(Tiểu luận) r eport writing improving listenning ability in english for students at thu dau mot university

PEOPLE’S COMMITTEE OF BINH DUONG PROVINCE THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES  R EPORT WRITING IMPROVING LISTENNING ABILITY IN ENGLISH FOR STUDENTS AT THU DAU MOT UNIVERSITY Student: TRẦN NGỌC PHƯƠNG QUYÊN Code: 2022202010427 Class: D20NNAN05 Lecturer: Nguyễn Thanh Vân Course: Report Writing in English (0+2) - Bình Dương, 2022 - ASSESSMENT Score In figures Examiner’s Signature Examiner’s Signature In words Criteria for assessment - Topic (10pts): ……………………………………………………………………………… - Organization (15pts) ……………………………………………………………………………… - Quality of Information and Interest Level (15pts): ……………………………………………………………………………… - Grammar, Usage, Mechanics, Spelling (15pts): ……………………………………………………………………………… - Resources (15pts): ……………………………………………………………………………… - Presentation skill (30pts): ……………………………………………………………………………… Total :………………………………………………………………………… TABLE OF CONTENT Abstract CHAPTER 1: INTRODUCTION 1.1 BACKGROUND OF THE STUDY 1.2 AIMS AND OJECTIVES OF THE STUDY .4 1.3 RESEARCH QUESTION 1.4 SIGNIFICANE OF THE STUDY 1.5 THESIS OUTLINE CHAPTER 2: LITERATURE REVIEW .5 2.1 THEORETICAL FRAMEWORK .5 2.2 THEME-RELATED FACTORS CHAPTER 3: METHODOLOGY 11 3.1 RESEARCH METHOD 11 3.2 POPULATION AND SAMPLING 11 3.3 RESEARCH INSTRUMENTS 12 3.4 PROCEDURE FOR DATA COLLECTION 12 3.5 DATA ANALYSIS METHODS 12 CHAPTER 4: FINDINGS AND DISCUSSION 13 4.1 THU DAU MOT UNIVERSITY STUDENTS' OVERVIEW 13 4.2 DIFFICULTY IN LISTENING ENGLISH AT THU DAU MOT UNIVERSITY STUDENTS 14 CHAPTER 5: CONCLUSION AND MAIN SOLUTIONS PROPOSED 15 5.1 SOME SUGGESTIONS FOR IMPROVING STUDENT’S ENGLISH LISTENING SKILLS 15 5.1.1 About the lecturers: .15 5.1.2 About the students: 16 5.1.3 About the school: 20 5.2 CONCLUSION: .21 TRẦN NGỌC PHƯƠNG QUYÊN IMPROVING LISTENNING ABILITY IN ENGLISH FOR STUDENTS AT THU DAU MOT UNIVERSITY Abstract: The purpose of this article is to promote the basic aspects of the role and importance of listening skills in English learning, as well as to provide methods to assist students in improving their listening skills Thu Dau Mot University students encountered, and from there, some methods to improve their listening skills were suggested I used a questionnaire to conduct a survey with 40 students from Thu Dau Mot University These students were chosen at random I use qualitative, quantitative, and descriptive statistics to analyze the data The obtained results indicate that the main causes of the students' poor listening results are a lack of vocabulary, background knowledge, long listening texts, and many strange topics, As a result, the measures that I believe can be recommended to students to help them improve their English listening skills After conducting my research, I discovered three key issues that must be addressed in order for them to improve First, it is about teachers who need to be more creative in their Listening lessons; second, it is about students; in this section, I have seven suggestions for them; and finally, it is about the school the students attend that needs to change How to make changes to improve students' listening skills It is hoped that the solutions proposed in this article will assist Thu Dau Mot University students in overcoming difficulties and improving and making good use of listening methods in their learning process TRẦN NGỌC PHƯƠNG QUYÊN CHAPTER 1: INTRODUCTION 1.1 BACKGROUND OF THE STUDY It can be stated that teaching foreign languages with the goal of communication is and will continue to be the mainstream trend in our country's educational institutions The primary goal of teaching and learning English is to instill in students basic communication skills (listening, speaking, reading, and writing) Comprehending what you're hearing English is no longer a passive skill; rather, it is evolving into an active skill in which learners actively participate in listening and processing information, understanding content, and finally responding to it According to the author Nunan[1], the communication process will achieve the desired result only when the listener responds Communication may fail due to a lack of listening skills As a result, listening comprehension is a critical component of the communication process Listening comprehension skills, in particular, play an important role in the development of English learning for learners Several studies conducted around the world have demonstrated the outstanding benefits of the extended listening method in improving listening skills, improving pronunciation skills, expanding vocabulary in contexts, and grammatical phenomena This method, according to Duzer (1997) [2], also teaches students self-discipline and self-control