Rationale of the study
Listening skills are vital for effective communication and significantly impact language acquisition, accounting for 45% of communication activities, as noted by Rivers and Temperley (1978) Mastery of listening requires a diverse skill set, including knowledge of phonology, vocabulary, semantics, cultural context, and the ability to predict and respond However, many college and university students struggle with English listening comprehension, despite years of study, leading to stress and disengagement during listening lessons.
Numerous studies by international educators and researchers highlight the critical role of motivation in language learning, directly impacting students' success or failure A strong positive correlation exists between motivation and learners' achievements in language acquisition As noted by Oxford and Shearin (1996, cited in Ha 2009: 163-164), motivation affects various aspects of language learning, including effort levels, the use of L2 strategies, interaction with native speakers, input received, performance on achievement tests, overall proficiency, and the retention of language skills post-study Specifically, motivation is essential for developing listening skills in foreign language education, particularly in learning English.
After six years of teaching English at the College of Industrial Techniques (CIT), the researcher has observed that students often lack motivation in learning English, particularly in listening skills Many students exhibit passive attitudes due to previous experiences that deem listening difficult, leading to boredom and demotivation during classes This issue is compounded by large class sizes, typically ranging from fifty to sixty students, and inadequate facilities Additionally, students' low proficiency in vocabulary, grammar, and pronunciation further hinders their learning Listening skills are treated with the same time allocation as other skills, while the focus remains on grammar to prepare for exams, neglecting the practical importance of listening These challenges have motivated the author to research the "Factors Affecting Non-English Major Students' Motivation in Learning English Listening Skills at CIT," aiming to enhance student engagement in listening activities and foster their overall success in learning.
Aims of the study
This survey is conducted in order to investigate the factors affecting non-English major students‟ motivation in learning English listening skills at CIT
Objectives of the study are summarized as follows:
- To investigate the non-English major students‟ level of motivation in learning English listening skills at CIT
- To identify the factors affecting non-English major students‟ motivation in learning English listening skills at CIT.
The research questions
To achieve the aims mentioned above, the following research questions were proposed:
1 How motivated are the non-English major students in learning English listening skills at CIT?
2 What are the factors affecting non-English major students‟ motivation in learning English listening skills at CIT?
Scope of the study
This study investigates the motivation levels of non-English major students at CIT in learning English listening skills Due to time constraints and the scope of a minor thesis, the research focuses specifically on identifying the factors that influence these students' motivation rather than exploring broader topics.
Method of the study
This research utilized two methods for data collection: a survey questionnaire administered to 55 randomly selected first-year students from a pool of approximately 300 at CIT, and semi-structured interviews conducted with 5 of those students who completed the survey.
Design of the study
This study consists of three main parts: the introduction, the development and the conclusion
This thesis introduction outlines the rationale behind selecting the topic, detailing the study's objectives, scope, methodologies, and overall design.
Part B is the Development It consists of three chapters:
Chapter 1: Literature Review presents the theoretical background of motivation, the theoretical background of listening skills and discussion of issues and aspects concerning the topic of the study
Chapter 2: Methodology gives the situation analysis, participants; instruments for collection data and data analysis method are discussed in this chapter
Chapter 3: Findings and Discussions present the results from the detailed analysis of
Part C is the Conclusion It summarizes the major findings and points out the limitations of the study Furthermore, some suggestions for further studies are also given in this part
LITERATURE REVIEW
Theoretical background of motivation
Motivation is a key factor in the success of English language learning and teaching Research by Dornyei (1994) and Oxford & Shearin (1996) indicates that motivation significantly impacts students' efforts, the frequency of L2 learning strategies employed, interactions with native speakers, and the amount of input received in the target language Additionally, it affects performance on achievement tests, overall proficiency levels, and the retention of L2 skills after formal study has concluded.
Motivation has been defined in various ways over the years, but it remains a crucial factor in second language learning Dornyei (2001) emphasizes that motivation is essential for both initiating and sustaining the often challenging process of learning a new language He argues that without adequate motivation, even highly capable individuals may struggle to reach their long-term goals Conversely, strong motivation can lead to significant achievements, regardless of a learner's language aptitude or learning environment.
Motivation is a crucial factor in education, as it determines why individuals choose to engage in learning, the effort they invest, and the duration of their commitment (Dornyei, 2001) According to Woldkowski (1998), motivation encompasses the values and desires that drive a student's engagement in the learning process It reflects not only a student’s willingness to participate but also the underlying reasons and goals that motivate their involvement in educational activities.
