A research on the benefits of listening to podcasts to improve listening skills for english majored juniors at industrial university of ho chi minh city

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY, A RESEARCH ON THE BENEFITS OF LISTENING TO PODCASTS TO IMPROVE LISTENING SKILLS FOR ENGLISH-MAJORED JUNIORS AT I

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY,

A RESEARCH ON THE BENEFITS OF LISTENING TO PODCASTS TO

IMPROVE LISTENING SKILLS FOR ENGLISH-MAJORED JUNIORS AT

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

STUDENT NAME: BUI DUC NHAN

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS

A RESEARCH ON THE BENEFITS OF LISTENING TO PODCASTS TO IMPROVE LISTENING SKILLS FOR ENGLISH-MAJORED JUNIORS AT

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

STUDENT NAME: BUI DUC NHAN

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

Supervisor name : Nguyen Thi Thanh Xuan, M.A

Student’s declaration :/ declare that this graduation report is entirely my

own work and does not involve in plagiarism or collusion.!t also has not

been accepted as part of submission to another purpose elsewhere |

accept heavy penalty for any cheating or plagiarism

A RESEARCH ON THE BENEFITS OF LISTENING TO PODCASTS TO IMPROVE LISTENING SKILLS FOR ENGLISH-MAJORED JUNIORS AT INDUSTRIAL

UNIVERSITY OF HO CHI MINH CITY

ABSTRACT

The purpose of this study is to find out the benefits of using English podcasts in improving the listening skills of 3rd-year students at Ho Chi

Minh City University of Industry Besides, the researcher also gives out

popular types of podcasts for students to choose from In constructing this study, the researcher collected data from a questionnaire The object of

the study is 100 students The analysis results show that students’

listening ability has developed and that shows that the use of English Podcasts in listening skills is effective and students’ listening ability has improved when using Podcasts English as a medium of learning

Keywords: English-majored juniors, listening skills, podcasts,

ACKNOWELEDGEMENT

In fact, no accomplishment is possible without the support and assistance

of others, whether directly or indirectly Throughout my final journey, |

received a considerable amount of passionate guidance and support,

which guided and encouraged me to overcome all obstacles and complete this challenging but rewarding experience

Firstly, | would like to express thanks to the School Board of the Industrial

University of Ho Chi Minh City and the Faculty of Foreign Languages

creating favorable circumstances for me to do my thesis

Secondly, | would like to express my endless thanks and gratefulness to Ms.Nguyen Thi Thanh Xuan, my supervisor who has devotedly supported

me throughout this time, and it is because of her passionate assistance

that | have been able to do everything to the best of my ability She also gave me expert advice and insightful comments, which helped me gain great experience and complete my final proposal

Thirdly, | would like to thank my group members, especially Tuyet Lai, Kieu

Hien, Kim Chi, Kim Phuc, Minh Nhat who have shared difficulties with me

and helped me overcome every challenge during this journey

Last but not least, | am grateful to all of the lovely third-year students of Faculty Foreign language at the Industrial University of Ho Chi Minh City who contributed to helping me overcome my internship

In short, | really thank to all people helping me to finish this graduation

thesis | would like to express my heartfelt gratitude to the teacher's

guidance, my colleagues, and my family for their unwavering help and encouragement over the past four years as | prepared for my career in the future

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION - - - cm ng 11

1.2 Research gOalS - n cn cm nn nu nh HH KH HH SH 13 1.3 Research qUe€StÏODS - - con nen nu nu nu HH 13 1.4 SCOD€ Of SEUOV - - cm n nnn n nn n n n n B H n n B S BH 13

CHAPTER II: LITERATURE REVIEW con nen nh na 14

2.1 Definition of key t©ermS cuc cm nu nn mm ng 15

2.1.2 POUCASES HH nh» kh He TT kh Ko ĐK ĐK kku 16 2.2 Result of previOus SEUdÏ©S cnn nn nn nn mm mm mm ng 17 2.2.1 Podcast in learning English listenindg - cành e 17 2.2.2 Popular types of PodcaSts TH nén HH Tnhh kho ha 19 2.2.3 Advantages of Podcasts in learning English listening 24

CHAPTER II: RESEARCH DESIGN: em nen 29

3.1 ResearCch SỈ uc n mm HH HH BH BH BH GB BH 30 3.2 PartiCÏDATES con ni HH B HH n BI HH SH B HH BH BH BH 30 3.3 Research methodology and research methods 30 3.3.1 Research methodolodgy các nh nnnn TH nen ghế 30 3.3.2 Research methods - nh KH kh kkế 31 3.4 PTOCGOUF©S con n nọ nọ BH BH BH GB BI BH BH 32 3.5 Data anaÌVSÏS.- con cm n mm HH HH BH BH BH BH BH KD BH 32

4.1 FindÏnQS - - con cm HS n HH BH B BI N BÌNH BH 34

4.1.1 The percentage of how students know about podcasts 34

4.1.2 The percentage of students have improved their listening Skills through pOCCasfS - cm nu nu nu ni m 35 4.1.3.The column chart shows the period when students use

4.1.4.What are the types of podcasts you FOLLOW to practice listening SkillS? - - - «cm mm mm HH HH HH BH HH BH 36 4.1.5 What are the advantages of the following types of

Podcasts in improving English listening skills? - - - - 37 4.2.DISCUSSVÏOT uc cm mm n HH BH BH HH n BH SH H HH BH ND BH N 41 4.2.1 Reliability of research reSUÏfS LH nn HH nh khi 41

4.2.2 The discussion among the results of the research and other

previOuS reS€AFCH LH» TT nhe TK Kon ĐK ĐK Kh 41

5.1 COHCÏUSÏON: - acc cm nh mm HH HH BH HH BH HH BH M 44 5.2 RecommendatiOnS -.- con nen mm mm mm nh ng m 44 5.2.1 Recommendations for studenfsS chen nhe ho 44 5.2.2 Recommendations for teachers and university c co 44

5.3 Limitations of the StUV con cm nu mm ng 45

APENDICES con n mm n mm nh nàn nh nh BH HH nH BH HH BH M 48

List of Figures/Table

Table 2 1 The type of podcasts 21

Table 2 2: Students’ rating of their use of podcasts 25

Table 2 3: Students’ perception of their use of podcast 26

Chart 4 1:The graph shows the percentage of how students know about podcasts 33

Chart 4 2: The graph shows what percentage of students have improved their listening skills through podcasts 34

Chart 4 3 : The column chart shows the period when students use Podcasts to practice listening 34

Figure 4 1: Percantage of the advantages of types of Podcasts 35

Figure 4, 2 Students' evaluation of five types of Podcasts based on twenty benefits 36

Figure 4, 3 Students' evaluation of five types of Podcasts based on twenty benefits 37

Figure 4, 4 Students' evaluation of five types of Podcasts based on twenty benefits 37

Figure 4 5 Students' evaluation of five types of Podcasts based on twenty benefits 39

Figure 4 6 Students' evaluation of five types of Podcasts based on twenty benefits 40

Figure 4, 7 Students' evaluation of five types of Podcasts based on twenty benefits 41

Submitted by Bui Duc Nhan Student's ID: 18057411

Submitted by Bui Duc Nhan Student's ID: 18057411

1.1 Rationale

Listening comprehension abilities have piqued the interest of experts in the field of English teaching and learning in recent years According to Hasan, listening comprehension is a two-way interaction between the listener and the hearing text that allows the listener to gain a general grasp of the listening text This process of "hearing" and "understanding"

is done when the listener selects and interprets the information received

by the auditory organs and other visual signs (if any) to understand the message (Hasan A S., 2000)

significant language skill in the process of learning a foreign language, as

well as the most utilized language skill that demands specific attention Thompson emphasized: “Humans spend about 60% of their time listening'’ Furthermore, in addition to giving people the opportunity to feel the language, listening skills also contribute to comprehensively improving the ability to use language” (Rubin J & Thompson I., 1994)

Nowadays, learning to listen has become simpler than ever; the era grows

more prevalent, and it is quite simple to implement some helpful listening methods In the listening-learning process, audio media, audio-visual

media, and other media can be used Audio media, audio-visual media,

and other media can be employed in the listening-learning process Radio, music, podcasts, and other forms of auditory media are examples While the example of audio-visual is video, film/movie, television, etc Media such as Podcasts have significant roles to motivate the students in the listening learning process and to make the atmosphere in the learning process more interesting It is now simpler to use Podcasts As an alternative to downloading, several of these programs allow users to

access Podcasts on demand Podcasts can be used to boost students' interest in listening to English and to expose pupils to the voices of native

speakers in genuine situations At the most basic level, podcasts may be utilized to increase students’ interest in listening to English and to expose students to the voices of native speakers in authentic circumstances For the aforementioned reasons, we can infer that applying new

technologies to learning to listen could be an avenue to improve students'

