Today, the use of blended learning is considered a practical, interesting anduseful method in teaching English listening skills for students, especially in TOEIClistening competence.. Ho
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By conducting this study, the researcher aims at investigating whether BL could improve students’ TOEIC listening competence or not Following objectives were created from this overarching goal: eTo find out the improvement of the non-English major students’ TOEIC listening competence through blended learning. eTo find out the learners’ attitudes towards applying of blended learning in TOEIC listening lessons.
In an attempt to achieve the aim stated above, the two research questions were addressed as below:
1 To what extent does the blended learning improve non-English major students’ TOEIC listening skills?
2 What are non-English major students’ attitudes toward the application of blended learning in TOEIC listening lessons?
The study was conducted at a public university in Hanoi in order to investigate the impact of blended learning implementation on learning TOEIC listening skills.
The participants of the study included forty-six non-English major freshmen who were chosen randomly represented for one class The study focused on enhancing students’ TOEIC listening competence through blended learning It did not mention the other skills such as reading, writing and speaking Besides, the scope of this study also was on TOEIC test only and it did not relate to the format of the other tests like TOEFL, IELTS, etc Moreover, the difficulties and problems facing up to teaching TOEIC listening skill were not presented in this study.
In order to achieve the aim of the research, research instruments such as tests, teaching diaries, questionnaires and interviews were used to collect data from students.
First, the pre-test was delivered to 46 non-English major first-year students in order to evaluate students’ listening level input before the teacher applied blended learning Paralelly, a teaching diary was made by the teacher during the course in order to observe students’ attitudes as well as their interaction toward the method of blended learning After a fifteen - week course, the post-test was implemented to assess students’ improvement in TOEIC listening skills Finally, the questionnaires and interviews were delivered to these students to identify students’ attitudes toward the use of blended learning in learning TOEIC listening skills After all, in order to produce actual results, the data was gathered, organized, and subjected to both quantitative and qualitative analysis.
The study aims at investigating whether blended learning could improve TOEIC listening competence of non-English major first-year students at a university in Hanoi The researcher hopes that this study may provide some insights in both theoretical and practical significance In terms of the theory, the study contributes to the general theory of blended learning method and learners’ TOEIC listening competence Moreover, practically, this study is expected to provide a reference for students and English teachers with specific solutions to improve students’ TOEIC listening skills.
This thesis includes five chapters:
Chapter 1 — Introduction provides the general introduction of the research with the rationale, aims and objectives, research questions, scope, methods, the significance and organization of the thesis.
Chapter 2 — Literature review delivers a critical review of some previous studies relating to the research problem, and presents theoretical background related to listening comprehension, blended learning, and TOEIC listening test.
Chapter 3 — Methodology presents restatement of research questions, research design, research setting, participants, data collection procedure and data analysis method.
Chapter 4 — Data analysis, findings and discussion describes the detailed analysis of the collected data and discussion of the study results.
Chapter 5 — Conclusion summarizes the main issues and concluding remarks of the study The pedagogical implication, limitations as well as some recommendations for further studies are also discussed in this part.
LITERATURE REVIEẨW Qui reu 5 2.1 Listening comprelhennSIOII - + 11x 9E TH ng 5 2.1.1 Definitions of ẽISf€nINE c2 SH nh HH HH ng 5 2.1.2 Definitions of listening comprehenS1OIn - - 5 5+ s + + *++svsseeeseeeeesees 6 2.1.3 The importance of listening comprehension in language learning
Listening comprehension problems .- - - 5 + + + +*vEeseeeserereerreeee 8 2.2 Blended LearnIng - - - + k* vn HH TT HH HH HT nhờ 9 2.2.1 Definitions of Blended Learning eee 5 + 13k ren 9 2.2.2 Types of Blended Learn1nng - - - - < +2 3323113111311 1 9111 911191 1 ng rưy 11 2.2.3 Benefits of Blended Learning - - <6 +2 31113 11 9 vn rey 14 2.2.4 Students’ challenges in learning English language through BL
Numerous scholars have focused their research on the various problems and challenges that language learners have when attempting to comprehend what other individuals are saying (Goh, 2000) According to Underwood (1989), there are a number of barriers to listening comprehension, including the following issues which may prevent listeners from understanding spoken information: (1) Listeners are unable to control the speed of spoken information; (2) Listeners are unable to consistently recognize words repeated in listening tasks; (3) Listeners typically have a limited vocabulary; (4) Listeners might not be able to figure out when the speaker switches topics; and (5) Listeners might not have the appropriate background knowledge.
In contrast, Anderson (1995) and Goh (2000) connected the three listening processes of perception, sorting, and utilization to challenges with listening comprehension First, listeners' failure to discriminate between intonation, stress,and different accents in a speech stream is a perception difficulty (Anderson, 1995).During the perception phase, listeners run into two unique types of problems:phonological issues and lexical concerns Goh (2000) added that rapid speech rates and uncommon terminology may affect learners’ listening comprehension Second,sorting problems, such as syntactic and semantic problems, may also occur during the processing stage of listening comprehension For instance, it may be challenging for listeners to form a mental image of the words they have just heard due to their propensity to forget what they have just heard (Goh, 2000) Usage is a further phase of L2 hearing comprehension cognitive processing During this stage, EFL/ESL students frequently encounter discourse-related difficulties For example, listeners may struggle to comprehend how ideas are generally organized in a text According to Gilakjani and Ahmadi (2011), unfamiliar listening topics may also hinder students’ ability to understand what they are listening.
