Effects of using english songs to teach listening skills to freshmen non english majors at hutech

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY  NGUYEN HOANG TUYET NGHI EFFECTS OF USING ENGLISH SONGS TO TEACH LISTENING SKILLS TO FRESHMEN NON- ENGLISH MAJORS AT HUTECH Major: English Language Course code: 60220201 HO CHI MINH CITY, AUGUST 2020 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - EFFECTS OF USING ENGLISH SONGS TO TEACH LISTENING SKILLS TO FRESHMEN NON- ENGLISH MAJORS AT HUTECH Submitted to the Faculty of English Language In partial fulfillment of the Master’s degree in English Language Course code: 60220201 By NGUYEN HOANG TUYET NGHI Supervised by DINH VAN SON, Ph D HO CHI MINH CITY, AUGUST 2020 HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, … …August 2020 MASTER’S THESIS REPORT Student name: NGUYEN HOANG TUYET NGHI Sex: Female Date of birth: 20 September 1995 Place of birth: HCM city Major: English Language Student code: 1841900003 I- Thesis title: Effects of using English to teach listening skills to freshmen non-English majors at HUTECH II- Objectives and contents: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… III- Starting date: (as stated in the Decision issued by the University) IV- Completing date: V- Academic supervisor: Dinh Van Son, Ph D ACADEMIC SUPERVISOR FACULTY DEAN i CERTIFICATE OF ORGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: “EFFECTS OF USING ENGLISH SONGS TO TEACH LISTENING SKILLS TO FRESHMEN NON-ENGLISH MAJORS AT HUTECH” In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, August 2020 NGUYEN HOANG TUYET NGHI ii RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN HOANG TUYET NGHI, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’ Thesis deposited in the Library In terms of these conditions, I agree that the original of the my Master’s Thesis deposited in the Library should be accessible for purposed of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh, August 2020 NGUYEN HOANG TUYET NGHI iii ACKNOWLEGDEMENTS I would first like to express my deepest gratitude I would first like to express my deepest gratitude to Dr Dinh Van Son, my supervisor, for his guidance, patience, and constant encouragement in the whole research process He has willingly served as a lecturer and mentor I am grateful for his career guidance and will always be thankful for the extensive help he has provided I could not have wished for a better supervisor Without his invaluable support and guidance, this thesis would never have been completed I would like to express my appreciation to Ho Chi Minh City University of Technology in general, Postgraduate Institute and Faculty of English Language in particular for providing such an encouraging and stimulating academic environment My special thanks go to Dr Nguyen Thi Kieu Thu, Dean of Faculty of English Language, for her beneficial advice to me and my classmates during the learning process I am grateful to the students of HUTECH in Ho Chi Minh city who allowed me to make observations and conduct the surveys, and the lecturers of English who provided me with great support during the period of data collection Finally, my biggest thanks go to my parents, my family who are taking care of me and giving me support along the way iv ABSTRACT English has become an international language for a long time And English has also been considered as one of the most important educational purposes at Ho Chi Minh City University of Technology (HUTECH) It is necessary to teach students to improve their listening skills as well as help them deal with the potential problems that they have encounterd during the process of English language learning Therefore, this study aimed to explore the freshmen non-English majors’ perceptions of learning listening skills through English songs and it also aimed to investigate the effects of using English songs to teach listening skills to freshmen nonEnglish majors at HUTECH To achieve the aims of the thesis, the author used the following data collection instruments: the survey questionnaire and the interview for the students The study involved 150 freshmen non-English majors who were being taught at HUTECH Both quantitative and qualitative data were obtained through these two instruments For analyzing the data collected, descriptive statistics and content analysis were employed The findings revealed that most of the freshmen non-English majors showed a great interest in learning listening skills through English songs Moreover, the study also