Implementing graded listening extensive resources in teaching listening to non english major students at foreign trade university

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE IMPLEMENTING GRADED LISTENING EXTENSIVE RESOURCES IN TEACHING LISTENING TO NON-ENGLISH MAJOR STUDENTS AT FOREIGN TRADE UNIVERSITY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN DUY KHOI Supervised by NGUYEN DANG NGUYEN, Ph.D HO CHI MINH CITY, JUNE 2023 ACKNOWLEDGEMENTS The arduous journey from beginning to the completion of this thesis – to me, the author – has been a meaningful adventure in pursuit of infinite knowledge It was laden with treacherous cliffs, troughs, peaks, and challenges that mired down even the strongest of willpowers Despite the relentlessness and sheer devotion exuded, I am well aware that without the presence of esteemed individuals – to whom I am about to bid my eternal gratitude – I would never have been able to pull this off and call it a day with this grand project First of all, I sincerely declare my deepest appreciation to Mr Supervisor, Dr Nguyen Dang Nguyen As the Dean of the Faculty of English Linguistics and Literature, despite being very busy, he is in my perspective the most dedicated and self-less lecturer and thesis advisor one could have had He not only provided me aplenty with detailed guidance, but also paid attention to my academic progress, to which I am very indebted While I have to admit that there have been instances when I could not concentrate properly during his sessions, his words still carry much wisdom and reverberate to me without fail Truly, this undertaking would not have been possible without his timely and most needed support Second, I would like to extend my thanks to Dr Nguyen Thanh Duong, the Dean of the English Department of the Foreign Trade University – Ho Chi Minh City Campus He pushed for creativity and innovation in teaching English in the classroom setting, which set the foundation for the execution of my thesis Additionally, I would also like to thank the student-participants for having anonymously assisted me to the best of their ability Though they were goofy and mischievous at times, overall, as my students, I love them unconditionally Finally, I sincerely give my thanks to the lecturers of the M.A in TESOL program at the Faculty of English Linguistics and Literature, the University of Social Sciences and Humanities, Vietnam National University – Ho Chi Minh City These esteemed figures molded and shaped me into who I am today – a person who values the fruit of academic labor It is also from that standpoint that I develop a healthy respect for ethics and always steer clear of plagiarism at any given opportunity i STATEMENT OF ORIGINALITY This is to certify that, to the utmost of my knowledge, the content of this thesis, titled “IMPLEMENTING GRADED LISTENING EXTENSIVE RESOURCES IN TEACHING LISTENING TO NON-ENGLISH MAJOR STUDENTS AT FOREIGN TRADE UNIVERSITY” is the product of my own work It is thus implied that it has neither been submitted nor utilized for any degree or other purposes I hereby state that the intellectual content of this thesis is of my own labor, and that all the supports and assistances warmly received during its preparation as well as the sources have been duly acknowledged Ho Chi Minh City, ……………………… NGUYEN DUY KHOI ii RETENTION OF USE This thesis is reserved for use only by the author and the Faculty of English Linguistics and Literature, the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City, which includes the English Resources Center and the affiliated libraries Utilization for other purposes must first receive the approval of the corresponding parties I agree to follow any general term imposed by the University for the preservation, lending, or replication of theses, as well as any specific usage condition in regard to this thesis title By signing this form, I agree that a copy of my thesis will be preserved in the University of Social Sciences and Humanities, and allow it to be published online in full text I confirm that the necessary copyrights licenses for any original material included in my thesis have been secured Date: ……………………… Candidate’s signature NGUYEN DUY KHOI iii TABLE OF CONTENTS List of abbreviations vi List of tables vii List of figures viii Abstract ix Chapter 1: Introduction 01 1.1 Background to the study 01 1.2 Problem statement 05 1.3 Aims of the study 05 1.4 Significance of the study 06 1.5 Scope of the