(LUẬN VĂN THẠC SĨ) A Study on Using English Songs in Teaching Listening Skill to Improve the Efficiency and Motivation for First Year Non English Major Students at Hai Duong Medical Technical University

Students‘ attitude towards English songs

The pie chart illustrates students' attitudes toward English songs, revealing that a significant majority, 88%, enjoy listening to them Additionally, 73% of students expressed a strong appreciation for using English songs as a teaching method Conversely, a small minority, 12%, indicated that they do not find value in this approach.

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of listening skill acquisition and the motivation of students in their learning process By integrating music into the curriculum, the study seeks to create a more engaging and effective educational environment for students who may struggle with traditional teaching methods The findings suggest that incorporating songs can significantly improve students' listening abilities and foster a greater interest in learning English.

3.1.3.2 The improvement of students’ listening after they had been taught with the use of songs

Very little Much Very much

Students‘ improvement after they had been taught with the use of songs

A recent study revealed that 86% of students experienced improvements in their listening skills after a term of learning with songs, with 67% noting significant enhancement Many students reported being able to hear and understand the lyrics sung by the artists However, 14% of students admitted that they did not observe any progress in their listening abilities.

3.1.3.3 Students’ opinion about the benefits of learning listening through the use of English songs

Note: 1: Strongly disagree 2: Disagree 3: Don’t know 4: Agree 5: Strongly agree

Table 1: The benefits of learning listening through the use of English songs

Make the listening lesson more relaxing 5 5,7 8 37,3 44 Make the listening lesson more enjoyable 1 9 7.3 42 40.7 Develop my confidence in listening to English 11 19 17 22 31 Help me to listen to English better 3.3 10 16.6 50 20

Help me to recognize key words while listening

Help me pay greater attention to word stress 7 9 25.6 36.7 21,7 Help me to discriminate English sounds better 13.3 22.3 39 13.4 12

This study explores the use of English songs as an effective tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve students' motivation and overall efficiency in learning English The findings suggest that incorporating songs can create a more engaging and enjoyable learning environment, ultimately leading to better listening comprehension and increased enthusiasm for language acquisition.

A recent study highlights students' recognition of the benefits of incorporating English songs into listening lessons Notably, 81.3% of students agreed that English songs create a more relaxing classroom atmosphere, with 44% expressing strong agreement Furthermore, 82.7% of students found that songs enhance the enjoyment of listening lessons, transforming anxiety into joy and increasing motivation to learn Over half of the participants, specifically 53%, reported feeling more confident in their listening skills, with many stating they no longer experience nervousness during tasks This positive outcome underscores the effectiveness of English songs in boosting students' motivation and confidence However, 17% of students still expressed concerns, noting that while songs made tasks exciting, they did not alleviate their nervousness during actual listening exercises.

A significant 70% of respondents reported that their listening skills have improved due to English songs, while 16.6% remained neutral on the issue, and 13.3% did not observe any progress in their listening abilities.

Guessing skill seems to be the most progressive one as 54.4 % students said that their guessing skill was improved through songs

Word recognition ranks second at 56.4%, closely followed by awareness of word stress at 58.4% In contrast, sound discrimination is the least favored skill, with only 25.4% of learners reporting that songs aided their ability to distinguish sounds Many students found this sub-skill challenging, with 39% expressing indifference and 35.6% disagreeing with its effectiveness.

A significant percentage of students lack awareness regarding the impact of songs on their listening skills, with 35.6% uncertain about whether music aids in recognizing key words and 25.6% unsure if it enhances their attention to word stress Additionally, 25.3% of students are unaware of the role of guessing skills in their listening comprehension.

This study explores the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University It aims to improve both the efficiency and motivation of students in their language learning journey By integrating music into the curriculum, the research seeks to engage students more actively, addressing the lack of progress and interest often observed in traditional teaching methods.

Songs can significantly enhance students' bottom-up listening skills, including word recognition and awareness of word stress, while also improving their attention during listening activities.

3.1.3.4 Students’ favorite activities while they are listening to English songs

Tick True or False sentences 55%

Finding the words appeared in the song 52%

Discussing about the meaning of the song 33%

Table 2: Students’ favorite activities while they are listening to English songs

The survey results indicate that students' favorite activity is arranging jumbled lines, with a preference rate of 97.3% This popularity may stem from the task's simplicity and low attention requirement Following closely is the activity of listening to songs and filling in missing words, chosen by 91% of students While this task is more challenging, it captivates students' attention and excitement as they strive to write down the correct words.

According to the survey, 55% of participants ranked listening and answering True or False questions as their third favorite activity, highlighting its appeal This task was perceived as manageable, allowing them to enhance their concentration skills while listening.

One engaging activity for students is listening to songs and circling the words they hear, a method favored by 52% of participants Additionally, many students enjoy the challenge of listening to songs and identifying corrections for mistakes within the lyrics.

A study conducted at Hai Duong Medical Technical University explores the use of English songs to enhance listening skills among first-year non-English major students The research aims to improve both the efficiency and motivation of learners through engaging musical content Findings indicate that students were able to identify extra or incorrect words in song lyrics, achieving a notable accuracy rate of 43% This approach highlights the potential of incorporating music into language education to foster a more dynamic learning environment.

Students actively engage in discussions about the meaning of songs, with 33% expressing a strong desire to understand the lyrics better This interest helps them gain deeper insights into the music they enjoy.

Only 12% of students express interest in dictation tasks, while an even smaller 6.3% find multi-choice questions engaging when listening This lack of enthusiasm is understandable, as these activities can be challenging and require significant time and sub-skills to complete effectively.

3.1.3.5 Reasons that students listen to English songs

Table 3: Reasons that students listen to English songs

Over 80% of informants listen to music primarily for relaxation and pleasure, finding it a comforting escape after long hours of work or study Additionally, 59% of students use music as a tool to enhance their listening skills, while only 1-2% listen to English songs for purposes such as staying awake.

The frequency of using songs to teach listening skill

The pie chart illustrates teachers' usage of songs in the classroom, revealing that 88% of educators enjoy English songs and frequently incorporate them into their listening skill lessons Only 12% report using songs occasionally, while none claim to rarely or never use them Additionally, current textbooks include at least five English songs, indicating a strong integration of music in English teaching Overall, it is evident that songs are a commonly utilized tool for teaching English, particularly for enhancing listening skills.

This study explores the use of English songs as an innovative method for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of learning and the motivation of students through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment, ultimately improving students' listening comprehension and enthusiasm for the English language.

3.2.3.2 Teachers’ opinion about advantages of using songs to teach listening skill

Pay attention to the pronunciation of the words 23%

Help students relax during the lesson 82%

Table 4: Teachers’ opinion about some advantages of using songs in class

The data indicates a strong consensus among teachers regarding the benefits of incorporating songs into the classroom, with 90% agreeing that songs can alleviate boredom Additionally, 82% believe that songs aid in helping students relax during lessons, while 70% find that songs enhance students' listening skills However, only 23% of teachers support the notion that listening to English songs effectively engages students with pronunciation, citing issues with the speed and accents of singers that often lead to confusion.

3.2.3.3 Teachers’ opinion about disadvantages of using songs to teach listening skill

Teachers cannot find suitable songs 75%

Students are distracted by music 65%

The class becomes noisy and out of control 53%

The sounds are not clear because singers usually link sounds together

Table 5: Teachers’ opinion about some disadvantages of using songs in class

A significant challenge faced by teachers is the difficulty in finding suitable songs for their students, with 75% expressing this concern Additionally, 65% of educators report that students often become distracted by music, while 59% struggle with limited time for listening lessons Noise levels in the classroom are also an issue, affecting 53% of teachers who find it hard to maintain control Furthermore, nearly one-third of teachers believe that songs are not clear enough for students to understand due to the way singers link sounds together Lastly, over 20% of teachers feel insecure about their singing abilities and experience embarrassment when asked to sing in front of their class.

This study explores the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of language acquisition and student motivation The findings suggest that incorporating English songs in teaching can create a more engaging learning environment, ultimately leading to better listening comprehension and increased enthusiasm for learning English.

