Significance of the Study
The findings of this study may shed light on the effectiveness of integrating mobile technology, specifically mobile applications, into language learning strategies
If the resediPh Henlolstre iyaprovements in
IELTS listening skills, it will offer tangible benefits to students at Thang Long University It could empower them with more efficient learning methods and provide instructors with valuable insights into effective teaching approaches, ultimately enhancing the overall educational experience
The implications extend beyond the confines of Thang Long University This research has the potential to offer valuable insights and recommendations for individuals aspiring to enhance their IELTS listening skills by utilizing mobile applications as a factor in their learning process By identifying effective methods, this study could contribute to the development of practical and efficient strategies for a broader audience, fostering language learning and test preparation on a global scale
1.6 Research question The goal of this research is to investigate the effects of using mobile applications on English majored students at Thang Long University Therefore, it attempts to address the following research question: “How does the use of mobile applications impact the improvement of IELTS English listening skills among students majoring in English language at Thang Long University?”
1.7 Thesis structure This research paper is divided into five chapters, with each chapter addressing a specific aspect Chapter 1 provides an introduction to the study, outlining the research problem and objectives Chapter 2 delves into a comprehensive literature review and theoretical framework Chapter 3 details the research design and methodology Chapter 4 presents the findings and engages in a discussion Finally, Chapter 5 concludes the paper, summarizing key points and suggesting avenues for future research.
LITERATURE REVIEW AND THEORETICALFRAMEWORK
Mobile Applications for Language Learning: ELSA, Quizizz and Spotify
Alongside advanced multimedia applications, an extensive body of research supports the development of effective tools for English learning and teaching Notably, within the realm of language learning applications, Quizizz, ELSA and Spotify have gained popularity
2.1.1.1 Quizizz A systematic literature review reseach of Thomas Mason Lim and Melor Md Yunus in 2021 focuses on teachers’ perception on the use of Quizizz in the teaching and learning of English Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 45 articles related to the use of Quizizz in the English language classroom were identified from the ERIC and Google Scholar databases Based on the articles from the year 2017 to 2021, the results show that the mixed-method research design was most used to gather teachers’ perspectives on the use of Quizizz in the teaching and learning of English Overall, the results of this study show that Quizizz is accepted positively among teachers due to its effectiveness, feasibility, ease of use, and motivating nature for learners
In the same year, the intent of Law Szee Huei, Melor Md Yunus and Harwati Hashim (2021) study is to utilize Quizizz to enhance the vocabulary achievement among primary English as Second Tanguage G51) pupils in rural schools The study’s research e Pl payed, i f gods with] ptiposiye Lams i oper icipants The
THANG LONG UNIVERSITY data were collected both pre and post-test as designed by the researcher and Likert scale questionnaire The data was analyzed using appropriate quantitative analysis To shed more light on the implementation, a thematic analysis by use of a semi-structured interview was conducted The study finds that 10 out of 13 participants have shown an increase in their post-test of filling in the blank scoring test The data is strengthened by a moderately high mean score of a Likert scale questionnaire Furthermore, the participants highlighted that the Quizizz’s leaderboard matched their favored learning style In this way, this feature tends to evoke a positive learning atmosphere Thus, it can be concluded that Quizizz could enhance vocabulary achievement among primary English as Secondary Language (ESL) pupils in rural schools
The classroom action research of Fadlilah, Annisatul in 2022 study describes how second graders students at Jiarawanon-Utis 4 School in Loei Province, Thailand used the Quizizz Audio Feature to enhance their listening skills Eight students from the first semester of the school year 2021-2022 took part in this study CAR (Classroom Action Research) was conducted in this study divided into two cycles
Each cycle consists of three meetings and four steps; planning, action, observation, and reflection Data collection were collected from listening test, quizziz, observation, and questionnaires Then triangulation is needed to evaluate the data The result showed that there was an improvement in students’ listening skills It is proven from the result of the average of both cycles The average is 70,81% in the first cycle and 90,24% in the second cycle, so the enhancement is 19,43% Furthermore, the findings of the questionnaires revealed that students gave excellent feedback regarding the use of the Quizizz Audio Feature to enhance their listening skills, as evidenced by their responses to the survey
Recently, Rizal Wahid Permana Putra (2023) indicated that the implementation of Paper-Mode Quizizz profoundly improved the students’ vocabulary mastery at eighth- grade students in learning English This research was Classroom Action Research conducted at eighth grade students The research subject was 8C grade students of SMP SSA Negeri Kloposawit 1 Candipuro Further, this research was conducted in two cycles In cycle I, the researcher found that the eighth-grade students’ vocabulary mastery was improved The average score was 72,4 Further, in cycle II, the eighth- grade students’ vocabulary mastery was much better than in cycle II The average score was 81,4 It showed that the use of Paper-Mode Quizizz profoundly improved the eighth-grade students’ vocabulary mastery In addition, the students were more enjoyed, actively participated, highly motivated, and engaged with the use of Paper- Mode Quizizz in learning new vocabularies