while learning Currently, at Thu Dau Mot University, I notice that students continue to struggle with English According to feedback from the vast majority of students, they struggle with English listening comprehension skills more than other skills such as reading, writing, and speaking The most important skill in helping students acquire language, improve pronunciation, and communicate is LISTENING SKILL As a result, I TRẦN NGỌC PHƯƠNG QUYÊN boldly introduce some effective methods to help students improve their listening skills in this article 1.2 AIMS AND OJECTIVES OF THE STUDY This study's subjects are 40 Thu Dau Mot University students from various majors The goal of this article is to raise awareness of the role and importance of listening skills in English learning, as well as to provide methods to help students improve their listening skills 1.3 RESEARCH QUESTION The purpose of this research is to determine the current state of English listening comprehension among students at Thu Dau Mot University, to identify the factors influencing listening learning, and to propose some possible solutions to assist students in learning to listen Students improve their listening comprehension skills in English In order to achieve this goal, I posed the following research questions: a How difficult students find it to listen to English? b What solutions can help students improve their English listening comprehension skills? 1.4 SIGNIFICANE OF THE STUDY A questionnaire with closed and open questions and answers (With closed answers, the lecturer provided some answers to suggest a variety of answers as well as answers; additionally, we used open-ended questions to provide students with a variety of answers The students were given the opportunity to express their views, problems, difficulties, and wishes to the teachers) was used to focus on the difficulties students had with listening, the methods of improving their listening skills, their TRẦN NGỌC PHƯƠNG QUYÊN thoughts on the content and duration of listening in the curriculum, and their suggestions for learning listening 1.5 THESIS OUTLINE Chapter 1: Describes the background of the paper, the article's aims, research questions, significance, and the organization of the research study Chapter 2: Defines the terms used in the study report and provides an overview of the benefits and obstacles of English listening learning Chapter 3: Provides an overview of the research methodology used in the study Chapter 4: Present the data in tables and figures, and provide an overview Chapter 5: Explain the findings and show how they different from and are similar to what has been found in prior published studies CHAPTER 2: LITERATURE REVIEW 2.1 THEORETICAL FRAMEWORK 2.1.1 Definitions of Listening According to Hasan[3], "hearing" and "understanding" are two distinct processes "Hearing" is a one-way process in which the listener receives information with no explanation or interaction with the listening text Listening comprehension is a two-way interaction between the listener and the listening text that assists the listener in gaining a general understanding of the listening text This "hearing" and "understanding" process occurs when the listener selects and interprets information TRẦN NGỌC PHƯƠNG QUYÊN received by the auditory organs and other visual signs (if any) in order to comprehend the speaker's message This perspective on listening comprehension is also consistent with the second hypothesis about language supported by Richards[4] and O'Malley & Chamot[5] This assumption assumes that listening to spoken language is an activity and a complex process in which listeners concentrate on aspects chosen for listening They deduce the meaning of the pine message from the sounds heard and relate what they hear to their current knowledge According to Brette[6], "listening is a language skill" decisive language “It is extremely important in language acquisition” Morley[7] found that when comparing listening to other language skills, some of us listen to "twice as much" what we say, four times what we read, and five times what we write Listening comprehension is defined by Richards[4] and Schmidt[8] as the process of understanding speech in a first or second language, and listening comprehension in a second language includes both top-down and bottom-up processes (Bottom-up) Brown[9] agrees, arguing that the "top-down" process occurs when learners use background knowledge and available vocabulary to grasp the content of the listening passage, whereas the "bottom-down" process occurs when learners use background knowledge and available vocabulary to grasp the content of the listening passage “-up” means to predict the meaning of new words based on the context of the listening