3.2.3.4 Kind of task(s) the teachers usually designed to teach students with the use of songs

Kind of task(s) the teachers usually designed to teach students with the use of songs

A recent survey revealed that 18% of teachers incorporated gap-filling tasks using songs, while 36% preferred multiple-choice tasks Additionally, 33% of educators identified mistake correction as the most effective method for working with simple texts Furthermore, over 10% of teachers opted for alternative task types, including jumbled words, grammatical reviews, and vocabulary learning activities.

3.2.3.5 Criteria for selecting songs of the teachers

The songs should contain limited vocabulary 85 % The songs should have positive contents 79 % Topics of song should be within the experiences of students

The rhythm should be straightforward and repetitive 60 % The songs should present a limited musical challenge 55 % The songs should have refrain: a repeated stanza, between verses of the song

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of learning and the motivation of students through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment, ultimately improving students' listening comprehension and overall language proficiency.

Table 6: Criteria for selecting songs of the teachers

Not all songs are suitable for classroom use, as the complexity of vocabulary is a crucial factor in selection; 85% of teachers believe that songs should feature limited vocabulary to avoid overwhelming students Additionally, 79% of educators prefer popular songs with positive themes that align with teaching objectives Moreover, 65% emphasize that song topics should resonate with students' experiences to enhance engagement A straightforward and repetitive rhythm is favored by 60% of teachers, while 55% agree that songs should not present significant musical challenges Furthermore, 33% of teachers suggest that songs with refrains can boost students' confidence during listening and practice Other considerations for selecting appropriate songs include the classroom environment, song length, and cultural relevance.

3.2.3.6 The sources for teachers to select songs

Table 7: The sources for teachers to select songs

The data reveals that a significant majority of teachers (95%) utilize the internet for selecting songs, highlighting its convenience and speed in finding appropriate music for their students' levels Additionally, over half of the educators (55%) find CDs or VCDs to be useful resources for song selection, as they allow for portability and flexibility in choosing suitable tracks Notably, none of the teachers reported using radio or television as a source for song selection.

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency of learning and the motivation of students through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment that fosters better listening comprehension and retention The findings suggest that incorporating music can significantly enhance the educational experience for students in non-English disciplines.

The aim of the two tests (pre – test and post test) was to make it clear whether the using of English songs helps students to improve their listening skill

60 students of two classes E1101.1 and E1101.3 were involved in these tests Class E1101.1 was taught with the use of English songs and class E1101.3 was taught without songs

The pre-intermediate level test was administered within a fifteen-minute timeframe to two classes, E1101.1 and E1101.3, which incorporated English songs into their teaching process The same test design was used at both the beginning and the end of the term to evaluate student progress.

After collecting and grading the tests, the author analyzed the scores using frequency distribution to determine the range of marks achieved by each class Additionally, measures of central tendency were employed to assess the overall progress trends of each class.

The post-test results were analyzed and compared to the pre-test scores, with standard deviation (s.d) considered a key measure of dispersion This analysis allowed the author to assess how much the test scores varied from the mean, ultimately revealing the impact of using English songs in teaching listening skills to students.

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve students' learning efficiency and boost their motivation The findings suggest that incorporating English songs can make listening practice more engaging and effective, ultimately leading to better language acquisition outcomes for students in a non-English major context.

3.3.4 Data analysis and findings 3.3.4 1 Pre – test (At the beginning of the term) 3.3.4.1.1 Frequency distribution

Table 8: Frequency distribution (pre - test)

This study explores the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University It aims to improve both the efficiency of language acquisition and the motivation of students in their learning process By integrating music into the curriculum, the research investigates how engaging with songs can facilitate better listening comprehension and create a more enjoyable educational experience for learners.

Raw marks in listening (pre - test)

The data indicates that marks for students range from one to eight, with marks five and six being the most prevalent Class E1101.3 demonstrates a more uniform performance, while class E1101.1 has a greater number of high achievers Specifically, class E1101.3 shows higher frequencies for marks five and six, whereas class E1101.1 excels in marks seven and eight Notably, the mode for class E1101.3 is six, surpassing the mode of five in class E1101.1, suggesting that E1101.3 may have a stronger overall performance despite the presence of exceptional students in E1101.1.

Class N Mean Std Deviation Median

Table 9: Mean and Std Deviation (pre - test)

The analysis reveals that class E1101.1, with a mean score of 5.3667, slightly outperforms class E1101.3, which has a mean of 5.1667 Overall, the data indicates that students in both classes are performing at an average level, as reflected by their identical median score of five Additionally, the standard deviations of 1.56433 for class E1101.1 and 1.59921 for class E1101.3 suggest a narrow range of scores, indicating a limited variation in student abilities within both classes.

3.3.4.2 Post-test (At the end of the term) 3.3.4.2.1 Frequency distribution

This study explores the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to boost both the efficiency of learning and student motivation The findings suggest that incorporating English songs can significantly improve students' listening abilities and create a more engaging learning environment This approach not only makes the learning process enjoyable but also fosters a deeper understanding of the language.

Table 10: Frequency distribution (post - test)

Raw marks in listening (post - test)

Rationale of the study

Listening is frequently regarded as the most difficult of the four English language skills, particularly for students learning a second or foreign language The intricate and nuanced aspects of listening comprehension demand significant time and effort for improvement At Hai Duong Medical Technical University, many students express their apprehension towards this skill, often stating their reluctance to engage in listening activities.

To effectively transition students from fear to interest in listening activities, it is essential to recognize that interest is influenced by various factors, including subject content, perceived necessity, teaching methods, and even external conditions like weather This variability makes it challenging for teachers to consistently engage students and combat boredom Research indicates that utilizing audio-visual aids—such as flashcards, videos, and interactive language activities like games and storytelling—can significantly enhance student interest Among these tools, English songs are particularly accessible and easy to implement Consequently, the author has chosen to explore the use of English songs to boost motivation and learning outcomes for first-year non-English major students at Hai Duong Medical Technical University.

Aims and objectives of the study

This study explores the advantages of incorporating English songs into the teaching of listening skills for non-major students It identifies effective tasks that educators can design to enhance listening comprehension through music and discusses the criteria for selecting suitable songs for classroom instruction.

To be more specific, the objectives of this study are to:

- investigate the positives sides of using English songs in teaching listening skill to non-major students;

- find out the tasks teachers should design to teach students with the use of songs;

This study explores the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to boost both the efficiency of learning and student motivation The findings suggest that incorporating songs can create a more engaging and enjoyable learning environment, ultimately leading to improved listening comprehension and a greater interest in the English language.

- work out criteria to choose appropriate songs in teaching listening in classroom.

Research questions

With these aims, the researcher carries out this study to answer the following questions:

(1) What are the benefits of using songs to teach listening skill to students?

(2) Which tasks should teachers design to teach listening to students with the use of songs?

(3) What are criteria to choose appropriate songs in teaching listening in classroom?

Scope of the study

This study explores the use of famous love songs as a tool for teaching listening skills to non-major pre-intermediate students at HMTU The research emphasizes songs from various genres, including classical, pop, jazz, rap, and traditional styles, but specifically focuses on love songs characterized by soft melodies, simple lyrics, and catchy tunes that are easy to listen to.

Significance of study

This study aims to benefit students and others interested in enhancing listening skills through the use of songs By incorporating music into their learning, students are likely to feel more motivated and find it easier to memorize lessons, while also alleviating boredom Additionally, the findings highlight the advantages for teachers at HMTU in utilizing English songs as an effective tool for teaching listening skills.

Methodology

All comments, remarks, assumption and conclusion of the study were based on the data and analysis Data collection for analysis in the study was gained through the following resources:

- Survey questionnaires for teachers and students

Design of the study

The paper was designed with three parts as follows:

The introduction outlines the rationale for selecting the topic, detailing the study's aims and objectives, as well as its scope and significance It also describes the research methods and design that will be employed throughout the study.

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of learning and the motivation of students through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment that fosters better listening comprehension and overall language acquisition.

Part B: Development composes of three chapters:

LITERATURE REVIEW

Listening

Listening, as defined by Howatt and Dakin (1974), is the skill of recognizing and comprehending spoken language This involves grasping the speaker's accent, pronunciation, grammar, and vocabulary while simultaneously understanding the intended meaning A proficient listener can effectively manage all these components at once.