In short, in 2021, a systematic literature review by Thomas Mason Lim and Melor Md Yunus found that teachers viewed Quizizz positively for teaching English due to its effectiveness and ease of use Another study in the same year, conducted by Law Szee Huei, Melor Md Yunus, and Harwati Hashim, showed that Quizizz enhanced vocabulary achievement among primary ESL pupils in rural schools In 2022, Fadlilah Annisatul conducted a study in Thailand, using Quizizz's Audio Feature to improve listening skills in second-grade students, resulting in substantial improvement In 2023, Rizal Wahid Permana Putra's research indicated that Paper-Mode Quizizz significantly improved eighth-grade students' vocabulary mastery in English, making learning more engaging and enjoyable
2.1.1.2 ELSA In 2019, Serpil Meri-Yilan's study on technology-based speech assistants showed ELSA's Speech Recognition Technology (SRT) improved speaking and listening skills among university-level students Data were collected from qualitative research instruments in April 2018 Five university-level students performed activities to improve their English and other languages in ImmerseMe for 30 minutes twice in two weeks, whereas they did activities to build up their English nm ELSA once The researcher observed them, and then interviewed them asking questions about their learning via these programs The findings showed that students had contrasting views on the programmes drawing attention to the programmes’ benefits and potential improvements This study demonstrated that Speech Recognition Technology (SRT) improved their speaking and listening skills From this finding of study, the researcher recommends non-native speakers to empower their pronunciation with learning programs; teachers to bring programs into learning environments; institutions to adapt technology-based learning environments into their classrooms
THANG LONG ue Both Adhan Kholis(2021) and Anggraini, Anggraini (2022) claimed that ELSA
Speak provided students with a convenient way to improve their English pronunciation skills by helping they pronounce a variety of words more easily and comprehensively
Adhan Kholis’s research aimed to carry out English Language Speech Assistant (ELSA) Speak App to improve English language pronunciation skills to higher education learners that were the English Department Students of Nahdlatul Ulama University of Yogyakarta (UNU) The data was collected using a test of pronunciation and interview The researcher also taught in the classroom The results showed that ELSA Speak can increase the students" pronunciation skills It can be seen from the average scores obtained from the teaching cycles from two to four in grade Also, the available features offered by this app like instant feedback enabled the students to pronounce precisely With the same purpose, Anggraini (2022) research data were collected through a test of pronunciation and Interviews in Classroom action research
The researcher made three cycles and gave a score for each cycle In the first cycle, the students’ Average score is 70 points, the second cycle is 75 points and the last cycle is 80 points he results showed that the use of the ELSA Speak Application has provided convenience and benefits for students in improving their English Pronunciation skills by using the ELSA Speak application
A recent quantitative study conducted by Dhivya DS, Hariharasudan A, Ragmoun W, and Alfalih AA (2023) employed a quasi-experimental research design, and a purposive-sampling method was used for selecting the participants Management students from business schools were selected for this research Ninety-nine students participated in this study Later, a pre-test was conducted using a questionnaire Data were collected and documented The intervention was carried out for four weeks and adopted Education 4.0 After the intervention period, a post-test was conducted using another questionnaire to check for improvement The pre-test and post-test data of the participants were compared and analyzed in SPSS using a paired sample t-test The results showed that listening skills were greatly improved using Education 4.0, which is also important for enhancing other skills, and the participants benefited from using
2.1.1.3 Spotify The research on Spotify's impact on English listening skills has been a subject of interest among educators Claudius Bona (2017) delved into this by studying first- semester students in the Business English program at Politeknik Ubaya, particularly those enrolled in a listening class Through questionnaires, the research aimed to gauge how Spotify influences their English listening proficiency The results reveal that integrating Spotify into English listening classes proves to be a successful method for enhancing students' listening skills
Furthermore, Ni Made Sinta's experimental study in 2020 focused on the efficacy of using the Spotify Application to improve the listening comprehension of ninth- grade students at SMPN 35 Makassar This research found that the application significantly enhanced students’ listening abilities and increased their interest in listening activities, indicating Spotify's potential as a valuable tool for improving English language learning
Expanding on these findings, Dewi Mayang Sari Setyobudi and Irham Miftakhul Jannah (2022) conducted a study to assess the effectiveness of employing the Spotify application to teach listening skills through English songs to tenth-grade students at SMAN 1 Mojokerto during the 2021/2022 academic year The research employed a pre-experimental design, incorporating pretest and posttest evaluations to measure the impact of Spotify on students' comprehension and concentration during listening activities The findings highlight the potential of the Spotify application in enhancing students’ listening skills and focus.
