Thông tin tài liệu
STATEMENT OF AUTHORSHIP This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 25/ 6/ 2016 Signature Bui Thi Kim Tuyen i ABSTRACT Most high school students face several difficulties when they need to listen to recordings in English or their lecturers' speech in English because they not know how to use the listening strategies to understand the texts Therefore, this paper presents a study on the metacognitive strategies for listening comprehension employed by students In order to achieve this object, a study was conducted on 200 tenth graders at Tran Quoc Tuan Upper Secondary School in Quang Ngai province Two instruments including a questionnaire and an interview were used to collect quantitative as well as qualitative data The findings demonstrated that the frequency of overall listening strategy use of the participants was at the point three in the scale level in which among five categories of metacognitive listening strategies, directed attention was used most frequently, followed by problemsolving, personal knowledge, planning and evaluating and the subjects used mental translation least frequently Furthermore, descriptive analysis from the data also supported the common factors affecting the choice of metacognitive strategies for listening The results indicated that, motivation was the most significant factor affecting the choice of the strategies, followed by teaching method, personality, learning styles and learners‟ proficiency, respectively It suggested that metacognitive strategy training should be incorporated into the regular listening teaching program to help students become more effective listeners ii ACKNOWLEDGEMENTS Firstly, I would like to express my sincere gratitude to my supervisor Associate Professor Dr Truong Vien, at Department of English, College of Foreign Languages, Hue University for the continuous support of my thesis writing, for his patience, motivation, and immense knowledge His guidance also helped me to use SPSS, a useful tool for the data analysis of the research I could not have imagined having a better advisor and mentor for my study My gratefulness extends to Dr Ton Nu Nhu Ngoc, who has given valuable comments on my thesis I believe that without her support this research paper would have hardly come into being Besides my supervisor, I thank my fellow teammates for the stimulating discussions, for the sleepless nights we were working together before deadlines, and for all the fun we have had in the last two years Last but not least, my special thanks go to my family: my parents, my husband and my children for supporting me spiritually throughout writing this thesis and my life in general iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP .i ABSTRACT ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS vii LIST OF TABLES AND FIGURES viii CHAPTER 1- INTRODUCTION .1 1.1 Rationale 1.2 Purpose of the study 1.3 Research questions 1.4 Scope of the study .3 1.5 Organization of the study CHAPTER - LITERATURE REVIEW 2.1 Language Learning Strategies 2.1.1 Definitions of Language Learning Strategies 2.1.2 Classifications of Language Learning Strategies .6 2.1.3 Metacognitive Strategies 2.1.4 Metacognitive Strategy in Listening Comprehension 2.2 Previous Studies 2.3 Summary 13 CHAPTER - METHODOLOGY 15 3.1 Participants 15 3.2 Instrumentation .16 3.2.1 Questionnaire 17 3.2.2 Interview 20 iv 3.3 Procedure 20 3.4 Data Analysis 23 3.5 Summary 24 CHAPTER - FINDINGS AND DISCUSSION .25 4.1 Metacognitive listening strategies used by the participants 25 4.1.1 The reliability of the questionnaires 25 4.1.2 The frequency of metacognitive listening strategies of each cluster used by the participants 26 4.1.2.1 Personal Knowledge on Listening strategies .26 4.1.2.2 Planning-Evaluation Metacognitive Strategies 28 4.1.2.3 Mental Translation Strategies .33 4.1.2.4 Directed Attention Strategies 35 4.1.2.5 Problem-solving Strategies 38 4.1.3 The frequency of metacognitive listening strategies of five clusters used by the participants 42 4.1.4 The frequency of all metacognitive listening strategies 44 4.2 Common factors affecting the choice of metacognitive strategies for listening .45 4.2.1 Motivation 46 4.2.2 Teaching methods 48 4.2.3 Personality 49 4.2.4 Learning styles 