Listening is defined by Ronald and Roskelly (1985) as an active process that involves skills such as prediction, hypothesizing, checking, revising, and generalizing, similar to those required in writing and reading They propose specific exercises designed to cultivate active listening among students, helping them to become aware of the inner voice that accompanies the writing process.

Listening involves several essential skills, including the ability to discriminate between sounds, recognize words, and identify grammatical structures It also requires understanding expressions and utterances that convey meaning, linking linguistic cues with non-verbal and paralinguistic signals, and utilizing background knowledge to predict and confirm meaning Additionally, recalling key words and ideas is crucial for effective listening comprehension.

Listening is defined as the active process of paying attention and deriving meaning from spoken language, as highlighted by Underwood (1989) Unlike hearing, which is a passive experience, listening requires the ability to interpret the context and intent behind specific words used by speakers This process involves a combination of skills, where listeners actively connect new information with their existing knowledge to fully comprehend the message being conveyed.

According to Wolvin& Coakley(1996) (cited in Goh 2000), five types of listening have been identified according to their purposes as follows:

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency of learning and student motivation through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment, ultimately fostering better listening comprehension and a greater interest in the English language.

Discriminative listening focuses on distinguishing sound and visual stimuli without considering their meaning, primarily concentrating on auditory elements In beginner classes, this may involve identifying the gender or number of speakers The aim is not comprehension but rather familiarizing the ears with different sounds This process mirrors the initial stages of first language (L1) listening, where a child learns to recognize their parents' voices among others As students advance, the skill evolves from simply discriminating sounds to identifying individual words.

Comprehensive listening prioritizes understanding the message being conveyed, serving as a foundation for other listening types However, comprehension can vary due to individual and social factors, leading students to interpret the same message differently Therefore, effective classroom instruction must focus on enhancing students' comprehension skills to address these challenges.

Therapeutic listening involves being a sympathetic listener who provides minimal verbal feedback, allowing individuals to express their thoughts and feelings This approach is crucial for helping someone work through their problems and plays a significant role in fostering strong interpersonal relationships.

Critical listening, the fourth type of listening, requires listeners to evaluate and respond to messages critically In contrast, appreciative listening emphasizes enjoyment, as seen when students listen to English music Even without full understanding, students find joy in the music, highlighting the importance of comprehensive listening as a foundation for the other listening types Typically, students listen to songs once to grasp the lyrics before a second listen with the lyrics in hand This process often leads to a deeper appreciation of the song, demonstrating the connection between enjoyment and comprehension.

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of learning and the motivation of students by incorporating music into the language acquisition process By analyzing the impact of songs on listening comprehension, the study seeks to identify effective strategies that can make learning more engaging and enjoyable for students Ultimately, the findings could contribute to improved teaching methodologies in language education.

The exploration of the five types of listening proved to be both informative and thought-provoking, emphasizing the adage that teaching enhances learning.

Johna Kline (1996) emphasizes that various situations necessitate distinct listening approaches Listening serves multiple purposes, such as acquiring information, enhancing relationships, appreciating experiences, making distinctions, and conducting critical evaluations Although some fundamental skills are essential across all listening types, each category demands specific abilities Kline categorizes listening into five distinct types, highlighting the importance of tailored listening strategies for effective communication.

Informative listening refers to the process where the listener's main goal is to comprehend the message being conveyed Success in this type of listening is measured by how accurately the listener interprets the sender's intended meaning This form of listening is prevalent in various aspects of our lives and plays a crucial role in our learning experiences.

Relationship listening focuses on enhancing individual well-being and improving interpersonal connections A specific form of this is therapeutic listening, commonly employed by counselors and medical professionals, which allows individuals to express their challenges This approach is also beneficial in everyday interactions with friends or acquaintances, providing them a safe space to share their thoughts While gathering information is important, the primary goal is to deeply understand the other person Effective relationship listening hinges on three essential behaviors: attending, supporting, and empathizing.

Appreciative listening involves enjoying music, engaging with speakers whose style you admire, and selecting preferred forms of entertainment such as theater, television, radio, or film It is the listener's response, rather than the message source, that characterizes this type of listening The effectiveness of appreciative listening is largely influenced by three key factors: the quality of the presentation, the listener's perception, and their previous experiences.

Motivation

Motivation is defined in different ways by different researchers

Motivation, as defined by Gardner (1985), is a blend of effort, desire to learn a language, and a positive attitude towards the learning process Penny (1996) emphasizes that instead of defining motivation, it's more useful to focus on motivated learners who actively engage in their learning activities She notes that when learners are motivated, the teaching and learning experience becomes significantly more enjoyable and effective Additionally, psychologists differentiate between intrinsic motivation, driven by internal satisfaction, and extrinsic motivation, influenced by external rewards.

According to Penny (2004: 375), it is difficult to define motivation as it is better to think of the motivated learner: ―One who is willing or even eager to invest in

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University By integrating music into the learning process, the research aims to enhance both the efficiency of learning and student motivation The findings suggest that increased motivation significantly improves the teaching and learning experience, making it more enjoyable and productive for students.

According to Williams and Burden (1997), motivation is characterized as a cognitive and emotional state that triggers a conscious decision to take action, resulting in sustained intellectual or physical effort.

Motivation plays a crucial role in learning a second language (L2), as it encompasses the attitudes and emotional states that impact the effort learners invest in their studies According to Brown (2000: 160), motivation can be seen as an internal drive that compels individuals to take action towards achieving their language learning goals.

Research indicates that motivation is defined in various ways by different scholars, yet they converge on the idea that motivation encompasses effort, desire, and positive attitudes It arises from a blend of both internal and external factors.

Engaging with students' interests and admired figures fosters a stronger connection with teachers, facilitating meaningful conversations on topics they are passionate about This approach aligns with Gardner's definition of motivation, emphasizing the importance of understanding what drives students.

According to Gardner (1985), motivation encompasses four key aspects: setting a goal, engaging in effortful behavior to achieve that goal, possessing a desire to reach it, and maintaining a positive attitude towards the goal Importantly, while a goal serves as a catalyst for motivation, it is not always a measurable element of the motivational process.

Self-determination theory identifies two types of motivation: intrinsic motivation, which arises from genuine interest in an activity, and extrinsic motivation, which is driven by external rewards associated with the activity (Deci & Ryan, 1985, cited in Lucas, 2010).

Intrinsic motivation arises from personal interests and the desire to achieve individual goals Individuals who are intrinsically motivated engage in activities not for external rewards, but because the act of doing the activity itself provides fulfillment and satisfaction.

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of learning and student motivation The findings suggest that incorporating songs can create a more engaging learning environment, ultimately leading to better language acquisition and a more enjoyable educational experience for students.

According to Dörnyei (2001: 55), intrinsic motivation drives students to engage in learning for the sheer pleasure it brings, the knowledge they gain, and the sense of achievement they experience.

Richard Ryan and Edward Deci (1985: 201) believe that intrinsic motivation is founded upon innate needs for competence and self-determination (cited in Lucas, (2010: 6))

Extrinsic motivation arises from the expectation of external rewards, such as praise, awards, and evaluations, or the desire to avoid punishment Students driven by extrinsic motivation engage in activities primarily to achieve these external incentives rather than for the intrinsic enjoyment of the task itself This form of motivation highlights learning scenarios where the focus is on outcomes outside of the task, as noted by Williams and Burden (1997: 40).

Foreign language teachers must recognize that students come to the classroom with diverse intelligence, attitudes, and interests shaped by various psychological and sociological influences It is essential for educators to take responsibility for harnessing these affective elements to enhance the learning experience (Girard, 1997).

Apart from intrinsic and extrinsic motivation, Ellis, R (1997: 76) adds another type of motivation, which is resultative motivation In his opinion, motivation is result of learning

Gardner and Lambert (1972) first made the most famous distinction between two types of motivation: integrative and instrumental

Integrative motivation refers to the aspiration to learn a language in order to effectively connect with and become a part of the target language community As noted by Garner and Lambert (1972, cited in Ellis, 1997:509), this type of motivation is significantly shaped by an integrative orientation toward language learning Essentially, an integrative orientation is characterized by a genuine interest in acquiring a second language (L2) driven by a personal connection to the culture and people of the language being learned.