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improvements in listening classes by using podcasts

It is the reason why the researcher decided to carry out this research: "A

Research on the benefits of listening to Podcasts to improve listening skills

for English-majored juniors at The Industrial University of Ho Chi Minh City" Simultaneously, the researcher offered popular podcasts for students to choose from

1.2 Research goals

The research aims to help the 3rd-year English majors at the Industrial

University of Ho Chi Minh City grasp the foundational knowledge of

listening skills and come up with effective methods of listening learning

through podcasts For these reasons, students will have an overview of the benefits of podcasts when practicing listening to English Besides, the

study also shows some types of famous podcasts so that students have more choices when learning to listen to English through them

1.3 Research questions

The following research questions guided this study:

1 What types of podcasts do English-majored juniors at University of Industry of Ho Chi Minh City use to improve their English listening skills?

2 What are the benefits of podcasts to improve the listening skills of English-majored Juniors in English at the Industrial University of Ho Chi Minh City?

1.4 Scope of study

The data for this study were gathered from third-year English majors at the Industrial University of Ho Chi Minh City This study is based on a variety of sources as well as my own personal experience This study should be useful for third-year English majors as well as any students looking to enhance their listening abilities

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CHAPTER II: LITERATURE REVIEW

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Listening is one of the subjects taught in the field of language study This skill can be enhanced by consistent practice, and there are several strategies available to help students strengthen their listening skills It is a dynamic process in which listeners choose and interpret information based

on auditory and visual cues As a result, it is critical that students enhance their listening comprehension Some experts have given the following definitions of listening:

According to Oxford (1993: 206), listening is a complicated problem-

solving skill more than merely hearing sounds Listening entails understanding the meaning of words, phrases, clauses, sentences, and related speech Furthermore, listening is one of the core language abilities, According to Bulletin in Saricoban (1999) It is a medium through which

children, adolescents, and adults obtain a significant percentage of their information, understanding of the world and human affairs, ideals, sense

of values, and appreciation

Rivers in Hasyuni (2006: 8) state that “‘listening is a creative skill’’ It

implies that we perceive the sound that falls on our ears and take the raw material of words, word groupings, and the rise and fall of the voice, and create significance from this material Russel in Hasyuni (2006:8), also

says that ‘‘listening competence is hearing with comprehension, attentiveness, and enjoyment’ The listening exercise then requires

integrating language skills such as pronunciation, vocabulary knowledge, writing, speaking, and reading

Listening skills can be defined as the ability to pay attention or hear something However, listening is not the same as hearing Hearing is largely a passive, automatic action It is possible to hear noises without actively participating in the process While listening, the brain does not automatically interpret the words into the message Listening is

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fundamentally determining the meaning and message of the sounds or

speech It is a dynamic process that entails much more than simply

labeling sounds or words (Michael Rost, 2002) As mentioned, by Mee (1990), listening is a complicated process in which several things happen

inside the mind at the same time From the definition above, listening is a sophisticated, active process of interpretation in which listeners fit what they have heard with what they already know Starting a mind is a process We must first pay attention to listening, and then we may simply study the other abilities Listening is significantly more difficult than many people assume

So, the reseacher can define hearing as the ability to recognize and comprehend what others are saying It is also a complicated activity, and

we can help students in understanding what they hear by activating past

information Furthermore, it will discuss how teachers may help students overcome the difficulties of hearing by teaching them various forms of listening

2.1.2 Podcasts

According to Constantine (2007), ‘’the term podcast initially appeared in

2004, and it is defined as internet audio blogging or internet audio publishing’ The audio recording is intended to be downloaded and listened to on a computer or portable MP3 player Podcasts, unlike other audio files, are distributed online automatically via a website Podcasts provide a "real-life listening' source from which all foreign language

listeners may benefit The significance of podcasts is that all learners may

benefit from worldwide listening, even if they simply listen for three or five minutes each day Podcasts are also web-based audio programs that are often updated at regular intervals Podcasts can be automatically

downloaded to students' computers through RSS (very easy syndication) and Podcatching software It can contain music and videos and covers a

wide range of themes It could linger for a short while or for an hour or

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released on the Internet for you to listen to live or download and listen to

on your phone or computer Podcasts are great sources of real information

that may be used in both teaching and studying foreign languages In

2007, Gura and King (cited in Barto, 2008) pointed out that podcasts provide new opportunities for educators to uncover areas of instruction that are appealing yet appear to be underutilized by teachers

Similarly, Stanley G (2016) also expressed that podcasts enable students

to develop and distribute their own audio files, broadcast news, record

lectures as learning tools, and promote their own interview initiatives

Podcasts are renowned for their authentic listening programs provided by

expert speakers, and they are incredibly beneficial for learners to generate natural speech as native speakers Seema Jain and Farha Hashm (2013)

From the definitions above, the reseacher can realize that podcasts have

proven to be an effective tool in language teaching and learning, but this study only focused on finding out the advantages and benefits of using

podcasts in college classrooms to develop listening skills Listening to

students and surveying students' views on the suitability of the method for practical application at the Industrial University of Ho Chi Minh City

2.2 Result of previous studies

2.2.1 Podcast in learning English listening

One of the most challenging duties for any teacher is to teach listening

skills because excellent listening skills require time and practice (Rivers

1992) Students find it difficult to learn listening skills since there are no

rules, like the ones in grammar school

Furthermore, listening abilities are difficult to assess A mental barrier is frequently one of the most significant impediments for pupils Students who are listening suddenly declare they do not comprehend Many students just tune out at this stage; others tell themselves that they are unable to hear spoken English and cause issues for themselves

According to Philip Hawke (2010), Podcasts might be one of the options and new techniques that can boost students' comprehension and listening

ability Podcasts significantly improved science students’ scientific English

listening skills, according to the study Thus, Hawke's research indicates

that employing podcasts to improve students’ listening skills was

significant

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As a result of reviewing the sources on improving students' listening skills

in language classrooms, it is simpler to see why Internet audio has recently become popular Recent technological advancements enable users with portable MP3 players to use technology to download ‘’Podcasts’ and listen to materials at their leisure This opens the new educational potential of using unproductive time for learning To figure out why podcasts have become so popular for improving listening skills, consider

what podcasts have provided students in terms of boosting listening skills: Based on the latest research results of Hasibuan & Male (2022) pointed out 20 benefits of podcasts in listening skills following :

available in the Podcast (4.0%) (24.0%) (52.0%) (20.0%)

topics I will listen to learn English (8.0%) (18.0%) (48.0%) (26.0%)

content and form that fit my (6.0%) (16.0%) (48.0%) (30.0%)

particular lesson

7 I can download materials and listen 3 7 27 13 3

to Podcast for homework (6.0%) (140%) (54.0%) (26.0%)

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13 Since listening to podcasts, | feel like 3 9 24 14 2.98

my listening skill have improved (6.0%) (18.0%) (48.0%) (28.0%)

l4 Podcast motivates me to practice my 2 9 29 10 2.94

listening skill (4.0%) (18.0%) (58.0%) (20.0%)

Podcast is easy to understand (4.0%) (26.0%) (58.0%) (12.0%)

16 — Podcast has a lot of audio features that 2 8 28 12 3

attract my attention to learn English (4.0%) (160%) (560%) (240%)

listening

I7 — The podcast can support me in 2 10 25 13 2.98

building self-confidence and make the (40%) (200%) (50.0%) (26.0%)

learning situation enjoyable

18 The podcast helps me master listening 1 8 26 15 3.1

skill and motivate me to learn English (2.0%) (16.0%) (52.0%) (30.0%)

19 Native speakers on the Podcast show 2 6 24 18 3,16

me clearly how to pronounce words (4.0%) (12.0%) (48.0%) (36.0%)

accurately in real communication

20 Since listening to Podcast, | feel like ll 29 8 2.86

my pronunciation has improved (4.0%) (22.0%) (58.0%) (16.0%)

This research employed a qualitative method and a cross-sectional survey design The survey research collects data from 50 students pursuing