pointed out the benefits in terms of pronunciation, vocabulary and grammar when English songs were used to teach listening skills Additionally, the study made several suggestions for the lecturers and some tasks that they should design to teach the students with the use of songs at HUTECH This study is expected to shed a light on the implementation of using English songs to teach listening skills in the HUTECH context and in other similar contexts Key words: freshmen non-English majors, listening skills, interest, benefits, HUTECH context v TABLE OF CONTENTS Page Certificate of originality ii Retention and use of the thesis iii Acknowledgements iv Abstract… v Table of contents vi List of tables ix List of figures x List of abbreviations xi CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definition of key terms 1.8 Organization of the study CHAPTER 2: LITERATURE REVIEW 10 2.1 Introduction 10 2.2 Theoretical background 10 2.2.1 Listening skills 10 2.2.1.1 Importance of listening skills 11 2.2.1.2 Types of listening skills 12 2.2.1.3 Difficulties in learning listening skills 13 2.2.1.4 Process of learning listening skills 14 2.2.1.5 Listening teaching activities 16 2.2.2 Songs 17 2.2.2.1 Selections of songs 17 vi 2.2.2.2 Advantages of songs 18 2.2.2.2.1 Motivation 19 2.2.2.2.2 Improvement of vocabulary 21 2.2.2.2.3 Improvement of pronunciation 22 2.2.2.2.4 Improvement of grammar 23 2.3 Previous studies 24 2.3.1 Foreign studies 24 2.3.2 Vietnamese studies 29 2.4 Conceptual framework 33 CHAPTER 3: METHODOLOGY 35 3.1 Introduction 35 3.2 Research design 35 3.3 Research site 36 3.4 Sampling and sample procedures 37 3.5 Research instruments 40 3.5.1 Questionnaire 40 3.5.2 Semi-structured interview 41 3.6 Data collection procedures 43 3.7 Data analysis procedure 45 3.8 Validity and reliability 47 3.9 Ethical issues 49 3.10 Summary 51 CHAPTER 4: FINDINGS AND DISCUSSIONS 52 4.1 Introduction 52 4.2 Results of the study 52 4.2.1 Results of the Research question 52 4.2.2 Results of the Research question 57 vii 4.3 Discussion 67 4.3.1 Discussion of the Research question 67 4.3.2 Discussion of the Research question 70 4.4 Summary 76 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 77 5.1 Introduction 77 5.2 Summary of the main findings of the study 77 5.3 Implications of the study 78 5.4 Limitations of the study 79 5.5 Recommendations for further researches 79 LIST OF REFERENCES 81 APPENDIX A QUESTIONNAIRE (ENGLISH VERSION) 92 APPENDIX B QUESTIONNAIRE (VIETNAMESE VERSION) 98 APPENDIX C INTERVIEW PROTOCOL (ENGLISH VERSION) 104 APPENDIX D INTERVIEW PROTOCOL (VIETNAMESE VERSION) 106 APPENDIX E SAMPLE OF INTERVIEW TRANSCRIPT 108 APPENDIX F SAMPLE OF INTERVIEW TRANSCRIPT 111 APPENDIX G SAMPLE OF SONGS 114 APPENDIX H RESULTS OF SPSS ANALYSIS 119 PLAGIARISM CHECK 123 viii only develop our listening skills but other social knowledge and skills as well Do you think that English songs can Yes I think so It is really helpful I can effectively activate students’ learning listen to English songs all day instead of of English listening skills? If yes, how? listneing the lessons Using English songs make feel comfortable of learning listening moreover i can sing along and imitate the pronunciation of the singer Do you have any difficulties with the Actually, sometimes I have to face with use of English songs in practicing the difficulties in listening through songs listening skills? If yes, how can you such as some songs are not authentic to handle them? listen or the accent of the singer is not clear enough to follow Do you think listening to English songs Definitely, I feel free to complete the enhances your motivation and listening tasks on my own I not feel confidence in listening skills? under pressure any more After the English songs activities in class, I replay and listen the songs at home many times to practice which can improve my selfesteem Do you think that English songs Actually, somehow it does Sometimes, improve your pronunciation? If yes, whenever how? I speak I pronounce unintentionally the words like the native speakers I did mean to it however it just came naturally like the sounds haunted my mind 109 Do you think that English songs It is really very great lesson, each time improve your vocabulary ? If yes, when we had the song lessons I was how? happy because I felt and knew I will really, without doubt that I will learn new words and new vocabulary with easy way and having fun This lesson is the only lesson that we can learn and memorize words without any