study 06 1.6 Organization of thesis chapters 07 Chapter 2: Review of related literature 08 2.1 What is GLER? 08 2.1.1 ‘R’ for ‘resources’ 09 2.1.2 ‘LE’ for ‘extensive listening’ 11 2.1.3 ‘G’ for ‘grading’ 13 2.2 The implementation of GLER in teaching listening 16 2.2.1 The listening skill 16 2.2.2 Teaching listening and the GLER perspective 17 2.3 The implementation of GLER in teaching listening towards students’ performance 26 2.4 The implementation of GLER in teaching listening towards students’ attitudes 27 2.4.1 Being confident 27 2.4.2 Being informed 28 2.4.3 Being independent 29 2.5 Recent empirical studies on implementing GLER in teaching listening 29 2.6 Synthesis & conceptual framework 32 Chapter 3: Methodology 35 3.1 Research site 35 iv 3.2 Research design 35 3.3 Research instruments 37 3.4 Participants & sampling procedures 50 3.5 Data collection procedure 51 3.6 Data analysis scheme 52 Chapter 4: Findings & discussion 53 4.1 Answer to research question one: Students’ listening performance when implementing GLER 61 4.2 Answer to research question two: Students’ listening attitudes when implementing GLER 63 Chapter 5: Conclusion 70 5.1 Summary of findings 70 5.2 Implications 70 5.3 Limitations 73 5.4 Recommendations for further study 74 References 75 Appendices 88 Appendix A 89 Appendix B 99 Appendix C 93 Appendix D 94 Appendix E 97 Appendix F 98 Appendix G 100 Appendix H 102 Appendix I 103 Appendix J 109 v LIST OF ABBREVIATIONS Abbreviation CLT ELT GLER M.A PhD TESOL Definition Communicative language teaching English language teaching Graded listening extensive resources Master of Arts Doctor of Philosophy Teaching English to Speakers of Other Languages vi LIST OF TABLES Table The synthesized findings of recent studies 33 Table A perspective on the research’s questionnaire and common item construction issues in survey designs 46 Table The procedure of the research instruments 47 Table An inside look on the five steps culminating a GLER session 50 Table The information concerning the control and treatment group 51 Table The pre-test and post-test statistics of the control and treatment group 55 Table The mean, standard deviation, and variance of the twelve statements 60 vii LIST OF FIGURES Figure The conceptual framework 34 Figure The pre-test and post-test results of the control group’s students 54 Figure The pre-test and post-test results of the treatment group’s students 54 Figure The treatment group students’ response to being confident 57 Figure The treatment group students’ response to being informed 58 Figure The treatment group students’ response to being independent 59 viii ABSTRACT The practice of applying CLT and authentic materials in the classroom which are graded or classified based on an existing framework has been on the rise of popularity in the local context This, however, starts to gather the inquiries after how and where they belong with regards to the conventional textbook amidst the trend, and whether they are effective or otherwise The thesis thus aims to find out the effects of graded listening extensive resources – GLER – as an addon over the use of textbooks on a number of homogeneous students at the University of Foreign Trade – Ho Chi Minh City campus, Vietnam To this end, the study employed a quasi-experimental design with a purposeful sampling procedure The 95 participants were non-English major students, who were divided into two groups: control and treatment Via the use of the pre-test, the post-test, and survey as research instruments, it was observed that the results matched with the hypothesis, pointing out that the students’ performance received an improvement compared to solely using the content found within the conventional textbook throughout the course as well as that they had a positive attitude towards implementing GLER, which were conveyed through the three factors of being confident, being informed, and being independent This indicates that GLER is effective and contributes positively towards the students’ performance and attitude, which translates to the fact that GLER’s position in teaching English listening is firmly well-founded and should be encouraged on a wider scale However, further research should be conducted with the thesis as the foundation to establish the relationship between students’ listening performance and attitudes Keywords: Graded Listening Extensive Resources, Effects, Performance, 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