Relationship between Pronunciation, Vocabulary, and Listening Skills
The relationship between pronunciation, vocabulary, and listening skills is a subject of considerable research interest Numerous studies have demonstrated a close connection between vocabulary and pronunciation with listening skills
Regarding vocabulary and its impact on English listening skills, researchers like
THANG LONG UNIVERSITY significant percentage of the words (usually 95% to 98%) in a given context to achieve adequate comprehension in reading and listening The strong link between a learner’s vocabulary knowledge and their reading and listening comprehension, quality of writing, and speaking fluency has been discussed at length (Bian, Cai, & Cai, 2021;
Cheng & Matthews, 2018; Hilton, 2008; Qian & Lin, 2020; Schmitt, Jiang, & Grabe, 2011; Stehr, 2008, 2009) Building on these findings, an empirical study by Hung Tan Ha (2021) revealed that academic vocabulary knowledge was strongly correlated with academic listening and reading comprehension This suggests that enhancing academic vocabulary knowledge can significantly improve a learner’s performance in academic listening and reading tasks
In the realm of pronunciation and its influence on listening skills, studies by Flege & Port (1981) and White (1998) have indicated a close connection between pronunciation and listening skills Improving pronunciation can lead to better listening and understanding Elizabeth M Kissling (2018) indicated pronunciation instruction is a worthwhile intervention for reasons that go beyond pronunciation, even when instructional time is limited, and that a range of features and practice types should be included in pronunciation to improve listening skills Selfreport data indicated learners’ positive perceptions of the helpfulness of the pronunciation instruction and how the gained pronunciation knowledge helped improve thei listening comprehension (Phung Dao, Mai Xuan Nhat Chi Nguyen & Ngoc Bao Chau Nguyen 2019).
English listening skills learning methods: Shadowing and Podcast usage
English listening skills can be effectively enhanced through two distinct methods: shadowing and podcast usage
2.1.3.1 Shadowing The concept of shadowing has its roots in Cherry's 1953 study In his research on speech recognition, participants were assigned the task of listening to two distinct passages To ensure they were exclusively focusing on one of the passages, they were instructed to simultaneously repeat what they were attending to, a technique known as shadowing The results of years of research on shadowing have shown that it is an effective technique for improving listening skills (e.g., Hamada, 2011a, 2012; Kato, 2009; Kuramoto, Nishida,
Isobe, & Shiki, 2010; Mochizuki, 2006) For instance Hamada's 2011la study involving high school third-year students found that shadowing with challenging materials, such as passages from Obama speeches, significantly improved listening comprehension In 2020, Rini Ekayati’s experimental research consisted of 30 students The instruments of the data collection were listening tests The researchers administrated the tests as the pre-test and post-test to both experimental and control groups Based on the data analysis, the result shows that applying the shadowing technique influences students’ listening ability in word recognition, which was proven by the result of the t-test In addition, based on the result of Dwi Andriani, Eka Agustina, Agung Setiadi, Muhammad Zainuddin Afas (2021) study, there was a significant difference between students who are taught listening by using Shadowing Technique and who are not taught by using Shadowing technique at the tenth-grade students of SMK Muhammadiyah 3 Sukaraja
Podcast usage has also been studied in the context of improving listening skills
Tryanti Abdulrahman, Nony Basalamah, & Mohammad Rizky Widodo's research in 2019, involving 60 high school students in Indonesia, revealed that podcasts positively impacted students’ listening comprehension in English as a Foreign Language (EFL) teaching and learning However, the success of podcasts depends on teachers' competence and material selection aligning with learning objectives Talip GONULAL (2020) study’s data comes from listening log assignments, listening progress tests, proficiency tests and a listening log questionnaire, were both quantitatively and qualitatively analyzed and interpreted Results show that students spent approximately one hour per week on extensive listening with podcasts outside the classroom Further, as measured by listening progress tests and proficiency tests, students were able to make significant progress in their overall listening skills by the end of the year
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THANG LONG UNIVERSITY in helping them mnprove as L2 listeners but also enhancing their pronunciation abiliies and knowledge of words and phrases Furthermore, research conducted by Khairiah Syahabuddin, Mulia, and Khaira Rizga (2021) indicated that initially, fifteen students in their fourth semester at the Department of English Language Education of Universitas Islam Negeri ArRaniry Banda Aceh encountered challenges in comprehending audio materials However, after an intervention involving podcast usage, a noticeable improvement in their listening skills was observed Nonetheless, it is worth noting that Talip GONULAL (2020) also reported that some students occasionally found podcasts challenging due to the pace of speech While podcasts may present challenges related to speech pace, students can address this by selecting suitable podcasts that match their listening level and practice at their own pace
Overall, both shadowing and podcast usage have proven to be valuable tools for enhancing English listening skills.