Instrumental motivation refers to the practical benefits of learning a new language, emphasizing its value for academic or career advancement According to Lambert (1974), this type of motivation is driven by the desire to acquire skills that lead to tangible rewards, such as improved job prospects or educational opportunities (Penny, 1996).

Songs as a motivator for students to listen

Motivation is crucial in second language teaching and learning, as it significantly influences students' engagement and interest in the subject Motivated learners are more likely to actively participate in class and dedicate time to their studies However, fostering motivation is challenging due to its personal nature Creating a supportive and non-threatening classroom environment can enhance students' motivation to learn Incorporating songs into lessons has proven to be an effective strategy for achieving this goal.

Songs captivate students in ways that other media forms often cannot, drawing in even those who may not be musically inclined Many individuals, regardless of their singing ability or understanding of lyrics, find enjoyment in music Current pop songs, in particular, have a significant impact on today's youth, resonating with their emotions and experiences, including love, hate, joy, loneliness, and sadness This emotional connection makes music especially appealing to young people.

While many students find it difficult and stressful to learn a new language, songs can help wash away these feelings Each song has its own lyrics and as the lyrics

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The rhythmic and melodic qualities of songs make them an effective medium for language acquisition, allowing students to gradually familiarize themselves with English As noted by McDonald (1984), incorporating music in the classroom provides a comforting environment for shy students, enabling them to engage with the language without the pressure of direct scrutiny This approach not only enhances listening skills but also boosts motivation and reduces the perceived difficulty of learning a new language.

Playing songs in the classroom enhances group spirit, significantly aiding students in developing their language skills Furthermore, students can share these songs with family and friends outside of class, which reinforces their interest in learning English.

Incorporating songs into the classroom is an effective strategy for enhancing students' listening skills By leveraging the engaging nature of music, teachers can motivate and stimulate learners, ultimately helping them improve their auditory comprehension.

Review of related studies

In the context of Vietnam, there have been few studies on the use English songs and its effectiveness on learning English skills

Tran Thi Tuyet Mai (2010) at Duy Tien High school conducted a study titled

This article explores the effectiveness of using English traditional songs to enhance pronunciation skills among high school students It aims to determine whether these songs can improve pronunciation and identify the most effective methods for integrating them into pronunciation instruction.

In her 2008 study, Tran Thi Oanh explored the effectiveness of using songs to enhance listening skills among students at the ITC Foreign Language Center in Hai Duong The research aimed to assess how integrating music into language instruction could improve students' listening abilities.

Bui Thi Thu (2011) emphasized the effectiveness of using songs to enhance students' motivation in learning English grammar She demonstrated that English songs play a significant role in facilitating the memorization of grammatical rules, making the learning process more enjoyable and effective for students.

Not only in Vietnam, there have been so many foreign researchers investigating the teaching language methodology with the use of English songs

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of language learning and student motivation The findings suggest that incorporating songs can create a more engaging learning environment, fostering better listening comprehension and increased interest in the English language.

Andrew Yau Hau Tse, a teacher of English in Malaysia conducted a thesis on

This study explores Malaysian ESL teachers' perspectives on the use of songs in English language teaching, focusing on their beliefs regarding the pedagogical value and impact of songs Research indicates that songs are a significant feature of ESL programs, serving as effective listening materials and a relaxing language learning strategy for young learners Consequently, songs are considered vital and indispensable elements in the English teaching process.

In her 2006 study, Kwong, Suk-mun, Elsa explored the impact of music on students' motivation to learn English as a second language Recognizing that students often lack interest in traditional English songs but are drawn to popular music, she aimed to leverage her dual expertise as an English and music teacher This approach allowed her to investigate the factors influencing students' motivation to engage with English through songs, highlighting the potential of popular music as a motivational tool in language learning.

Neil T Millington's thesis in Japan, titled "Using Songs Effectively to Teach English to Young Learners," emphasizes the pedagogical value of songs in language education The paper argues for the integration of songs as language learning tasks to enhance their effectiveness, providing practical examples to illustrate this approach Additionally, it discusses how classic children's songs can be adapted to enable teachers to cover a broader range of topics more frequently.

Hans Mol's research in Australia highlights the benefits of incorporating songs into English classrooms He emphasizes that songs aid learners in understanding word stress, intonation, and the rhythm of spoken or sung language Additionally, the use of music enhances memorization, making it an effective tool for language acquisition.

As an English teacher, the author discovered that songs help students retain language chunks, facilitating their use in conversations and writing Language educators can effectively incorporate songs to enhance skills in listening, speaking, reading, and writing.

Summary

This study explores the effectiveness of using English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to enhance student motivation and improve their listening proficiency The findings suggest that incorporating songs into language learning can lead to increased engagement and better retention of listening skills among students This approach not only makes learning more enjoyable but also fosters a deeper understanding of the language.

This chapter outlines the essential literature that shapes the theoretical and conceptual framework of the study, focusing on the definition of listening skills, various types of listening processes, and the challenges faced in mastering these skills, as highlighted by several authors who emphasize listening's crucial role in communicative language teaching Additionally, it discusses the significance of motivation in listening classes and explores the use of songs as an effective motivator for enhancing student engagement in listening activities.

This study explores the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of listening comprehension and the motivation of students The findings suggest that incorporating songs into language learning can create a more engaging and enjoyable educational experience, ultimately leading to better learning outcomes.

METHODOLOGY

Setting of the study

Hai Duong Medical Technical University boasts a team of 11 dynamic and well-trained English teachers This diverse group, comprising both male and female educators, brings youthful energy and expertise to the institution, contributing positively to the academic environment.

At Ha Noi National University, Ha Noi University, and Ha Noi Open University, a diverse group of educators, including five with M.A degrees, are dedicated to enhancing listening skills in their students Among them, eight teachers in their thirties possess over seven years of teaching experience, while three teachers in their forties boast more than fifteen years Recognizing the significance of listening skills, these educators actively strive to motivate students and address challenges in learning However, their teaching approaches vary; some focus on providing background information and vocabulary, while others utilize authentic materials or tailored activities to engage their students effectively.

A study conducted at Hai Duong Medical Technical University involved forty first-year non-major students who faced challenges with English, a compulsory subject in their curriculum Despite being technical students, they found English daunting due to its complexity and numerous rules The instruction focused on four skills: listening, speaking, reading, and writing, which made the subject even more difficult for them Among these, listening proved to be the most challenging, as it was their first experience learning English through skills, leading many to disengage by skipping classes or focusing on other activities during listening sessions.

2.1.3 Teaching and learning condition at HMTU

HMTU, established 45 years ago in the heart of Hai Duong city, recently introduced English as a subject 20 years ago, replacing the previously taught Russian language.

Due to the fact that this school was founded a long time ago, it has enough classrooms and modern equipment It not only has projectors in all classrooms but also

This study focuses on the use of English songs to enhance listening skills, efficiency, and motivation among first-year non-English major students at Hai Duong Medical Technical University (HMTU) HMTU features two language labs and a dedicated foreign language center with 11 passionate English teachers However, teaching and learning challenges arise primarily from the varying language proficiency levels among students While most have been studying English since grade 6, some began as early as grade 3, particularly those from urban areas Additionally, students from remote rural regions face significant challenges due to their living and learning conditions.

Many students begin learning English at an early age; however, their proficiency remains low due to a greater focus on other subjects Prior to attending university, they often take exams in three non-English subjects, contributing to their negative attitudes towards English learning and limited time for practice Despite these challenges, the English teachers at HMTU are young, well-trained, and energetic, creating a positive environment for language acquisition.

At HMTU, most teachers predominantly utilize traditional teaching methods that focus heavily on grammar and vocabulary, often neglecting listening skills When adapting to new syllabi, they encounter challenges in initiating activities and managing classrooms However, these young educators are highly motivated and eager to enhance their knowledge of communicative competence for effective English teaching.

Research design

A study involving 60 first-year non-English major students at an elementary level was conducted during their first term at HMTU Participants were selected from two classes, focusing on their completion of unit 6 from the New Headway Pre-Intermediate textbook.

