An investigation into the influence of the cefr on teaching listening skills to first year english major students at thua thien hue college of education

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - LE THI THANH PHUOC AN INVESTIGATION INTO THE INFLUENCE OF THE CEFR ON TEACHING LISTENING SKILLS TO FIRST YEAR ENGLISH-MAJOR STUDENTS AT THUA THIEN HUE COLLEGE OF EDUCATION MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2014 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES - - LE THI THANH PHUOC AN INVESTIGATION INTO THE INFLUENCE OF THE CEFR ON TEACHING LISTENING SKILLS TO FIRST YEAR ENGLISH-MAJOR STUDENTS AT THUA THIEN HUE COLLEGE OF EDUCATION MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRUONG VIEN Assoc Prof Dr HUE, 2014 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ - - LÊ THỊ THANH PHƢỚC ĐIỀU TRA ẢNH HƢỞNG CỦA KHUNG TRÌNH ĐỘ NĂNG LỰC NGƠN NGỮ CHÂU ÂU VÀO VIỆC DẠY KĨ NĂNG NGHE CHO SINH VIÊN CHUYÊN NGỮ NĂM THỨ NHẤT TẠI TRƢỜNG CAO ĐẲNG SƢ PHẠM THỪA THIÊN HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC PGS TS TRƢƠNG VIÊN HUẾ, 2014 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not been published elsewhere Author Le Thi Thanh Phuoc iii ABSTRACT This study was conducted to look into the influence of the CEFR on teaching listening skills to first year English – major students at Thua Thien Hue College of Education Questionnaire, class observation and interview were used as data collecting tools All 10 first year English – major foreign and Vietnamese teachers, who were teaching at Thua Thien Hue College of Education and 65 students at HCE filled in the questionnaire It aims at finding out teachers‟ and students‟ attitudes in teaching and learning the listening skills towards CEFR based on Objective PET, syllabus and teaching materials, the reality of teaching and learning listening skills in the classroom according to requirements of CEFR standards based on Objective PET which helps students reach level B1 in CEFR and difficulties in teaching and learning listening skills in reference to CEFR According to results from questionnaires and interviews, most teachers and students had positive attitudes on learning and teaching listening skills based on CEFR in using Objective PET to teach English at HCE The reality of teaching and learning listening skills developed in reference to CEFR based on Objective PET for students is effective However, this study also explored some possible solutions as well as suggestions to overcome the difficulties in teaching and learning listening skills towards level B1 in CEFR This study explored difficulties faced by the teachers and students when teaching and learning listening skills based on Objective PET to reach B1 - level The analyzed data showed that most of the teachers and students had difficulties in teaching and learning listening skills to get level B1 in CEFR such as students‟ habit of practicing listening, students‟ different level, time, etc Therefore, the researcher suggested useful solutions to improve its quality Based on the findings of the research, the implications help both teachers and students to better the teaching and learning process iv ACKNOWLEDGMENTS First and foremost, I am very grateful to Assoc Prof Dr TRUONG VIEN for his guidance, encouragements, patience and help My truthful thanks are for teachers at Thua Thien Hue College of Education in the theory and Methodology of English Language Teaching course 2014-2015 for their devotion in teaching so that I can have the background knowledge to carry out this research The data collection for my research paper was supported by the teachers and students at Thua Thien Hue College of Education Without their valuable contributions, I could not well with my research paper I want to express my thanking to the teachers and students who were willing to spend their time participating in the interview Finally, my thanks go to all my friends and colleagues for their encouragements and support v TABLE OF CONTENTS SUB COVER PAGE i STATEMENT OF AUTHORSHIP Error! 