51 4.2.5 Learners‟ proficiency .51 4.3 Summary 52 CHAPTER - CONCLUSION AND IMPLICATIONS 54 v 5.1 Main findings 54 5.2 Implications 55 5.2.1 For students of English .55 5.2.2 For teachers of English .56 5.3 Limitations of the study 57 5.4 Suggestions for Further Studies 58 REFERENCES 59 APPENDIX 62 QUESTIONNAIRE 62 APPENDIX 67 QUESTIONS FOR INTERVIEW 67 APPENDIX 69 PHIẾU THĂM DÒ Ý KIẾN .69 APPENDIX 74 Raw calculations of the questionnaires .74 APPENDIX 85 Raw calculations of one sample T-test .85 vi LIST OF ABBREVIATIONS EFL: ENGLISH AS FOREIGN LANGUAGE L2: TARGET LANGUAGE M: MEAN MALQ: METACOGNITIVE AWARENESS LISTENING QUESTIONAIRE SILL: STRATEGY INVENTORY FOR LANGUAGE LEARNING SPSS: STATISTICAL PACKAGE FOR THE SOCIAL SCIENCES vii LIST OF TABLES AND FIGURES Table 2.1: Oxford‟s (1990) Strategy Classification System Table 3.1: Participants‟ profile 15 Table 3.2: Criteria for Assessing the Frequency of strategy use 17 Table 3.3: Questionnaire clusters and items 19 Table 3.2: Description of each metacognitive factor measured by the MALQ 21 Table 3.5: Sample MALQ items and corresponding metacognitive factors identified by Vandergrift et al (2006) 22 Table 4.1: The reliability of the pilot and post questionnaires 25 Table 4.2 The overall frequency of using personal knowledge on listening strategies 26 Table 4.3: Results of the one-sample T test in personal knowledge on listening strategy cluster 26 Table 4.4: The mean scores of individual personal knowledge strategy items 27 Table 4.5: The overall frequency of using planning-evaluation metacognitive strategies 28 Table 4.6: Results of the one-sample T test in listening planning-evaluation metacognitive strategy cluster 29 Figure 4.7: The mean scores of individual planning-evaluation metacognitive strategy items 30 Table 4.8: The overall frequency of using mental translation strategies 32 Table 4.9: Results of the one-sample T test in listening mental translation strategy cluster 33 Table 4.10: The mean scores of individual mental translation strategy items 33 Table 4.11: The overall frequency of using directed attention strategies 34 Table 4.12: Results of the one-sample T test in directed attention viii strategy cluster 35 Table 4.13: The mean scores of individual directed attention strategy Items 36 Table 4.14: The overall frequency of using problem-solving strategies 37 Table 4.15: Results of the one-sample T test in problem-solving strategy cluster 37 Figure 4.16: The mean scores of individual problem-solving strategy items 39 Figure 4.17: The comparison on the overall frequency of using listening metacognitive strategy clusters 41 Table 4.18: The mean scores of metacognitive strategies in listening used by high school students 43 Table 4.19: Results of the one-sample T test in common factors affecting the choice of metacognitive strategies for listening 44 Figure 4.20: The mean scores of common factors affecting the choice of metacognitive strategies for listening 45 ix CHAPTER INTRODUCTION 1.1 Rationale English has played a vital role in society and made considerable contribution to education, culture, science and technology The number of people learning English for various purposes (such as for job, business, traveling…) is continually on the increase every day Therefore, English has been regarded as the most important foreign language in Vietnam nowadays, especially since the Vietnamese Government carried out the open-door policy English has been taught for a long time in most universities and schools throughout the country At present, it becomes one of the core subjects in the national curriculum and it is compulsory in the national examination for General Certificate of Education, along with Mathematics and Literature In the acknowledgment of the importance of the English subject, many specialists in language teaching as well as language learners have paid much attention to discovering the strategies with the hope of enabling learners to become more proficient in learning language Anderson (1991) considered metacognitive strategies as the most important strategy to develop learners' skills and it was proposed by O'Malley and Chamot (1990) that learners without them have no ability to monitor and regulate their development, performance, and future learning