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VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES -WX THE IMPACT OF PRE-LISTENING STRATEGY INSTRUCTION ON IMPROVING NON-ENGLISH-MAJORED STUDENTS’ LISTENING SKILL AT HO CHI MINH CITY UNIVERSITY OF INDUSTRY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by NGUYỄN THỊ THÚY LOAN Supervisor LÊ THỊ THANH THU, Ph.D Ho Chi Minh City, April 2008 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: THE IMPACT OF PRE-LISTENING STRATEGY INSTRUCTION ON IMPROVING NON-ENGLISH-MAJORED STUDENTS’ LISTENING SKILL AT HO CHI MINH CITY UNIVERSITY OF INDUSTRY in terms of the statement of the Requirements of Theses in Master’s Programs issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other situation Ho Chi Minh City, April 17, 2008 Nguyễn Thị Thúy Loan i RETENTION AND USE OF THE THESIS I hereby state that I, Nguyễn Thị Thúy Loan, being the candidate for the degree of Master of TESOL, accept the requirements of the University of Social Sciences and Humanities relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original version of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for care, loan, or reproduction of thesis Ho Chi Minh City, April 17, 2008 Nguyễn Thị Thúy Loan ii ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to my thesis supervisor, Dr Lê Thị Thanh Thu, for her whole-hearted instruction, thoughtful and insightful comments, and valuable support in the preparation and completion of this thesis I simply cannot thank you enough for your guidance and patience in making this process such an enriching, multi-faceted learning experience My special thanks must go to all my teachers in the English Department of Ho Chi Minh City University of Social Sciences and Humanities for their enthusiasm and helpful instruction during the 2003-2006 TESOL course I thank you for all their insightful advice I received in the course, which not only gave me confidence to pursue a Master of Arts degree, but solidly prepared me for the rigorous process of thesis writing I wish to thanks all the members in my thesis defense committee, who were enthusiastic to read this thesis and helped me to present it to the readers of the Library I hope that this modest contribution will be useful for others to build upon I would like to thank all the students who carefully completed the questionnaires and sincerely provided me with valuable information for this study I also express my thanks to my friends who were particularly of great help in my preparation of the thesis and giving me practical and useful advice during the development of the study report Finally, I want to thank to my family for their love, understanding and wholehearted support while working on this thesis Especially, I thank my kind husband for his great sympathy and encouragement during the time I took the thesis iii ABSTRACT The problem first-year non-English-majored students face as listeners at Vietnamese Australian Educational Alliance Program – Ho Chi Minh City University of Industry (VAEAP-HUI) seems to be the lack of right listening strategies The objective of this study is to explore the impact of pre-listening strategy use on improving non-Englishmajored students’ listening skill and suggests pre-listening strategy instruction in which listening may be more effective taught The study examined the students’ frequency of pre-listening strategy use and its influence on students’ consciousness of strategy use, listening learning and improvement The researcher carries out this study in order to help students improve their listening skill The study was based on a survey questionnaire, a mid-term and a final test After half the experiment of the five recommended strategies instructed, the questionnaire was delivered to students to identify how different frequency and consciousness of prelistening strategy use between the control and experimental group was The study also investigated whether the pre-listening strategies could raise and