A total of 11 English teachers, responsible for instructing first-year students, participated in the survey, comprising 9 females and 2 males All teachers hold degrees from either Hanoi University or Vietnam National University, specifically from the English Department Among them, 5 possess Master's degrees, while 3 are currently pursuing their Master's studies Their teaching experience ranges from 3 to 30 years.

This study explores the use of English songs as an innovative method for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of learning and the motivation of students facing challenges in listening comprehension The findings indicate that enthusiastic teachers play a crucial role in facilitating this approach, helping students to engage more effectively with the material and overcome their difficulties in understanding spoken English.

Both questionnaires and test were employed in this research so as to get the accurate data

At the end of the first term, a questionnaire was distributed to teachers to assess their use of songs in teaching listening skills The survey aimed to determine the frequency of song usage, gather teachers' opinions on the advantages and disadvantages of using songs, identify the types of tasks they designed for teaching listening, and understand their criteria for selecting appropriate songs Comprising six questions, the questionnaire explored the following: the frequency of song usage (Question 1), perceived benefits of songs in teaching listening (Question 2), drawbacks of using songs (Question 3), tasks designed around songs (Question 4), criteria for song selection (Question 5), and sources for song collection (Question 6).

At the end of the first term, a questionnaire was administered to students to assess their interest in learning through English songs, their perceived improvements, and the benefits they associate with this method Written in Vietnamese for clarity, the questionnaire consists of five questions: the first evaluates students' enjoyment of listening to songs; the second examines the extent to which songs aid in listening improvement; the third gathers opinions on the benefits of learning through English songs; the fourth identifies favorite activities while listening; and the fifth explores the reasons students choose to listen to English songs.

Two tests of listening (pre- test and post- test) were designed to assess students‘ listening skill in the first term

These tests were designed with the same form and level of difficulty There are two parts in these tests Part I: Listen to conversation and choose the best answer; part

This study explores the use of English songs as an effective tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to enhance both the efficiency of learning and the motivation of students The findings suggest that incorporating English songs can significantly improve students' listening abilities while making the learning process more engaging and enjoyable This approach not only fosters a better understanding of the language but also promotes a positive attitude towards learning among students.

II: Listen to short talk and tick true or false statements Time allowed for each test is fifteen minutes The aim of the tests is to answer the question whether teaching listening skill through the use of songs is effective or not

2.2.2.2 Data collection and analysis procedure

In the 2013-2014 academic year, a study was conducted involving two first-year student classes, each comprising 30 students with varying English proficiency levels Class E1102.1 utilized English songs during the listening component, while Class E1102.3 did not incorporate songs Data collection followed a structured approach to assess the impact of using songs in language learning.

Step 1: Two classes (E1101.1 and E1101.3) were handed a listening test as a pre- test at the beginning of term

Step 2: At the end of the term, these two classes were given another listening test as the post – test to find out the effectiveness of teaching and learning listening through songs

Step 3: The survey questionnaire for students was delivered to the experimental class to find out the degree students like learning listening through songs, what extent can they improve their listening skill through songs, what benefits of learning listening skill through songs, what favorite activities while they are listening to songs and why they listen to English songs A survey questionnaire was also delivered to the teachers of English at HMTU to find out the frequency teachers use English songs to teach listening skill, teachers' opinions about advantages and disadvantages of using songs in class, the tasks that teachers design to teach with the use of songs, criteria to choose appropriate songs, and the sources they collect songs These two questionnaires were delivered at the end of the term

The results then were analyzed and presented in forms of tables and charts Data analysis and findings will be presented in the next chapter.

Summary

In this chapter, the author introduces the setting of the study and research design including participants, data collection and analysis procedure

This study explores the use of English songs as an effective tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University It aims to improve both the efficiency of learning and student motivation by integrating music into the curriculum The research highlights the positive impact of songs on language acquisition and engagement, providing a creative approach to teaching listening skills in a non-traditional context The findings suggest that incorporating English songs can lead to a more enjoyable and effective learning experience for students, ultimately fostering a deeper understanding of the language.

DATA ANALYSIS AND FINDINGS

Questionnaire for students

The questionnaire was used to explore students‘ attitude and opinion toward the use of English songs in teaching listening lesson

The participants of this survey questionnaire are 60 students in two classes who were taught with and without the use of songs

3.1.3 Data analysis 3.1.3.1 Students’ attitude towards English songs

Chart 1: Students’ attitude towards English songs

The pie chart illustrates students' attitudes towards English songs, revealing that a significant majority, 88%, enjoy listening to them Additionally, 73% of students expressed a strong appreciation for using English songs as a teaching method Conversely, a minority of 12% indicated that they do not find English songs enjoyable in their learning experience.

This study investigates the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the learning process, the research aims to boost both the efficiency of language acquisition and student motivation The findings suggest that incorporating songs in teaching can create a more engaging and enjoyable learning environment, ultimately leading to improved listening comprehension.

3.1.3.2 The improvement of students’ listening after they had been taught with the use of songs

Very little Much Very much

Chart 2: Students’ improvement after they had been taught with the use of songs

A study revealed that 86% of students experienced improvements in their listening skills after a term of learning with songs, with 67% reporting significant progress Many students noted they could understand the lyrics sung by the artists However, 14% of the participants admitted they did not see any advancement in their listening abilities.

3.1.3.3 Students’ opinion about the benefits of learning listening through the use of English songs

Note: 1: Strongly disagree 2: Disagree 3: Don’t know 4: Agree 5: Strongly agree

Table 1: The benefits of learning listening through the use of English songs

Make the listening lesson more relaxing 5 5,7 8 37,3 44 Make the listening lesson more enjoyable 1 9 7.3 42 40.7 Develop my confidence in listening to English 11 19 17 22 31 Help me to listen to English better 3.3 10 16.6 50 20

Help me to recognize key words while listening

Help me pay greater attention to word stress 7 9 25.6 36.7 21,7 Help me to discriminate English sounds better 13.3 22.3 39 13.4 12

This study investigates the effectiveness of using English songs to enhance listening skills and boost motivation among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve student engagement and learning outcomes in language acquisition The findings suggest that incorporating English songs not only fosters a more enjoyable learning environment but also significantly increases students' listening comprehension and overall efficiency in learning English.

The findings highlight students' recognition of the benefits of using English songs in listening lessons A significant 81.3% of students agreed that songs create a more relaxing atmosphere, while 82.7% felt that they enhance the enjoyment of lessons This shift from anxiety to joy fosters greater motivation, as students are more inclined to engage with the material when they find it enjoyable Notably, over half of the participants reported increased confidence in their listening skills, with 53% strongly indicating a reduction in nervousness during tasks These results underscore the positive impact of English songs on student motivation in listening exercises, despite 17% still expressing some anxiety during real listening tasks, indicating that while songs generate excitement, they do not fully alleviate stress.

A significant 70% of respondents reported an improvement in their listening skills attributed to English songs, while 16.6% remained undecided, and 13.3% did not observe any progress in their listening abilities.

Guessing skill seems to be the most progressive one as 54.4 % students said that their guessing skill was improved through songs

Word recognition ranks second with 56.4%, while awareness of word stress follows closely at 58.4% In contrast, sound discrimination is the least developed skill, with only 25.4% of learners reporting that songs aided in this area Many students found sound discrimination challenging, with 39% showing indifference and 35.6% disagreeing that songs were helpful.

A significant percentage of students lack awareness regarding the impact of music on their listening skills, with 35.6% unsure if songs aid in recognizing key words and 25.6% uncertain about the importance of word stress Additionally, 25.3% of students are unaware of the role of guessing skills in their comprehension.

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency and motivation of students in learning English By integrating music into the curriculum, the study seeks to engage students more effectively, addressing the lack of progress and interest that many have experienced in their language skills The findings highlight the potential of songs to create a more dynamic and enjoyable learning environment, ultimately fostering better listening abilities and increased enthusiasm for language acquisition.

Songs can significantly aid students in developing essential bottom-up listening skills, including word recognition and awareness of word stress, while also enhancing their overall attention during listening activities.

3.1.3.4 Students’ favorite activities while they are listening to English songs

Tick True or False sentences 55%

Finding the words appeared in the song 52%

Discussing about the meaning of the song 33%

Table 2: Students’ favorite activities while they are listening to English songs

The data reveals that students' favorite activity is arranging jumbled lines, with a preference rate of 97.3% This popularity may stem from the task's simplicity, requiring minimal attention Following closely, listening to songs and filling in missing words ranks second at 91% This activity, while more challenging, captivates students' focus and excitement, especially when they successfully identify the correct words.