In short, there are numerous issues that students may have with listening comprehension The problems may come from students’ lack of vocabulary, the speed of the talks, unfamiliar context of the talks or even the unrepetition of words in listening tasks In addition, language learning components such as phonological, lexical, syntactic or semantic issues may be obstacles that learners face when doing listening exercise They could thus be discouraged from learning listening skills.
In general, BL is understood to be a combination of online and offline instruction, while different academics describe it differently.
From the perspective of the learner, BL is effective in achieving learner satisfaction by enhancing the learner's ease of use and accessibility (Cottrell & Robinson, 2003), reaching various requirements and learning styles (Dziuban, Hartman & Moskai, 2004), promoting interaction among learners (Osguthorpe & Graham, 2003), and providing a context where both actual time and delayed interaction are available By encouraging active engagement between students, students and teachers, and students and lessons, BL also raises student learning achievement.
Oliver and Trigwell (2005) stated that the integrated combination of traditional learning with web-based online approaches is the prototype understanding of the term BL The term "traditional learning" refers to face-to-face language learning in a classroom environment Graham (2006) agrees that BL is a method in which traditional face-to-face learning systems and dispersed learning systems—two historically distinct approaches of teaching and learning—are combined. Additionally, it highlights how crucial computer-based technologies are to BL The continuous fusion of two archetypal learning environments includes BL On the one hand, there is the time-honored, face-to-face learning environment On the other side, as new technologies have increased the possibilities for distributed communication and interaction, we have distributed learning settings that have started to grow and extend in exponential ways.
Figure 2.1 Blended learning environment, Graham (2006) Sharma (2010) also defines that BL is the combination between technology and education In details, BL has gained significant attention because of its characteristics and educational benefits, as well as the seeming lack of a single approach that can suit all learners' demands and ensure optimal learning.
Debra and John (2010) presents that BL involves successfully integrating ICT into course design in order to enhance the teaching and learning experiences for students and lecturers by allowing them to engage in ways that would not typically be available or effective in their usual environment, whether it is primarily face-to- face or distance mode Santos (2013) states that BL is a kind of formal educational method where students receive at least some of their instruction and information online, with some degree of student autonomy over the timing, location, and/or pace of their learning According to Eoghan Quigley (2019), BL is also known as an approach to education that combines online educational materials and opportunities for interaction online with traditional classroom methods.
Blended Learning and E-learning E-learning and BL are common techniques of learning in our modern world. Both of these learning methods make use of online platforms There are, however, numerous distinctions between E-learning and BL.
"Blended Learning" and "E-learning" are frequently used interchangeably; nevertheless, the two methodologies are not interchangeable While E-learning refers to online contact between students and teachers, BL is a combination of remote learning and traditional on-site learning Since 2002, E-learning has become a learning system that includes web-based instruction, online learning, networked learning, computer-assisted learning, computer-mediated learning, and internet- enabled learning, according to Littlejohn and Pegler (2007).
Morris and Nahlik (2009) concur that the broadest meaning of e-learning is learning that is electronically enabled, whereas the narrowest definition is web- based or internet-enabled To be more specific, E-learning is defined as "the term most commonly used to represent the broader domain of development and research activities on the application of technologies to education" (Morris and Nahlik, 2009, p 4) It is obvious from all of these definitions that the use of information and communication technology in learning process is heavily stressed in E-learning.
BL, also known as "hybrid learning" or "mixed-mode learning," on the other hand, although being a contentious phrase, is essentially the combination of face-to-face and online learning.
In conclusion, based on the explanation of the above theories, BL is basically defined as the mixture of traditional learning method with technology approaches.
In this thesis, the writer generally follows the concept of BL provided by Oliver and Trigwell (2005) since this BL combines face-to-face learning with web-based online instruction.
BL systems come in a variety of forms According to Graham (2006), there are four levels of implementation for BL: activity level, course level, program level, and institutional level At each of these four levels, the blend's nature is either decided by the learner or the teacher.
Blending takes place at the activity level when a learning activity incorporates both in-person and computer-mediated instructions.
Blending at the course level refers to the employment of both distinctive in- person and computer-mediated activities Depending on the time series, the combination might happen all at once or might be logically organized.
Blending at the program level frequently involves a model where the participants select a combination of in-person and online classes, or a curriculum that requires a mixture of in-person and online classes.
Some higher education institutions are developing models for blending at the institutional level, where students attend in-person sessions at the start and the end of the course and complete online assignments in between.
Graham (2006) divided BL into enabling blends, enhancing blends, and transforming blends based on the goals being achieved by blending.
In enabling blends, the comfort and accessibility of the students come first. Through the use of online resources, this type of BL offers students more options or similar learning chances For instance, students can access presentations using PowerPoint as well as recordings of audio or video of live lectures if they need to review the material again or they need to make up for an absence Shen, Wang, and Pan (2008) argue that such a combination only serves to reinforce the drawbacks of inactive, non-participatory training Furthermore, enabling blends do not significantly alter a course's pedagogy and are viewed as an additional option for school students (Lindquist, 2012).