Summary of Literature REVICOW cccceecssscssecsssesseceesssecceacenecsncsseesesaeessentecenecenes 13 2.2 Theoretical Framework ceeecsceseeceesseccecssceseeescecsceesceeceacseeeeseseceseeeseeeesasesesneeeneeeners 14 2.2.1 Listening and IELTS listening skllls theOTy - s5 Ăn ca, 14 2.2.2 Mobiles applications and English listening skill learning method definitions
The integration of shadowing and podcast listening methods is informed by research findings that extend beyond mere listening skills improvement These methods have been shown to contribute significantly to the enhancement of pronunciation and vocabulary, both of which are inherently intertwined with listening skills By combining these elements, the proposed method aims to offer a holistic approach to IELTS listening skills development
2.2 Theoretical Framework 2.2.1 Listening and IELTS listening skills theory 2.2.1.1.Definition of Listening
Defining listening precisely is a challenging task, as researchers have employed various approaches to conceptualize it Brown & Yule (1983) contend that listening constitutes an active engagement involving multiple elements, including speakers, listeners, content, and supporting aids such as visual materials
Numerous scholars have characterized listening as the process of deciphering messages or signals and linking auditory input with prior knowledge (Rost, 2002)
Devito (1995) suggests that listening encompasses a sequential progression of receiving, comprehending, and evaluating messages through the medium of communication This intricate process incorporates various factors, such as voice modulation, intonation, sentence structures, and social contexts, which collectively contribute to the mastery of this skill
Furthermore, it is worth noting that listening is a challenging skill, particularly for English as a Foreign Language (EFL) learners Rost (2002) underscores that listening skills involve both physiological and cognitive processes operating at different levels
Researchers have also delved into the obstacles encountered by language learners during the listening process Underwood (1989) has identified several difficulties, such aS variations in speech rate or vocabulary limitations Goff (1999) underscores the importance of concentration, while Kurita (2012) addresses issues related to listening anxiety
In sum, listening is an intricate and multifaceted process, influenced by numerous interconnected factors Listeners must grasp the significance of listening comprehension and its pivotal role in mastering the English language
2.2.1.2 A comprehensive overview about IELTS According to the Cambridge Dictionary, IELTS, an acronym for the ‘International English Language Testing System,' is a globally recognized standardized examination
Its primary purpose is to assess the proficiency of individuals in the English language
This evaluation is commonly required by individuals from non-English-speaking nations who seek it to acquire qualifications for various purposes, including academic pursuits like university admissions and professional aspirations such as employment opportunities in countries like Australia, Canada, Ireland, South Africa, New Zealand, and the UK
IELTS was initially conceived as an assessment tool aimed at evaluating the language proficiency of individuals seeking to study or work in environments where English serves as the primary means of communication Originally developed at the University of Cambridge in collaboration with the British Council in 1980, the test has since expanded its global reach, now accessible in "251 test centers across over 105 countries" Its adoption and utilization in Australia date back to 1989.( Davies , 2008 and Weir and O’Sullivan 2017)
In 1995, the IELTS underwent significant modifications to address various concerns encompassing practical considerations, administrative challenges, technological advancements, and theoretical aspects (Charge and Taylor, 1997, p.379)
The British Council delineates the characteristics of two primary IELTS test variants: IELTS Academic and JELTS General Training, each tailored for specific objectives "IELTS Academic is designed to measure your English language proficiency and assess if it is suitable for an academic environment The test reflects aspects of academic language and evaluates your readiness to begin training or studying in English," whereas "IELTS General Training is designed to measure your English language proficiency in a practical, everyday context The test reflects both workplace and social situations." This research exclusively focuses on analyzing and utilizing examples from IELTS Academic materials, as our target population consists of English major students at Thang Long University Their current goal is to achieve scores above 6.5 in the IELTS Academic exam as a graduation requirement.
2.2.1.3.IELTS listening skill The IELTS Listening test evaluates a broad range of listening skills, including the ability to comprehend main ideas, specific facts, and the speaker's opinions, attitudes, and purpose It assesses how well test-takers can follow the development of an argument The test consists of four recordings featuring native English speakers, each with a distinct format
Recording 1 is a conversation between two people in a typical social setting In this initial session, candidates will encounter a set of 10 questions based on a brief social conversation featuring 2-3 individuals The purpose here is to evaluate their foundational listening skills Each interaction lasts approximately 2-3 minutes, and candidates are tasked with capturing essential information such as names, locations, times, and dates
Recording 2 is A monologue in an everyday social context In the second section, candidates will engage with a concise lecture or monologue on a specific topic This segment spans approximately 3-4 minutes and includes a series of questions Success in this section hinges on active listening and effective note-taking skills Candidates are tasked with capturing intricate details about the topic, identifying the main points, and comprehending the speaker's perspectives
Recording 3 is a conversation between up to four people set in an educational or training context It introduces an academic discussion involving two or more participants It lasts around 4-5 minutes This segment challenges candidates' ability to discern main ideas, make inferences, and follow how individuals engage in an academic dialogue Precision in comprehension is paramount in this session
Recording 4 is a monologue on an academic subject The fourth session presents an extended academic lecture, spanning approximately 5-6 minutes Candidates are expected to grasp both detailed and general information conveyed in the lecture
The IELTS Listening test lasts approximately 30 minutes, with an additional 10 minutes allocated for transferring answers from the question booklet to the answer sheet There are a total of 40 questions in various formats, including multiple choice,
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This chapter outlines the steps necessary to answer the research questions
Specifically, the chapter will focus on:
(a) The selection of the subjects for the study (b) The research design of the study
(c) The instruments that will be used for data collection (d) The steps that will be followed for collecting the data (e) The procedures for data analysis
This study involved a cohort of 64 senior-year students specializing in English language at Thang Long University, located in Hanoi, Vietnam All these students are Vietnamese, who are considered as EFL learners The senior-year students collectively aimed to achieve a minimum IELTS score of 6.5, a prerequisite for their graduation
This achievement held paramount importance as it was a prerequisite for fulfilling their graduation requirements and opening doors to promising future career prospects
The participants were thoughtfully stratified into two distinct groups: a control group comprising 32 students and an experimental group consisting of an equal number In the experimental group, each student was equipped with two mobile applications, ELSA and Quizizz, which played a dual role, aiding in in-class activities and, more significantly, enabling self-study of IELTS listening skills at home On average, students in the experimental group committed a minimum of fourteen hours per week to this self-study endeavor, aligning with the recommendation of Ukpong and George (2013) to create a structured study timetable for effective academic exercises, which entails at least two to three hours of daily study This substantial time dedication to mobile application usage, combined with shadowing techniques, underscored the pivotal role of technology in assessing its potential impact on their IELTS listening proficiency
In addition to the use of ELSA and Quizizz, participants in the experimental group also utilized Spotify applications at home to further enhance their IELTS listening skills through a variety of authentic English listening materials with different topics such as Education, Enviroiment, Business and so on This multifaceted approach aimed to create a comprehensive and immersive learning experience for the participants
Furthermore, to provide context on the participants and their initial course enrollment, it should be noted that the 64 students were already enrolled in an IELTS- specific listening skills course at Thang Long University, a detail important for understanding their academic backgrounds and objectives This course was instrumental in equipping them with the necessary skills to achieve their targeted IELTS scores The participants willingly enrolled in this IELTS-focused course online, and the allocation of students to classes was determined through a random sampling process, ensuring the absence of deliberate selection or bias based on gender, skill levels, or any other specific criteria This random sampling method was implemented to guarantee the representativeness of the gender distribution and skill levels in each class, ultimately enhancing the validity of the study's findings The subsequent division of these 64 students into two groups, control and experimental, allowed for a comprehensive assessment of the impact of mobile application usage including Elsa, Quizizz, Spotify, shadowing, and supplementary listening materials on their IELTS listening skills within the context of their respective classes
-Prior to the commencement of the experiment, a random JELTS listening test from the Cambridge source listening test was administered to all participants The test assessed their listening skills, and the scores achieved served as the baseline measurement
~The selected JELTS listening test was taken under controlled conditions at the university.
Intervention Period - 3 Months (Experimental group implementation) In-class:
Participants spent 3.75 hours per week in class
Activity 1: Shadowing pratise with Quizizz app (90 minutes each week, in the first session on Mondays and Wednesdays):
In this activity, students will participate in a range of IELTS listening tasks using Quizizz Instructors will select two random tasks from official Cambridge IELTS listening tests to guide students in shadowing during class For instance, on a Monday, the instructor may choose to cover recording Í and 4 for in-class shadowing, leaving tasks 2 and 3 for students to practice independently at home from Tuesday to Thursday
The lecture slides on Quizizz will include transcripts for each sentence in IELTS recording tasks When the instructor plays the audio file alongside the transcript, students are expected to immediately repeat what they hear from the audio In the first two weeks, students will shadow one sentence at a time From week 3 onwards, they will advance to shadowing 2-3 sentences or more, and in the later weeks, students will be exposed to full passages and asked to summarize the content
This task is made easier for students as they can refer to the transcript displayed on the Quizizz slides The comprehensive approach is designed to cultivate various listening skills, effectively preparing students for the IELTS test
Activity 2: Shadowing practise and getting feedback by ELSA app (90 minutes each week, in the second session on Mondays and Wednesdays):
Once students have become proficient in shadowing through the previous Quizizz lectures in their classroom sessions, they will move on to the next level by utilizing the ELSA app on their personal mobile devices to engage in more in-depth shadowing practice with the sessions they have previously listened to They will follow these steps (see Appendix):
—Open the ELSA app and create a new file named "IELTS Listening
—In the classroom, the instructor will play an audio file for the students to listen to.’
—Students will type out the sentences they hear into the session they have created within the app
—After typing, students will select the sentence they've just entered, and ELSA will read it aloud for reference, simultaneously displaying the
—Students will immediately start shadowing the sentence by recording their voice
—After recording, ELSA will promptly assess and score the pronunciation and provide feedback
—Students will continue practicing until they achieve a score of over 80%, which is considered "excellent" within the app and signifies meeting the requirement
This activity seamlessly incorporates ELSA into the shadowing process, offering students immediate feedback as they aim to enhance their pronunciation skills through repeated practice until they reach the 80% proficiency benchmark Additionally, it serves as a valuable tool for vocabulary acquisition by providing instant translations beneath each word, further elevating their IELTS listening skills
Activity 3: IELTS Listening Practice with Quizizz (45 mins each week, third session on Wednesdays)
In this activity, students will engage in various IELTS listening tasks using Quizizz The instructors will prepare quiz exercises in familiar IELTS format, ranging from simple to more complex tasks.The practice exercises are accessible to students via Quizizz on their mobile devices They can enter the code and password provided by the instructor, facilitating convenient and independent practice The activity will be structured as follows:
During the first two weeks, focusing on simple sentence completion exercises where they listen to individual sentences and fill in the missing words in the blanks, similar to Part one of the IELTS listening test
From third week onwards, students will tackle more challenging IELTS listening tasks, including:
—Multiple choice: Students will listen to the audio and select the correct answer from the given options To generate multiple-choice questions and answers, instructors can utilize the Quizizz AI feature to create questions, avoiding direct duplication from original Cambridge test questions to prevent students from easily accessing answer keys
—Advanced sentence completion: In this task, students will listen to a paragraph and fill in the missing words However, the text to be completed would not be an exact match to the audio; instead, it will be a summary resembling Part four in the IELTS listening test
This activity is designed to help students practice and improve their IELTS listening skills, gradually progressing from simple tasks to more challenging ones, thus preparing them for the demands of the actual IELTS test
Out-side of the class: (JJhours per week) Figure 3.1 Extracurricular IELTS listening educational engagements using mobile apps
No Activities Applications Purposes Expected time
IL +Practising +ELSA +Quizizz: 4 hours shadowing skills for +Quizizz helping students the two remaining develop their tasks not covered in abilities to class by utilizing understand and
Quizizz for replicate spoken shadowing the language transcript and audio and using the ELSA +ELSA: app for improving pronunciation vocabulary and practice pronunciation
+Documenting using the ELSA their progress by app, which offers taking screenshots real-time and uploading them translation and to the shared Google pronunciation
Drive folder for the scoring entire class
2 +Practicing +Quizizz +Reinforcing | 4 hours various IELTS and solidifying listening tasks IELTS listening assigned by the skills through instructor on repeated practice
Quizizz Students and completion of
WIll repeat these exercises until they successfully answer all the questions correctly
+Being encouraged to search for and complete tasks until perfection is achieved
+Encouraging students to search for and complete additional exercises on other IELTS listening Quizizz, exercises on Quizizz broadening the by using the keyword scope of practice
There is an readiness for the abundance of study challenges of the materials and IELTS listening exercises available test on the app for further practice
+Choosing four +Spotify +Enhancing | 3 hours to five podcasts with listening diverse topics on comprehension
Spotify and listen at a pace that suits them
+Understanding the content without looking up vocabulary words during the listening process and writing a skills with various
+Increasing their vocabulary across a wide range of subjects
UNIVERSITY summary of what they have heard
+Looking up vocabulary words after summarising and verifing their comprehension
- After the 2-month intervention period, a different IELTS listening test from Cambridge source was administered to all participants under controlled conditions at the university
~The post-test scores were compared to the pre-test scores to determine any changes in participants' IELTS listening skills
Questionnaire survey after post-test:
To further enhance the research approach, a quantitative questionnaire is administered to the students in the experimental group immediately after they have completed the post-test ( see appendix 12)
FINDINGS AND DISCUSSION - ÁGHHHnHH HH HH HH ng 30 4.1 Pre-test results: oo ee
Post-test results 0
Average pre-test and post-test IELTS listening scores of Control group and
E Average pre-test score © Average post-test score
Figure 4 3 Average Pre-test and Post-test IELTS Listening scores of Control
The chart illustrates a comparative analysis of post-test IELTS listening scores for two distinct groups: the control group, employing traditional teaching methods, and the experimental group, utilizing mobile applications for IELTS listening skills development The pre-test scores served as baseline measurements for assessing the initial IELTS listening competencies of both groups, while the post-test scores, conducted following a three-month intervention period, reflected the progress achieved by each group It is crucial to underscore that the values presented represent the mean
The post-test results reveal a significant contrast when compared to the pre-test scores The control group displayed an average pre-test score of 5.773, demonstrating a noteworthy improvement of 0.430 points from their initial performance, ultimately achieving a post-test score of 6.203 In contrast, the experimental group showcased a more substantial advancement, with an average post-test score of 6.844, marking a significant improvement of 1.078 points compared to their pre-test performance, which was at 5.766
The disparity in post-test scores between the control and experimental groups, amounting to 0.641 points (6.844 - 6.203), underscores a considerable difference in the degree of improvement between the two groups This suggests that the integration of mobile applications for in-class and self-study activities, as adopted by the experimental group, played a pivotal role in enhancing their IELTS listening skills when compared to the control group
The findings of this study seamlessly align with prior research, shedding light on the profound advantages of mobile-assisted learning within the realm of language education Mobile applications emerge as versatile and easily accessible tools, propelling the enhancement of listening skills, simultaneously facilitating both self- study and in-class activities (Nehe et al., 2023) This study vividly underscores the efficacy of integrating mobile devices as a catalyst for fostering remarkably improved language learning outcomes The remarkable enhancement in post-test scores observed within the experimental group resounds as compelling evidence, firmly establishing that the integration of mobile applications indeed paves the path to substantially more fruitful language learning experiences
In the analysis of post-test scores, it is crucial to explore how students’ scores were distributed in both the control group, which adhered to a traditional approach
‘without mobile applications, and the experimental group, which integrated mobile applications into their IELTS listening studies This examination provides valuable insights into the effects of mobile devices on IELTS listening skills among English language majored students at Thang Long University
Control group Experimental group post-test score distribution post-test score distribution
Figure 4 4.The score distribution of Control group and Experimental group
The above pie charts vividly illustrate the post-test score distributions in the control and experimental groups These pie charts highlight the dramatic differences between the two groups and underscore the efficacy of mobile device utilization in enhancing IELTS listening skills
When we delve into the distribution of post-test scores in the control group, we find that a substantial 50% of students scored below 6.5, indicating that they did not meet the required threshold for university standards Only 39% managed to achieve the benchmark score of 6.5, while merely 11% achieved a score above 6.5, signifying proficiency at or beyond the 7.0 level.
In stark contrast, the experimental group exhibited a markedly different pattern
Notably, there were no students in the experimental group who scored below 6.5
Instead, 47% of students managed to reach the 6.5 benchmark, and an astonishing 53% of the experimental group achieved scores exceeding 6.5, indicating a proficiency level of 7.0 or higher
The pie charts visually affirm that the experimental group outperformed the control group by a significant margin, as a larger percentage of students in the experimental group achieved higher IELTS scores, signifying their proficiency in English listening skills This observation reinforces the notion that mobile devices played a pivotal role in improving the JELTS listening skills of English language majored students at Thang Long University
This study serves as a poignant reminder of the pressing need to address the manifold needs of English language learners As the performance of the control group exhibited a certain degree of variability, the experimental group's sustained and consistent improvement underlines the profound potential of mobile-assisted learning
This method offers tailored support adaptable to students across diverse proficiency levels, bridging the gap between initial competence and desired fluency, aligning in synergy with Mujiono's research in 2023
4.3 Questionnaire results 4.3.1 Improvements in specific IELTS listening skills (Findings from first part of questionnaire)
Based on the questionnaire findings, the students exhibited substantial improvements in their IELTS Listening skills, with a particular focus on Parts 3 (Multiple Choices) and 4 (Sentences Completions) This improvement signifies their progress in these two question formats
In Part 3 (Multiple Choices), where students must grasp the main ideas, identify paraphrased words, and recognize signal words, an impressive majority of 87.5% reported noticeable improvement This enhancement is attributed to regular practice and the diversified questions available on Quizizz and enhancement vocabulary by this app as rele —pellav, He shim (2021),
Fadlilah, Annisatul in 2022 and Rizal Wahid Permana Putra (2023) studies
Furthermore, listening to various podcasts through Spotify, which demand students to understand central themes, identify paraphrased words, and recognize signal words, contributed significantly to this progress Likewise, in Part 4 (Sentences Completions), where students need to enhance their listening comprehension and capture the main ideas, a significant 78% reported improvement This progress highlights the students' increased ability to comprehend the main ideas of spoken content, a critical requirement in this question format Regular practice and exposure to sentence completions on Quizizz, along with podcast listening via Spotify, were essential factors in this improvement (See appendix 7)
In summary, the data demonstrates that students experienced significant enhancements in their listening skills, primarily in question formats requiring a deep understanding of the main ideas, the identification of paraphrased words, and the ability to recognize signal words This progress is primarily attributed to consistent practice on Quizizz and engagement with various question types that effectively prepared them for these specific IELTS Listening test formats
4.3.2 Underlying factors contributing to IELTS Listening skill improvement ( Findings from second part of questionnaire)
A significant number of students reported substantial enhancements in their vocabulary skills, with 59.38% strongly agreeing and 28.31% agreeing that they experienced a significant improvement in their understanding of general vocabulary
Moreover, 37.5% of students strongly agreed, and 34.38% agreed that their grasp of specialized or technical vocabulary also witnessed noteworthy improvements These vocabulary skill enhancements can be directly attributed to their active engagement in various vocabulary expansion activities These activities included listening to a wide range of podcast topics on Spotify and utilizing ELSA and Quizizz for shadowing and practice This approach allowed students to engage with a diverse array of words in various contexts, facilitating their ability to recognize paraphrased terms and key vocabulary.
Pronunciation improvements were evident in the data, with over 80% strongly agreeing and agreeing that they now have a clearer understanding of pronunciation, even when exposed to various accents, after completing the course Additionally, approximately 85% of students concurred that they can now comprehend connected speech and assimilation in spoken content more effectively These substantial pronunciation improvements are primarily credited to students’ consistent practice and the guidance provided by applications like ELSA Through these apps, students had valuable opportunities to practice and refine their pronunciation skills They were exposed to native speakers' voices, which allowed them to become more accustomed to different accents, while also receiving prompt feedback These results closely align with the findings of previous studies on pronunciation improvement through the use of ELSA, such as those conducted by Adhan Kholis (2021), Anggraini (2022), and Dhivya DS