An investigation into the listening practice activities used by first year english majored students at vnua thesis english linguistics

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS AN INVESTIGATION INTO THE LISTENING PRACTICE ACTIVITIES USED BY FIRST-YEAR ENGLISH-MAJORED STUDENTS AT VNUA ĐIỀU TRA CÁC HOẠT ĐỘNG LUYỆN NGHE CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student: VŨ THANH VÂN Student code: 621218 Major: ENGLISH LINGUISTICS Supervisors: NGUYỄN THỊ KIM QUẾ, M.Ed - LÊ THỊ HỒNG LAM, MA Hanoi – 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS AN INVESTIGATION INTO THE LISTENING PRACTICE ACTIVITIES USED BY FIRST-YEAR ENGLISH-MAJORED STUDENTS AT VNUA ĐIỀU TRA CÁC HOẠT ĐỘNG LUYỆN NGHE CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student: VŨ THANH VÂN Student code: 621218 Major: ENGLISH LINGUISTICS Supervisors: NGUYỄN THỊ KIM QUẾ, M.Ed - LÊ THỊ HỒNG LAM, MA i CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled An investigation into the listening practice activities used by first-year English-majored students at VNUA submitted in partial fulfillment of the requirements for the degree of Bachelor in English Linguistics Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 VŨ THANH VÂN Approved by SUPERVISOR (Signature and full name) Date:…………………… ii ACKNOWLEDGEMENTS During the four years studying and training at the Vietnam national university of Agriculture up to now, I have received a lot of attention and help from teachers and friends With the deepest and most sincere gratitude, I would like to send to the teachers of the Faculty of Education and Foreign Languages at the Vietnam national university of Agriculture for their knowledge and dedication to convey valuable knowledge valuable to us during our time at school And especially, this term, the Faculty of Education and Foreign Languages organized us access to a subject that I think is very useful to students of the Faculty of Education and Foreign Languages as well as all students of the majors English Lingustics That is the topic " An investigation into the listening practice activities used by first-year English-majored students at VNUA " I would like to sincerely thank Ms Nguyen Thi Kim Que and Ms Le Thi Hong Lam for their dedicated guidance through each classroom session as well as talks and discussions on creative fields in scientific research I would also like to express my gratitude to the leadership of the Faculty of Education and Foreign Languages and functions for directly and indirectly helping me through this learning and practice process Given the limited time and experience of a practitioner, the shortcomings cannot be avoided in this report I look forward to receiving the instructions and comments of the teachers so that I have additional conditions, improve my awareness, and better serve the practical work in the future Thank you sincerely! iii ASTRACT Listening skills play an important role in communication Applying appropriate activities when practising the listening skills may help to boost students’ listening comprehension This study was designed to find out the listening practice activities commonly used by first-year students at VNUA A survey questionnaire was used to gather information about their listening practice habits The data collected was then analysed with the help of SPSS Results show that most of the students surveyed practise listening every day and they apply the proper activities to practice their listening skills iv TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY ii ACKNOWLEDGEMENTS iii ASTRACT iv TABLE OF CONTENTS v LIST OF TABLES vi LIST OF FIGURES vii Part 1: INTRODUCTION 1 RATIONALE FOR THE STUDY AIMS AND OBJECTIVES OF THE STUDY 3 RESEARCH QUESTIONS SCOPE OF THE STUDY SIGNIFICANCE OF THE STUDY DESIGN OF THE STUDY Chapter - LITERATURE REVIEW 1.1 REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD) 1.1.1 Related research studies at home 1.1.2 Related research studies abroad 1.2 REVIEW OF THEORETICAL BACKGROUND 1.2.1 Definition of listening 1.2.2 Types of listening 1.2.3.Factors affecting English listening skills 12 1.2.4 Suggested in-class activities 13 1.2.5 Listening activities outside classrooms 16 2.1 RESEARCH METHODOLOGY 18 2.2 RESEARCH SETTING/CONTEXT 18 2.3 DATA COLLECTION: 19 2.3.1 Data collecting instruments 19 2.4 DATA ANALYSIS 20 Chapter - FINDINGS AND DISCUSSIONS 21 3.1 MOTIVATIONS FOR LISTENING PRACTICE 21 3.2 STUDENTS PRE-LISTENING ACTIVITIES 22 3.3 STUDENTS WHILE-LISTENING ACTIVITIES 23 v 3.3.1 Teacher’s instructions 23 3.3.2 Students’ focus during their first time listening 24 3.3.3 The number of times of listening to a recording 24 3.3.4 Time spent on listening practice per day 25 3.3.6 Students’ while-listening activities 27 3.3.7 Students’ sources for listening practice 28 3.4 POST-LISTENING ACTIVITIES 29 3.5 SUMMARY 31 1.RECAPITULATION 32 CONCLUDING REMARKS 33 LIMITATION OF THE CURRENT