VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ***************** LÊ MINH HƯỜNG FACTORS AFFECTING NON ENGLISH MAJOR STUDENTS’ MO[.]
VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** LÊ MINH HƯỜNG FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’ MOTIVATION IN LEARNING ENGLISH LISTENING SKILLS AT COLLEGE OF INDUSTRIAL TECHNIQUES CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN HỨNG THÚ HỌC KĨ NĂNG NGHE TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN ANH TẠI TRƯỜNG CAO ĐẲNG KỸ THUẬT CÔNG NGHIỆP M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Hanoi, 2014 z VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** LÊ MINH HƯỜNG FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’ MOTIVATION IN LEARNING ENGLISH LISTENING SKILLS AT COLLEGE OF INDUSTRIAL TECHNIQUES CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN HỨNG THÚ HỌC KĨ NĂNG NGHE TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN ANH TẠI TRƯỜNG CAO ĐẲNG KỸ THUẬT CÔNG NGHIỆP M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor : Dr Hoàng Thị Xuân Hoa Hanoi, 2014 z DECLARATION I certify that the thesis entitled “Factors affecting non-English major students' motivation in learning English listening skills at College of Industrial Techniques" is entirely my own work The substance of this thesis has not, wholly or in part, been submitted for a degree to any other universities or institutions Hanoi, August 2014 Lê Minh Hường z ACKNOWLEDGMENTS The completion of this study would not have been possible without the assistance of special and wonderful people First of all, I would like to express my sincere gratitude to my supervisor Dr Hoang Thi Xuan Hoa for her unfailing encouragement, constant support and invaluable suggestions during all stages of the study She not only gave me reliable guidelines but also shared much of her experience in language studying and teaching I would also like to thank my supervisor for her patience in reading and editing my drafts I would also like to send my sincere thanks to all staff, teachers and members at Faculty of Post-Graduate Studies of University of Languages and International Studies-Vietnam National University for their work and services Especially, I am grateful to the librarians who supplied me with a lot of materials My gratitude is also to my colleagues and students at the College of Industrial Techniques who were willing to answer my questions and complete my questionnaires They gave me invaluable advice and suggestions on the thesis Without them, my thesis could not be completed and successful Last but not least, I would like to send my thanks to my beloved people, my parents, my husband and my daughter for their encouragement and support which help me overcome difficulties to complete this study z ABSTRACT Motivation is one of the most important factors that influences the rate and success of second language learning This study aims to investigate the factors affecting non-English major students' motivation in learning English listening skills at the College of Industrial Techniques In this study, 55 first-year non- English major students from different faculties of College of Industrial Techniques were chosen as the subjects A survey questionnaire and a semi-structured interview were used as the data collection instrument The findings of the study showed that the factors affecting non-English major students‟ motivation in learning English listening skills derive from sources: students, teachers, learning conditions In details, the first factor is that students‟ lack of basic knowledge, lack of confidence, personality and belief in learning English listening skills The other factor is that students have to face are teachers‟ behaviors and methods in teaching English listening In addition, inadequate school facilities, lack of target language environment, textbook and exam- orientation are also factors affecting that prevent students at College of Industrial Techniques from concentrating and motivating in their learning English listening skills Based on the findings of the study, some discussions and implications of learning English listening skills are made along with recommended suggestions for further research At last, it is hoped that the results of this study could be of much benefit for students in learning English listening skills at College of Industrial Techniques z TABLE OF CONTENTS DECLARATION i ACKNOWLEDGMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF CHARTS vii LIST OF TABLES vii PART A: INTRODUCTION 1 Rationale of the study Aims of the study The research questions Scope of the study Method of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical background of motivation 1.1.1 Definition of motivation 1.1.2 Types of motivation in foreign language learning 1.1.3 The role of motivation in second language learning 1.2 Theoretical background of listening skills 1.2.1 Definition of listening skills 1.2.2 Teaching listening skills 1.2.3 The factors affecting motivation in learning listening skills 10 1.2.3.1 The student-related factors 10 1.2.3.2 The teacher-related factors 12 1.2.3.3 Teaching and learning conditions 14 1.3 Previous studies in the world and in Vietnam 15 1.4 Summary 16 CHAPTER 2: METHODOLOGY 17 2.1 The setting of the study 17 z 2.2 Participants 18 2.3 Instrument for collecting data 20 2.4 Data collection procedures 21 CHAPTER 3: FINDINGS AND DISCUSSIONS 22 3.1 Findings 22 3.1.1 Level of students‟ motivation 22 3.1.1.1 Students‟ attitudes towards the learning of listening English 22 3.1.1.2 Students‟ motivation in learning listening English 25 3.1.2 Factors affecting non-English major students‟ motivation in learning English listening skills at CIT 27 3.1.2.1 The student-related factors affecting non-English major students‟ motivation in learning English listening skills 27 3.1.2.2 The teacher-related factors affecting non-English major students‟ motivation in learning English listening skills 29 3.1.2.3 Learning conditions affecting students‟ motivation in learning English listening skills 31 3.2 Discussions 32 PART C: CONCLUSION 34 Conclusions 34 Recommendations 34 Limitations of the study 36 Suggestions for further research 37 REFERENCES 38 APPENDICES .I APPENDIX 1: SURVEY QUESTIONNAIRE I APPENDIX 2: QUESTIONS FOR THE INTERVIEW III APPENDIX 3: QUESTIONNAIRE RESULTS IV z LIST OF ABBREVIATIONS L2 : Second Language CIT : College of Industrial Techniques % : Percentage z LIST OF CHARTS Chart 1: Students‟ attitudes towards the learning of listening English Chart 2: Students‟ participation in speaking lessons Chart 3: Students‟ motivations on learning listening skills Chart 4: Teachers‟ factors LIST OF TABLES Table 1: The student-related factors Table 2: Learning conditions z PART A: INTRODUCTION Rationale of the study Among four macro skills of languages, listening skills make a significant contribution to the process of acquiring language Listening skills play a crucial role in communication It has been estimated that the time people spend on communication activities 45 percent is devoted to listening, only 30 percent to speaking, 16 percent to reading and a mere percent to writing by Rivers, W.M & Temperley, M.S (1978) In addition, it also requires a wide range of knowledge and ability: knowledge of phonology, vocabulary, semantics of the language in use, culture of its people, and their life experiences in the topic, their ability to predict and respond However, how to listening English well is a problem for many learners of English, especially for the students of colleges and universities Despite the fact that the students have been learning English since they were at secondary or high school, most of students are weak at listening skills and have a lot of difficulties in listening acquisitions They even become stressful and ignorant in listening lessons In literature, there have been numerous studies conducted by the international teachers and researchers to investigate a multitude of factors that may affect language learning Among all, motivation has been proved to play a significant role in determining whether students succeed or fail in school In other words, there has been a highly positive relationship between motivation and learners‟ achievement in language learning According to Oxford and Shearin (1996, cited in Ha 2009: 163-164), motivation directly influences how much effort students make, how often students use L2 learning strategies, how much students interact with native speakers, how much input they receive in the language being learned, how well they on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over Ely (1986); Oxford & Shearin (1996) Particularly, toward learning listening skills, motivation is one important element in foreign language teaching in general and learning English listening skills in particular z ... motivated are the non- English major students in learning English listening skills at CIT? What are the factors affecting non- English major students‟ motivation in learning English listening skills. .. non- English major students‟ motivation in learning English listening skills 27 3.1.2.2 The teacher-related factors affecting non- English major students‟ motivation in learning English listening. .. students'' motivation in learning English listening skills at the College of Industrial Techniques In this study, 55 first-year non- English major students from different faculties of College of Industrial