Motivation, as defined by Crooks and Schmidt (1991), encompasses students' interest and enthusiasm for teaching methods, their persistence in listening tasks, and their levels of concentration and enjoyment This definition aligns perfectly with the focus of this study, which investigates the levels of student motivation during listening lessons, specifically examining whether students demonstrate interest, enthusiasm, high concentration, and enjoyment in listening tasks.
1.1.2 Types of motivation in foreign language learning
Motivation can be classified into various categories, primarily intrinsic and extrinsic motivation In the context of foreign language learning, it is further divided into integrative and instrumental motivation Other classifications include global, situational, task, and resultative motivation However, this study specifically focuses on intrinsic and extrinsic motivation due to its scope.
Intrinsic motivation is driven by personal interests and the desire to achieve personal goals, rather than external rewards According to Dornyei (2001:51), individuals are intrinsically motivated because the activity itself serves as a rewarding experience.
According to Dornyei (2001), intrinsic motivation in students drives them to engage in learning for the sheer joy it brings, the knowledge it enables them to acquire, and the sense of achievement it fosters.
Extrinsic motivation refers to the drive to engage in an activity due to external rewards or the fear of punishment, rather than an intrinsic interest in the task itself According to Williams & Burden (1997), this type of motivation is evident in learning situations where students are motivated by factors such as praise, awards, and evaluations, rather than by a genuine interest in the subject matter.
Intrinsic motivation fosters long-lasting positive learning effects, while extrinsic motivation, as noted by Ur (1996), is driven by external incentives rather than a genuine desire to learn Key sources of extrinsic motivation can include external influences, such as parental expectations, but are significantly shaped by teachers through methods like rewards for success, penalties for failure, and competitive pressures Teachers often leverage extrinsic motivation to enhance student engagement and performance, making it a powerful tool for encouraging desired behaviors and outcomes in educational settings.
Motivation plays a crucial role in enhancing student participation in tasks By analyzing intrinsic and extrinsic motivation, teachers can innovate their teaching methods to actively engage students.
1.1.3 The role of motivation in second language learning
Learner motivation has become more and more commonly recognized as one of the major defining factors for success in learning English
Motivation plays a crucial role in the process of learning a second language, as highlighted by Reece & Walker (1997), who assert that a motivated student can outperform a more intelligent but less motivated peer Finegan (1994) further emphasizes that the type of motivation a learner possesses significantly impacts their mastery of a second language.
Motivation plays a critical role in second language learning, influencing not only the decision to engage in the task but also the effort and persistence a learner demonstrates As highlighted by Littlewood (1984), motivation is the driving force behind a learner's commitment, while Hedge (2000) emphasizes its significance in the classroom environment, noting that learners either come with inherent motivation or develop it through their educational experiences.
Motivation plays a vital role in second language (L2) learning, as highlighted by Dornyei (2001), who asserts that a motivated learner can acquire a satisfactory level of knowledge in an L2, regardless of their language aptitude or cognitive traits Conversely, even the most gifted students may struggle to achieve meaningful language skills without sufficient motivation Understanding students' motivations is essential for effective L2 instruction.
Theoretical background of listening skills
In second language learning and teaching, listening is defined as the process of understanding speech in a second or foreign language
Listening is an essential aspect of our social interactions, accounting for up to fifty percent of our daily communication It is the most utilized language skill in both professional and personal settings, highlighting its significance in effective communication.
Listening is a crucial component of effective communication, as highlighted by Rost (1994) It plays a vital role in interaction, enabling learners to express themselves verbally However, without the ability to comprehend spoken English, they will struggle to engage with others in conversation.
According to Grant (1987), listening skills encompass everything from recognizing specific sounds to understanding complex messages Effective communication hinges on these skills, as a breakdown in listening can disrupt the entire process Consequently, the success of communication largely relies on the listeners or receivers of the messages.
Listening is defined by Yagang (1993) as "the ability to identify and understand what others are saying." Underwood (1989) further elaborates on this concept, describing listening as the activity of paying attention and deriving meaning from what is heard.
To listen effectively to spoken language, it is essential to interpret what speakers intend when they use specific words in unique contexts, rather than merely comprehending the words themselves (Underwood, 1989).
All in all, listening involves a multiplicity of skills It is a complex, active processes of interpretation in which listener match what they hear with what they have already know
Teaching listening as well as learning listening is not simple, complex and difficult processes Teachers and students meet many challenges in this skill
Mendelsohn (1998) highlights the importance of fostering self-regulated learning in listening education He advocates for a shift in focus from listening as a product to viewing it as a process According to Mendelsohn, teachers should prioritize teaching students the skills and strategies necessary for effective listening, rather than solely assessing their proficiency during lessons.