develop students’ listening skill via the mid-term and final listening scores The data analysis revealed that (1) fewer students in the control group used prelistening strategies than the experimental group; (2) pre-listening strategy instructions influenced positively on students’ consciousness in strategy use and listening learning; and that (3) pre-listening strategy use improved students’ listening skill The study also recommends instructing pre-listening strategies explicitly to teaching listening at VAEAP-HUI iv TABLE OF CONTENTS Page Certificate of originality……………………………………………………………………i Retention and use of the thesis ……………………………………………………………ii Acknowledgements ………………………………………………………………………iii Abstract ………………………………………………………………………………… iv Tables of contents …………………………………………………………………… …v List of tables …………………………………………………………… …………… ix List of figures …………………………………………………………… ……………….x Abbreviations …………………………………………………………….………… ….xi INTRODUCTION 0.1 THE PROBLEMS 0.2 THE AIM OF THE STUDY 0.3 LIMITATION OF THE STUDY 0.4 AN OVERVIEW OF THE THESIS Chapter 1: BACKGROUND TO THE STUDY 1.1 DESCRIPTION OF THE ENGLISH LISTENING SYLLABUS FOR NONENGLISH MAJORS 1.1.1 The listening subject in the curriculum 1.1.2 Time distribution and textbook 10 1.1.3 Course objectives .10 1.2 STUDENTS’ CURRENT PRACTICE IN STUDYING LISTENING ……… 12 1.2.1 In Pre-listening……………………….… 12 1.2.2 In While-listening……………… 13 1.2.3 In Post-listening……… .14 1.3 SUMMARY 14 v Chapter 2: LITERATURE REVIEW 15 2.1 LISTENING COMPREHENSION 15 2.1.1 Listening stages…………………………………………… …………………16 2.1.1.1 Pre-listening .16 2.1.1.2 While-listening 18 2.1.1.3 Post-listening .19 2.1.2 Factors affect learner listening 20 2.1.2.1 Texts 20 2.1.2.2 Tasks .21 2.1.2.3 Speakers 21 2.1.2.4 Process 22 2.1.2.5 Listeners 23 2.1.2.5.1 Listener’s personal characteristics 23 2.1.2.5.2 Listener’s cognitive activities .23 2.2 LEARNING STRATEGIES/ LISTENING STRATEGIES 25 2.2.1 Definitions 25 2.2.2 Kinds of strategies 27 2.2.3 Listening strategies 29 2.2.3.1 Pre-listening strategies 31 2.2.3.2 While-listening strategies 33 2.2.3.3 Post-listening strategies .33 2.2.4 The effects of strategies .34 2.2.4.1 The effects of strategies on language/ listening learning …….… 34 2.2.4.1.1 Effectiveness in learning 34 2.2.4.1.2 Motivation 35 2.2.4.1.3 Increasing time on task .35 2.2.4.1.4 Learner autonomy 35 vi 2.2.4.2 The effects of pre-listening strategies 36 2.4.2.1 Passive recorders become active participants 36 2.4.2.2 Increasing the input and improving comprehension .37 2.2.5 Framework for learning/listening strategy training .38 2.2.5.1 Direct instruction .38 2.2.5.2 Embedded instruction 38 2.2.5.3 Cognitive Academic Language Learning Approach (CALLA)…….… 39 2.2.5.4 Strategy-based approach 40 2.3 STUDIES RELATED TO LISTENING COMPREHENSION STRATEGIES 41 2.4 SUMMARY 43 Chapter 3: METHODOLOGY 45 3.1 RESEARCH QUESTIONS 45 3.2 RESEARCH DESIGN 46 3.2.1 Subjects 47 3.2.2 The experiment .48 3.2.3 Data collection instruments .54 3.2.3.1 Questionnaire .54 3.2.3.2 Mid-term and final tests .56 3.2.4 Data collection procedure 57 3.3 SUMMARY .58 Chapter 4: DATA ANALYSIS AND FINDINGS 59 4.1 RATIONALE FOR DATA ANALYSIS 59 4.1.1 Analysis presentation .59 4.1.2 Coding 60 4.1.3 Data analysis methodology .60 vii C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 4.2 STUDENTS’ RESPONSES TO THE QUESTIONNAIRE .62 4.2.1 Students’ background 62 4.2.2 Students’ current practice in pre-listening strategy use .64 4.2.2.1 Analyses of data…………………………………………….…………….65 4.2.2.2 Discussion ……………………………………………………… ………69 4.2.3 Students’ awareness of strategy use and listening learning .70 4.2.3.1 Analyses of data……………………………………………………….….70 4.2.3.1.1 Students’ awareness of strategy use…………….… ………………70 4.2.3.1.2 Students’ awareness of listening learning………………………….74 4.2.3.2 Discussion …………………………………………………………… …83 4.3 STUDENTS’ TESTS SCORES STATISTICS 84 4.3.1 Analyses of data…………………………………………….……………….