RESEARCH 33 RECOMMENDATIONS 34 REFERENCES 37 APPENDIX 39 LIST OF TABLES Table 1: Students’ motivations for listening practice 21 Table 2: Students pre-listening activities 22 Table 3.3.1 Teacher’s instructions 23 Table 3.3.2: Students’ focus during their first time listening 24 Table 3.3.4.: Time spent on listening practice per day 26 Table 3.3.5: Frequency of listening practice outside classroom 27 Table 3.3.6: Students’ while-listening activities 28 Table 3.3.7: Students’ sources for listening practice 28 vi Table 3.4.1: Students’ post-listening activities 29 Table 3.4.2: Students’ focus during different times of listening 30 LIST OF FIGURES Figure 1: Teachers giving instructions on listening practice or not (page 23) Figure 2: The number of times of listening to a recording (page 25) Figure 3: Time spent on listening practice per day(page 26) Figure : Frequency of listening practice outside classroom(page 27) vii Part 1: INTRODUCTION RATIONALE FOR THE STUDY Nowadays English has become a very competitive matter for getting a good job in our country Those who have a good command in English can easily get a good job Today various types of organizations often ask for a good command of English These organizations give priority to those employees who can speak fluently and write a standard form of English Moreover, we need to learn English to communicate with people from other countries A person with good English skills can easily exchange his ideas, thoughts, and viewpoints with foreigners He can easily acquire the customs, culture, and manners of people of other countries Therefore, equipping students with good communication skills is considered a fundamental goal of the process of teaching and learning English, in which all the four language skills (Listening - Speaking - Reading Writing) are almost equally focused Of the four language skills that all language learners are supposed to learn, listening is considered to be the most challenging by many students due to the complex and subtle nature of listening comprehension in a second or foreign language Listening is the ability to recognize and understand what is being talked about This process involves being aware of the voice, pronunciation, grammar, vocabulary and content conveyed Listening is not easy at all when we, the English learners, have many difficulties in comprehending the information due to the unfamiliarity with the pronunciation of the target language and a lack of listening skills To overcome those difficulties, it is necessary for students to practice listening to English regularly Listening is an important component of learning A student’s ability to effectively listen has a major impact on building the communication skills needed both inside and outside of school If a student does not understand what the other person is saying, then he/she will not know how to respond Listening is no longer a passive language skill but has become a proactive skill in which the student plays an active role of attendees in the process of information being heard and processed, until then can he/she understand the content in order to finally respond to that information probably (Steil, Barker &Wakson, 1983) Only when the listener can respond, will the listening process be completed, the communication process will achieve the desired result Communication may fail due to poor listening skills Therefore, listening comprehension is considered the basic factor in the communication process Listening is the gateway to understanding and communicating and, therefore, is absolutely crucial for any learners of English At VNUA, many English-majored students find listening skills more difficult than the other skills or than grammar and vocabulary This is quite easy to understand The majority of them come from rural areas where teaching and learning English mainly mean working with words (normally the meanings of words only) and grammar Therefore, listening to English is new for them and many of them find it very hard Meanwhile, the training period at the university according to the program distribution per semester of 120 lessons (10 lessons / week), for 12 weeks semester, the duration of use for listening comprehended skills is too little The duration of students' self-study is less, with few students admitting to practicing listening more in dormitories or staying at home for about hour to hours a week Another concern is that most students read tape scripts before performing listening skills Therefore, it is a bad habit that makes the listening process not meet the requirements, purposes and can be a waste of time In addition, every student wants to hear and remember 100% of the information and understand in Vietnamese every word without identifying the central content, not grasping the core information in the listening process Therefore, it makes students tired and show fear during listening lessons The issue has