passage Depending on the definitions above, LISTENING COMPREHENSION is a complex skill Not only is sound reception required, but so is the analysis and comprehension of the message content of speech As a result, listening is a skill that takes up a lot of time in foreign language classes According to Rost[10], listening skills are critical in the language classroom because if you don't understand the input source at TRẦN NGỌC PHƯƠNG QUYÊN the appropriate level, learning cannot begin As a result, listening skills are essential for speaking skills Field[11] and Plonsky[12] agree that listening is the most difficult skill to teach and learn Then (Cross, 2011; Graham & Macaro, 2008; Yan, 2012; Yeldham & Gruba, 2016) simply provided a solution to improve students' listening comprehension and enhance their understanding of the effects of self-study, motivation, and self-confidence Through the opinions of scholars, as well as the reality of communication activities, skills This is important in everyday life, including language learning Students can get used to the sounds in English by listening to them and then pronouncing them Most linguists also believe that when learning any language, learners must be exposed to that language, the best way being through listening comprehension; on this basis, learners are exposed to the language and its culture 2.1.2 Classification of Listening Rubin[13] and Thomson[14] define skill as Listening is classified into two types based on the type of love failure that occurs during the listening comprehension process Compatibility with turmeric: This process occurs when the listener requests to participate in a future task and the alternate version is doing the listening and speaking Face-to-face and telephone conversations are examples of problems that necessitate interactive listening Listeners can ask the interlocutor to speak more clearly, repeat, or speak slowly if these issues are important to them Sound incompatibility: Figure This listening formula occurs when the listener actively participates in the process of passively listening to an independent passage phone, a speech, or a conversation Researchers in psychology and linguistics have studied the process of listening comprehension based on the interaction of two cognitive TRẦN NGỌC PHƯƠNG QUYÊN processes, distinguishing two bottom-up and top-down processes Bottom-up learners, according to Nunan[15], "separate the sequence of speech into forming sounds, connect the sticky sounds together to form words, connect words together to form sentences, and continue to learn." The listener comprehends the message during the process of information processing from the top down The message is conveyed exactly as the speaker intended thanks to the presence of schemas or knowledge structures (schemata or knowledge structure) in the brain This viewpoint emphasizes the importance of background knowledge that learners use to understand the information they hear in order to absorb it by associating familiar knowledge with new knowledge Anderson[16], Lynch[17] and Rubin[13] discussed the bottom-up and top-down processes in listening comprehension According to them, the bottom-up process involves booting by recognizing sounds, distinguishing words, understanding the grammar structure, and finally understanding the message's meaning This is another mechanical process that is the focus of research Investigation of some teaching methods (Brown[9]) The top-down process occurs when people focus on the general meaning of the text while listening and applying schemas A schema, according to researchers, is a framework Wisdom, which is based on past experiences, can be used to help the listener understand the current situation The work consider ideas and guess the meaning of words and topic identification are two examples of top-down processes The work is handled by the bottom-up process Understanding language is a process that involves many stitches in succession, with the output of each link becoming the input of the next higher link This is why Buck[18] refers to this process as sugar one-way TRẦN NGỌC PHƯƠNG QUYÊN In summary, there are many listening strategies applied to each audience, each situation, each listening purpose, etc Teachers and learners need to actively learn and choose appropriate methods and strategies and apply to each type of listening The bottom line is that whatever listening method or strategy is applied, the ultimate goal of all listening must be to properly understand the speaker's message and respond appropriately to that message CHAPTER 3: METHODOLOGY 3.1 RESEARCH METHOD Collected the information using a Google Forms survey Also read documents, scholarly research, and domestic and international studies to