Sử dụng phương pháp nghe và ghi chép chính tả để phát triển kỹ năng nghe cho học sinh khối 10 tại một trường trung học phổ thông tại lạng sơn

THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES LE THI THUY TRANG THE USE OF DICTOGLOSS TO DEVELOP THE 10th GRADERS’ LISTENING SKILLS AT A HIGH SCHOOL IN LANG SON MASTER THESIS THAI NGUYEN, OCTOBER 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG ĐẠI HỌC SƯ PHẠM LÊ THỊ THÙY TRANG SỬ DỤNG PHƯƠNG PHÁP NGHE VÀ GHI CHÉP CHÍNH TẢ ĐỂ PHÁT TRIỂN KỸ NĂNG NGHE CHO HỌC SINH KHỐI 10 TẠI MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG TẠI LẠNG SƠN Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 LUẬN VĂN THẠC SĨ Cán bộ hướng dẫn: TS Ngô Thị Bích Ngọc Thái Nguyên, tháng 10 năm 2023 DECLARATION I hereby certify that, unless specifically stated in the text, I am the sole author of the research paper titled "The Use of the Dictogloss Technique to Enhance the Listening Skills of 10th Graders at a high school in Lang Son." This work was undertaken as a prerequisite for my Master's degree at Thai Nguyen University of Education, and I solemnly affirm the accuracy of this statement Furthermore, I confirm that this work has not been submitted for consideration for any other degree at a different higher education institution, and I have no intention of doing so Thai Nguyen, 2023 Student Le Thi Thuy Trang i ACKNOWLEDGEMENTS I would like to express my sincere thanks to those who have supported, encouraged and assisted me in my thesis completion First of all, I would like to express my special appreciation and thanks to Dr Ngo Thi Bich Ngoc, my supervisor, for her great patience, careful guidance, insightful advice, and constant encouragement through the whole research process Without her support and guidance, this thesis would never have been completed Secondly, I would like to express my thanks to the school board staff, including the principals, the vice principals and teachers and students Dinh Lap high school in Lang Son Province who have given me encouragement, support of time and permission to implement this thesis there Last but not least, my deepest and sincerest gratitude goes to my family, including my parents and younger brother with their unconditional love, understanding and help ii ABSTRACT The study “The use of dictogloss technique to develop the 10th graders’ listening skills at a high school in Lang Son” focused on applying and using dictogloss method into learning English for the purpose of improving the students’ English listening skills and investigate the students’ attitudes towards dictogloss method Sixty students of grade 10 at Dinh Lap high school in Lang Son province were chosen The researcher used the quasi-experimental research method to carry out this study The data was collected by listening tests and questionnaires distributed before and after the research The findings from the date analysis showed that dictogloss method was effective in helping students improve their listening skills Dictogloss helped students understand unfamiliar words, interpreting the meaning of long-spoken texts, not being interrupted by listening problems, predicting what's coming next, and listening without transcripts Students also acknowledged that dictogloss made learning listening activities more interesting to them iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vi LIST OF FIGURES vii CHAPTER 1: INTRODUCTION 1 1.1 Rationale 1 1.2 Aims and Objectives 3 1.3 Scope of study 3 1.4 Research Questions 4 1.5 Significance of the study 4 1.6 Organization of the study 4 CHAPTER 2: LITERATURE REVIEW 6 2.1 Theoretical Background 6 2.1.1 Listening skills 6 2.1.2 Dictogloss 10 2.2 Previous Studies 18 CHAPTER 3: RESEARCH METHODOLOGY 23 3.1 Research design 23 3.2 Participants 25 3.3 Data Collection Instrument(s) 25 3.3.1 Tests 25 3.3.2 Questionnaire 26 3.3.3 Teaching materials 27 3.4 Data collection procedures 28 3.5 Data analysis 29 CHAPTER 4: FINDINGS AND DISCUSSIONS 30 4.1 Findings 30 iv 4.1.1 Findings from the tests 30 4.1.2 Findings from the post-questionnaires 34 4.2 Discussions 39 4.2.1 Research question 1: To what extent does the implementation of dictogloss impact the development of students’ listening skills? 39 4.2.2 Research question 2: What are the attitudes of 10th grade students towards the use of dictogloss as a means of improving their listening skills? 41 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 44 5.1 Conclusions 44 5.2 Limitations 45 5.3 Recommendations 45 REFERENCES 47 APPENDIX v LIST OF TABLES Table 3.1 Research Design 24 Table 3.2 Dictogloss Method Implementation Schedule 28 Table 4.1 The pre-test results of both groups 30 Table 4.2 The post-test results of both groups 31 Table 4.3 A test results comparison of the experimental group 33 Table 4.4 A post-test results comparison between both groups 33 Table 4.5 The benefits of learning listening through dictogloss method 36 vi LIST OF FIGURES Figure 4.1 Students' opinions on how interesting the dictogloss method was 34 Figure 4.2 Students' attention during dictogloss listening lessons 35 Figure 4.3 Students' opinions on the effectiveness of dictogloss method 36 Figure 4.4 Students' opinions on continuing to use dictogloss in listening classes 38 vii CHAPTER 1: INTRODUCTION The purpose of this chapter is to present readers with a comprehensive introduction, including its rationale, aims, objectives, scope, and significance The research questions and the study's organizational structure are also illustrated to provide clear guidance throughout the study 1.1 Rationale The 2018 general educational curriculum mandates English as a compulsory subject for students in the early grades, providing them with long-term benefits of bilingual language exposure under well-educated conditions The curriculum aims to develop students' linguistic abilities through the acquisition of essential knowledge and four English language skills, namely listening, speaking, reading, and writing Listening represents a paramount language skill, with Feyten's (1991) assertion that over 45% of communication time is dedicated to listening serving as a strong testament to its integral role within language proficiency It is evident that listening proficiency is indispensable to overall language capability In actuality, listening skills which appear to be a key component of both teaching and learning English provide essential knowledge to acquire a second language in general and improve speaking ability in particular According to Rubin (1995), listening skills are critical for effective communication, as they enable learners to understand spoken language and respond appropriately Additionally, Hinkel (2006) suggests that listening skills are especially important for academic success, as they allow learners to comprehend lectures, participate in discussions, and understand written material Despite the importance of listening skills, it is always supposed to be the most challenging for high school students Long and Ross (2009) mentioned that listening is perhaps the most difficult ability for learners out of the four The beginners need a lot of practice with the intonation, foreign accents, reduces forms and speed of speakers Thus, the selection of the suitable listening techniques plays major role in the development of students’ entire language learning and listening abilities Moreover, research by Vandergrift, Goh, Mareschal, & Tafaghodtari (2006) shows that developing listening skills can be challenging due to factors such as the 1