Test of English for International Communication (TOEIC)
Designed by ETS in 1979, The Test of English for International Communication (TOEIC) identifies how well non-native English speakers can use
17 the language in daily work tasks It is purposefully made to assess the daily English proficiency of those working in a global workplace It has become increasingly popular in both academic and general context.
The TOEIC score is acknowledged globally and is necessary in the majority of businesses As a result, experts, professionals, and companies strongly advise taking the TOEIC test for a future job.
The TOEIC certificate is valid for two years and is recognized by many nations all over the world.
2.3.2 Structure of the TOEIC test
There are several exam formats, including as the TOEIC Listening & Reading Test, which has two equally scored exams of comprehension assessment tasks with a maximum score of 990 The TOEIC Speaking and Writing Test is another option. The TOEIC Speaking test is made up of test items that evaluate topic completeness and relevance as well as pronunciation, intonation, and stress The TOEIC Writing test, meanwhile, consists of activities that evaluate grammar, sentence quality and variety, vocabulary, structure, and if the opinion is supported by justification and/or examples The scoring range for both tests is 0 to 200.
In this study, the researcher implemented the study on the TOEIC Listening section only, which is applied currently at the targeted university.
The TOEIC Listening Section is a forty-five minute multiple-choice test that is administered using paper and pencil There are four parts with 100 questions and a separate timer.
In Listening section, there are four parts and examinees are asked to listen to a variety of questions, brief conversations and talks that have been recorded in English before responding to inquiries.
In Part 1, students can see six photographs and they will listen to four statements per photo, they must choose the one that most closely fits the photo The students then need to find the questions on their answer sheets and mark their answers.
In Part 2, students are presented with twenty five questions or statements and three responses for each They must choose the correct response to that question or statement Since there are not multiple answers appeared, students decide themselves on what they can listen to, and this part becomes to be a listening challenge.
In Part 3, students listen to thirteen short conversations between two or more people before responding to three questions for each Despite the greater memory burden and lengthening of the text, listening is made more bearable by the increase in the number of questions (from one to three).
A little bit similar to Part 3, students will listen to ten talks in Part 4, and then answer three questions for each The distinction is that this part’s listening involves a single speaker providing a talk rather than two people conversing, such as in a news broadcast, an advertising, an acceptance speech, etc Additionally, several of the passage lengths are significantly longer than those of Part 3.
In order to select the best response, listeners should formulate a prediction based on the information provided in the text before they begin to listen The key concepts and the relative value of the data in a text must be understood by test- takers in order to respond to the questions.
2.4 Previous studies on Blended Learning
The impact of BL on students’ academic performance and students’ attitudes toward it has been the subject of several studies in different subject areas conducted by many scholars both overseas and Vietnam.
Korkmaz and Karakus (2009) explored the effects of the BL implementation on students’ attitudes toward the Geography course as well as their capacities for critical thought There were 57 students in the study group in which 28 students in the experiment group, and 29 of them in the control group The findings indicated that, in comparison with the traditional learning model, the BL model had a greater impact on students’ attitudes toward Geography courses Additionally, there was a correlation between students’ opinions regarding geography classes and their critical mindsets and levels of thinking.
Simpson and Anderson (2009) explored how teaching and BL impacted the level of knowledge and motivation among German ninth-graders studying science. The findings demonstrated that the BL approach enhanced _ educational achievements for the experimental group, particularly in terms of higher level cognitive processes The study discovered that the teaching and BL approach improved students’ interests and propensities, and the findings showed a significant relationship between personal interest, internal drive, and academic performance.
Alshwiah (2009) examined how a proposed BL technique for teaching medical terminology affected some learning outcomes The sample was divided into two groups at random, in which 28 students in the group of experiment and 22 students in the group of control The findings revealed that the experimental group participants were very satisfied with three dimensions of the online units while only slightly satisfied with the other Although it was said that students were happy with the online course, there was little administrative support, which was blamed for the lack of vocabulary development.
Alseweed (2013) chose an investigation into how university students’ academic performance and attitudes were affected by traditional learning, BL, and virtual classes Thirty four students who were all male participated in this study. These students enrolled in the English Language Program at a university and they were placed in three groups at random and given the choice of BL, traditional learning, or virtual classes The accomplishment test scores showed a substantial difference between the teaching strategies and the favored BL The findings also revealed considerable disparities in the views of students toward BL.
Lopez and Rodriguez (2013) conducted a research to investigate the impact of technology on students’ outcomes in a BL context During the academic year 2009-2010, 1,128 students were split up into 17 groups for the study population, which concentrated on the individuals' voluntary participation in online learning activities The results demonstrate that both the students’ involvement in these instances and the quantity of assignments they completed had a favorable impact on their final grades Time had no bearing on the results, but the grades received for the activities played a significant role.
In Vietnam, the results of some research on the effectiveness of using technologies as an assistant tool in face-to-face classroom as well as the perceptions of participants towards these kinds of technologies in some private institutional settings have been revealed Additionally, there were some studies that focus on the application of BL in case study research.
Ngan Hoang Vu (2014) examined students' expectations and experiences with
RESEARCH METHODOLOGY G S sec 24 3.1 Restatement of research qU€SfIOTS - - - c3 1121111911 911 11v ng rry 24 3.2 Research €SIET Ác 2191 0111191119111 1H TH ng re 24 3.2.1 Definitions of action T€S€arCHh - c c1 1v TH HH ng ng rệt 24 3.2.2 Reasons for choosing an action research - c5 - + sx**ssekssereseeree 25 3.2.3 Steps tO COTUCL 2G 1H HH HT HH KH HH rry 26 3.3 Research Setting 1n
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This thesis includes five chapters:
Chapter 1 — Introduction provides the general introduction of the research with the rationale, aims and objectives, research questions, scope, methods, the significance and organization of the thesis.
Chapter 2 — Literature review delivers a critical review of some previous studies relating to the research problem, and presents theoretical background related to listening comprehension, blended learning, and TOEIC listening test.
Chapter 3 — Methodology presents restatement of research questions,research design, research setting, participants, data collection procedure and data analysis method.
DATA ANALYSIS, FINDINGS AND DISCUSSION
Data analysis of teacher’s Cẽ14T1âS - - - c1 11v vn ng ng rvrg 40 4.2 Data analysis Of the tests 00 c ce eeseeccsscceseeeceeseceseeesecsceseceseceaeceeeeeeseseaeseeeeaeees 42 4.3 Data analysis of the QUeStiONNAITES <5 + 1191119311 9 1 9 re 43 4.3.1 Students’ opinions about learning TOEIC listening comprehension through BL
The teacher's diaries provide more detailed explanations of how BL was applied in the TOEIC listening session and helped the teacher to get a deeper look at the students' in-class response The researcher was able to determine the actual results about students’ attitudes toward BL in order to learn TOEIC listening skills by combining the questionnaire results with those from the interviews Following the examination of teaching diaries by themes, the following issues emerged as the most important ones: (1) Lesson objectives; (2) Teaching procedure and activities; and (3) Remarks The teaching diary serves three key objectives First of all, if the learning objectives were met, BL was used successfully in the TOEIC listening course Secondly, the researcher might look at how BL was applied and merged with the traditional face-to-face method after briefly noting the teaching procedure and activities The researcher then got the chance to examine the educational process and determine how the students felt about the learning method Last but not least, comments offered information that researchers used to determine the pedagogical implications for their teaching to improve blended learning in TOEIC listening classes.
Lesson objectives The objective was determined, and the methodology was chosen, as reported in the first teaching diary However, I was unable to control the time well "I could not adapt the lesson plan I took too much time going over the course material and the textbook I need to better control the session's content and allocate appropriate amounts of time for each activity Due to superior time management starting with the second lecture, students became more comfortable
40 with the BL approach, particularly the online platform The majority of the learning objectives were thus met.
Teaching procedure and activities With regard to teaching procedure, the researcher flexibly followed a TOEIC lesson's stages Several distinct parts of the session included the use of BL.
Before commencing a lesson, the teacher asked the class if they had any problems completing online assignments before coming to offline class Some students spoke about their struggles and their feelings about the online platform. The teacher then randomly selected a few students’ online responses and thoroughly reviewed these responses with the class For each lesson, this phase could run between fifteen and twenty minutes After completing this phase, the teacher used the ED textbooks as the basis for her lessons with the students Students had the chance to practice the knowledge they had learned through online platforms when they progressed through the stage of studying from textbooks Learners were required to evaluate and reflect on what they had learned and any challenges they had at the end of the lesson. e Students’ interest in the lessons According to the teaching diaries, most students engaged passionately and actively in both online and face-to-face classes Learners demonstrated an enthusiasm in learning TOEIC's listening lessons through BL from the first lesson to the last, especially when their actions were rewarded by the teachers with marks or positive comments on their learning record.
"In some lessons, students seemed to be more engaged when the teacher rewarded their active learning with marks or positive comments."
2TM teaching diary, dated September 14" 2022. e Students’ participation in online assignements as well as offline classes Most students participated actively in both offline and online assignments. They were aslo eager to do the tasks on time, especially when they received enthusiastic supports from the teacher and their friends.
The teaching diaries also identified certain issues that students faced when accessing the online platform Some students struggled with online assignments
41 because they lacked basic vocabulary, and the majority struggled because of their poor listening skills As a result, teachers must spend time explaining to students and providing them with the support they need Teachers could support students through phone calls when they are out of class, or give them direct support throughout the offline classes Additionally, teachers must encourage their students to do all of the assigned tasks by various teaching techniques, such as rewarding excellent behavior with presents, praise, or even punishment if necessary.
Remarks (suggested changes) The study identified some benefits as well as some problems of BL in TOEIC listening classes, as was reported in the teacher diaries BL was considered as an effective method to motivate students to study TOEIC listening skills Thanks to that, the teacher also felt happier and more statisfied.
The teaching journal also noted that when students completed tasks successfully, they would no longer feel shy or inconfident Students became more comfortable and confident when doing the tasks frequently because they had better understanding of the lessons Additionally, some low-level students were able to quickly get help from their classmates and teachers when they needed it.
“When answering the task questions, I discovered that low-level students stayed reserved and did not participate However, after receiving detailed explanations from the teacher and support from their peers, in addition to regular practice, they displayed increased confidence and participation in class activities”.
4.2 Data analysis of the tests
The results of the TOEIC listening pre- and post-test were analyzed and compared in order to respond to the first study question The student's performance in the post-test has significantly improved, as seen by the comparison of the pre and post-test average scores.
Table 4.1 Group’s performance in the pre-test and post-test
N | Minimum | Maximum | Mean | Std Deviation Pretest | 46 27 47 37.35 5.782
The average score for the students significantly increased, as seen in Table 4.1 The mean in the pre-test was 37.35 This number increased to 47.48 after a 15- week training period, which is seen as a sign of the students’ overall development.
Additionally, Table 4.1 shows that the mean scores of the examined samples on the pre-test and post-test of the TOEIC listening test differ, with the difference favoring the post-test evaluation The study samples showed that their TOEIC listening performance had improved from the pre-test to the post-test, as shown in the table below.
Table 4.2 Results of the Paired-Sample T-tests
Std Std Error 95% confidence Sig (2-
Mean x interval of the tailed Deviation Mean ) differences
Based on the above table, 95% confidence level shows that the p-value or significance level was less than 05 (p =.00), as can be observed It indicates that there was a significant difference between the pre-test and post-test results. Therefore, the blended TOEIC listening course did improve the listening skills of the participants The results show that, as a result of using the blended TOEIC listening course, the participants’ listening performance was much better in the TOEIC listening post-test than it was in the pre-test.
In conclusion, it was clear that the students’ TOEIC listening skills had improved, proving the value of a BL course in helping students improve their listening skills In other words, BL is a useful teaching strategy for enhancing students’ listening abilities.
4.3 Data analysis of the questionnaires
43.1 Students’ opinions about learning TOEIC listening comprehension through BL
Most of the students (93% of them) said they preferred studying TOEIC listening skills through BL when being asked about their perspectives on acquiring
43 listening comprehension for the TOEIC Few students (6.5%) said BL was not all fascinating.
Table 4.3 Students’ opinions about learning TOEIC listening skills through BL
Question 1: Do you like learning TOEIC Yes 43 93% listening skills through BL? No 3 6.5%
Question 2: Do you think learning TOEIC Yes 41 89% listening comprehension through BL 1s No 5 10.8% appropriate?
Question 3: Do you think BL may help Yes 44 96% you improve your TOEIC listening
The majority of students enjoyed acquiring TOEIC listening skills through BL. They were aware that this method was appropriate given the favorable findings of questions 1 and 2 and it was clear from the results.
4.3.2 Students’ improvement on other listening components when applying blended listening lessons
Grammar Vocabulary Pronunciation Communication skill
Figure 4.1 Students’ other listening component improvement
As described from the figure above, students’ pronunciation skills improved considerably after the BL course on TOEIC listening comprehension (70% of the students) Students also made progress in vocabulary (55% of the students) and grammar (30% of the students) issues Other amount of students (25% of the students) agreed that TOEIC blended lessons helped them improve their communication skills.
T1
Students’ reaction to BL application in TOEIC listening lessons
4.3.3.1 Students’ reaction to the online platform
Figure 4.2 Students’ reaction to the online platform
As seen in figure 4.3.3.1, the majority of students (41 students) stated that the content on the online platform was fascinating to use, despite the fact that some students were not interested in it Only three of them thought it was boring, and two of them believed it was useless This demonstrated how using an online platform to help students with their TOEIC listening skills made sessions more exciting for them.
4.3.3.2 Students’ reaction to the offline classes
Figure 4.3 Students’ reaction to the offline classes The chart above shows that most of students (80%) felt interesting about offline listening lessons 7% of them thought these offline lessons brought them boredom and 11% them expressed their stress due to their low-level of English. Particularly, a small number of students (2%) stated that they could not give their exact feelings about this issue because of their shyness.
4.3.4 Students’ opinion about preference of techniques to motivate students in doing both online and offline tasks
No of students Giving No of students
Positive ơ marks comments Giving C i punishment reating more online interesting activities
Figure 4.4 Students’ opinion about preference of techniques to motivate students in doing both online and offline tasks
Based on the chart above, when being asked about preference that students thought to motivate them in doing tasks, a number of thirty two students stated that marks were definitely their motivation Besides earning extra marks, students liked positive comments from teachers (eight of them), and two of them agreed to give punishment to students who did not complete the tasks The four remaining students suggested that teachers should create more online interesting activities In short,these results show that students actively did the tasks when they were interested in the BL activities and received some benefits from these activities.
Students’ problems in learning TOEIC listening skills through BL
This item was included in the survey to allow students to express any issues or challenges they had with the BL approach used for TOEIC listening lessons. Finding out precisely what issues students were experiencing would enable teachers to determine the best solutions The problems could be both objective and subjective ones First, the subjective issues could be illustrated in the chart below:
Students lack of Students feel distracted Students are not good facilities at English
Figure 4.5 Students’ problems in learning TOEIC listening skills through BL
As can be seen from the chart, data gathered indicated that many issues regarding students' English proficiency were present (70% of the students) Most of the students in Course | have limited English proficiency Due to their low-level English skills, students sometimes had trouble in understanding guideline from both
47 online tasks and offline lessons In the second place, 25% of the students claimed that they felt distracted in doing tasks Finally, up to 10% of the students stated that their lack of facilities made them have difficulties in doing online tasks.
In addition to these subjective problems, many other problems were caused by outside factors These factors can be looked at in the chart below:
The networkis Tasktimingis Thetasksare The tasks are Others unstable not enough not interesting too difficult
Figure 4.6 Students’ problems in learning TOEIC listening skills through BL
(objective issues) Relating to the outside problems, most of the students claimed that they got trouble in network connection (82.7%) to do online tasks The second problem was associated with the difficulty of the tasks (54.5%) while 35.4% of students felt that the assignments were not interesting enough Among them, 31.3% of the students explained that they did not have enough time to complete the tasks assigned Others (2% of those students) stated issues relevant to their personal reasons.
Interviews were undertaken, as previously noted, to clarify the selected- response questions in the questionnaire, therefore the researcher chose to interview six samples of students Their feedback helped the researcher in validating the study's findings About five to six minutes were spent on each interview.
Data analysis Of Inf€TVICWS Gv 48 1 Students’ attitude towards using BL in TOEIC listening lessons
In the first question “7o what extent do you enjoy applying BL in learning TOEIC listening comprehension?”, in accordance with the result from the questionnaire, all students interviewed agreed that they were interested in BL method Student l1 said: “J like BL because it makes the lessons more interesting” while student 2 answered: “Yes, I enjoy it because it brings me more practical tasks” Moreover, student 3 added: “7ù like BL when learning TOEIC listening comprehension because I have a chance to practice on various sources of listening” “I like BL in TOEIC listening comprehension because it is not as boring as traditional method It is not only interesting but also effective’ Student 4 said. Students 5 and 6 also shared the same points of view with four students above and they added more: “BL in TOEIC listening makes me more confident since I can practice as much as I can and then my listening skills are improved ”.
In short, six of the students who took part in the interviews concurred that they liked using BL in their TOEIC listening lessons This outcome was consistent with the questionnaire replies from the students.
4.4.2 Reasons for students’ belief that BL motivates them in learning TOEIC listening comprehension
In the second question of the interview, students were asked “why do you think BL motivate you in learning TOEIC listening comprehension? ”, two students admitted the benefits of BL in motivating them to study The first student said that:
“the traditional learning method usually makes me feel bored and sometimes I feel sleepy in class However, the combination of online tasks helps me feel more excited and I no longer think that listening lessons are boring”, and the second student explained: “online platform is very comfortable and I can practice TOEIC listening lessons everywhere at any time Therefore, my TOEIC listening skills improve a lot” Student 3 added: “7 think that I do not mind learning English because I like it.
I often spend much time using the computer every day Now I can make use of this time to do online TOEIC listening tasks Thanks to this BL method, my TOEIC listening competence improves a lot’ Student 4 and 5 shared the same points as:
“BL makes me feel that English language is no longer difficult and boring I like English more and I do not mind learning English, even the most difficult skill is listening”.
However, the last student delivered another point about this question He said:
“ most online TOEIC listening tasks are interesting but they are only suitable to students of good English level, not for low — level students ”.
As we can collect from students’ responses above, a majority of them believed
BL motivated them to learn English It gave them another approach of learning English which is more interesting and useful Then students’ English level improves considerably This is also a purpose of applying BL in learning English language in general and in TOEIC listening lessons in particular.
4.4.3 Students’ responses about how difficult they access to online platform when learning TOEIC listening comprehension
Question 3 of the interview helped the researcher find out how difficult students access to the online platform Answering the third question “Do you have any difficulty in accessing online resources?”, most of the interviewees showed that they have no difficulty in accessing online platfrom The first student stated that: “7 feel it is easy to access online tasks The procedure is simple to understand”. Meanwhile, the second student also added: “ my network is good enough to access to the online platform so I have no difficulty in this issue” The third and fourth students shared that: “ the online platform has detailed instructions with items. Everything is clear so I have no difficulty in accessing them” In contrast, the two remaining students said they have a little bit difficulty in accessing the online tasks. The fifth student said: “ ! have no computer so I have to access to the online platform through my cellphone Then sometimes it causes me trouble to click on the answers ” The last student added: “ my network at home is not stable, therefore, I sometimes fail to access the platform”.
In summary, by responding for the third question, students thought that accessing to the online platform was easy and they had no issues on it With some trouble that they had when accessing to the platform such as bad network connection or lack of facilities, they would try to seek for solutions.
4.4.4 Students’ responses about teachers’ roles in TOEIC BL classes
Answering for the last question of the interview “What are your expectations about teachers’ roles in TOEIC BL lessons?”, almost interviewees affirmed that teachers played very important roles in controlling TOEIC BL lessons Student 1 and 2 said: “My teacher is vital in my learning because she usually helps me to explain the online task instructions Moreover, she often encourages me whenever I get trouble” “The teacher is very important for me When I do not understand anything about the tasks, I ask her and she answers me enthusiastically She is very friendly so I can get a lot of her advice while learning”, student 3 added Student 4 and 5 also claimed: “ at offline classes, my teacher spends time to explain to us clearly the online tasks and she is willing to help us solve any trouble”.