Vandergrift (1999) developed a pedagogical sequence that clearly defines the roles of teachers and students in listening lessons, enhancing teachers' understanding of the listening process and equipping students with the metacognitive skills necessary for successful listening comprehension This framework encompasses three key phases: planning for effective listening task completion, monitoring comprehension during the task, and evaluating the strategies and results post-task.
Pre-listening activities play a crucial role in the successful completion of listening tasks by helping students determine what to focus on while listening During this phase, teachers prepare students by encouraging them to activate their prior knowledge of the topic, understand the organization of information in various texts, and consider relevant cultural contexts Establishing a clear purpose for listening is essential, as it guides students in identifying the specific information they need to listen for and the level of detail required By utilizing this information, students can make informed predictions about what they are likely to hear, enhancing their overall listening comprehension.
During listening activities, students actively assess their understanding and adjust their strategies accordingly They must continuously evaluate their comprehension against their predictions and maintain consistency in interpreting the spoken text Due to the fleeting nature of listening, teacher intervention is often limited However, regular practice in decision-making and strategy application can enhance students' inference skills and improve their ability to monitor comprehension effectively.
Students should assess the outcomes of their decisions during listening tasks Teachers can promote self-evaluation and reflection by encouraging students to evaluate the effectiveness of their strategies Engaging in group or class discussions about the different approaches taken by students can further enhance reflection and evaluation Sharing individual paths to success, such as how a student inferred the meaning of a word or adapted a strategy, is encouraged to foster collaborative learning.
To enhance students' ability to plan, monitor, and evaluate their listening tasks, teachers can create performance checklists These tools aid students in preparing for listening activities and enable them to assess their own performance effectively.
1.2.3 The factors affecting motivation in learning listening skills
Various factors impact learners' motivation, including students, parents, community, learning context, teachers, subject matter, and teaching conditions This research primarily focuses on three key influences: student characteristics, teacher effectiveness, and the overall learning environment.
The personality traits of students play a crucial role in their success or failure in language learning Research by Ellis (1997) indicates that extroverted students excel in developing language skills related to interpersonal communication Similarly, Lightbown & Spada (1999) identify key personality characteristics such as extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness that influence second language acquisition Overall, traits like extroversion, relaxation, self-esteem, anxiety, and empathy significantly impact the language learning process In the context of listening skills, these traits manifest through an awareness of listening's importance, learners' personal growth and cultural enrichment goals, as well as their effort and interest in practicing listening.
Students often struggle with English due to a lack of essential background knowledge, which is crucial for engaging in language lessons Without this foundational information, they find it difficult to understand new concepts, leading to a decline in interest and motivation to learn Recognizing the significance of background knowledge, teachers should supply appropriate context and guidance to help students effectively utilize this information in their learning process.
Language elements, including vocabulary and grammatical structures, significantly influence students' emotional responses and can hinder their ability to comprehend and practice language skills As Underwood (1989) noted, encountering an unfamiliar word in a foreign language can create a barrier, prompting listeners to pause and focus on understanding the word's meaning, which may cause them to miss subsequent parts of the speech This often leads to anxiety, making it challenging for students to continue listening effectively Therefore, it is essential for students to cultivate the ability to follow the speaker, even if it means allowing some unrecognized content to pass by.
Previous studies in the world and in Vietnam
The impact of motivation in foreign language learning has been recognized significantly by many educational researchers
Research by Gardner (1985), Dornyei (2001), and Brown (1994) has significantly contributed to understanding motivation in foreign language learning, highlighting its effects and strategies for enhancing student motivation in the classroom Their findings equip educators with insights on how to effectively motivate learners for success, while also encouraging further exploration by educational researchers into various facets of language instruction.
Sakai and Kikuchi (2009) conducted a study on de-motivation in learning by analyzing six key factors: teachers, class characteristics, experiences of failure, class environment, class materials, and lack of interest They distributed a 35-item questionnaire to 656 Japanese high school students, revealing that the main sources of de-motivation included learning contents and materials, teachers' competence and teaching style, inadequate school facilities, lack of intrinsic motivation, and test scores Unlike previous research, their findings indicated that teacher-related factors were not the primary cause of de-motivation; instead, learning contents, materials, and test scores emerged as the most significant de-motivating influences for students.