….84 4.3.2 Discussion ……………………………………………………… ……………88 4.4 CONCLUSION OF DATA ANALYSIS .89 Chapter 5: CONCLUSION AND RECOMMENDATIONS .92 5.1 CONCLUSION .92 5.2 RECOMMENDATIONS… 94 BIBLIOGRAPHY………………………………………………………………100 APPENDICES APPENDIX 1: Listening syllabus…………………………………….……106 APPENDIX 2: The questionnaire in English………………………………110 APPENDIX 3: The questionnaire in Vietnamese………………………….113 APPENDIX 4: The mid-term test………………………………………….116 APPENDIX 5: The final test…………………………….…………………120 APPENDIX 6: The results of sig (2-tailed) in the t-test ……… ……… 124 viii Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES Page Table 1.1: Time distribution of listening courses .10 Table 2.1: Listening strategies and their functions 30 Table 3.1: Activities designed for the experiment……… 49 Table 4.1: Sample’s characteristics of gender and age .63 Table 4.2: Sample’s characteristics of English studying background 63 Table 4.3: Frequency of students’ setting up strategies before listening 65 Table 4.4: Students’ use of pre-listening strategies 66 Table 4.5: Students’ awareness of pre-listening strategies .70 Table 4.6: Students’ opinions of the importance of listening in language learning 74 Table 4.7: Comparison of motives and goals in listening learning by both groups 75 Table 4.8: Students’ consciousness of listening learning 77 Table 4.9: Students’ frequency of listening for study and entertainment 77 Table 4.10: Students’ comments on English listening class .79 Table 4.11: Students’ characterizing levels of listening tests 80 Table 4.12: Students’ self-assessment of English listening ability 81 Table 4.13: The mean numbers indicative of students’ attitudes to listening 82 Table 4.14: Results of the mid-term and final test in listening 85 ix Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX 2: QUESTIONNAIRE FOR STUDENTS (ENGLISH VERSION) Dear students, This questionnaire aims to collect data for a study entitled: “The impact of prelistening strategy instruction on improving non-English-majored students’ listening skill at Ho Chi Minh City University of Industry.” Please answer the questions by putting an X in the appropriate box that applies to you Your answers are very important to the success of the study There are not any true or false answers but they describe exactly the way you use to study listening Your answers to these questions are for research purposes only Part 1: About you Gender: Male The year of your birth: ……… You went to high school in: a remote rural area: a mountainous area: the countryside: a town: a city: Female You have learned English since you were in: Elementary school: Secondary school: High school: Are you currently taking or have you ever taken a private English course at a foreign language center? yes no Please mark a cross (x) for your answer of the questions from to 16 Part 2: Learner listening habits, strategy use Do you listen to an English text combined with strategies for a clear purpose? never rarely sometimes usually 110 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn always C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an How often you use these activities in pre-listening? Never Rarely Sometimes Usually Always 7.1 Try not to worry Minimize distractions 7.2 Read questions Get required tasks 7.3 Think of the topic Think of related vocabulary 7.4 Predict content, questions Predict answers 7.5 Pay attention Prepare own aids: signs, frames In your opinion, how useful are these pre-listening strategies in listening learning? Very little Little No idea Much Very much 8.1 Being self-confident and comfortable 8.2 Setting purposes 8.3 Activating existing knowledge 8.4 Prediction 8.5 Getting ready to listen Part 3: Learner attitudes toward listening study and the amount of time for the practice of listening How important is listening skill in learning a foreign language? very unimportant unimportant no idea important 111 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn very important C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 10 What reasons