not been able to go into depth nor really understand the investigation deeper The survey of students' listening activities, students' learning motivation is very difficult and many problems are intertwined with many different factors, the survey only focuses on two methods, which are surveys and interviews, which not use methods such as observation and experiment RECOMMENDATIONS 4.1 FOR STUDENTS In addition to performing the listening exercises designed in the textbook, students can practice listening by watching movies, video clips, listening to teachers and classmates when practicing in pairs or groups The richer the listening format, the more attractive the students are and the better their listening ability is However, if you just stop at practicing listening and answering questions, filling in the blanks, choosing the right and wrong answers then learning a foreign language will not achieve high results Note: Five essential listening skills for English students (from Raphael Ahmed and Jamie Johnson) - Predicting content: Imagine you've just turned on your TV You see a man in a suit standing in front of a large map with the symbols of a sun, clouds and thunder What you imagine he is about to tell you? Most likely, this is going to be a weather forecast You can expect to hear words like 'sunny', 'windy' and 'overcast' You'll probably hear the use of the future tense: 'It'll be a cold start to the day'; 'there'll be showers in the afternoon', etc Depending on the context – a news report, a university lecture, an exchange in a supermarket – you can often predict the kind of words and style of language the speaker will use Our knowledge of the world helps us anticipate the kind of information we are likely to hear Moreover, when we predict the 34 topic of a talk or a conversation, all the related vocabulary stored in our brains is 'activated' to help us better understand what we're listening to Practice predicting content: Watch or listen to a recorded TV programme or clip from YouTube Pause after every few sentences Try to predict what is going to happen or what the speaker might say next - Listening for gist: Imagine you are a superhero flying in the sky From that height, it is possible to see what the entire area is like, how densely populated it is, the kind of houses in each area When listening, it is also possible to get the ‘whole picture’ but with one crucial difference: information comes in a sequence And in that sequence of information, there are content words (the nouns, adjectives and verbs) that can help you form that picture We often call this listening for gist Practice listening for gist: Find a short video with subtitles on a topic that interests you Use the title to help you predict the content and then listen out for the content words Go back, and listen again with the subtitles How much did you understand the first time? Return to the video a week later and try again - Detecting signposts: Just like the traffic lights on roads, there are signposts in language that help us follow what we're listening to These words, which link ideas, help us to understand what the speaker is talking about and where they are taking us They're particularly important in presentations and lectures Practice detecting signpost language: Most course books for learners of English come with a CD and audio script Find an example of a business presentation or lecture and see how many signpost phrases you can identify (listen more than once, if necessary) Then check your notes with the audio script - Listening for details : Imagine you are a detective taking a closer look at those buildings you saw earlier on as a superhero This time, rather than taking 35 in the big picture, you're looking for something specific and rejecting anything that does not match what's on your list Similarly, when listening for details, you are interested in a specific kind of information – perhaps a number, name or object You can ignore anything that does not sound relevant In this way, you are able to narrow down your search and get the detail you need Practice listening for details: Decide on a type of detailed information you want to practice listening for and watch programmes where you would expect to get that information For example, you could listen to a weather report to get details about the weather, or you could follow the sports news to find out the latest results - Inferring meaning: Imagine you are a tourist in a country whose language you not speak In a restaurant, you hand over a credit card to pay for the bill, but the server seems to say something apologetic in response Even though you don't understand his words, you can probably conclude that the restaurant doesn't take credit cards, and you need to pay with cash instead 4.2 FOR TEACHERS The teacher is the second most important person after each student's self is the one who leads and answers questions, always behind