help build a logical background 3.2 POPULATION AND SAMPLING 3.2.1 Population This research included sending questionnaires and surveys to 50 students at Thu Dau Mot University Students from various majors will serve as research subjects 3.2.2 Sampling This study will include 40 students from various disciplines Their ages range from 19 to 21 The participants were chosen by the researcher because they had varying levels of English ability, learning styles, and attitudes toward English classes Most of the students participating in the survey have studied English for more than years (grades to 12) The TRẦN NGỌC PHƯƠNG QUYÊN 11 number of valid votes is the number of votes that fully answer the survey questions, reaching 100 out of 100 distributed 3.3 RESEARCH INSTRUMENTS The questionnaire contains 28 questions divided into three sections Part I consists of three questions designed to collect personal information from students Part II consists of 12 questions that probe participants' perspectives on the errors and difficulties they encounter when listening to English Part III contains 12 questions about solutions to help students improve their English listening skills 3.4 PROCEDURE FOR DATA COLLECTION To collect data for the survey, questionnaires will be distributed to 50 students from various majors The survey was translated into Vietnamese so that students could easily understand and complete the questions 3.5 DATA ANALYSIS METHODS The data in this study will be examined by the researcher using Google Form TRẦN NGỌC PHƯƠNG QUYÊN 12 CHAPTER 4: FINDINGS AND DISCUSSION 4.1 THU DAU MOT UNIVERSITY STUDENTS' OVERVIEW 80% of the students are students of other majors who are not majoring in English.The majority of the students (100%) have been studying English for more than years 60% of students believe that listening is a difficult skill for them Because most teachers in middle and high schools are very focused on the grammar section and skim through the students' listening comprehension throughout the process of studying and taking the ability test from grade to present This has a significant impact on their current English listening results 80% of their teachers provide students with methods to improve their listening skills, but they are not detailed or difficult to implement TRẦN NGỌC PHƯƠNG QUYÊN 13 4.2 DIFFICULTY IN LISTENING ENGLISH AT THU DAU MOT UNIVERSITY STUDENTS Using a Google form survey, I discovered that the problems that impede students are divided into five major categories, which are as follows: Lack of vocabulary, poor quality of listening exercises, new/unknown content/topics, inability to keep up with information due to the reader/local interlocutor's accent, student's state/psychology The first issue with language knowledge is a very limited vocabulary Because of their limited vocabulary, they frequently have to reason and guess the meaning of new words in order to comprehend the information they have just heard As a result, they frequently overlook follow-up information Furthermore, despite having a large vocabulary, some students have difficulty listening due to pronunciation errors Many words have been learned and remembered, but when they hear them, they believe it is a new word Grammar knowledge deficiencies also make students' listening comprehension difficult Some students claim that even TRẦN NGỌC PHƯƠNG QUYÊN 14 when they not see new words, they not always understand the meaning of a sentence The students' lack of language knowledge explains their difficulty when speakers differ in accent, speaking speed (fast, slow), pronunciation, intonation, and so on They become confused, nervous, and irritable when they hear a news report with an unfamiliar voice, a fast pace, or a strange intonation This psychological state has an impact on the quality of listening comprehension, even for known words that they not recognize, which can easily lead to the omission of important information Many students report feeling very nervous when listening to English Because the information is only passing very quickly, they must always try to keep up with the speaker's speed, leaving little time to determine what is the main information and what is the details, making it easy to miss important information Anxiety frequently impairs students' ability to concentrate and has a negative impact on their listening skills CHAPTER 5: CONCLUSION AND MAIN SOLUTIONS PROPOSED 5.1 SOME SUGGESTIONS FOR IMPROVING STUDENT’S ENGLISH LISTENING SKILLS 5.1.1 About the lecturers: Lecturers must continue to develop more diverse, easy-to-understand, appropriate, and appealing resources for both gifted and talented students Pre-teaching new words in the listening lesson is also a good idea because it will help students