An investigation into factors motivating students to learn listening skill in some high schools in ky anh district ha tinh province nghiên cứu các yếu tố thúc đẩy học sinh học kỹ năng nghe tại một số t

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING SUPERVISOR: Assoc Prof Dr LE PHAM HOAI HUONG HUE, 2014 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES AN INVESTIGATION INTO FACTORS MOTIVATING STUDENTS TO LEARN LISTENING SKILL IN SOME HIGH SCHOOLS IN KY ANH DISTRICT, HA TINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: Assoc Prof Dr LE PHAM HOAI HUONG HUE, 2014 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGHIÊN CỨU CÁC YẾU TỐ THÚC ĐẨY HỌC SINH HỌC KỸ NĂNG NGHE TẠI MỘT SỐ TRƯỜNG CẤP III KỲ ANH, HÀ TĨNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: Phó giáo sư, tiến sĩ: Lê Phạm Hoài Hương HUẾ, 2014 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published anywhere Author Nguyen Thi Trang Nhung iii ABSTRACT This study aims to explore the factors that motivate students to learn listening skill in Ky Anh high schools Besides, the reality of teaching and learning listening skill in those schools were also investigated Both qualitative and quantitative approaches were used The data collection instruments included questionnaires, classroom observations, and interviews The findings of the study indicate that both teachers and students in Ky Anh high schools got clear understanding about the importance of listening skill as well as the significance of motivation in teaching and learning listening skill Unfortunately, they also got many obstacles in teaching and learning listening skill; Not only intrinsic but also extrinsic motivation had influences on learning listening skill of students but the extrinsic factors of motivation had stronger impacts with the term of “compulsoriness” Base on the findings, some practical suggestions were put for teachers and students at Ky Anh high schools to maintain motivation as well as improve listening skill for students in learning English Based on factors motivating students to learn listening skill, teachers have to develop their teaching experiences, try to adapt teaching materials and change teaching methods to meet students’ interest Besides, the suggestions were given out for students that they have to follow the SMART guideline to set the goal for effort and focus on their ability and interest in the process of learning iv First of all, I would like to express my deepest gratitude to my supervisor, Assoc Prof Dr Le Pham Hoai Huong, for her invaluable guidance, comments, suggestions and encouragement during the completion of the study I wish to especially thank all teachers of Hue University, College of Foreign Languages for their useful teaching and helpful assistance in my graduate courses there My sincere acknowledgments are sent to all teachers and students at two high schools in Ky Anh District, Ha Tinh Province who gave me the data for my research Without their contribution, the study would not have been completed Finally, my warmest thanks are devoted to my family and close friends for their warm encouragements and love during the time I fulfilled the study v TABLE OF CONTENTS SUB COVER i, ii STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi ABBREVIATIONS ix LIST OF TABLES AND FIGURES x CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Research significance CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Motivation 2.2.1 What is motivation? 2.2.2 The components of motivation 2.2.3 The influences of motivation on second language learning 2.3 Listening skill and their position in English language teaching (ELT) 13 2.3.1 What is listening skill? 13 2.3.2 The importance of listening skill in ELT 14 2.4 Current situation in English language learning and teaching in Vietnam 16 2.5 Previous studies related to the topic 17 vi 2.6 Chapter summary 21 CHAPTER 3: METHODOLOGY 22 3.1 Introduction 22 3.2 Research Approach 22 3.3 Data collection methods 22 3.3.1 Questionnaire 23 3.3.2 Classroom observation 23 3.3.3 Interview 24 3.4 Data analysis 24 3.5 Summary 24 CHAPTER 4: FINDINGS AND DISCUSSION 25 4.1 Chapter introduction 25 4.2 Teaching and learning listening skill at high schools in Ky Anh district 25 4.2.1 Teachers’ and students’ awareness of the importance of listening skill 25 4.2.1.1 Teachers’ awareness of the importance of listening skill 25 4.2.1.2 Students’ awareness of the importance of listening skill 26 4.2.2 Students’ attitudes toward learning listening skill 27 4.2.3 Teachers’ and students’ difficulties in teaching and learning listening skill 29 4.2.3.2 Difficulties faced by students in learning listening skill 30 4.2.4 Factors motivating students to learn listening skill 32 4.2.4.1 Teachers and students’ opinion about the importance of motivation in teaching and learning listening skill 32 4.2.4.2 Factors motivating students to learn listening skill 34 4.2.6 Teachers’ suggestions for enhancing motivation for learning listening skill for students by teachers 40 4.3 Chapter summary 42 CHAPTER 5: CONCLUSION, IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY 43 vii 5.1 Summary of the key findings 43 5.3 Implications 44 5.3.1 For teachers .44 5.3.2 For students 45 5.4 Limitations of the study 46 5.5 Suggestions for further research 47 REFERENCES 48 APPENDICES 52 viii ABBREVIATIONS ASEAN : Association of South-East Asian Nations EFL : English as a Foreign Language L2 : Second Language N : Number WTO : World Trade Organization WHO : World Health Organization ix Gardner, R.,& Lambert, W (1972) Attitudes and motivations in second language learning Rowley, Massachusetts: Newbury House Gardner, R (1983) Learning another language: A true social psychological experiment.Journal of Language and Social Psychology, Vol 2,219-240 Gardner, R (1980) On the validity of affective variables in second language acquisition: conceptual and statistical considerations.Language learning, 30 (2), 255-270 Gardner, R (1985) Social psychology and second language learning: the role of attitude and motivation London: Edward Arnold Gardner, R (2006) The socio-educational model of second language acquisition: A research paradign EUROSLA yearbook, 6, 237-260 Heckhausen, H (1991) Motivation and Action New York: Springer Hoang, T (1999) Learner's fondness for knowledge revisited? Gíao dục Thời Đại (Education and Times Newspaper) Hoang, V.V) The current situation and issues of the teaching of English in Vietnam Retrieved March 27, 2013, from http:/www.skillsyouneed.com/ips/listeningskills.html#ixzz2QIs10Ue6 Hoang Ngoc Anh(2008).An investigation in to teaching listening skill at Dao Huy Tu high school, Quang Binh Province Unpublished MA Thesis, Hue University, Vietnam Huynh Thi Thanh Tam (2005) Using games as a Teaching Technique in Listening Classes at Da Nang High Schools Unpublished BA research paper, Da Nang University, Vietnam Hossein, B (2012) The relationship between listening and other language skills in International English Language Testing System Theory and Practice in Language Studies, 2(4), 657-663 Hue University, College of foreign languages Methodology 4, theory of teahing and learning http://www.oxforddictionaries.com/definition/english/motivation Retrieved September, 27th 2013 http://homeworktips.about.com/od/homeworkhelp/a/goals.htm Retrieved July, 1st 2014 49 Hamouda, A (2013) An investigation of listening comprehension problems encountered by Saudi Students in the EL Listening International Journal of Accedemic Research in Progressive Education and Development, ISSN22266348, Vol.2, 2,113-155 Kong, Y (2009) A brief discussion on motivation and ways to motivate student in EFL International Education Studies, 2(2), 145-149 Le, T S (2011) Teaching listening in Vietnam: Improving the provision in the private sector A thesis submitted to The school of Education Faculty of Human Development Victoria University in fulfillment of the requirements for the Degree of Doctor of Philosophy Lifreiri, V (2005) A sociological perspective on motivation to learn EFL; the case of seculars plurilingues in Argentina M.A Thesis, Univerity of Piltsburgh Luu Quy Khuong & Phung Nguyen Quynh Nga (2006) A study of difficulties faced by EFL teachers in teaching listening at high schools in Nghe An province, Vietnam A case study with currently used textbool "Tieng Anh 11" Journal of Science and Technology, UD, (63) Malkawi, A H (2010) Listening comprehension for tenth grade students in Tabaria Journal of language teaching and research, Vol.1,6, 771-775 McDonough (1983) Psychology in foreign language teaching (2 ed.) London Allen and Unwin McKay, D R Retrieved March 29, 2013, from http:/careerplanning.about.com /cs/miscskills/a/listening_skill.html Nguyen Thi Thanh Thanh (2001) Listening Skill and Some Common Problems Facing the Learners of English Language at Hue College of Sciences Unpublished BA research paper, Hue University, Vietnam Pham Thanh Vinh (2002) A study on some difficulties in Learning Listening of First-Year Students of English at Da Nang College of Education Unpublished M.A Thesis Da Nang University, Vietnam Piric, A (2011) Adult education: Using motivation strategies and techniques, 1st international confrerence on foreign language teacging and applied linguistics 50 on May 5-7 2011 Sarajevo Rod, E (2002) The study of second language acquisition Oxford/New York: Oxford University Press Shuib, M (2009) Motivation and attitudes towards learning English: A study of petroleum engineering undergraduated at Hadhramout University of Sciences and Technology GEMA Online Journal of Language Studies Starks, D.,& paltridge, B (1996) A note on using socialinguistic methods to study nonative attitudes toqards English