Kikuchi (2011) conducted a research among 1334 Japanese senior high school students at
A study conducted across seven high schools utilized a questionnaire to investigate factors contributing to student de-motivation, identifying challenges such as difficult learning experiences, loss of interest, and negative influences from teachers Notably, the study found that complex reading passages and vocabulary significantly impacted students' motivation levels Kikuchi's research further explores de-motivation by analyzing previous studies, including insights from Dornyei, Oxford, and Gardner, which informed the questionnaire design While Kikuchi's findings provide valuable context, the reliance solely on questionnaires limits the depth of understanding; incorporating student interviews could yield richer insights into their experiences.
In her 2012 study, Tuyen, N.T investigated the factors influencing students' motivation to learn English listening skills at An Lao High School Utilizing a two-part questionnaire and interviews for data collection, the research found that students often lacked effective listening strategies, which were not regularly taught by their teachers Additionally, teachers faced challenges due to students' insufficient language knowledge and vocabulary The study also highlighted that the learning environment and available facilities significantly hindered both teaching and learning processes related to listening skills.
A study by Huong, N.T.T (2010) explored the motivational factors influencing English listening skills among 186 non-major students at Hai Phong Private University, who were at TOEIC level 2 out of a total of 1,078 students across seven classes Data was gathered through a survey using a Likert Scale The analysis of five learner-related factors revealed varying impacts on student motivation, with similar perceptions observed among participants from both rural and urban backgrounds.
Despite numerous studies on motivation in foreign language learning, limited research exists on the factors influencing non-English major students' motivation to learn English listening skills at the College of Industrial Techniques This thesis aims to address this gap by utilizing questionnaires and semi-structured interviews, contributing valuable evidence to the expanding body of research in this area.
Summary
This study addresses the lack of attention given to motivation among Vietnamese students and researchers, particularly focusing on non-English major students at CIT By exploring the factors influencing these students' motivation in learning English listening skills, the research aims to highlight the significance of this issue in the educational context.
In the context of teaching and learning English at CIT, key factors influencing the process include teacher-related aspects, student-related elements, and overall learning conditions.
METHODOLOGY
The setting of the study
The College of Industrial Techniques, situated in the heart of Bac Giang city in Vietnam, plays a crucial role in training and developing thousands of managers, highly skilled technicians, and proficient workers, benefiting both the nation and the local province.
At CIT, English teaching is structured in two phases, beginning with General English instruction using the New English File Elementary course book by Clive Oxenden, Christina Latham-Koenig, and Paul Seligson, published by Oxford University Press This course book features nine units covering diverse topics relevant to everyday life, including holidays, friendships, entertainment, survival, travel, fashion, health, and personal experiences Additionally, it offers valuable supplementary materials such as grammar references, functional language guides, tape scripts, workbooks, and answer keys to enhance the learning experience.
The New English File Elementary course book integrates listening skills with other language skills in each unit During these lessons, students engage with topics relevant to the unit while also being introduced to new vocabulary through listening activities Each listening session is designed to enhance comprehension and vocabulary acquisition.
3 tasks (matching, multiple choice questions, true/false, comprehension questions, gap- filling, taking notes, etc.) aiming at developing students‟ comprehensive listening
In the second phase of their studies, students focus on English for Specific Purposes tailored to their major At CIT, English instruction begins in the first term, with a dedicated schedule of five 45-minute classes each week, spanning 15 weeks per semester.
At CIT, six qualified teachers are responsible for instructing Basic English, with four possessing Master's degrees and the remaining two holding Bachelor's degrees in English Language Teaching Notably, two of these educators have over three years of teaching experience.
To become students at CIT, they have to pass the entrance exam in different groups such as
A, A1, or D At the college, there are approximately 45 -55 students with different levels of English were put to study in the same class and same textbook It is easy to see that the number of students in a class at CIT is very large; from experiences of more than six years of teaching, it is still a big barrier to my teaching
Students at CIT typically have three to seven years of English education in high school, yet they struggle with English proficiency, particularly in listening skills Their learning approach emphasizes vocabulary and grammar, leaving them with limited language function and communicative competence Additionally, compared to their university peers, CIT students often achieve significantly lower entrance exam scores, averaging 10-15 marks across three subjects.
Learning spoken English in an isolated environment with limited interaction with native speakers significantly hinders the development of speaking and listening skills This challenge makes it difficult for teachers to effectively teach English, as they struggle with monitoring student progress, providing feedback, implementing communicative tasks, and ensuring that all students receive adequate attention during class.
Despite regular attendance, many students expressed boredom during English lessons, often attending solely to meet the 30% attendance requirement for final exams.
Therefore, this survey was conducted to investigate factors affecting non-English major students‟ motivation in learning English listening skills at CIT.
Participants
A survey was conducted involving 55 first-year non-major students at CIT, all of whom were required to study English for General Purposes as a foreign language during their first year, similar to other colleges in Vietnam Participants ranged in age from 18 to 20, with a gender distribution of 9 females and 46 males The majority hailed from rural and mountainous regions (25 students) and towns (18 students), while 12 students originated from cities such as Lang Son, Quang Ninh, and Lao Cai This diverse range of backgrounds significantly influenced their experiences in learning the English language.
In April 2014, the research focused on participants who were in their second term of their first school year By this time, they had completed their first term and an additional nine weeks of English studies at CIT, totaling 87 periods, and had taken one end-of-term English examination The second semester was selected for the survey as students had become accustomed to university life and had gained valuable experience in English learning and examinations.
Many students from Bac Giang city and surrounding areas demonstrate strong English skills, while others struggle at a basic level As a result, only a few students exhibit genuine motivation to learn, whereas the majority feel significant pressure to pass their exams.
Instrument for collecting data
The instruments used in this study were: a questionnaire and a semi structure interview with the students
Questionnaire 1: (See Appendix 1) was conducted at the first week of the research with 55 students The questionnaire aims to find out students‟ attitude towards listening skills and investigate the students‟ level of motivation in learning English listening skills The factors come from themselves and from their previous teachers that affect their participation, and their enthusiastic in listening activities The results from the questionnaire can help the researcher identify possible reasons for students‟ low motivation in learning English listening skills
Questionnaire 2: In order to find out study the factors affecting non-English major students‟ motivation in learning English listening skills at CIT after 5 weeks of implementation The research finds out factors that students‟ lack of basic knowledge and lack of confidence in learning English listening skills The other factor is those teachers‟ style and method in teaching English listening In addition, inadequate school facilities, lack of target language environment, and exam- orientation are also factors affecting that prevent students at College of Industrial Techniques from concentrating and motivating in their learning English listening skills
To ensure students comprehended the questions, the researcher dedicated approximately thirty minutes to guiding them through the questionnaire and clarifying difficult terms.
Moser and Kalton (1971) define interviews as a method for gathering relevant information and personal opinions from respondents The benefits of conducting interviews include the opportunity to analyze teachers' responses, document their insights, and explore their feelings regarding the learning of English listening skills.
Following the survey, a semi-structured interview was conducted with five first-year students at CIT to gain deeper insights into the research questions and clarify items from the questionnaires The participants, who had studied English for at least three years prior to college, were selected from different classes Each interview lasted approximately 15 to 20 minutes, allowing the researcher to explain questions and clarify any ambiguous responses The students' answers are referenced as S1 through S5, and their responses are detailed in the subsequent section.
The interviews were conducted in Vietnamese through informal conversations between the researcher and the students The collected data was recorded and subsequently translated into English for the study.
Data collection procedures
The data collection procedures were conducted six week before the ending of the second semester in April in 2014
Before administering the survey questionnaire, the researcher clarifies the study's purpose and instructs students to complete all questions within 20 to 25 minutes Participants are assured that their information will remain confidential and used solely for research purposes, encouraging them to respond honestly Ultimately, 55 questionnaires were collected.
After the research analyzed the questionnaires, five students were chosen to participate in the interview
The researcher initially reviewed all collected data and transcribed the interviews to gain a comprehensive understanding Subsequently, reflective notes and summaries of field notes were created for clarity, followed by the presentation of information in tables and figures To ensure consistency and minimize bias, the researcher conducted a solo analysis of the data.
FINDINGS AND DISCUSSIONS
Findings
A survey questionnaire was conducted to assess students' motivation in learning English listening skills, with results presented in Chart 1, which summarizes the findings from questions 1 to 3.
3.1.1.1 Students’ attitudes towards the learning of listening English
Chart 1: Students’ attitudes towards the learning of listening English
(A=Importance of listening, B= Difficulty of listening skills, C= Interest of listening skills)
Chart 1 above reveals that most of the students consider learning to listening English important while only (1.8%) students think that it is not important at all to learn listening English It is evident that the majority of them are aware of the importance of listening skill, (21.8%) students agree that the listening skill is very important and 26 out of 55 (47.3%) students thought that listening skill is rather important 16 out of 55 students (29.1%) accepted the little importance of listening skill in English
Many students recognize the significance of learning English listening skills, viewing it as a fundamental ability essential for navigating today's diverse society In interviews, a majority of students express that mastering listening comprehension is crucial for effective communication and understanding in various contexts.
English has become a crucial international language, widely used across various fields and aspects of life Mastering English is essential for anyone seeking to secure a good job after graduation.
According to Chart 1, a significant majority of students (78.2%) perceive listening as the most challenging language skill, while 21.8% believe it is equally difficult as reading, speaking, and writing Notably, none of the students regarded listening as an easy skill The primary reason for this perception is the unfamiliarity of listening skills among students Interviews revealed that many students consistently identify listening as their most difficult skill.
In addition, they always feel nervous and confused when they listen to English As one student claimed in the interview that:
“Although I have learnt English for nearly 8 years, I often feel nervous and confused when I listen to English.” (S1)
Chart 1 shows that (63.6%) of the respondents are not much interested in learning to listening English; while (18.2%) of the subjects are little interested in it and 3.6% are not interested in it at all The percentages above suggest that the teachers may have difficulty in teaching listening Though students know the importance of it but it is a difficult subject and students do not often have a chance to communicate in the real life to use listening skill When being asked why they were not very interested in learning English listening though they knew the importance of it, most of them said this is a difficult skill and they do not have a chance to communicate in the real life to use listening skill
The survey results indicate that while a majority of students recognize the importance of English listening skills and express a preference for learning them, they also perceive these skills as more challenging compared to speaking, reading, and writing.
3.1.1.2 Students’ motivation in learning listening English
Students' participation in listening activities in class
47.3% always often sometimes rarely never except when asked by the teacher
Chart 2: Students’ participation in speaking lessons
In response to question 4 regarding current participation in listening lessons, the results show that only 5.5% of students are always engaged during class, while 12.7% often listen A significant 47.3% of students reported that they rarely listen, and 9.1% admitted to never listening unless prompted by their teachers Additionally, 29.1% of students indicated that they sometimes listen when they find the activities interesting and relevant During follow-up interviews, most students shared their thoughts on these findings.
“I cannot get the information to take part in the activities; moreover the activities are not attractive” (S4)
Students' motivation in learning listening skills
Students‟ motivation plays an important role in deciding the level of their participation in class activities The statistics in chart 3 shows the students‟ motivation in learning listening skills
Chart 3: Students’ motivation on learning listening skills
(A =It is one of the compulsory skills in the textbook/English course; B= It will be helpful for my future job; C= It helps me enjoy English news, songs and films;
D= It helps me communicate with foreigners; E= other(s))
A significant majority of students (81.2%) believe that listening skills are essential for their future careers, with 67.3% learning these skills as part of their compulsory English course Additionally, 23.6% of students express a desire to improve their listening abilities to enjoy English media such as news, songs, and films However, only 16.4% focus on listening to enhance communication with foreigners, while 7.3% have other motivations Among five interviewees, over two-thirds acknowledged the usefulness of English, aiming to read English books and newspapers and communicate with foreigners, particularly as it relates to their studies and exam preparation.
“If you don’t learn English, you can never pass the exams to leave this college” (S2)
A student says that: “I want to study at higher level of education The rest would go abroad after finishing the course, so I study listening English.”
In conclusion, students exhibit a low level of motivation in listening classes, leading to poor and unequal participation Many find the lessons uninteresting, resulting in reluctance to engage with English Students tend to be passive, responding to questions only when prompted by teachers, rather than participating voluntarily This raises the question of what factors are influencing students' engagement in these classes.
„motivation in learning English listening skills
3.1.2 Factors affecting non-English major students’ motivation in learning English listening skills at CIT
3.1.2.1 The student-related factors affecting non-English major students’ motivation in learning English listening skills
I feel de-motivated in learning listening English because (of)…
(You can tick (√) more than one options)
A I find it difficult to understand the native speakers‟ accent on the tape 72.7%
C I lack some necessary grammar structures 47.3%
D I lack background knowledge about the topics in listening lessons 34.5%
E I can hear nothing in listening activities 43.6%
F I am not confident in listening lessons when I paticipate in listening activities
G I feel embarrassed in listening activities 25.5%
Table 1: The student-related factors
A significant majority of students, accounting for 72.7%, express a lack of enthusiasm in listening lessons, primarily due to difficulties in understanding native speakers' accents Additionally, 60.0% of these students report a limited vocabulary that hampers their ability to communicate effectively, while 47.3% struggle with insufficient grammar structures necessary for constructing sentences.
In interviews, students expressed that a lack of foundational knowledge significantly hinders their learning and decreases motivation Many believe that their struggles stem from insufficient vocabulary, grammar, and language skills acquired in high school As a result, they find it challenging to keep pace with their classmates and follow their teachers' lessons in college.
When being asked for further information in the interview, most of the students claim that:
“I cannot follow my teachers and catch up with my classmates although how hard I have tried I feel disappointed and do not want to learn English.”
As one student claimed in the interview that:
English pronunciation and stress pose significant challenges for many learners One common struggle is the difficulty in imitating the sounds produced by teachers, especially when they resemble the native sounds of Vietnamese rather than authentic English pronunciation Additionally, remembering the correct stress patterns in words can be particularly elusive for students.
It seems that many students lack intrinsic motivation to learn English at CIT, they just learn because of exams or as a condition to leave the university
Many students find English challenging to learn, with half expressing a loss of interest in studying the language at university However, they believe that their personalities do not significantly hinder their motivation to learn English.
Some others found difficulties in listening:
“I find listening is the most difficult skill I can understand my teacher in class but I cannot understand what is said in the tape.” (S1, S4)
The data reveals that 25.5% of students feel embarrassed during listening activities, while only 9.1% cite alternative reasons for their lack of motivation in learning English listening skills This embarrassment may contribute significantly to the students' reluctance to engage actively in listening classes.
Discussions
This study investigates the factors influencing non-English major students' motivation to learn English listening skills at CIT Findings indicate that while most students recognize the significance of English listening, their interest in learning the language is limited Motivations for studying English vary, with some students citing it as a compulsory subject and others focusing on the importance of excelling in exams Furthermore, a disconnect exists between teachers' instructional methods and students' preferred learning styles.
Many students struggle with English listening skills due to a lack of foundational knowledge, vocabulary, pronunciation, and self-confidence Insufficient understanding of grammar and vocabulary can hinder their listening comprehension, leading to feelings of inadequacy This lack of confidence makes it challenging for teachers to encourage active participation in the classroom, as students often feel nervous and anxious, fearing ridicule from peers Consequently, CIT students experience prolonged stress and depression, resulting in decreased motivation and interest in learning English.
Teachers' behaviors and methods often reflect negative aspects, such as reliance on outdated techniques and materials, unclear instructions, inadequate explanations, and a lack of feedback Additionally, a strict classroom environment can hinder effective learning It is essential to reevaluate these teaching approaches to align them with students' preferred learning styles Despite a teacher's dedication, the effectiveness of teaching and learning diminishes when methods do not resonate with how students learn best.
The study highlights the significant influence of the learning environment on students' interest in English listening lessons Many students expressed that the lack of modern facilities at school negatively affects their motivation In today's technology-driven world, students prefer the integration of technological devices, such as TVs and computers, in their lessons However, the findings indicate that students feel demotivated due to their teachers' infrequent use of technology in English listening instruction.
Conclusions
This study investigates the factors affecting non-English major students' motivation in learning English listening skills at the College of Industrial Techniques Through the analysis of data collected via surveys and semi-structured interviews, several significant factors were identified Key influences on motivation include student-related factors such as language knowledge, vocabulary, self-confidence, personality, and beliefs Additionally, teacher-related factors, including teaching methods and behaviors, along with learning conditions like outdated facilities, a dull classroom atmosphere, large class sizes, and unengaging textbooks, were found to contribute to decreased motivation To enhance English listening skills, it is recommended that students utilize diverse learning methods and that teachers provide more frequent feedback on language knowledge, particularly in correcting pronunciation errors.
Recommendations
In the light of these findings, here are some recommendations for all teachers and students to overcome their problems in teaching and learning listening
Active participation in listening activities can enhance students' enjoyment of learning Additionally, it is crucial for students to carefully review the sequence of each task prior to listening, as this allows them to make informed predictions about the content based on the provided words or images.
To enhance their English skills, learners should focus on improving pronunciation and expanding vocabulary at home Careful preparation for listening lessons is essential, which includes reviewing previously learned vocabulary and structures, analyzing pictures and questions to anticipate listening content, and reading related materials in both English and Vietnamese to boost background knowledge Daily practice is crucial; students can listen to English songs or watch news broadcasts to familiarize themselves with various accents, improve pronunciation, and enrich their vocabulary.
Teachers should understand their students' psychologies, backgrounds, aptitudes, and personalities to create engaging multi-level listening activities that promote active participation Providing opportunities for real-life English communication, such as through an English speaking club or outdoor activities, enhances student involvement Incorporating games and modern technology makes listening lessons more appealing, while selecting diverse materials beyond textbooks exposes students to a variety of English levels By integrating English songs, films, and news into the curriculum, teachers can boost students' enthusiasm and cultivate their interest in listening, ultimately achieving their English learning objectives.
To effectively stimulate students' listening skills, teachers should focus on enhancing their language knowledge and ensure precise pronunciation Addressing the challenges of connected speech is crucial; thus, teachers must educate students about its features throughout the learning process to alleviate stress and surprise during listening activities Additionally, as students tend to focus on every detail, instructors should guide them to listen for key words to extract essential information Creating a joyful classroom atmosphere is vital for motivation, so teachers should adopt a friendly, enthusiastic, and humorous approach to make students feel comfortable and engaged in the lesson.
To enhance English listening skills in college, it is essential to provide high-quality equipment such as CDs, CD players, loudspeakers, and projectors, alongside alternative teaching materials This investment in resources will create a more effective learning environment for both teaching and learning.
To enhance the learning experience in overcrowded classrooms, it is essential to organize regular practice-based seminars or group meetings These sessions will allow students to exchange their learning experiences and discuss effective strategies for presenting listening lessons.
Limitations of the study
This study acknowledges several limitations inherent in its research design Firstly, the investigation into non-English major students' motivation in learning English listening skills at CIT relies solely on survey questionnaires and semi-structured interviews, which may restrict the generalizability of the findings to the broader student population Additionally, the focus is exclusively on listening skills, excluding other essential language skills such as reading, speaking, and writing While numerous factors influence students' motivation in English listening, the study addresses only a subset of these variables Furthermore, the research primarily draws from self-reported data, lacking actual observations of student behaviors and teacher practices, which limits its comprehensiveness Given the time constraints, the researcher acknowledges the possibility of errors and shortcomings and welcomes constructive feedback for future improvements.
Suggestions for further research
To enhance the reliability of findings, future studies should involve a larger and more diverse student population, including those from different academic years such as first, third, and fourth It is essential to refine data collection methods and semi-structured interviews to facilitate research in various contexts beyond college settings Additionally, exploring alternative approaches to motivate students in developing their English listening skills is crucial for future research This research framework could also be adapted to other language skills, including reading, writing, and speaking, allowing researchers to implement changes in the curriculum and gather valuable insights to improve teaching and learning at the College of Industrial Techniques.
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APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE Dear my student,
This survey questionnaire is designed to gather information for my research into
This study explores the factors influencing non-English major students' motivation to learn English listening skills at the College of Industrial Techniques The research aims to identify key motivational elements that impact students' engagement and performance in English listening Data collected will be kept confidential and utilized solely for academic purposes.
Thank you very much for your cooperation!
FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’MOTIVATION IN
Please choose the answer(s) you think it is the most appropriate to you:
Question 1: How is listening skill important to you?
B as difficult as other skills
Question 3: How interested are you in learning English listening skills?
Question 4: How often do you participate in listening activities in class?
E never except when asked by the teacher
Question 5: Why do you learn listening skill? (You can tick more than one answer)
A It is one of the compulsory skills in the textbook/ English course
B It will be helpful for my future job
C It helps me enjoy English news, songs and films
D It helps me communicate with foreigners
Question 6: I feel de-motivated in learning listening English because (of)… (You can tick (√) more than one options)
A I find it difficult to understand the native speakers‟ accent on the tape
C I lack some necessary grammar structures
D I lack background knowledge about the topics in listening lessons
E I can hear nothing in listening activities
F I am not confident in listening lessons when I paticipate in listening activities
G I feel embarrassed in listening activities
Question 7: Which statement(s) is/are true about your previous teacher of English? (You can choose more than one option)
A Using old-fashioned teaching methods and materials
B Not giving clear enough instructions
D Neglecting to give any feedback
E Teachers‟ instructions were not clear enough
F Teachers always strict in class
APPENDIX 2: QUESTIONS FOR THE INTERVIEW
(A semi-structure interview is a conducted with five students choose randomly by the research)
1 Do you think learning English is important? Why?
2 In your opinion, is it easy or difficult to learn English listening skills? Why? Why do you learn listening skill?
3 How do you feel interest in learning English listening skills? What factors make you feel de-motivated? What factors make you feel motivated?
4 What do your teachers‟ teaching method attract you?
5 How do you feel about your class atmosphere? Why?
6 How many students in your class? Do the number of students affect to your learning English listening skills?
7 What do you think about your textbook/ English course (New English File Elementary)?