On the other hand, learners who use metacognitive strategies are more proficient learners (Hauck, 2005) Chamot, Bernhardt, El-Dinary and Robbins (1999) mentioned four metacognitive strategies: planning for learning, thinking about the learning process, monitoring production or comprehension, and evaluating learning processes Actually, language learning strategies are a key factor in learning English because they help learners develop language competence in many ways and some of these ways appear to lead to better listening comprehension APPENDIX Raw calculations of the questionnaires Reliability of the pilot questionnaire Reliability Statistics Cronbach's Alpha N of Items ,896 24 Item Statistics Items Std I find that listening to English is more difficult than reading, speaking, or writing in English I feel that listening comprehension in English is a challenge for me I think I am able to finish tasks in the listening Before I start to listen to a lecture, I have a plan in my head on how I am going to listen Before listening to a lecture, I think of similar texts that I may have listened to When listening, I had clear goals (listen for main ideas, listen for detail ideas or listen for identifying speakers‟ attitudes) As I listen to a lecture, I periodically ask myself if I am satisfied with my level of comprehension I was aware of which strategy to use and how or when to use it I checked to see whether my prediction about the listening text was right or wrong 74 Mean Deviation N 3,50 ,889 20 3,25 1,164 20 3,40 1,392 20 3,25 1,209 20 4,05 ,759 20 3,20 1,105 20 3,35 1,040 20 3,45 1,317 20 3,20 ,834 20 10 After listening to a lecture, I reflect how I have listened, and about what I might differently next time 3,40 ,995 20 11 I translate word by word, as I listen to a lecture 3,25 1,070 20 12 I translate key words as I listen to a lecture 3,45 1,050 20 13 While listening, I consciously pay attention to information I 3,05 1,191 20 3,75 1,164 20 3,15 1,309 20 4,30 ,470 20 3,60 ,940 20 3,75 1,070 20 3,40 1,392 20 3,30 ,865 20 3,60 ,883 20 3,35 ,988 20 3,50 ,889 20 3,25 ,851 20 need 14 When I met an unknown word, I ignored it immediately 15 When my mind wanders when listening to a lecture, I recover my concentration right away 16 When I have difficulty understanding what I hear, I give up and stop listening 17 I focus harder on the text when I have trouble understanding a lecture 18 I use my experience and knowledge to help me understand a lecture 19 I use words I understand to guess the meaning of the words I not understand 20 I use the general idea of the text to help me guess the meaning of the words that I not understand 21 When I guess the meaning of a word, I think back to everything else that I have heard, to see of my guess makes sense 22 As I listen to a lecture, I quickly adjust my interpretation if I realise that it is not correct 23 As I listen to a lecture, I compare what I understand with what I know about the topic 24 While listening, I notice the mistakes which I had from listening texts and use that information to help me better 75 Item-Total Statistics Scale Mean if Scale Corrected Cronbach's Item Variance if Item-Total Alpha if Deleted Item Deleted Correlation Item Deleted I find that listening to English is more difficult than reading, speaking, or 79,25 173,987 ,640 ,889 79,50 169,421 ,627 ,889 79,35 167,608 ,561 ,891 79,50 173,105 ,478 ,893 78,70 187,379 ,088 ,899 79,55 178,892 ,327 ,896 79,40 170,884 ,655 ,888 79,30 167,800 ,593 ,889 79,55 182,682 ,284 ,896 writing in English I feel that listening comprehension in English is a challenge for me I think I am able to finish tasks in the listening Before I start to listen to a lecture, I have a plan in my head on how I am going to listen Before listening to a lecture, I think of similar texts that I may have listened to When listening, I had clear goals (listen for main ideas, listen for detail ideas or listen for identifying speakers‟ attitudes) As I listen to a lecture, I periodically ask myself if I am satisfied with my level of comprehension I was aware of which strategy to use and how or when to use it I checked to see whether my prediction about the listening text was right or wrong 76 After listening to a lecture, I reflect how I