According to survey results, 55% of participants identified listening and responding to True or False statements as one of their top three favorite activities This task is perceived as manageable, allowing individuals to enhance their concentration skills while engaging with the material.

One engaging activity for students is listening to songs and circling the words they hear, a favorite choice for 52% of learners Additionally, many students enjoy the challenge of listening to songs and correcting any mistakes they find in the lyrics.

This study explores the use of English songs to enhance listening skills and boost motivation among first-year non-English major students at Hai Duong Medical Technical University The research indicates that incorporating songs into the curriculum can significantly improve students' listening efficiency, with a notable 43% of participants successfully identifying additional or incorrect words in the lyrics This innovative approach not only makes learning more engaging but also fosters a deeper understanding of the language.

Students demonstrated a keen interest in exploring the meanings of songs, with 33% expressing a desire to understand the content This engagement helps them gain a deeper appreciation for the music they listen to.

Questionnaire for teacher

The purpose of the teacher questionnaire is to assess how often educators incorporate songs into their teaching, the types of tasks they create using songs, and their insights on the benefits and drawbacks of using songs for enhancing listening skills Additionally, the questionnaire aims to gather criteria that teachers consider when selecting suitable songs for instructional purposes.

For improvement in listening skill 59%

This study investigates the use of English songs as a pedagogical tool to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University It aims to improve both the efficiency of learning and the motivation of students in acquiring English listening skills By integrating music into the curriculum, the research explores how engaging with songs can foster a more dynamic and enjoyable learning environment, ultimately leading to better educational outcomes for students.

The survey involved 11 young, well-trained, and energetic teachers at HMTU, contributing to a positive educational environment Among them, five hold M.A degrees, while eight teachers are in their thirties with over seven years of teaching experience Additionally, three teachers in their forties bring more than 15 years of experience to the university All participants share the same responsibilities, teaching the four essential skills of listening, writing, reading, and speaking.

3.2.3 Data analysis 3.2.3.1 The frequency of using songs to teach listening skill

Always Usually Sometimes Realy Never

Chart 3: The frequency of using songs to teach listening skill

The pie chart illustrates the frequency with which teachers incorporate songs into their lessons, revealing that 88% of educators enjoy English songs and frequently utilize them to enhance listening skills Only 12% reported using songs occasionally, while none claimed to rarely or never use them Additionally, current textbooks include at least five English songs, underscoring the prevalent use of music in teaching English, particularly for developing listening abilities.

This study explores the use of English songs as an effective tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to enhance students' listening efficiency and boost their motivation in learning English The findings suggest that incorporating songs into language instruction can significantly improve engagement and comprehension among students, making the learning process more enjoyable and effective.

3.2.3.2 Teachers’ opinion about advantages of using songs to teach listening skill

Pay attention to the pronunciation of the words 23%

Help students relax during the lesson 82%

Table 4: Teachers’ opinion about some advantages of using songs in class

The data indicates a strong consensus among teachers regarding the benefits of using songs in the classroom, with 90% agreeing that songs help reduce boredom Additionally, 82% believe that songs aid in student relaxation during lessons, while 70% feel that songs enhance listening skills However, only 23% of teachers support the notion that English songs effectively engage students in pronunciation, citing issues with singers' speed and varying accents as sources of confusion.

3.2.3.3 Teachers’ opinion about disadvantages of using songs to teach listening skill

Teachers cannot find suitable songs 75%

Students are distracted by music 65%

The class becomes noisy and out of control 53%

The sounds are not clear because singers usually link sounds together

Table 5: Teachers’ opinion about some disadvantages of using songs in class

A significant challenge for teachers is the difficulty in finding appropriate songs for their students, with 75% reporting this issue Additionally, 65% of educators face distractions caused by music, while 59% express concerns over limited time for listening lessons Noise and lack of control in the classroom also pose problems, affecting 53% of teachers Furthermore, nearly one-third of educators believe that songs are often unclear due to singers linking sounds together Lastly, over 20% of teachers feel insecure about their singing abilities and experience embarrassment when asked to sing in front of their class.

This study explores the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University It aims to improve both the efficiency of language acquisition and student motivation in learning English By integrating music into the curriculum, the research highlights the potential benefits of engaging students through familiar and enjoyable content, ultimately fostering a more dynamic learning environment.

3.2.3.4 Kind of task(s) the teachers usually designed to teach students with the use of songs

Chart 4: Kind of task(s) the teachers usually designed to teach students with the use of songs Results from the chart show that, 18% of the teachers designed gap – filling task with the use of songs The number of teachers designed multiple choice task accounts for 36% On the other hand, 33% of the teachers reported that mistake correction would be the best choice for easy and short text More than a tenth of the teachers choose the other kinds of task such as jumbled words, grammatical review, vocabulary learning

3.2.3.5 Criteria for selecting songs of the teachers

The songs should contain limited vocabulary 85 % The songs should have positive contents 79 % Topics of song should be within the experiences of students

The rhythm should be straightforward and repetitive 60 % The songs should present a limited musical challenge 55 % The songs should have refrain: a repeated stanza, between verses of the song

This study explores the use of English songs as an effective tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of language acquisition and student motivation The findings suggest that incorporating songs into teaching methods not only makes learning more enjoyable but also significantly boosts students' engagement and comprehension in English listening tasks.

Table 6: Criteria for selecting songs of the teachers

Not all songs are suitable for the classroom, with vocabulary difficulty being a key factor in selection; 85% of teachers believe songs should feature limited vocabulary to prevent student disengagement Additionally, 79% favor popular songs with positive themes that align with teaching objectives The relevance of song topics to students' experiences is important, as noted by 65% of teachers, who find these songs more engaging Furthermore, 60% and 55% of educators emphasize the need for straightforward, repetitive rhythms and limited musical challenges A third of teachers (33%) advocate for songs with refrains to boost student confidence during listening and practice Other criteria for song selection include classroom environment, song length, and cultural relevance.

3.2.3.6 The sources for teachers to select songs

Table 7: The sources for teachers to select songs

The data reveals that a significant majority of teachers (95%) rely on the internet for selecting songs, highlighting its convenience and speed in finding appropriate music for their students' levels Additionally, over half of the educators (55%) consider CDs or VCDs to be valuable resources for song selection, as they offer portability and ease of access Interestingly, no teachers utilize radio or television as tools for choosing songs.

This study explores the effectiveness of using English songs to enhance listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency of listening comprehension and the motivation of students in learning English By integrating music into the curriculum, the study seeks to create a more engaging learning environment that fosters better language acquisition and retention The findings suggest that incorporating songs can significantly boost students' interest and participation in English listening activities.

Tests

The aim of the two tests (pre – test and post test) was to make it clear whether the using of English songs helps students to improve their listening skill

60 students of two classes E1101.1 and E1101.3 were involved in these tests Class E1101.1 was taught with the use of English songs and class E1101.3 was taught without songs

The test, lasting fifteen minutes, was administered to two classes, E1101.1 and E1101.3, using English songs as part of the teaching process Both classes took the same pre-intermediate level test at the beginning and end of the term.

After collecting and grading the tests, the author analyzed the scores using frequency distribution to determine the range of marks achieved by each class, alongside measures of central tendency to assess the overall progress trends within the classes.

The post-test results were analyzed and compared to the pre-test data, with the standard deviation (s.d) used as a key measure of dispersion This analysis allowed the author to assess how much the test scores deviated from the mean and to determine the impact of using English songs on students' listening skills.

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of language acquisition and the motivation of students through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment, ultimately leading to improved listening abilities and a greater enthusiasm for learning English among students.

3.3.4 Data analysis and findings 3.3.4 1 Pre – test (At the beginning of the term) 3.3.4.1.1 Frequency distribution

Table 8: Frequency distribution (pre - test)

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of learning and student motivation The findings suggest that incorporating songs can create a more engaging and effective learning environment, ultimately benefiting students' language acquisition and enjoyment of the learning process.

