ người nói q nhanh 33.Các tập nghe q khó tơi IV TIEU LUAN MOI download : skknchat@gmail.com Nội dung Hoàn toàn đồng ý Đồng ý Đồng ý phần Không đồng ý Hồn tồn khơng đơng ý 34 Tơi khơng cảm thấy hứng thú tài liệu nghe khơng mang tính thực tế 35 Chủ đề nghe không hợp với sở thích tơi 36 Nội dung nghe sách từ lâu V TIEU LUAN MOI download : skknchat@gmail.com APPENDIX QUESTIONNAIRE FOR STUDENTS Dear students, This questionnaire is designed and conducted to gather information for the research of my MA thesis entitled “An investigation into the first- year- students‟ attitudes towards learning English listening at faculty of electrical engineering technology, Hanoi University of Industry (HaUI)” Your answers are important to collect data for the research and highly appreciated All the information provided by you in this questionnaire is to be used for the research purpose only Thank you very much! I General information How old are you? 18-20 21-22 more than 22 How long have you learnt English? Less than year 1- years more than years Before entering university, does your English knowledge mainly come from? Learning at schools Learning by myself Learning at English centers II The investigation into students’ attitudes towards learning English listening Please indicate your choice with a tick (√) in the appropriate boxes providing the answers you may feel most strongly agree VI TIEU LUAN MOI download : skknchat@gmail.com Items Strongly agree Agree Neutral Disagree Strongly Disagree Learning listening is very important because it helps me communicate effectively Learning listening is a waste of time 3.Being good at listening skills will help support other skills Learning listening helps me pass the exams Being good at English listening will help me get a job easily I think learning listening is very difficult 7.I feel tired whenever I have listening lessons in class I not pay attention when my teacher is explaining the lesson 9.I never prepare listening lessons before attending the class 10 I am not interested in listening activities 11 I never ask my friends or my teachers on what has been taught when I miss the lesson VII TIEU LUAN MOI download : skknchat@gmail.com Items Strongly agree Agree Neutral Disagree Strongly Disagree 12 I feel nervous when being called to response to my teacher‟s questions 13 I find it challenging to listen because I have poor vocabulary 14 I feel scared that I will get low marks 15 I keep thinking that the other students learn listening skills better than I 16 I am not satisfied with my performance in listening skills 17.My teacher tends to be impatient when we cannot listen for several times 18.During English listening lessons, my teacher concentrates on proficient students as a priority 19 My teacher is unenthusiastic in explaining when we have some problems about understanding 20.My teacher is unfair in assessing students‟ learning outcomes 21.My teacher‟ requirements are too demanding so that I feel stressed in English listening lessons 22.My teacher seldom uses teaching aids to motivate us VIII TIEU LUAN MOI download : skknchat@gmail.com Items Strongly agree Agree Neutral Disagree Strongly Disagree 23.My teacher only uses tasks given in the textbook 24.My teacher does not give us clear instructions before listening 25.My teacher does not often give clues to help us listen easier 26.During listening lessons, my teacher often gives the same activities 27 The classroom is too noisy for me to listen 28 The class arrangement limits me doing pair works/ group works 29.Too large class makes me lose concentration 30 I can‟t understand the listening passage because of the poor quality of the tapes 31.There is lack of visual aids in our school‟s library using for listening lessons 32.I cannot listen materials because the speed of speakers is too fast 33.Listening tasks are too difficult for me IX TIEU LUAN MOI download : skknchat@gmail.com Items 34.Listening materials authentic for me to enjoy Strongly agree are Agree Neutral Disagree Strongly Disagree not 35 Listening topics not meet my interest 36.The content of listening tasks is too outdated X TIEU LUAN MOI download : skknchat@gmail.com APPENDIX INTERVIEW QUESTIONS FOR TEACHERS Question 1: Do your students enjoy taking part in activities during listening lessons? Question 2: In your opinion, what factors affect students‟ attitudes towards learning listening skills? Question 3: What you recommend to foster your students‟ positive attitudes towards learning listening skills? XI TIEU LUAN MOI download : skknchat@gmail.com ... am the author of the thesis entitled ? ?An investigation into the first - year - students‟ attitudes towards learning English listening at faculty of Electrical Engineering Technology, Hanoi University. ..VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES o0o PHẠM THỊ VINH AN INVESTIGATION INTO THE FIRST – YEAR – STUDENTS’ ATTITUDES. .. an M.A minor thesis, the study mainly concentrates on investigating students‟ attitudes towards learning English listening in a case of the first- year students at the faculty of Electrical Engineering