Students avoid confusion and comprehend the lesson TRẦN NGỌC PHƯƠNG QUYÊN 15 more easily Some techniques that can be used include: using games or visual objects to introduce the topic of the listening session; assigning students listening tasks Because listening comprehension requires intense concentration, it is difficult to keep students' attention Lecturers must use a variety of methods to make class time more interesting Instructors can select listening lessons with amusing illustrations and interesting content The teacher can play a song for the students and then ask them to fill in the blanks The teacher can show a movie with simple dialogue, and the students' task is to record as many lines of dialogue as they can Besides, lecturers must actively lecture as well as attend hours to accumulate more experience of colleagues inside and outside the school Increase the inclusion of listening comprehension skills in periodic and end-of-term assessments Furthermore, the teacher should have the form Reward and encourage students actively participate in voicing ideas to build a test, by ordinarily adding test scores This will increase motivation and encourage learners to improve their lesson preparation at home and participate more in lesson construction in order to earn bonus points 5.1.2 About the students: a) Learn to pronounce words from the start TRẦN NGỌC PHƯƠNG QUYÊN 16 The first step in improving your English listening skills is to learn proper pronunciation Most students concentrate on memorizing grammar and vocabulary, and school programs frequently emphasize these aspects However, as a result of this, many people have become too lazy to listen and speak less As a result, we are very familiar with the face and semantics of words but are unsure about their pronunciation Learning how to correctly pronounce each vowel and consonant, as well as stress, intonation, and other factors, will gradually help you improve your English listening skills Mispronunciation can also lead to awkward communication situations b) Listening actively Active listening has been shown to be an effective method for improving English listening skills because it provides many benefits to learners such as increased concentration, improved English reflexes, and comprehension The listening lesson's content is complete and wellremembered Here are five steps to effectively practicing active listening Step 1: Pay Attention With this first step, you must concentrate entirely on the content of the listening Noise and other external factors can both distract and distract you Simply taking your attention away from the listening passage for a few moments can cause you to miss important information So, when practicing active listening, try to find a quiet and comfortable place where you won't be disturbed during the listening process Step 2: Collect and shape data This means you must absorb the fundamental information and shape its overall content You can quickly jot down a few key terms on paper To so, respond to the following questions: Who is the one speaking? What is the overarching theme of the discussion? TRẦN NGỌC PHƯƠNG QUYÊN 17 What is the situation/event mentioned in the listening passage's time, character, and location? Step 3: Examine the data You must analyze detailed information from the listening passage in this step, such as data, place names, happenings, events, and so on Listen and translate the meaning so that you understand at least 60% of the sentence's content at the end of each sentence Step 4: Recall Understanding is not enough; you must also memorize the information from the listening passage However, for those of you who are just starting out with active listening, having to memorize a large amount of information will be extremely difficult So you only need to remember the essentials Step 5: Summarize: In this final step, you must reorganize the main content of the listening lesson in your mind Try to truly understand what the speaker is saying c) Practice guessing word meanings based on context Understanding 100% of the listening passage is impossible for those of you who still have poor listening skills The important thing to remember here is that you must understand how to guess the meaning of words based on context When listening to English, try to use words you already know to deduce the meaning of words you are hearing for the first time As a result, you can grasp the fundamentals of the listening lesson This is a difficult skill to master because it requires you to think and connect quickly d) Immerse yourself in the English language Movies, books, and music are extremely useful, popular, and easily accessible sources of English listening practice Several studies have TRẦN NGỌC PHƯƠNG QUYÊN 18