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Bookmark not defined CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1.2 Research aims 1.3 Research scope 1.4 Research questions 1.5 Research significance 1.6 Research structure CHAPTER II: LITERATURE REWIEW AND THEORETICAL BACKGROUND 2.1 Overview 2.2 Previous studies related to the topic 2.3 Theoretical background of listening skills 2.3.1 The definition of listening 2.3.2 The process of listening 10 2.3.3 The definition of skill 11 2.3.4 The definition of listening skill 11 2.3.5 Types of listening skills 12 2.3.6 The process of listening skills in language learning 12 2.3.7 The importance of listening skills 14 vi 2.4.Theoretical background of the Common European Framework of Reference for Languages 14 2.4.1 The CEFR? 14 2.4.2 Self-assessment grids for A1-C2 level listener according to CEFR (for listening) .17 2.4.3 The benefits of using CEFR in teaching and learning listening skills .19 2.5 CEFR-based English instruction at Hue College of Education 19 2.6 The introduction of CEFR - related to teaching and learning listening skills 20 2.6.1 PET Test Format 20 2.6.2 PET for Listening Skills 21 2.7 Chapter summary 21 CHAPTER III: METHODOLOGY 22 3.1 Introduction 22 3.2 Research approach 22 3.3 Research methods 22 3.3.1 The questionnaires 22 3.3.2 Class observation 24 3.3.3 The interviews 24 3.4 Participants 25 3.5 Data analysis 25 3.6 Chapter summary 26 CHAPTER IV: FINDINGS AND DISCSSIONS 27 4.1 Introduction 27 4.2 Results from the questionnaires (quantitative results) 27 4.2.1 Results from teacher (see Appendice 1) 28 4.2.1.1 Teachers‟ attitudes on requirements of CEFR-B1 level on teaching listening skills based on Objective Pet (Cluster 1) .28 4.2.1.2.Syllabus and teaching materials (cluster 2) 32 4.2.1.3 The reality of teaching and learning listening skills developed in reference to CEFR for first year English – major students at HCE (cluster 3) 36 vii 4.2.2 Results from student (see Appendice 2) 47 4.2.2.1 Students‟ attitudes on requirements of CEFR – B1 level on learning listening skills (cluster 1) 47 4.2.2.2 Syllabus and teaching materials (cluster 2) 51 4.2.2.3 The reality of teaching and learning listening skills developed in reference to CEFR for first year English – major students at HCE (cluster 3) 55 4.2.2.4 Difficulties in learning listening skills in reference to CEFR (cluster 4) 63 4.2.3 Comparison results between teacher and student questionnaires 67 4.2.3.1 Teachers‟ and students‟ attitudes on requirements of CEFR – B1 level on teaching and learning listening skills 68 4.2.3.2 Syllabus and teaching materials .68 4.2.3.3 The reality of teaching and learning listening skills developed in reference to CEFR for first year English – major students at HCE 68 4.2.3.4 Difficulties in teaching and learning listening skills in reference to CEFR .69 4.3 Results from teacher interviews and classroom observation (qualitative results) 70 4.3.1 Effects of teaching and learning listening skills by integrating in Objective PET to help students gain B1 level 70 4.3.2 Teachers‟ attitudes about using Objective PET to evaluate first year English – major students‟ level 72 4.3.3 Types of supplementary materials used to help students practice listening skills to gain B1 level 73 4.3.4 Difficulties of using Objective PET to teach listening skills faced by teachers 74 4.4 Results from student interviews and classroom observation (qualitative results) 76 4.4.1 Effects of teaching and learning listening skills by integrating in Objective PET to help students gain B1 level 76 viii 4.4.2 Students‟ attitudes about using Objective PET to evaluate