pressure Each lesson we learned new words Do you think that English songs Actually, whenever learning grammar in improve your grammar? If yes, how? class, I feel boring But, when teacher add songs to teach grammar through English songs, I feel excited and focus 10 wholeheartedly in the lesson I try to repeat the sentences in the songs properly therefore it gradually create a habit in learning grammar patterns 110 APPENDIX F SAMPLE OF INTERVIEW TRANSCRIPT Interview Transcript of S3 No Questions Responses To what extent you like learning Yes, I listen to the songs because I love English through songs? Explain why? the music that is able to support my learning However, as I listen to it, it actually help to improve my language skill Have you used English songs in Actually, at fisrt I did not But then I practicing listening skill? How often? realized that after a long time listening through songs, my skill is getting better as I unexpected What kind of songs you like to I am fond of pop songs, folf songs with listen to? the content of friendship, love, peace and nature Do you think that English songs are I have to say yes In my opinion song useful and beneficial to improve your lessons were really useful for my English listening competence? If yes, how? The main things I found in this lesson were how I can build my pronunciation and vocabulary I can say song lessons are the main part for learn English because these lessons and skills has all part of English I can say it was helpful and for me it was enjoyable Do you think that English songs can Coincidentally, songs have a strong 111 effectively activate students’ learning relation to the listneing skills So, it is of English listening skills? If yes, able to help me on the class, I can how? concentrate completely on the listening lessons Do you have any difficulties with the I think song lessons are so useful to use of English songs in practicing improve my English First, it helps to listening skills? If yes, how can you pronounce the words in the spoken handle them? language and it helps to understand how you can use these words Additionally, I also used to listen to songs in English before, but after the song lessons I started to pay more attention to the lyrics and meaning of the songs When I listen to the songs, I am more attracted to the meaning and pronunciation of the words After the lessons I sometimes search for different songs and check pronunciation and meaning of the lyrics Do you think listening to English songs It is really very great lesson, each time enhances your motivation and when we had the song lessons I was confidence in listening skills? happy because I felt and knew I will really, without doubt that I will learn new words and new vocabulary with easy way and having fun This lesson is the only lesson that we can learn and memorize words without any pressure Each lesson 112 we learned new words Do you think that English songs In my humble opinion, I enjoy learning improve your pronunciation? If yes, through songs very much Eventhough, how? sometimes I find that the correctness in sentences of the lyrics However, it does not matter at all Thanks to that, I can correct and learn how to make a right sentence by myself I can learn the tenses and word forms in the English and use it naturally Do you think that English songs Until now, it is no However, I think improve your vocabulary? If yes, how? teacher should add more songs activities to make the lessons more relaxing and enjoyable Do you think that English songs In my opinion, teachers may choose improve your grammar? If yes, how? songs with limited vocabulary, because this kind of song may suit non - English major first year students at elementary level Songs with so many vocabularies can 10 make students neglected while listening Finally, an important criterion for choosing a suitable song is that the rhythm of the song should be straightforward and repetitive as this type of song confident 113 helps students feel more APPENDIX G SAMPLE OF SONGS You’ve Been Wrong - Toni Braxton [Chorus] You've been wrong for so long And I can't take the pain you bring me No more You've been wrong for so long And I can't take the pain you bring me No more [Verse 1] Friday night, it's 10:15 You're working late, am I naive To believe that it's true Finally I've realized Your lies have opened up my eyes This love affair, now it's over, over [Chorus] You've been wrong for so long And I can't take the pain you bring me No more You've been wrong for so long And I can't take the pain you bring me No more [Verse 2] Here we go, over again 114 Ya got me hangin' on a limb I recommend that you leave What I What U say When I love you And you don't feel the same Don't wanna play no more games I don't wanna play it now [Chorus] You've been wrong for so long And I can't take the pain you bring me No more You've been wrong for so long And I can't take the pain you bring me No more [Bridge] Baby, won't you Stop, look, listen to my heart It's crying for you Stop, look, listen to my heart It's falling for you Stop, look, listen to my heart It's calling for you Stop, look, listen to my heart It's finally over you [Chorus] You've been wrong for so long 115 And I can't take the pain you bring me No more You've been wrong for so long And I can't take the pain you bring me No more All That You Have is Your Soul - Tracy Chapman My mama told me Cause she say she learned the hard way Say she want to spare the children She say don't give or sell your soul away Cause all that you have is your soul Don't be tempted by the shiny apple Don't you eat of a bitter fruit Hunger only for a taste of justice Hunger only for a world of truth Cause all that you have is your soul I was a pretty young girl once I had dreams I had hight hopes I married a man he stole my heart away He gave his love but what a high price I paid And all that you have is your soul Don't be tempted by the shiny apple Don't you eat of a bitter fruit Hunger only for a taste of justice 116 Hunger only for a world of truth Cause all that you have is your soul Why was I such a young fool Thought I'd make history Making babies was the best I could Thought I'd made something that could be mine forever Found out the hard way one can't possess another And all that you have is your soul Don't be tempted by the shiny apple Don't you eat of a bitter fruit Hunger only for a taste of justice Hunger only for a world of truth Cause all that you have is your soul I thought, thought that I could find a way To beat the system To make a deal and have no depts to pay I'd take it all take it all I'd run away Me for myself first class and first rate But all that you have is your soul Don't be tempted by the shiny apple Don't you eat of a bitter fruit Hunger only for a taste of justice Hunger only for a world of truth 117 Cause all that you have is your soul Here I am waiting for a better day A second chance A little luck to come my way A hope to dream a hope that I can sleep again And wake in the world with a clear conscience and clean hands All that you have is your soul Don't be tempted by the shiny apple Don't you eat of a bitter fruit Hunger only for a taste of justice Hunger only for a world of truth Cause all that you have is your soul My mama told me Cause she say she learned the hard way Say she want to spare the children She say don't give or sell your soul away Cause all that you have is your soul All that you have All that you have All that you have Is your soul 118 APPENDIX H RESULTS OF SPSS ANALYSIS Cronbach’s Alpha of 20 sentences EFFECTS OF USING ENGLISH SONGS TO TEACH LISTENING SKILLS Reliability Statistics Cronbach’s Alpha N of items 887 20 Cronbach’s Alpha of each group Group 1: Reliability Statistics Cronbach’s Alpha N of items 875 Group 2: Reliability Statistics Cronbach’s Alpha 887 N of items 119 Group 3: Reliability Statistics Cronbach’s N of items Alpha 871 Mean and St.D of each group: Descriptive Statistics N Minimum Maximum Mean Std Deviation A 210 1.87571 5.0000 3.801361 8266377 B 210 1.00000 5.0000 3.546825 1.0165055 C 210 2.00000 5.0000 3.161111 7324744 Valid N 210 (listwise) Mean and St.D of each sentence: Descriptive Statistics N Minimum Maximum Mean Std Deviation A1 150 3.87 1.051 A2 150 3.73 1.113 A3 150 3.69 1.120 A4 150 3.68 1.269 A5 150 3.52 1.325 120 A6 150 3.41 890 A7 150 3.40 870 B1 150 3.43 1.351 B2 150 3.54 851 B3 150 3.46 901 B4 150 3.37 811 B5 150 3.38 850 B6 150 3.40 890 C1 150 3.52 1.331 C2 150 3.46 864 C3 150 3.65 1.122 C4 150 3.48 974 C5 150 3.41 877 C6 150 3.45 878 C7 150 3.38 980 Valid N 150 (listwise) PERCEPTIONS OF USING ENGLISH SONGS TO TEACH LISTENING SKILLS Cronbach’s Alpha of 10 sentences Reliability Statistics Cronbach’s Alpha 857 N of items 10 121 Mean and St.D of each sentence Descriptive Statistics N Minimum Maximum Mean Std Deviation A1 150 3.76 1.230 A2 150 3.68 1.221 A3 150 3.53 1.353 A4 150 3.52 1.325 A5 150 3.80 1.110 A6 150 3.44 1.311 A7 150 3.40 1.294 A8 150 3.71 1.045 A9 150 3.62 1.292 A10 150 3.48 1.330 Valid N 150 (listwise) 122 123