Chart 5: Raw marks in listening (pre - test)

The data indicates that marks range from one to eight, with marks five and six being the most prevalent Class E1101.3 demonstrates a more uniform performance among students, while class E1101.1 features a greater number of high achievers Specifically, class E1101.3 has higher counts for marks five and six, whereas class E1101.1 shows more students scoring seven and eight Nevertheless, a comparison of the modes reveals that class E1101.3 outperforms class E1101.1, as its mode of six surpasses the mode of five for class E1101.1.

Class N Mean Std Deviation Median

Table 9: Mean and Std Deviation (pre - test)

Class E1101.1 has a mean score of 5.3667, indicating it performs slightly better than class E1101.3, which has a mean of 5.1667 Overall, both classes demonstrate average student performance, as reflected by their median scores of five, aligning closely with their means The standard deviations of 1.56433 for E1101.1 and 1.59921 for E1101.3 suggest a limited variation in scores, highlighting a narrow range of abilities within both classes.

3.3.4.2 Post-test (At the end of the term) 3.3.4.2.1 Frequency distribution

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of language acquisition and the motivation of students The findings suggest that incorporating songs can create a more engaging learning environment, ultimately benefiting students' listening comprehension and overall language proficiency.

Table 10: Frequency distribution (post - test)

Chart 6: Raw marks in listening (post - test)

The data reveals a notable shift in the mark ranges of two classes, with the lowest score rising from two to three and the highest reaching nine This improvement, indicated by a six-point increase, reflects progress in the listening skills of both classes The median score also supports this finding, being one point higher than in the pre-test However, the full mark of 10 remains unachieved, suggesting a moderate level of test difficulty Additionally, while class E1101.1 has lower below-average marks compared to class E1101.3, it surpasses E1101.3 in overall performance.

This study explores the effectiveness of using English songs to enhance listening skills and boost motivation among first-year non-English major students at Hai Duong Medical Technical University The findings indicate a significant improvement in students' performance, with class E1101.1 rising to the top position compared to class E1101.3, which previously held a higher rank in pre-test assessments The incorporation of music in language learning not only aids in skill acquisition but also fosters a more engaging educational environment.

As so, it can be drawn out that class E1101.1 seems to overtake class E1101.3 on the way to improve their listening skill

Table 11: Mean and Std deviation (post - test)

The comparison of mean scores indicates that class E1101.1 significantly outperformed class E1101.3 in listening skill development While class E1101.3 showed minimal progress, increasing from a pre-test mean of 5.1667 to 5.300, class E1101.1 experienced a substantial improvement, with scores rising from 5.3667 to 6.3667 This notable difference in mean scores between the pre-test and post-test highlights the effectiveness of using songs in enhancing listening skills over the term.

Despite a shift in the mark range, the standard deviations of 1.62912 and 1.23596 indicate that the range of ability among students in both classes remains relatively narrow.

In short, the better result of class E1101.1 can be considered the means to lead to the conclusion that English songs bring much efficiency to the listening skill.

Summary

This chapter has provided an analysis of the study's findings, revealing that the majority of students hold a positive attitude towards using English songs to enhance their listening skills Based on these results, the next chapter will offer suggestions for improving the teaching and learning of listening skills at HMTU.

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency of language acquisition and the motivation of students in their learning process By integrating music into the curriculum, the study seeks to create a more engaging and effective educational environment that fosters better listening comprehension and overall language proficiency.

Major findings from the research

The findings derived from questionnaires and tests have been thoroughly analyzed and discussed, leading to valuable insights In conclusion, the results can be reaffirmed and summarized as follows:

A recent study highlights that incorporating songs into listening lessons significantly boosts student motivation and engagement Nearly all learners became more active and involved in the activities, creating a lively and enjoyable classroom atmosphere Students reported an increased desire to listen, and songs facilitated unprecedented participation levels Additionally, songs effectively enhance essential bottom-up listening skills, including word recognition, awareness of word linking, and word stress As a result, students transitioned from passive listening to actively applying these skills in their listening tasks.

1 2 Research question 2: Which tasks should teacher design to teach listening to students with the use of songs?

The language proficiency of the songs selected by teachers significantly influences the listening tasks they create To effectively teach listening skills through music, educators should design a variety of engaging tasks tailored to the chosen songs.

This widely favored activity enhances students' listening comprehension and reinforces their language skills Data reveals that 91% of students enjoy this task, which involves providing them with song sheets containing blanks These blanks may represent various parts of speech, including prepositions, articles, verbs, and adjectives.

Before engaging with the song, students first read the words to anticipate what might fit in the blank During the listening activity, they then fill in the blank with the appropriate word, enhancing their comprehension skills (Refer to Appendix 5, Task 1.)

This study explores the effectiveness of using English songs to enhance listening skills and boost motivation among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve students' engagement and learning outcomes in English listening comprehension The findings suggest that incorporating songs can significantly foster a more enjoyable and effective learning environment, ultimately leading to better academic performance in language acquisition.

This exercise involves providing students with a photocopied song lyric that contains intentional errors in each line As they listen to the song, students are tasked with identifying and correcting these mistakes This activity effectively helps students practice their understanding of homophones and homonyms in English.

Teachers create multiple choice questions based on the song's content, and students listen to the song to select the correct answers.

One of the students' favorite activities, with a popularity rating of 97.3%, involves arranging jumbled lines from song sheets In this engaging task, students listen to a song and work to rearrange the lines to create a coherent and meaningful version of the lyrics.

Teachers can engage students by modifying song lyrics, either by changing certain words or inserting incorrect ones, and then asking students to correct them while listening to the song This interactive activity captures students' attention and enhances their listening skills in the classroom.

1.3 Research question 3: What are criteria to choose appropriate songs in teaching listening in classroom?

To use the songs effectively to get the best teaching target, there are some criteria of songs that teachers should bear in mind

Teachers should select songs with limited vocabulary for non-English major first-year students at the elementary level, as such songs are more suitable for their language skills Overly complex songs can overwhelm students and hinder their listening experience.

Incorporating popular English songs with positive messages into teaching can greatly enhance students' learning experiences These uplifting songs promote beneficial impacts on students' well-being and development Conversely, exposure to songs with violent themes may negatively affect their mental and psychological growth.

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of listening comprehension and the motivation of students through engaging musical content By integrating English songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment, ultimately improving students' language acquisition and enthusiasm for learning English.

Furthermore, another criteria to choose appropriate songs is that the songs should be within the experiences of students The topics can focus on friendship, love, peace and nature

When selecting an appropriate song for educational purposes, it is essential to choose one with a straightforward and repetitive rhythm, as this fosters student confidence and engagement in tasks Additionally, teachers should consider songs that feature a refrain and present minimal musical challenges to enhance the learning experience.

Limitations of the study

Despite many benefits, the use of songs in English language classroom also involves some attendant problems Below are some of problems relating to using songs

Noise in classrooms can lead to disturbances and create tension between teachers To mitigate this issue, utilizing a language laboratory or library can be effective Alternatively, teachers can have students gather around a tape recorder, allowing them to keep the volume at a lower level.

Selecting songs for teaching listening can be time-consuming, as it requires careful consideration and task design Many educators lack a diverse collection of songs, making it challenging to find suitable options Consequently, ensuring that chosen songs align with educational goals is a significant concern for teachers.

Suggestions for further study

The findings of this study highlight significant curricular implications, demonstrating that music serves as an effective tool for second language acquisition, comparable to other educational methods Consequently, songs should not be dismissed as mere recreational activities with limited instructional value The researcher believes that further exploration of English songs could unlock even greater educational benefits However, this study is limited to confirming the role of songs as motivators in teaching listening skills and establishing their effectiveness in enhancing specific bottom-up listening skills, including word recognition, awareness of word linking, word stress, attentiveness during listening, and overall comprehension.

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the learning process, the research aims to improve both the efficiency of language acquisition and student motivation The researcher hopes this paper will inspire further studies and innovative applications in the field of language education.

Further research should focus on:

- The use of English songs in teaching other aspects and skills such as pronunciation, writing, speaking etc

- The effectiveness of using English songs in improving learners‘ vocabulary and grammatical knowledge

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency of listening comprehension and the motivation of students through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment, ultimately fostering better language acquisition and student engagement.