have listened, and about what I 79,35 176,766 ,454 ,893 79,50 170,474 ,650 ,888 79,30 173,589 ,545 ,891 79,70 169,379 ,612 ,889 79,00 178,316 ,325 ,896 79,60 165,200 ,680 ,887 78,45 186,892 ,207 ,897 79,15 184,134 ,186 ,898 79,00 176,000 ,445 ,893 79,35 171,713 ,442 ,894 79,45 174,787 ,623 ,890 might differently next time I translate word by word, as I listen to a lecture I translate key words as I listen to a lecture While listening, I consciously pay attention to information I need When I met an unknown word, I ignored it immediately When my mind wanders when listening to a lecture, I recover my concentration right away When I have difficulty understanding what I hear, I give up and stop listening I focus harder on the text when I have trouble understanding a lecture I use my experience and knowledge to help me understand a lecture I use words I understand to guess the meaning of the words I not understand I use the general idea of the text to help me guess the meaning of the words that I not understand 77 When I guess the meaning of a word, I think back to everything else that I have heard, to see of my guess makes 79,15 177,292 ,498 ,892 79,40 177,305 ,437 ,893 79,25 174,197 ,631 ,889 79,50 174,053 ,668 ,889 sense As I listen to a lecture, I quickly adjust my interpretation if I realise that it is not correct As I listen to a lecture, I compare what I understand with what I know about the topic While listening, I notice the mistakes which I had from listening texts and use that information to help me better Reliability of the post questionnaire Reliability Statistics Cronbach's Alpha Based Cronbach's Alpha on Standardized Items N of Items ,949 ,949 24 78 Item Statistics Std Mean Deviation N 3,51 ,945 191 3,55 ,960 191 2,59 ,889 191 2,57 ,914 191 3,44 1,003 191 3,60 ,979 191 2,53 ,999 191 2,51 1,036 191 2,58 ,953 191 2,61 ,927 191 I translate word by word, as I listen to a lecture 2,34 ,954 191 I translate key words as I listen to a lecture 2,61 ,898 191 3,53 ,950 191 I find that listening to English is more difficult than reading, speaking, or writing in English I feel that listening comprehension in English is a challenge for me I think I am able to finish tasks in the listening Before I start to listen to a lecture, I have a plan in my head on how I am going to listen Before listening to a lecture, I think of similar texts that I may have listened to When listening, I had clear goals (listen for main ideas, listen for detail ideas or listen for identifying speakers‟ attitudes) As I listen to a lecture, I periodically ask myself if I am satisfied with my level of comprehension I was aware of which strategy to use and how or when to use it I checked to see whether my prediction about the listening text was right or wrong After listening to a lecture, I reflect how I have listened, and about what I might differently next time While listening, I consciously pay attention to information I need 79 When I met an unknown word, I ignored it immediately When my mind wanders when listening to a lecture, I recover my concentration right away When I have difficulty understanding what I hear, I give up and stop listening I focus harder on the text when I have trouble understanding a lecture I use my experience and knowledge to help me understand a lecture I use words I understand to guess the meaning of the words I not understand I use the general idea of the text to help me guess the meaning of the words that I not understand 2,71 ,988 191 3,63 ,980 191 3,54 ,955 191 3,53 ,950 191 3,59 ,974 191 3,59 ,974 191 3,59 ,968 191 2,75 ,950 191 2,52 ,945 191 2,64 ,928 191 2,77 ,906 191 When I guess the meaning of a word, I think back to everything else that I have heard, to see of my guess makes sense As I listen to a lecture, I quickly adjust my interpretation if I realise that it is not correct As I listen to a lecture, I compare what I understand with what I know about the topic While listening, I notice the mistakes which I had from listening texts and use that information to help me better 80 Summary Item Statistics Maximum / Mean Range Minimum 1,293 1,553 ,247 Cronbach's Alpha Based on N of Cronbach's Alpha Standardized Items Items ,881 ,886 10 Item Means Minimum Maximum 3,036 2,340 3,634 Variance N of Items Factors