World English, 15(2), 217-224 Spolsky, B (1969) Attitudinal aspects of second language learning Language learning,19, 271-281 Thasarathapany, J (1990) Retrieved March 25, 2013, from http:/www.melta.org.my/ET/1990/main5.html Veronica, A (2008) Motivation in language learning Annals of University of Oradea, 17(1), 557-562 Wang, B (2009) Motivation and Language Learning Asian Social Science, 5(1), 98-100 Wei, L (2012) Retrieved September 28, 2013, from http://coerll.utexas.edu/ methods/modules/listening/01/challenges.php Yagang, F (1993) Listening: problems and solutions English Teaching Forum In Kral, Th (ed), Teacher Development, Making the Right Moves (189-196) Enghish Language Programs Division, United States Information Agency, Washington, D.C 51 APPENDICES QUESTIONNAIRE APPENDIX 1: QUESTIONNAIRE FOR TEACHER This questionnaire aims at finding your opinions about students’ attitudes to learn listening skill, your difficulties in teaching listening skill as well as your ideas of the importance of each factor of motivation in English listening skill teaching The information gathered in this questionnaire is used for the purposes of the thesis Please read carefully and circle your opinion Question was done as an example How many years of experience have you got? A ->2year B 2->5 years C More than years D Less than year According to you, students like to learn listening skills? A Yes B No Do you find it important to teach listening skills? A Very important B Important C Not important What are the difficult elements to conduct a good listening lesson? A Students’ vocabulary B Limited Time C Students’ interest D Materials E Others (please specify):…………………… What you think about students’ attitudes towards learning listening skill? A Very interested 52 B Interested C Ignored D Less interested What are the factors that motivate students in learning listening? A Teaching Methodology B Materials C Students’ goal D Students’ family influences E Future job orientation F Others (please specify): Do you think that students’ motivation facilitates your teaching? A Yes B No Which factors you base on to find out students’ motivation? A Students’ attitude B Students’ goal C Students’ background D Others (please specify)……… What can teachers to motivate students? A Change teaching methodology B Change materials C Explore students’ goals & interests D Talk to students about the importance of listening skill E Others: (please specify)………… 10 What factors may demotivate students in learning listening skill? A Boredom B Lack of materials C Lack of vocabulary D There is no listening component in examinations E Lack of facilities 53 F Lack of experienced teachers G Large and mixed classes H Others (please specify): ………………………… 11 Please arrange from to according to the importance of factors that may motivate students to learn listening skills? (1 is the most important and is the least important) A Teaching methodology B Students’ background C Teaching and learning materials D Topics E Students’ interest F Students’ goals 12 According to you, how can teacher maintain motivation for students? A Use appropriate teaching methods to meet students’ interest B Help students to identify their goals C Try to talk to students to find out their need D Identify students’ difficulties in learning listening and help them overcome the difficulties E Others: (please specify):……………… 13 What are your suggestions to improve students’ listening skill? A Adapt materials B Use appropriate methods to meet students’ need C Help students look for materials for self – study D Give students as many listening practices as possible E Others (please specify): THE END THANK YOU FOR YOUR COOPERATION 54 APPENDIX 2: QUESTIONNAIRE FOR STUDENTS This questionnaire aims at surveying the issues of learning listening skill at Ky Anh high schools in Ha Tinh province Your help can contribute to the success of my research The data collected will be supported the thesis purposes only Please answer the questions by circling the options or/and giving your own opinions in some questions Question was done as an example for you Please provide your personal information Class: Gender: Male Female Age: Do you like to learn listening skill? A Yes B No Which factors below may demotivate you in learning listening skill? You can choose more than options A Boredom B Listening is not included in the tests or examinations at school C The skill is difficult D Teacher’s teaching methodology E Materials F Lack of vocabulary G Others: Please specify……………… Do you find it important to learn listening skill? A Very important B Important C Not important D No idea Why you learn listening skill? Because it is 55 A a compulsory skill B of my interest C needed for my future job D Others: Please specify……………… What difficulties you face in learning listening skill? A Non - authentic Materials B Learning Methods C Poor Vocabulary D Strange topics E Poor facilities F Others (Please specify): What you think about motivation in learning listening skill? A Very important B Important C Less important D Not important What are the factors to motivate you to learn listening skill? A Teacher’s teaching method B Materials C Topic D Your goal E Facilities F Educational system G Future job orientation Do you find it difficult to get motivation to learn listening skill? A Yes B No How often you lose motivation in learning listening skill? A Always B Often 56 C Sometimes D Rarely E Never If you say “yes”, Please continue with question 10 10 Why you lose motivation? A Changes (teaching methods, condition, materials, environment….) B Low marks C Feeling bored D Some influences from your family, your friends and so on E Lose your goals F Others: Please specify 11 When you lose motivation, how can you get it back? A Change the learning methods B Change materials C Talk to your friends/family D Take a rest E Others: 12 What are your suggestions to get motivation in learning listening skill? A Always setting the goals B Making specific plans for learning C Learning as your interest/hobby D Other ideas: Please specify 13 In your opinion, how can students improve listening skill? A Let them learn as their interest B Request exercises and tests from teachers C Define clear goals to make effort D Make careful schedule to learn E Design appropriate learning methods F Others: 57 BẢNG CÂU HỎI ĐIỀU TRA (Dành cho học sinh) Bảng câu hỏi điều tra nhằm phục vụ cho đề tài nghiên cứu tình hình dạy học kỹ nghe trường THPT Kỳ Anh, Hà Tĩnh Sự giúp đỡ bạn đóng góp vào thành công đề tài nghiên cứu Những thông tin thu nhằm mục đích phục vụ cho đề tài nghiên cứu khơng mục đích khác Xin chân thành cảm ơn hợp tác bạn Xin vui lòng cung cấp vài thơng tin cá nhân: - Lớp: - Giới tính: - Tuổi: Nam Nữ Vui lòng trả lời câu hỏi cách vòng tròn đáp án hoăc/và đưa ý kiến thân số câu hỏi Bạn có thích học nghe khơng? A Có B Khơng Những yếu tố làm bạn khơng thích học nghe? (Bạn chọn nhiều đáp án) A Môn nghe chán B Môn nghe khơng có kiểm tra hay kỳ thi trường C Kỹ nghe khó D Phương pháp giảng dạy giáo viên không phù hợp E Tài liệu học thiếu/khơng mang tính thực tế F Thiếu vốn từ G Ý kiến khác: 58 Bạn có thấy học kỹ nghe quan trọng khơng? A Rất quan trọng B Quan trọng C Khôngquan trọng D Khơng có ý kiến Tại bạn học kỹ nghe? Bởi vì: A kỹ bắt buộc B sở thích bạn C cần cho công việc tương lai bạn D ý kiến khác: Những khó khăn mà bạn gặp phải học nghe? A Khơng có tài liệu học thích hợp B Phương pháp học C Vốn từ vựng nghèo nàn D Chủ đề xa lạ E Trang thiết bị nghèo nàn F Ý kiến khác: Bạn nghĩ động lực học việc học kỹ nghe? A Rất quan trọng B Quan trọng C Ít quan trọng D Không quan trọng Những yếu tố thúc đẩy bạn học nghe? A Phương pháp giảng dạy giáo viên B Tài liệu học C Chủ đề D Mục tiêu bạn 59 Cơ sở vật chất E F Hệ thống giáo dục nước ta G Định hướng nghề nghiệp tương lai bạn Bạn có gặp khó khăn việc tìm động lực học cho mơn nghe khơng? A Có B Khơng Bạn có thường bị động lực học nghe khơng? A Luôn B Thường xuyên C Thỉnh thoảng D Hiếm E Không Nếu bạn bị động lực học nghe, vui lòng tiếp tục với câu hỏi số 10 10 Tại bạn bị động lực học nghe? A Vì thay đổi (Phương pháp giảng dạy, điều kiện, tài liệu, môi trường…) B Bị nhiều điểm C Cảm thấy chán nản D Ảnh hưởng từ gua đình, bạn bè… E Mất mục tiêu phấn đấu F Lý khác: 11 Khi động lục học nghe, bạn làm để tìm lại động lực học? A Thay đổi phương pháp học B Thay đổi tài liệu học C Nói chuyện với gia đình, bạn bè D Nghỉ ngơi thời gian ngắn E Ý kiến khác: 60 12 Bạn có gợi ý nhằm đạt động lực học nghe? A Ln ln có mục tiêu phấn đấu B Có kế hoạch học tập cụ thể C Học theo sở thích bạn D Ý kiến khác: 13 Theo bạn, làm cách để học sinh cải thiện kỹ nghe? A Để học sinh học theo sở thích B Giáo viên phải nhiều tập kiểm tra C Có mục tiêu cụ thể để phấn đấu D Có kế hoạch cụ thể cho việc học E Thiết kế phương pháp học thích hợp F Ý kiến khác: 61 APPENDIX 3: OBSERVATION SHEET Unit: Date: Class/grade: Ss’ total number: Time allotted: Stages Activities Work arrangement Remark Pre - Listening While - Listening Post - Listening Comment:…………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 62 APPENDIX 4: INTERVIEW QUESTIONS A FOR TEACHERS What you think about the importance of motivation in learning listening skill? According to you, what factors motivate students most? What are your suggestions to maintain motivation for students? B FOR STUDENTS What you think about the importance of motivation in learning listening skill? How can you be motivated yourself in learning listening? In what way you maintain motivation in learning listening skill? CÂU HỎI PHỎNG VẤN Dành cho học sinh Bạn nghĩ tầm quan trọng động lực học việc học nghe? Bạn tự tạo động lực học nghe cho nào? Bạn trì động lực học nghe cách nào? 63