Besides, student 6 responded: “the teacher is necessary but sometimes unavailable to support me with online tasks immediately due to her works so it is also challenging for me to complete my tasks alone Sometimes I feel disappointed because I have no motivation I do not know how to do my tasks”.
To sum up, BL brought numerous benefits that helped learners to enhance students’ TOEIC listening competence as well as engaged them to study English listening more.
In conclusion, the responses to the interview questions indicated that the majority of students enjoyed using BL for learning TOEIC listening comprehension. They were pleased and willing to use BL to improve their TOEIC listening skills. Nearly all students were interested in BL lessons that combined online platform and traditional classroom instruction Additionally, students expressed a variety of their views on the roles that teachers were meant to play in the BL method, which was thought to be highly significant for students A list of strategies for student development in TOEIC listening through BL was then offered The interview’s outcome matched both the post-test results and the questionnaires responses.
In order to analyze the data for this study, the researcher employed tests, teacher’s diaries, questionnaires, and interviews The study's conclusions amply
51 demonstrated students' positive attitudes regarding using BL to acquire TOEIC listening skills as well as the efficiency of applying BL in improving students’ TOEIC listening competency.
4.5.1 The effectiveness of BL in improving students’ TOEIC listening competence
Pre-test and post- test were completed by 46 participants, which showed a statistically significant result The students’ mean score in the pre-test was 37.35 and the post test was 47.48 (see Table 4.1) It means that there was an improvement after implementing BL into TOEIC listening lessons The paired differences also showed that there was a significant difference between the pre-test and post-test results Moreover, according to the result of the questionnaire, up to 95% percentage of the students who thought that they liked learning TOEIC listening skill through BL and BL helped them improve their TOEIC listening competence.
In addition, thanks to BL method, students also improved other English language components such as grammar, vocabulary, pronunciation and communication skills. Furthermore, in the interviews, students once again admitted that their TOEIC listening skill was improved a lot Most of them added that the application of BL motivated them considerably in learning English language in general and TOEIC listening skill in particular.
In short, basing on the findings above, it could be indicated that blended learning was an effective method to improve students’ TOEIC listening competence.
4.5.2 The students’ attitudes towards the application of blended learning in learning TOEIC listening skill
Based on the questionnaire results, all students (100%) said that using BL in TOEIC listening classes was really fascinating and that they would like to continue using this approach Furthermore, every student believed that BL inspired them to learn the English listening skill, even though they frequently found it tedious and challenging It can be concluded that the results of the interview's opening questions and the findings above were positive All of the students who were asked how
52 intriguing they thought the blended learning approach was for the TOEIC listening courses all agreed that it was an engaging and helpful way to learn All of the students who participated in the interviews generally expressed their support for using BL to teach TOEIC listening skills They all find BL intriguing, practical, and inventive.
DISCUSSIOTI 0Q TH gọn TH HH hư 53 “XS am
In light of the study's findings, the outcomes demonstrated the existence of statistically significant variations in the means of the students’ post-achievement test results Because students may practice English anywhere, at any time, using an online platform, blended learning is an efficient way for improving TOEIC listening abilities, and it has a good impact on the students’ performance in this section of the test This facilitated learning and engagement by establishing a connection between the theoretical and practical aspects of an issue This innovative approach derives its significance from the integration of technology and traditional learning, and as a result, the students’ proficiency and accomplishment in English greatly increased.
The implementation of a blended learning model brings a positive impact on students’ TOEIC listening competence which is related to the first research question It is similar to the previous studies conducted by Simpson and Anderson (2009) and Lopez and Rodriguez (2013), proving that students made progress in their learning process using the blended model, and it will positively affect the final test results of students Similarly, some other Vietnamese studies by Huynh Thi Nhat Uyen (2017) and Luong Hanh Ngan (2018) also showed that learners’ IELTS speaking competence and TOEIC listening skills improved considerably after implementing BL approach.
Regarding the second research question about students’ attitude toward the applying of BL in TOEIC listening lessons, the data from questionnaire and
53 interviews proves that students were interested in learning TOEIC listening skills through BL since it helped them get more learning materials to practice and brought convenience for students in learning Several previous studies presented the same findings Korkmaz and Karakus (2009) and Alshwiah (2009) stated that BL application satisfied students and they felt happy with the blended course In Vietnam, Viet Anh Nguyen (2016) and Luong Hanh Ngan (2018) shared the same point that all the students expressed their satisfaction with this learning method.
Though BL is not a new method, there has not been much research about applying BL in teaching and learning a particular test such as in TOEIC, IELTS, TOEFL, etc In Vietnam, as the researcher found out, there is only one research conducted by Luong Hanh Ngan (2018) about the impact of BL in learning TOEIC listening skills of non-English major students Therefore, this study contributes to the investigation on BL application in learning English skills in general and in learning TOEIC listening comprehension in particular However, my research focused on the benefits of BL that students could get when applying it in TOEIC listening lessons, based on the results of questionnaire Students can improve the other listening components such as grammar, vocabulary and pronunciation when doing blended listening lessons Thanks to this improvement, students felt encouraged a lot.
In conclusion, it cannot be denied that BL brings a wide range of benefits for learners, both in learners’ academic improvement and satisfaction Numerous scholars researched the effects of BL on students’ various learning fields, especially in English learning Student-centered learning is flexible and adaptable, and it accommodates pupils with more effective or favorable learning styles The blended learning paradigm, which incorporates this idea, effectively encourages students to participate more autonomously in learning activities outside of the classroom The adaptability of the information received by students helps them to recognize, assess, and use the knowledge they need to improve their skills in the classroom or in the future.
As can be seen, this chapter carefully investigated the data from four different data collection instruments (tests, questionnaires, interviews, and teaching diaries). Data from questionnaire replies were quantitatively examined, and for each survey item, frequencies and percentages were immediately calculated Additionally, qualitative analysis of the data gathered from student interviews was done to aid in addressing the second study question Additionally, the researcher used SPSS to compute the mean scores for the two pretest and posttest The outcomes of the data analysis helped to address the two study issues According to both students and teachers, using BL to learn TOEIC listening skills greatly increased the proficiency of non-English major first-year students in TOEIC listening as well as made students have more positive attitudes by boosting their interest, confidence, motivation, and reducing fear and anxiety Students participated more passionately in both online and offline sessions as a result.
CONCLUSION LH HH HH ệt 56 5.1 Recapitulation 000174433
Pedagogical implications << 1311910191119 1 91 ng rưy 57 1 Increasing 2y 00
The following suggestions are offered for teachers and students to use this integrated learning technology in TOEIC listening sessions in effective ways based
57 on the outcomes of the post-test, questionnaires, interviews, and teaching diary analysis:
As can be seen from the answer to the fourth interview question, students felt strongly that the teacher was crucial in helping them successfully integrate in BL. However, some of the students reported feeling stressed and disappointed when working on assignments because they were unsure of what to do or how to make the solutions Additionally, students felt too shy or too unconfident to talk to their teachers as well as their peers, which prevented them from asking for support. Finally, students demonstrated their struggles with poor network connections and lack of basic amenities.
It can be affirmed that students require a lot of teachers’ support as BL seems to be still a complex method with first year students of TOEIC classes Teachers are therefore absolutely necessary for students to help them complete their learning procedure properly.
Firstly, teachers assist students in better understanding and articulating the instructions for the assignments and course content Teachers should provide students with clear and simple directions to do tasks effectively.
Secondly, teachers also frequently follow and scaffold students by boosting their motivation and confidence while reducing their stress and anxiety Teachers tend to be available when students in need, which helps to foster a friendly environment between teachers and students.
Finally, it can be challenging for teachers to assist students with networking or basic amenities However, teachers can support students who have struggle with computer or network issues, for example, give them advice on where to get the solutions
5.3.2 Designing more interesting tasks for students
The results of the interviews and the responses to the third question in the questionnaire revealed that the majority of students delighted in taking part in BL implementation and felt pleased when completing TOEIC listening comprehension
58 tests They indicated in the interviews and questionnaires that they enjoyed working on tasks during both online and offline sessions Most of the assignments greatly motivated them to continue using the BL approach and to complete the assignments more eagerly Therefore, providing students with more engaging assignments is crucial.
In details, students enjoy engaging in activities throughout class It is proved that activities may motivate students of any skill of a language To engage more students in offline listening classes, teachers might design additional listening activities Activities help teachers and students connect because they are interesting and inspiring Both students’ speaking and listening abilities will be enhanced by this action Teachers can use offline listening activities like the flyswatter game, dictogloss listening exercise, dictation practice, running dictation, etc or they can make use of online listening activities that are available on the internet These games can be terrific tools to teach students’ pronunciation and vocabulary as well, both of which are important components to improve students’ listening skills.
The study includes certain inescapable flaws even though the objectives of the research were met Firstly, the study focused on students who were learning English as a second language and it was only conducted with respondents from the first semester within the model of the thesis rather than students of all levels Due to these limits, it is possible that the information they provided does not accurately reflect the circumstance of applying BL to enhance all students' TOEIC listening skills. Secondly, the study's scope and size were limited because it was only done in one class over the course of fifteen weeks, including 46 students Therefore, the generality is constrained The intervention was carried out and was successful in this class, but it might not be successful in other classes or at other universities Thirdly, the study concentrated on how BL affected the acquisition of TOEIC listening skills only. Then, the other skills, such as speaking, reading, and writing, as well as other exams like IELTS, TOFFEL, etc were not mentioned Finally, the study did not address the challenges and issues related to teaching TOEIC listening skills.
Further research should widen the research scale to include more diverse groupings of levels in order to increase the universality of BL To assess the consistency of the findings and compare findings across other participant groups, additional research can be carried out in bigger contexts, such as in many courses running concurrently Additionally, it is advised to look into how using BL can help students enhance their TOEIC scores in speaking, reading, and writing Last but not least, a variety of difficulties and challenges that students have when using the BL approach might also be explored in further research topics.
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