Reliability Statistics Item Statistics Std Mean Deviation N Age of students 3,37 ,913 191 Gender of students 3,20 1,018 191 Teaching methods of teachers 3,72 ,879 191 3,64 ,956 191 Motivation from listening topics and content 3,85 ,833 191 Learning styles of learners 3,66 ,914 191 Learner‟s proficiency (exellent/ good/ limited) 3,66 ,903 191 Time allotted for listening in class 3,08 1,147 191 3,09 1,082 191 Personality of each student for example active and passive Learning environment (noisy/ quiet environment or large/ small size of class 81 24 Item Statistics Std Mean Deviation N Age of students 3,37 ,913 191 Gender of students 3,20 1,018 191 Teaching methods of teachers 3,72 ,879 191 3,64 ,956 191 Motivation from listening topics and content 3,85 ,833 191 Learning styles of learners 3,66 ,914 191 Learner‟s proficiency (exellent/ good/ limited) 3,66 ,903 191 Time allotted for listening in class 3,08 1,147 191 3,09 1,082 191 3,19 1,128 191 Personality of each student for example active and passive Learning environment (noisy/ quiet environment or large/ small size of class Experience in studying English, for example, experience gained from language for language centres or from tutoring classes Summary Item Statistics Maximum / Mean Item Means 3,447 Minimum Maximum 3,079 3,853 82 Range Minimum ,775 1,252 Variance N of Items ,084 10 Item-Total Statistics Cronbach' Scale Corrected Squared s Alpha if Scale Mean if Variance if Item-Total Multiple Item Item Deleted Item Deleted Correlation Correlation Deleted Age of students 31,10 40,252 ,479 ,413 ,878 Gender of students 31,27 39,291 ,494 ,382 ,878 30,75 38,260 ,700 ,798 ,864 30,83 37,512 ,701 ,839 ,863 30,62 39,985 ,566 ,592 ,873 30,81 37,238 ,768 ,920 ,858 30,81 37,133 ,790 ,886 ,857 31,39 37,345 ,569 ,450 ,874 31,38 38,015 ,559 ,461 ,874 31,28 37,749 ,550 ,406 ,875 Teaching methods of teachers Personality of each student for example active and passive Motivation from listening topics and content Learning styles of learners Learner‟s proficiency (exellent/ good/ limited) Time allotted for listening in class Learning environment (noisy/ quiet environment or large/ small size of class Experience in studying English, for example, experience gained from language for language centres or from tutoring classes 83 Scale Statistics Mean 34,47 Variance Std Deviation N of Items 46,640 6,829 84 10 APPENDIX Raw calculations of one sample t-test The mean scores of Personal Knowledge One-Sample Statistics Std Error M1 N Mean Std Deviation Mean 191 3,2182 ,76441 ,05531 One-Sample Test Test Value = 95% Confidence Interval of the Difference Mean M1 t Df Sig (2-tailed) Difference Lower Upper 3,944 190 ,000 ,21815 ,1090 ,3273 The mean scores of Planning-Evaluation Metacognitive Strategies One-Sample Statistics Std Error M2 N Mean Std Deviation Mean 191 2,8340 ,65186 ,04717 85 One-Sample Test Test Value = 95% Confidence Interval of the Difference Mean M2 t Df Sig (2-tailed) Difference Lower Upper -3,520 190 ,001 -,16604 -,2591 -,0730 The mean scores of Mental Translation Strategies One-Sample Statistics Std Error M3 N Mean Std Deviation Mean 191 2,7984 ,66931 ,04843 One-Sample Test Test Value = 95% Confidence Interval of the Mean M3 Difference t Df Sig (2-tailed) Difference Lower Upper -4,162 190 ,000 -,20157 -,2971 -,1060 86 The mean scores of Directed Attention One-Sample Statistics Std Error M4 N Mean Std Deviation Mean 191 3,5689 ,93583 ,06771 One-Sample Test Test Value = 95% Confidence Interval of the Difference Mean M4 t df Sig (2-tailed) Difference Lower Upper 8,402 190 ,000 ,56894 ,4354 ,7025 The mean scores of Problem-Solving Strategies One-Sample Statistics Std Error M5 N Mean Std Deviation Mean 191 3,0658 ,69874 ,05056 One-Sample Test Test Value = 95% Confidence Interval of the Mean M5 Difference t df Sig (2-tailed) Difference Lower Upper 1,302 190 ,195 ,06582 -,0339 ,1655 87 The mean scores of factors affecting the choice of metacognitive strategies for listening One-Sample Statistics Std Error factor cluster N Mean Std Deviation Mean 191 3,4471 ,68293 ,04942 One-Sample Test Test Value = 95% Confidence Interval of the Difference Mean factor cluster t df Sig (2-tailed) Difference Lower Upper 9,048 190 ,000 ,44712 ,3496 ,5446 88
Ngày đăng: 30/08/2023, 18:11
Xem thêm:
