VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES whe THE EFFECT OF THE IMMERSION LANGUAGE LEARNING METHOD IN IMPROVING
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In this thesis, the researcher investigated the effectiveness of the immersion language learning method in enhancing the active listening skills of
5-year-old students attending an English center in Hai Phong To achieve this overarching obJective, the researcher delineated two specific obJectives, each designed to provide a systematic framework for our research These specific objectives will guide our exploration of the intersection between language education and early childhood development.
1) To what extent does the application of immersion language learning enhance active listening skills for 5-year-old students at an English Center in Hai Phong?
2) What are the attitudes of these students toward applying immersion language learning to improve their listening skills?
These research questions form the core of the investigation, guiding the researcher through a comprehensive study of the immersion language learning method's impact on intentional listening skills in young learners.
The thesis investigates the effectiveness of the immersion language learning method in improving the intentional listening skills of 5-year-old students at an English center in Hai Phong Hence, it meticulously explores the multifaceted dimensions of the immersion language learning method and its impact on enhancing intentional listening skills among 5-year-old students at a prominent English center situated in Hai Phong The comprehensive scope of this research encapsulates the following key factors:
Participants: The study focuses on a specific group of participants “5- year-old students” These young learners form the core demographic whose active engagement in immersion language learning will be scrutinized The participants, drawn from the English center in Hai Phong, represent a critical cohort in the early stages of language acquisition, offering valuable insights into the efficacy of the proposed method.
Location: Hai Phong, a dynamic city in Northern Vietnam, serves as the geographical focal point of this investigation The unique cultural context and educational landscape of Hai Phong contribute a distinctive layer to the study, influencing the dynamics of language learning and shaping the outcomes of the immersion language learning method.
Programs: The research investigates the specific language learning programs implemented within the English center This includes an in-depth examination of the curriculum, teaching methodologies, and any additional support structures designed to facilitate intentional listening skills through the immersion language learning approach By scrutinizing these programs, the study aims to draw correlations between programmatic elements and enhanced language acquisition among young students.
Temporal Considerations: The research is temporally confined to a specific duration, allowing for a focused examination of the short-term and potentially long-term effects of the immersion language learning method on active listening skills The timeframe chosen for the study provides a nuanced understanding of how this method influences language development within the given period.
By incorporating these factors into the scope of the study, a holistic view emerges, ensuring a comprehensive exploration of the immersion language learning method's effectiveness in nurturing intentional listening skills among 5-year-old students at an English center in Hai Phong.
The primary research methods used in this study included action research, pre-tests, post-tests, and survey questionnaires These data collection tools were strategically chosen to serve the study's objectives and address the research questions.
Action research was a key component of the methodology, providing a framework for the implementation of immersion language learning and data collection The action research process involved a pre-test assessment, followed by the introduction of immersion language learning, and concluded with a post-test assessment This approach allowed for a comparative analysis of students’ active listening skills before and after the immersion language learning intervention.
Pre-tests and post-tests were administered to the participating 5-year-old students to quantitatively measure the impact of immersion language learning. These assessments provided valuable data on the students’ listening skills, allowing for a statistical comparison of their performance before and after the immersion program The mean scores and statistical significance of the results were calculated to determine the effectiveness of the method in enhancing active listening skills.
To gain insights into the attitudes of the students toward immersion language learning, survey questionnaires were distributed These questionnaires were designed using a Likert scale to gather qualitative data on the students’ perceptions, preferences, and experiences related to the method The collected data from the questionnaires facilitated a comprehensive understanding of the students’ perspectives on immersion language learning and its impact on their active listening skills.
By employing these research methods, this study aimed to provide a well-rounded evaluation of the immersion language learning method and its influence on 5-year-old students' active listening skills in an English center inHai Phong.
The thesis will be organized into 5 chapters to comprehensively address the study's objectives and findings. ° Chapter one will serve as the introduction, providing insights into the background, objectives, and scope of the study, as well as the research questions, significance, and design of the study. k Chapter two will encompass the literature review, outlining the theoretical framework and relevant prior studies in the field of immersion language learning and active listening skills development.
Chapter three will explore the research methodology, offering a detailed account of the methods used for data collection and analysis to address the research questions. k Chapter four will be dedicated to presenting the data analysis and findings, highlighting the outcomes derived from the study. ° Chapter five, the final chapter, will offer a comprehensive summary, concluding remarks, implications of the study, limitations, and recommendations for future research studies to further explore the effects of immersion language learning on the active listening skills of 5-year-old students at an English center in Hai Phong
LITERATURE REVIE W SG Sư, 7 2.1 Review of relevant COTCDẨS - 311111 g nrreg 7 2.1.1 Active listening COTC€D - Gv ng kg, 7 2.1.2 Immersion Language Learning -ô ô<< +++<+<xeeecxesss 11 2.1.3 Factors affecting active listening in 5-year-olds
Attitudes toward immersion language learnIng
In investigating the impact of immersion language learning on active listening skills in 5-year-old students, it was vital to consider their attitudes and motivations toward this pedagogical approach This section delves into the existing literature to examine the significance of attitudes, orientations, and motivations in language learning Understanding how these factors affect a young learner's engagement with immersion language learning is pivotal in the context of this research.
Gardner and Lambert's (1959) seminal work, "Motivational variables in second-language acquisition,” laid the groundwork for comprehending the role of motivation in language learning Their research illuminates how motivation to learn a language can influence language acquisition Applied to immersion language learning, this insight suggests that a positive attitude toward this method may lead to more effective language acquisition, potentially enhancing active listening skills in 5-year-olds.
In 2003, Dửrnyei's comprehensive exploration, "Attitudes, orientations, and motivations in language learning," provides an extensive understanding of how attitudes and orientations can shape language learning outcomes This research offers insights into how learners' attitudes toward different teaching methodologies, such as immersion language learning, may affect their language learning experience Applied to this study, this knowledge proves instrumental in evaluating the impact of students' attitudes on their active listening skills within an immersion language learning context.
Ajzen's "The theory of planned behavior" (1991) outlines a theoretical framework explaining the links between attitudes, intentions, and behaviors. The theory suggests that students’ attitudes and intentions toward a particular learning method, like immersion language learning, can significantly impact
16 their actual engagement and performance Examining this theory in the context of 5-year-old students at an English Center in Hai Phong, this research aims to unveil how attitudes influence their active listening behavior within the immersion language learning framework.
The collection "Psychology for language learning: Insights from research, theory and practice," edited by Mercer, Ryan, and Williams (2012), compiles various studies and theories related to psychological factors in language learning This collection serves as a valuable resource to explore the multifaceted aspects of attitudes, orientations, and motivations in language learning, offering a holistic view of how students' mindsets may impact their language learning progress.
Svinicki's work in 2018, "Learning and motivation in the postsecondary classroom," extends the discussion to the postsecondary level but encompasses motivational aspects that can be applied to younger learners This research is relevant in understanding the role of motivation in early language learning and how this motivation might be influenced by the immersion language learning approach.
In conclusion, the literature surrounding attitudes, orientations, and motivations in language learning serves as a critical framework for this research into the impact of immersion language learning on active listening skills in 5- year-old students By analyzing the established theories and findings in this area, this study can assess how students’ attitudes toward immersion language learning are related to their active listening skills The foundational knowledge provided by this literature will aid in the exploration of students’ attitudes and motivations in the context of immersion language learning, ultimately contributing to a comprehensive understanding of the factors influencing active listening development in young learners.
Gaps in the existing literature - <5 51s s + ssveeerreees 18 2.2 Review of the previous studies and their research gap
Within the current body of relevant concepts, there exists a noteworthy absence in addressing specific intersections essential to our investigation— namely, the relationship between immersion language learning and active listening skills in 5-year-old students This section navigates through the gaps within the existing literature, recognizing the areas where further exploration is crucial for a comprehensive understanding.
The influential work of Lightbown and Spada (2013) in "How languages are learned" provides a comprehensive overview of language learning theories. However, a void emerges concerning the implications of immersion language learning for the development of active listening skills in young learners The current literature lacks explicit exploration into how immersion language learning can be applied to enhance listening skills in early childhood, particularly within the unique context of an English Center in Hai Phong.
Similarly, Pienemann's "Language processing and second language development: Processability theory" (1998) contributes valuable insights into language processing but falls short of explicitly examining the potential connection between processability theory and the development of active listening skills This gap reinforces the necessity for a dedicated investigation into how processability theory aligns with the enhancement of active listening skills through immersion language learning.
DeKeyser's (2003) research on "Implicit and explicit learning" enriches the understanding of learning processes but lacks a focused exploration of the distinct impacts of immersion language learning on implicit and explicit language acquisition, particularly within the realm of early childhood education The identified gap emphasizes the need for research that explicitly
18 delves into the roles of implicit and explicit learning in the development of active listening skills through immersion language learning.
Johnson's work in "Language teaching and skill learning" (1996) offers insights into language teaching methodologies but does not specifically address their application for enhancing active listening skills The gap lies in the absence of research that investigates how various language teaching methods, including immersion language learning, impact active listening skills in 5-year- old students.
Singleton's exploration of the second language mental lexicon (2018) contributes to understanding the mental lexicon but does not extend into exploring how the mental lexicon is influenced by immersion language learning in young learners This gap highlights the necessity for research that delves into the relationship between immersion language learning and the development of the mental lexicon concerning active listening.
In summary, this section illuminates the existing gaps in the literature, emphasizing specific areas requiring further exploration to address the research questions of this study The identified gaps accentuate the need for an in-depth investigation into the impact of immersion language learning on active listening skills in 5-year-old students at an English Center in Hai Phong By addressing these gaps, this research aims to contribute to the existing knowledge base, providing insights beneficial to both the academic and educational communities.
2.2 Review of the previous studies and their research gap
In navigating the expansive landscape of international and Vietnamese studies, our pursuit involves a nuanced review of literature pertinent to our research questions This endeavor seeks to identify critical research gaps, shaping a comprehensive understanding of the existing knowledge terrain and laying the foundation for our study on enhancing active listening skills in 5- year-old students through the immersion language learning method.
Internationally, scholars have illuminated essential aspects contributing to our theoretical framework The cognitive advantages of early language exposure, as underscored by Gardner (2018), establish a foundational understanding critical for the language acquisition journey of young children. Brown and Smith's (2019) exploration of the advantages of immersion language learning aligns seamlessly with our focus on accelerating language acquisition and enhancing active listening skills in young learners Anderson et al.'s (2020) empirical evidence supporting the positive impact of immersion language learning on listening skills provides substantial grounding for our study's central objectives The theoretical underpinnings of early childhood language learning, as elucidated by Thomas and Wilson (2022), serve as an indispensable foundation for comprehending intentional listening skill development Furthermore, Wang et al (2018) specifically hone in on enhancing listening skills, offering valuable insights into potential pedagogical strategies within our study's context In the era of digital education, Taylor (2022) evaluates the role of technology in early language learning, presenting potential implications for our digitally interconnected study.
Transitioning to the local context of Vietnamese studies, critical insights are gleaned that further shape the backdrop of our research Nguyen (2019) sheds light on the specific challenges faced by young Vietnamese students in
20 learning English, emphasizing the local context in Hai Phong Les (2021) snapshot of language education in Hai Phong accentuates localized trends and challenges that our study aims to address Vu's (2018) exploration into the influence of cultural nuances on language learning in Northern Vietnam becomes pivotal to our Hai Phong-focused study The role of language centers, as presented by Tran (2020), aligns seamlessly with our study's contextual framework Pham et al.'s (2019) comprehensive review of early childhood language education in Vietnam furnishes rich data on the education of 5-year- old students Dinh et al.'s (2021) exploration into pedagogical strategies in early language learning potentially informs the strategies used in our study. Investigating bilingualism in language acquisition among Vietnamese students, Mai (2019) presents insights relevant to our study on English language learning Truong's (2022) exploration of educational policies shaping language learning in Hai Phong provides the institutional context for our research.
Synthesizing these multifaceted studies unveils a critical research gap that forms the nucleus of our investigation While the existing body of knowledge contributes theoretical foundations and practical insights, it falls short in addressing the specific context of Hai Phong and the effectiveness of the immersion method in developing intentional listening skills among 5-year- olds This dearth of localized research underscores the compelling necessity for our study, poised to bridge this knowledge gap and contribute empirical data directly applicable in the local educational landscape Beyond enriching our understanding of language acquisition and pedagogy, our research holds immediate practical implications for Hai Phong's educational ecosystem The subsequent sections of this thesis will seamlessly weave theoretical foundations, instructional content, and practical recommendations, all intricately aligned with our research questions.
To sum up, in this chapter, the researcher has explored the existing literature related to the development of active listening skills in 5-year-old students, the use of immersion language learning, factors affecting listening in early childhood, attitudes of young learners, and the gaps in the literature This review underscores the importance of the research questions addressed in the study and sets the stage for the subsequent chapter, which outlines the research methodology.
RESEARCH DESIGN AND METHODOLOGY
Chapter 3 investigates into the research methodology employed in the study It elaborates on the specific procedures, tools, and techniques employed for data collection and analysis This chapter provides insights into the strategies used to address the research questions, thus offering transparency into the research design and approach.
By conducting this research, the researcher aims to find out whether the immersion language learning method could enhance active listening skills for 5-year-old students at an English Center in Hai Phong This overall aim was specified into the following objectives:
1) To what extent does the application of immersion language learning enhance active listening skills for 5-year-old students at an English Center in Hai Phong?
2) What are the attitudes of these students toward applying immersion language learning to improve their listening skills?
The study was conducted using an action research design, which is a dynamic and participatory research approach that actively involves participants in the research process A total of 30 participants actively took part in this research, engaging in two iterative cycles of instruction The primary focus of the study was to improve active listening skills in 5-year-old students by teaching them reading lessons through the Immersion Language Learning Method (IMLL).
In this research design, participants received structured instruction through the IMLL approach over a period of 8 weeks The use of IMLL as the primary method aimed to immerse students in the English language and
23 enhance their active listening abilities through exposure to spoken language in a natural context.
To evaluate the effectiveness of the IMLL intervention, a listening test was administered both before and after the implementation of the method This pre- and post-test approach allowed for a comparison of the participants' listening skills before and after exposure to IMLL Additionally, an attitude scale was used to gauge the students' attitudes toward the IMLL approach Understanding the students’ perspectives and feelings toward the teaching method is vital for a comprehensive assessment of its effectiveness
The choice of the action research approach in this study was motivated by its intrinsic participatory nature and its suitability for addressing real-world educational challenges It not only provided a framework for data collection but also offered a means of engaging participants actively in the research process This methodology has proven invaluable in providing the author with a holistic understanding of the research problem and its practical implications within the context of language education.
As a result, it was imperative to examine into the fundamental concepts, guiding principles, and various models associated with action research These aspects were essential for comprehending the underpinnings of the chosen research approach and how it contributes to the study's objectives.
3.2.1 Definition of an action research
Action research is an iterative, dynamic, and participatory research approach that combines systematic inquiry with practical action to address real- world problems within a specific context It is considered as a responsive and flexible methodology that emphasizes the involvement of those directly affected by the issue at hand Action research encourages collaboration between researchers and practitioners, fostering a co-creative process of
24 problem-solving This approach serves as a bridge between theoretical insights and tangible solutions, and it is characterized by its cyclical nature, where research, action, and reflection continuously informed one another (Stringer, 2014; Kemmis, McTaggart, & Nixon, 2014).
In the context of this study, action research took on profound significance It served as the bridge between theoretical foundations and practical application in the endeavor to enhance active listening skills among 5-year-old students at an English center in Hai Phong The application of action research aligned perfectly with the study's core aims It is a dynamic and participatory research approach that actively involved teachers, parents, and students themselves in the research process By doing so, it not only advanced our understanding of intentional listening skill development but also directly influenced classroom practices and educational strategies The research methodology was rooted in the belief that action research is a transformative tool for the development of effective language teaching methods, directly influencing the educational landscape at the Hai Phong English center.
3.2.2 Principles of an action research
The principles of action research underpinned the methodology, guided its implementation and emphasized the core values that derived the research process Collaboration was a foundational principle that emphasized the importance of involving a diverse range of stakeholders to ensure that multiple perspectives and forms of expertise contribute to the research Reflection was a fundamental aspect that encouraged continuous assessment and learning from the insights gained throughout the research journey The principle of action embodied the ultimate goal of implementing positive and transformative changes based on research findings, promoting improvement, development, and innovation in practice (McNiff, 2013; Stringer, 2007).
The principles of action research, as applied in this study, were of paramount importance Collaboration was the cornerstone, involving educators, students, and parents in a collective effort to improve active listening skills This collaborative approach was not just theoretical but is at the heart of the study's methodology It emphasized the necessity of engaging with all stakeholders, and their practical insights will guide the actions taken to enhance intentional listening Reflection is integral, as it compelled ongoing assessment and learning from the research process This practice was directly translatable to the continuous refinement of teaching methods and strategies The principle of action resonated with the study's goals by driving the implementation of changes based on research findings to optimize the active listening skills of 5- year-old students.
3.2.3 Models of an action research
In the realm of action research, various models have been developed to guide researchers in their pursuit of practical solutions to real-world issues. These models offered structured frameworks to facilitate the research process and enhance its effectiveness For this study, it was essential to deliberate upon several action research models before determining the most appropriate one. Among the models considered were those proposed by Schửn (1983), Kemmis and McTaggart (1988), and Carr and Kemmis (1983), each of which carried its own merits and characteristics.
Schon's Reflective Model (1983) offered a framework focused on the development of reflective practice It encouraged practitioners to engage in critical self-reflection and continuous improvement, making it well-suited for educational contexts This model emphasized the role of reflection in problem- solving and decision-making.
Kemmis and McTaggart's Action Research Model (1988) 1s characterized by its cyclical approach, emphasizing collaboration and collective problem-solving This model was particularly valuable when addressing issues in educational and community settings, where the involvement of multiple stakeholders is crucial.