you try to study listening for? Strongly Disagree No idea Agree Strongly disagree agree 10.1 Enjoyment 10.2 Passing tests and exams 10.3 Getting good results 10.4 Helping studying major subjects lectured in English 10.5 Enhancing ability in communication 10.6 Entertainment 11 Have you ever thought of the way to listen better? never rarely sometimes usually always 12 How often you review and practice listening (outside class)? never rarely sometimes usually always 13 How often you listen to English programs on TV and radio? never rarely sometimes usually always 14 How would you characterize a listening period at school? very boring boring acceptable interesting very interesting 15 How are the listening tests to you? very difficult difficult average easy very easy 16 How you assess your own English language listening ability currently? below average average Thank you very much for your cooperation! 112 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn above average C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX 3: QUESTIONNAIRE FOR STUDENTS (TRANSLATED VERSION) PHIẾU KHẢO SÁT Chào bạn sinh viên, Những câu hỏi nhằm thu thập liệu cho đề tài nghiên cứu “Tác động việc giảng dạy chiến lược học trước nghe việc nâng cao kĩ nghe cho sinh viên không chưyên Anh trường Đại Học Công Nghiệp TP.HCM” Xin bạn vui lòng trả lời câu hỏi sau cách đánh dấu (X) vào câu trả lời chọn Các câu trả lời bạn quan trọng cho thành cơng đề tài Khơng có câu trả lời hay sai, mà miêu tả xác cách mà bạn sử dụng học nghe tiếng Anh Bảng khảo sát sử dụng vào mục đích nghiên cứu Phần 1: THƠNG TIN CÁ NHÂN Giới tính: Nam Năm sinh: ……… Bạn học trung học phổ thông ở: Vùng sâu, vùng xa: Vùng cao: Nông thôn: Thị xã: Thành phố: Nữ Bạn bắt đầu học tiếng Anh nào? Khi học ở: Tiểu học: Trung học sở: Trung học phổ thông: Hiện bạn có theo học hay theo học lớp tiếng Anh trung tâm ngoại ngữ khơng? Có Khơng Bạn trả lời câu hỏi từ đến 16 cách đánh chéo (x) vào ô phản ánh ý kiến bạn 113 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Phần 2: THÓI QUEN, CHIẾN LƯỢC Bạn có nghe tiếng Anh kết hợp với cách thức riêng mà bạn định không? Không thường luôn Bạn có thói quen nghe tiếng Anh nào? 7.1 7.2 7.3 7.4 7.5 Trước nghe: cố gắng không lo lắng không để vấn đề diễn xung quanh gây ảnh hưởng đọc thật kĩ câu hỏi, yêu cầu xác định rõ phải nghe làm suy nghĩ chủ đề nghe suy nghĩ từ vựng liên quan dự đoán nội dung, câu hỏi dự đoán câu trả lời tập trung cao chuẩn bị vật dụng riêng: giấy nháp, khung, ký hiệu, viết tắt Không Hiếm Thỉnh Thường thoảng Luôn Theo bạn, hoạt động sau hữu ích việc nghe? Rất khơng Khơng Khơng Hữu ích Rất hữu ích hữu ích ý kiến hữu ích 8.1 Tao tự tin, thoải mái 8.2 Tìm hiểu rõ mục đích, u cầu 8.3 Vận dụng kiến thức chủ đề nghe 8.4 Dự đoán 8.5 Chuẩn bị sẵn sàng Phần 3: THÁI ĐỘ ĐỐI VỚI MÔN NGHE VÀ THỜI LƯỢNG DÀNH CHO VIỆC LUYỆN NGHE TIẾNG ANH Theo bạn, môn nghe có kĩ quan trọng việc học ngoại ngữ khơng? Hồn tồn khơng quan trọng khơng quan trọng khơng có ý kiến quan trọng 114 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn quan trọng C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 10 Bạn cố gắng học nghe lí gì? Rất khơng Không đồng ý đồng ý Không Đồng Rất ý kiến ý đồng ý 10.1 10.2 10.3 10.4 Yêu thích Vượt qua kì thi Đạt điểm số cao Giúp ích việc học chuyên ngành giảng dạy tiếng Anh 10.5 Nâng cao khả giao tiếp tiếng Anh 10.6 Giải trí tiếng Anh 13 Bạn có suy nghĩ tìm hiểu làm để nghe tốt hơn? Không thường luôn 11 Bạn thường dành thời gian để ôn bài, luyện nghe (ngồi học lớp) nào? Khơng thường luôn 12 Bạn có thường xun nghe chương trình tiếng Anh TV đài không? Không thường ln ln 14 Bạn nghĩ tiết học nghe lớp? chán chán chấp nhận thú vị thú vị 15 Đề kiểm tra tiếng Anh lớp bạn nào? dễ dễ vừa phải khó 16 Bạn nhận xét khả nghe tiếng Anh nay? trung bình trung bình trung bình Xin cảm ơn giúp đỡ bạn! 115 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn khó C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 116 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