first year English – major students‟ level 77 4.4.3 Types of supplementary materials used to help students practice listening skills to gain B1 level 77 4.4.4 Difficulties of using Objective PET to teach listening skills faced by students 78 4.5 Chapter summary 78 CHAPTER V: CONCLUSION AND IMPLICATIONS 80 5.1 Summary of the findings 80 5.2 Implications 82 5.2.1 For teachers 83 5.2.2 For students 85 5.3 Limitations of the study 86 5.4 Further study 86 REFERENCES 87 APPENDICES ix Số thứ tự Phát biểu Ý kiến Không Không Không Đồng Đồng ý đồng ý đồng ý có ý ý hồn tồn hồn kiến tồn Thái độ sinh viên trƣớc yêu cầu CEFR việc học kĩ nghe trình độ B1 Dạy học Tiếng Anh theo 5 5 chuẩn CEFR cần thiết theo đề án 2020 Dạy học kĩ nghe theo chuẩn CEFR trường Cao Đẳng Sư Phạm TT Huế cho sinh viên năm chuyên ngành Tiếng anh cần thiết theo đề án 2020 Dạy học theo tài liệu Objective PET đạt trình độ B1 tai trường Cao Đẳng Sư Phạm TT Huế cần thiết theo đề án 2020 Dạy học kĩ nghe giáo trình Objective PET theo hướng tích hợp kĩ hiệu việc giúp đỡ sinh viên đạt trình độ B1 Dạy học kĩ nghe đánh giá kĩ nghe quan trọng trình giảng dạy giáo trình Objective PET Other opinions (please specify): Syllabus and teaching materials Chương trình dạy kĩ 5 5 nghe cho giáo trình Objective PET giáo viên trình bày lúc bắt đầu năm học Tài liệu dạy học Objective PET hữu ích việc giúp đỡ sinh viên học kĩ nghe với kĩ ngôn ngữ khác Tài liệu dạy học Objective PET hữu ích việc giúp đỡ sinh viên chuẩn bị tốt cho kỳ thi PET Các kiểm tra tiến độ, kiểm tra kỳ thi kết thúc học kỳ khuyến khích sinh viên thực hành kĩ nghe nhiều 10 Nội dung nghe tài liệu Objective PET thú vị Ý kiến khác (xin vui lòng ghi rõ): Thực tế việc dạy học kĩ nghe theo hƣớng CEFR cho sinh viên năm trƣờng CĐSP TT Huế 11 Bài giảng giáo viên nước 5 giúp sinh viên cải thiện kĩ nghe nói 12 Sự phối kết hợp giáo viên nước giáo viên Việt Nam trường CĐSP TT Huế dạy giáo trình Objective PET có hiệu 13 Giáo viên dạy kĩ nghe 5 5 cách phối kết hợp với kĩ khác có hiệu 14 Giáo viên có phương pháp giảng dạy kĩ nghe phù hợp 15 Giáo viên cung cấp từ vựng cấu trúc cho sinh viên trước bắt đầu vào học nghe 16 Sau thực hành phần luyện nghe, sinh viên hướng dẫn tham gia vào hoạt động nghe, nói, đọc viết 17 Sinh viên thích luyện nghe làm tập thực hành nghe giáo trình Objective PET 18 Giáo viên ứng dụng công nghệ thông tin vào giảng luyện nghe lớp 19 Giáo viên vận dụng đưa thêm tài liệu ngồi giáo trình để dạy liên quan đến kĩ nghe theo chuẩn CEFR 20 Sinh viên dễ dàng đạt trình độ B1 sau học xong giáo trình Objective PET giảng dạy giáo viên Ý kiến khác (xin vui lịng ghi rõ): Những khó khăn học kĩ nghe theo chuẩn CEFR cho sinh viên năm trƣờng CĐSP TT Huế 21 Bạn ngại học nghe bạn 5 cách làm để làm tập 22 Các nghe giáo trình Objective PET thách thức lớn trình độ bạn 23 Bạn có kiến thức văn hóa nước khác khiêm tốn 24 Sự khác trình độ sinh viên lớp làm giảm hiệu việc dạy học kĩ nghe Những khó khăn khác (Xin vui lòng ghi rõ):  Đề nghị bạn giúp cải tiến cho việc dạy học tốt kĩ nghe Cảm ơn hợp tác bạn APPENDIX - INTERVIEW QUESTIONS (English version) (For EFL teachers) What are the effects of teaching and learning listening skills by integrating in Objective PET to help students gain B1 level? What you think about using Objective PET to evaluate first year English – major students‟ level? What types of supplementary materials you use to help students practice listening skills to gain B1 level besides Objective PET? What difficulties have you encountered when teaching listening skills based on Objective Pet? Thank you for your cooperation APPENDIX – INTERVIEW QUESTIONS (English version) (For English – major students at HCE) What are the effects of teaching and learning listening skills by integrating in Objective PET to help students gain B1 level? What you think about using Objective PET to evaluate first year English – major students‟ level? What types of supplementary materials does your teacher use to help students practice listening skills to gain B1 level besides Objective PET? What difficulties have you encountered when learning listening skills based on Objective Pet? Thank you for your cooperation APPENDIX CLASSROOM OBSERVATION SHEET Teacher‟s name: Class: School: Lesson: Date: Aims: Listening stages Teacher’s activities Pre-listening Use of teaching aids Activities Adding Adaptation Deleting Modifying Simplifying Re-ordering While-listening Post-listening COMMENTS STRONG POINTS: WEAK POINTS: SUGGESTIONS FOR IMPROVEMENT: APPENDIX RAW DATA OF THE QUESTIONNAIRES FROM TEACHERS ID S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 4 4 4 4 4 4 4 3 4 4 4 4 4 4 5 4 4 3 2 2 3 3 4 4 4 4 4 5 4 4 3 4 3 5 5 4 4 4 5 4 5 3 5 3 4 3 5 5 4 4 4 4 5 5 5 4 5 4 4 4 4 4 5 5 5 4 4 4 3 5 5 4 10 3 4 5 4 4 5 APPENDIX RAW DATA OF THE QUESTIONNAIRES FROM TEACHERS ID 10 11 12 13 14 15 16 17 18 19 20 21 22 S1 3 4 4 3 3 4 S2 4 4 5 4 4 4 S3 4 3 4 5 3 3 3 S4 3 2 4 3 S5 5 4 4 4 4 5 S6 4 3 3 3 4 4 S7 3 3 1 2 2 3 2 S8 3 3 4 2 1 2 2 S9 4 4 4 3 4 1 4 4 4 S10 4 3 2 3 3 S11 4 4 3 4 2 S12 3 4 1 3 2 S13 4 4 3 3 3 2 2 S14 3 4 3 2 4 2 S15 4 3 2 2 1 2 S16 4 4 3 3 3 3 4 3 2 S17 5 5 3 1 3 S18 5 4 4 4 4 4 4 S19 4 4 3 2 4 2 S20 4 3 3 2 2 3 3 2 S21 4 5 4 3 3 5 5 S22 4 4 4 4 5 4 S23 4 4 4 4 4 4 4 S24 4 4 3 4 4 3 4 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 1 4 2 5 4 4 4 4 4 1 4 4 4 3 4 4 2 1 4 4 4 3 4 4 4 3 1 4 4 4 1 4 4 3 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 5 3 3 1 2 2 2 1 2 2 4 1 1 2 2 2 3 1 2 1 4 4 1 2 4 4 2 4 4 4 2 2 1 3 3 1 3 4 2 1 2 4 4 1 2 2 4 2 2 4 1 4 3 3 2 2 3 4 1 4 2 2 2 2 2 4 1 2 1 2 4 1 5 3 1 2 2 2 2 1 4 4 4 4 4 3 4 3 5 1 4 4 4 4 5 4 5 4 1 2 1 2 4 2 2 4 1 1 2 2 1 2 2 2 1 1 4 1 3 4 5 3 4 4 4 4 4 4 4 3 4 2 4 3 4 4 4 4 4 4 2 3 5 2 3 4 4 4 3 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 5 4 4 4 4 4 5 4 4 4 4 4 3 3 4 4 4 4 3 2 4 4 5 5 4 2 3 4 5 4 4 2 4 4 4 4 4 2 4 4 4 2 2 4 4 2 4 4 4 4 3 3 2 2 4 4 4 3 4 2 4 3 2 2 3 2 4 4 3 2 2 3 4 2 3 1 5 2 3 5 4 4 3 4 4 5 3 4 4 5 4 4 4 4 4 4 2 2 4 4 3 3 3 3 2 4 5 4 5 4 5 5 3 5 4 5 4 4 2 5 4 4 4 2 5 APPENDIX RELIABILITY OF THE QUESTIONNAIRE FROM TEACHERS Case Processing Summary N Cases % Valid 10 100.0 Excluded 0 Total 10 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items 707 721 24 Item-Total Statistics S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted 89.80 89.50 89.40 90.10 89.30 89.40 89.90 89.50 89.70 90.00 89.60 89.70 90.10 89.60 89.60 89.50 90.40 89.00 89.10 89.80 89.50 89.50 89.30 89.20 49.511 52.500 52.489 51.433 53.789 52.267 48.989 45.389 48.456 49.333 48.489 51.344 55.433 50.044 43.822 50.056 53.822 52.222 56.100 47.067 52.500 53.167 51.122 52.178 237 293 158 213 057 260 536 665 424 278 448 329 -.117 396 753 346 010 292 -.178 519 073 029 264 120 702 699 705 701 711 699 680 660 683 696 682 695 735 688 648 691 718 698 726 674 716 721 698 710 APPENDIX 10 RELIABILITY OF THE QUESTIONNAIRE FROM STUDENTS Case Processing Summary N Cases % Valid 65 100.0 Excluded 0 Total 65 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 877 24 Item-Total Statistics S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 Scale Mean if Item Deleted Scale Variance if Item Deleted 71.20 71.34 71.46 71.82 70.95 71.22 72.25 72.43 71.69 71.85 71.71 72.20 72.12 72.18 72.08 72.11 71.51 71.03 72.03 72.57 71.18 71.17 71.02 71.29 169.038 166.946 172.940 165.747 180.170 181.547 165.282 168.312 171.498 171.945 166.991 171.069 167.610 167.465 162.822 164.504 169.910 174.468 167.843 168.062 170.434 179.143 176.609 182.741 Corrected Item- Cronbach's Alpha if Total Correlation Item Deleted 485 498 468 565 163 083 639 533 411 388 572 485 597 588 572 626 444 337 549 686 410 208 343 054 871 871 872 869 879 882 867 870 874 874 869 872 868 869 868 867 873 875 870 867 874 878 875 882