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This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance students' listening efficiency and motivation through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic learning environment that fosters better comprehension and retention of the English language The findings highlight the positive impact of music on students' enthusiasm and overall learning outcomes in language acquisition.

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31 Ronald, Katharine, & Roskelly, Hephzibah (1985) Listening as an act of composing Paper presented at the 36th Conference on College Composition and Communication.1985 12pp [ED 257 094] -44994-4

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve students' listening efficiency and motivation The findings suggest that incorporating songs into language learning can create a more engaging and effective educational environment, ultimately benefiting students' overall language acquisition.

32 Rost, M (1991) Listening in action London: Prentice Hall Nambiar, S.A

(1985) The use of pop songs in language learning, Guidelines- a periodical for classroom language teachers, Volume 7 number 1, June 1985, pp79-84

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Undergraduate Students World Applied Sciences Journal, 5(1): 54-61, 2008 Wolvin, A D , & Coakley, C G (1996) Listening (5th ed) New York: McGraw- Hill

40 http://www.tutorvista.com/english/define-listening-skills

41 http://www.teachingenglish.org.uk/blogs/admin/five-types-listening

42 http://iteslj.org/Techniques/Orlova-Songs.html

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency of learning and student motivation through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment, ultimately fostering better listening comprehension and a deeper appreciation for the English language.

APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS

1 To what extent do you like listening English through songs?

2 To what extent can you improve your listening skill through songs?

3 What are the benefits of learning listening skill through the use of songs?

Make the listening lesson more relaxing Make the listening lesson more enjoyable Develop my confidence in listening to English Help me to listen to English better

Help me to recognize key words while listening Help me pay greater attention to word stress Develop my guessing skill

Help me to discriminate English sounds better

Note: 1: Strongly disagree 2: Disagree 3: Don‘t know 4: Agree 5: Strongly agree

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency of listening comprehension and the motivation of students in their language learning journey By integrating music into the curriculum, the study seeks to create a more engaging and effective learning environment, ultimately fostering a greater interest in English language acquisition The findings highlight the positive impact of incorporating songs in teaching methodologies, suggesting that this approach can lead to improved educational outcomes for students.

4 What are your favorite activities while you‘re listening to songs?

Matching the lyrics Multiple choice questions Gap- filling

Discussing about the meaning of the song Dictation

Arranging jumbled lines Correcting mistakes Finding the words appeared in the song

5 Why do you listen to English songs?

B For improvement in listening skill

This study explores the effectiveness of using English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of listening comprehension and the motivation of students in their language learning journey By integrating music into the curriculum, the study seeks to create a more engaging and enjoyable learning environment, thereby improving students' overall language skills The findings suggest that incorporating songs can significantly contribute to students' listening abilities and foster a positive attitude toward learning English.

CÂU HỎI THĂM DÒ DÀNH CHO SINH VIÊN

1 Bạn thích học nghe Tiếng Anh qua bài hát ở mức độ nào?

A Không thích một chút nào

2 Kỹ năng nghe của bạn được cải thiện như thế nào qua bài hát?

3 Học tiếng Anh qua bài hát có những lợi ích gì?

Làm cho bài học nghe bớt căng thẳng Làm cho bìa học nghe thêm thú vị Thêm tự tin khi nghe

Làm cho nghe tiếng Anh tốt hơn Giúp tôi phát hiện ra từ khóa trong khi nghe Giúp tôi chú hơn tới trọng âm của từ

Phát triển kỹ năng đoán Giúp phân biệt các âm tiếng Anh tốt hơn Chú thích:1: rất không đồng ý , 2: không đồng ý , 3: không biết, 4: đồng ý , 5: rất đồng ý

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University The research aims to improve both the efficiency of listening comprehension and the motivation of students in their language learning journey By integrating music into the curriculum, the study seeks to create a more engaging and effective educational experience, ultimately fostering a positive attitude towards learning English.

4.Bạn thích các hoạt động gì trong giờ học Tiếng Anh qua bài hát?

Sự lựa chọn Đánh dấu lựa chọn

Chọn đáp án đúng sai Câu hỏi lựa chọn Điền từ vào chỗ trống Thảo luận về nghĩa của bài hát Đoán

Sắp xếp các dòng Sửa lỗi sai

Chọn từ xuất hiện trong bài hát

5.Tại sao bạn thích nghe bài hát tiếng Anh?

A Để thỏa niềm yêu thích

B Để cải thiện kỹ năng nghe

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University It aims to enhance both the efficiency of learning and student motivation through engaging musical content By integrating songs into the curriculum, the research highlights the potential benefits of this method in improving listening comprehension and fostering a positive learning environment for students.

APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS

1 How often do you use English songs to teach listening skill?

2 What is your opinion about benefits of using songs in class?

B Help students relax during the lesson

D Help students pay more attention to the pronunciation of the words

3 What are disadvantages of using songs in class? (You can choose more than one choices)

B The class becomes noisy and out of control

D Students cannot pay attention by music

F The sound are not clear because singers usually link sound together

4 What kind of tasks do you usually design to teach your students with the use of song?

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University The research aims to enhance both the efficiency of learning and the motivation of students through engaging musical content By integrating songs into the curriculum, the study seeks to create a more dynamic and enjoyable learning environment, ultimately improving students' listening abilities and fostering a greater interest in the English language.

5 Which criteria do you often use to select songs? (You can choose more than one choices)

A The song should contain limited vocabulary

B The songs should have positive content

C The song should present a restricted musical challenge

D The rhythm should be straightforward and repetitive

E The songs should have refrain: a repeated stanza, between verses of the song

F Topics of the song should be within the experiences of students

6 Which sources do you often exploit to choose English songs?

This study explores the use of English songs as a tool for enhancing listening skills among first-year non-English major students at Hai Duong Medical Technical University By integrating music into the curriculum, the research aims to improve both the efficiency of learning and student motivation The findings suggest that incorporating songs can create a more engaging and effective educational experience, ultimately benefiting students' language acquisition and retention.

APPENDIX 3: PRE – TEST Part I: Listen to Shona talks about her best friend Then choose the best answer (5 marks)

1 How many good friends does she have?

A two or three B three or four C two or four

2 When did Shona first meet Kirsty?

A When they were 12 B When they were 21 C When they were 20

A She is funny B She is small C She is tall

4 What does Kirsty do to Shona‘s problems

A She always listens B She gives Shona good advice C A and B are correct

5 Where does Kirsty live now?

A She lives in the same town with Shona

B She doesn‘t live near Shona

C She lives in different town but quite near Shona

Part II: Listen to the conversation then choose True or False for the following questions (5 marks)

1 Ben needs someone to help with the cooking

2 The show is going to take place in the park

4 Somebody from Kathy's family has already volunteered to help

5 Ben doesn't think Kathy's card tricks will work

6 Kathy can't dance very well

7 Kathy can't participate because she is helping Susan

8 Ben can‘t sing the national anthem quite well

9 The talent show starts at 4 o‘clock

10 Kathy can sing her song at the beginning of the show

This study explores the use of English songs as a tool for teaching listening skills to first-year non-English major students at Hai Duong Medical Technical University By integrating music into the learning process, the research aims to enhance both the effectiveness of listening skill acquisition and the motivation of students The findings suggest that incorporating English songs can significantly improve students' engagement and comprehension in language learning, making it a valuable pedagogical approach in non-English major curricula.

Part I: I have three or four good friends, but I think my best friend is Kirsty We first met when we were 12, she started at my school, and the teacher asked me to look after her, we soon became friends, we look quite funny together, she very tall and I am quite small Because we grew up together we know everything about each other So Kirsty knows me better than anyone else She always listens and then give me good advice! I hope I do the same for her We are both married now and - er we live quite near each other, but in different towns We talk on the phone all the time, especially now, because we are both having a baby this summer!

Ben: Kathy, we need some help for the charity show on Saturday Do you think you can help?

Kathy: Sure, what do you want me to do? I can do some of the cooking if you need Ben: No, the cooking is taken care of

Kathy offers to help with the cleanup by picking up litter from the floor, anticipating that the park will become quite messy due to the large number of people expected to attend.

Ben: John and Lindsay have volunteered to do all of that

Kathy: So what do you want my help for?