to support students in all difficulties Since then teachers should: Provide a specific method for students' listening practice to be more effective, set a specific schedule and force students to complete it, contributing to students' difficulties to find the solution of that difficulty and race out different types of exercises from easy to difficult and force students to complete it with a specific amount of time 36 REFERENCES Tàiliệutiếnganh Allen, B (2011) Identifying the effectiveness of pre-listening activities for students of Chinese Mandarin.Unpublished master thesis.Brigham Young University Chastain, K (1988).Developing second language skills: Theory and practice.Florida: Harcourt Brace Jovanovich Publisher Ehsanjou, M (2014) The impacts of using different form of prelistening activities on Iranian EFL learners' listening comprehension ELT Voices -India's International Journal for Teachers of English, Farrokhi, F (2012) The effects of two pre-task activities on improvement of Iranian EFL learners' listening comprehension Theory and Practice in Language Studies, 2(1), 144-150 Hashim, F (2012) The effects of using advance organizers on improving EFL learners' listening comprehension: A mixed method study System, 40(2), 270-281 Rixon, S (1986) Development listening skills.London: Macmillan publisher Ltd Rost, M (1990) Listening in language learning.London: Longman Schwartz, A.M (1998) Listening in a foreign language.Washington, DC: Center For Applied Linguistics TàiliệuTiếngviệt LêThịTuyết (2016) Thựctrạngvànhậnthứcsửdụngđiệnthoạithôngminhđểrènluyệnkỹnăngnghe sinhviênnăm chuyênngànhtiếngAnhtrườngĐạihọcNgoạingữ - ĐạihọcHuế - T2016-161-GD-NN 37 10 KiềuThị Thu Hương(2014) NângcaokỹnăngnghehiểutiếngAnhchuyênngànhquanhệquốctếchocánbộđốing oạiKiềuThị Thu Hương Tàiliệutrên website 11 https://www.skillsyouneed.com/ips/listening-types.html 12 Iris Center (2012) Iris web Influence of teacher perceptions Retrieved on May20th2018,fromhttps://iris.peabody.vanderbilt.edu/module/div/cresource/ q1/p02/#content 13 Linang, E.R (2005) Teachers report on the use of pre-listening activities in activating students' prior knowledge in Malaysian ESL classroom in Kuching.Unpublisheddoctoraldissertation,UniversityMalaysian Sarawak 14 Martinez, Y (2015) Pre-listening stage.Retrieved on August 3rd, 2018, from: http://prezi.com/tbbyjkwr86hb/pre-listening-stage/ 15 Rajaei, Z.(2015) The role of pre-listening activities on EFL learners' listening comprehension International Journal of Foreign Language Teaching & Research, 3(10), 35-43.Rees, G (2003) Pre-listening activities.Retrieved on May 25th2018, from https://www.teachingenglish.org.uk/article/pre-listening-activities 16 https://www.britishcouncil.vn/hoc-tieng-anh/tieng-anh-nguoi-lon/kinhnghiem/cac-hoat-dong-luyen-nghe-tieng-Anh-hieuqua?fbclid=IwAR3jaSvP0g5Qim-JTlg9oTKNnbvX7ubX49X_B98y7KLdxWw3UHWErMWXAs 17 https://www.britishcouncil.vn/hoc-tieng-anh/tieng-anh-nguoi-lon/kinhnghiem/cac-buoc-thuc-hanh-ky-nang-nghe-tieng-anh?fbclid=IwAR1B9J2BJSMF_7fMM0WvXnmQR7aHSk8S965KHsDhm06rZWbqLn37QMbINM 38 APPENDIX SURVEY QUESTIONNAIRE Dear English-majored students! With an aim to investigate the listening practice activities used by first-year English-majored students at VNUA, I would like to receive your opinions on the following issues Please put an (X) mark on the idea that best suits your opinion Thank you very much! Does the teacher instruct you how to practice listening? (tick the best answer) (Giáo viên có hướng dẫn bạn cách luyện nghe không?) o Yes o No How many days a week (How often) you practise your listening skills outside classroom? (tick the best answer) (Bạn luyện nghe lên lớp ngày tuần? Tần suất luyện nghe bạn nào?) o Everyday o - days / week 39 o - days / week o - days o day How much time per day you spend practising your listening skills outside classroom? (tick the best answer) (Bạn dành bao nhiều thời gian luyện nghe ngày lên lớp?) o Less than 30 minutes o 30 - hour o - hour 30 o hour 30 - hours o More than hours o What is your motivation for practising your listening skills? (Động lực luyện nghe bạn gì?) - To improve your English listening proficiency (Để nâng cao trình độ tiếng Anh) o Strongly disagree (Rấtkhơngđồng ý) o Disagree ( KhôngĐồng ý) o Neutral (Trunglập) o Agree (Đồng ý) o Strongly agree (Rấtđồng ý) - To complete tasks assigned by teachers (Để hoàn thành giáo viên giao) o Strongly disagree (Rấtkhôngđồng ý) o Disagree ( KhôngĐồng ý) o Neutral (Trunglập) o Agree (Đồng ý) o Strongly agree (Rấtđồng ý) 40 - To watch movies in English without subtitles (Để xem phim tiếng Anh không cần phụ đề) o Strongly disagree (Rấtkhôngđồng ý) o Disagree ( KhôngĐồng ý) o Neutral (Trunglập) o Agree (Đồng ý) o Strongly agree (Rấtđồng ý) - To explore cultural and social issues around the world (Để khám phá nội dung văn hóa, xã hội giới) o Strongly disagree (Rấtkhôngđồng ý) o Disagree ( KhôngĐồng ý) o Neutral (Trunglập) o Agree (Đồng ý) o Strongly agree (Rấtđồng ý) - Love for the English language (Do yêu thích tiếng Anh) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) How you practice listening outside classroom?) ( tick more than one) (Bạn luyện nghe cách nào?) o Listen to course book tapes or CDs (Nghe băng/ đĩa giáo trình) o Listen to foreigners by talking directly to them (Nghe người nước ngồi cách nói chuyện trực tiếp với họ) o Listen to news in English (Nghe tin tức tiếng Anh) 41 o Watch movies/ TV series/ gameshows/ talkshows in English (Xemphim/ gameshows/ talkshows tiếng Anh) o Listen to English songs (nghe hát tiếng Anh) What you while you are listening for the first time? (tick more than one) (Bạn làm nghe lần đầu?) - Listen for gist (Nghe ý chính) o Strongly disagree (Rất khơng đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) - Focus on new words (Tập trung vào từ mới) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) - Listen to word by word (Nghe từ) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) What are your pre-listening activities? (Hoạt động trước nghe bạn gì? 42 - Learning vocabulary and grammar used in the listening text (học từ vựng cấu trúc ngữ pháp dùng nghe) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) - Looking at pictures in the listening lessons, reviewing socio-cultural knowledge related to the topic of the listening task (xem tranh nghe, ơn lại kiến thức văn hóa - xã hội có liên quan đến chủ đề nghe) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) - Predicting information based on the topic and context of the text and verifying it while listening (Dự đốn thơng tin dựa chủ đề bối cảnh nghe kiểm chứng nghe) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) What are your while-listening activities? (Hoạt động nghe bạn gì?) - Listening and grasping main ideas (Nghe nắm ý chính) o Strongly disagree (Rất khơng đồng ý) o Disagree ( Không Đồng ý) 43 o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) - Listening for details (Nghe tìm thơng tin chi tiết) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) - Listening and taking notes on main ideas and details (Nghe ghi chép ý chi tiết) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) What are your post-listening activities? (Hoạt động sau nghe bạn gì?) - Listing, discussing, and evaluating the content of the listening task (Liệt kê, thảo luận, đánhgiá nội dung nghe) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) - Practising pronunciation by listening to and repeating the listening task accurately and naturally (Luyện âm cách nghe lặp lại văn cách xác tự nhiên) 44 o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) - Consolidating newly learned vocabulary in new situations and in the situations in the listening task) (Củng cố từ vựng học với tình tương tự tình nghe) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) 10 How many times you usually listen to a recording? (Bạn thường nghe lần nghe?) o Once (if this is your choice, please skip questions 13 and 14) o Twice (if this is your choice, please skip question 14) o times o times o times or more 11 The first time you listen, you try to find out information about the topic of listening.(Khi nghe lần thứ bạn cố gắng hiểu thông tin chủ đề nghe) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) 45 o 12 Strongly agree (Rất đồng ý) The second time you listen, you try to listen for more details by writing individual words, marking or making illustrations of what you have heard (Khi nghe lần thứ hai, bạn cố gắng nghe chi tiết cách viết từ đơn lẻ, đánh dấu vẽ hình minh họa cho nội dung nghe được) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) 13 The third time you listen, you try to summarize information and write down specific responses.(Khi nghe lần thứ ba, bạn cố gắng tóm tắt thông tin viết câu trả lời cụ thể) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) 14 After listening, you often check the scritps (Sau nghe bạn thường kiểm tra lại scrips.) o Strongly disagree (Rất không đồng ý) o Disagree ( Không Đồng ý) o Neutral (Trung lập) o Agree (Đồng ý) o Strongly agree (Rất đồng ý) 46 INTERVIEW QUESTIONNAIRE Question 1: What are your difficulties when you practice listening at home? (Khó khăn nghe nhà gì?) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 2: What is your purpose of listening at home? (Mục đích nghe nhà gì?) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 3: What materials you use to practice listening at home? (Phương tiện để nghe nhà gì?) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 47 …………………………………………………………………………………… …………………………………………………………………………………… Question 4: What kinds of tasks you accomplish when you practice listening to English? (Nhiệm vụ nghe Tiếng Anh?) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 5: How will you improve your listening skills?(Bạn cải thiện kỹ nghe nào?) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………… 48