English Language Education at Universitas Kristen Indonesia (ELE UKI) in

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the 2017 and 2019 batches on their perspectives of utilizing Podcast as a learning tool for listening abilities as shown in the two tables above From this, our researchers can clearly see that Podcasts have delivered 25 benefits, which are shown in detail in two data tables that the previous

researcher described in two tables above, from the perspective of students

who directly utilize Podcasts in listening skills

Based on the results of the investigation, the data obtained and the

researcher have compiled and presented in the above tables From there,

the researcher can clearly see from the perspective of students, who directly use Podcasts in listening skills, Podcasts have brought 20 benefits

presented in detail in the form of tables of data that the researcher shows

in the table above However, these benefits are still too general and do not

go into depth to clearly show the benefits of using podcasts to improve

listening skills in what aspects of listening listening skills

2.2.2 Popular types of Podcasts

Podcasts are an excellent approach for students to quickly enhance their English listening abilities since they can be practiced anywhere and at any

time Another advantage of podcasts is that they frequently include

transcriptions alongside the audio, which helps students acquire both

listening and reading abilities at the same time So, what are the most common forms of Podcasts? The next study will demonstrate several

popular sorts of Podcasts to which students may refer, select an engaging style, and listen to English Podcasts according to their preferences :

Corbett (2018) divided podcasts into some types those are:

The Interview Podcast They will invite or interview a

different guest each week on their

show

The Solo Podcast This is the most prevalent sort of

podcast, which is frequently utilized

by persons who have expertise ina

certain subject or who already have

their own brand and want to express their point of view with their

audience

and several guests

host telling a nonfiction tale based

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on real life events

than an audiobook, and it frequently

necessitates music, production, and maybe a voice-over artist

Repurposed content This sort of podcast is a repurposed

or re-uploaded podcast from a television show

episodes, the host and co-host may have a conversation that leads to an

interview; in others, they may

display a solo presentation and dole

out their knowledge, with an appearance from one of the listeners

Interview podcasts An interview podcast will typically

include one or two presenters and one or more guests every episode

comparable to traditional radio shows in that two presenters or one

host and one guest engage in an

engaging discussion about certain themes and topics

one host who speaks for the

duration of each episode

Storytelling/Investigation

presenters will explain the entire

tale or a chapter of the continuing story in each episode

events will include a steady number

of presenters who will take turns

delivering comments and discussion

on a certain topic

Theatrical podcasts Fiction podcasts have been

increasingly popular in recent years

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Theatrical podcasts are similar to

audiobooks in that they include a single speaker narrating amusing

stories to entertain listeners

already exist and are then converted and reused as new podcasts

medium Hybrid podcasts are podcasts that mix or match two

formats into one podcast

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According to the findings of the preceding two investigations, we can infer that there are different types of podcasts that we can listen to and choose the ones that we like or believe are engaging and easy to understand Based on the survey data of Santo (2021) in Table 2.1, we can see that five types of podcasts have the highest percentage of choices and are also the five types that students trust the most Besides, Santo also explains the number of very clear data points and points out these 5 types of podcasts that can improve listening skills Incidentally, after selecting the 5 most popular podcasts, we found that these 5 types of podcasts are closely related to the 20 benefits that Hasibuan & Nam (2022) mentioned above To explain this, the first thing is that the 20 benefits of podcasts compiled and classified by Hasibuan & Nam (2022) are very relevant to our research purpose, which is to find the benefits of podcasts to improve listening skills, and this will be further demonstrated later when we apply them to the

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Strongly Agree

Index percentage average

The roundtable type of

podcast has an effect on

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There are main types of podcasts, namely :

Interview podcasts :

During each episode of an interview podcast, one or two hosts chat with

one or more guests Guests share knowledge or unique insights ona

certain subject, industry, or issue in this style This format may be divided

into two types of podcasts:

which the interviewee is regarded as a thought leader in these Podcasts A visitor like Bill Gates, for example, may tell anecdotes about his experiences as a technology entrepreneur Many podcast

listeners are interested in learning more about a certain business or gaining insights that will benefit them in their own jobs

e Entertainment interviews : Guests are invited to tell unique anecdotes about their life on this entertainment-style podcast These shows are usually hosted by comedians or entertainment journalists Podcast interviews can require a lot of research At the same time,

podcasters need to have the right skills to tell interesting stories to guests

This format is a great way to provide a range of opinions and perspectives Conversational Podcasts: Conversational, co-hosted podcasts are very similar to traditional radio shows In this format, the two podcast hosts have interesting conversations about specific topics and topics But for that particular community, you need to prove your worth, share relevant and engaging content, and engage in interesting and themed conversations You can give your Participants the opportunity to communicate with each other on specific subjects, through a group

conversation Often, co-hosts discuss trending news stories and make insightful — or funny — comments Conversation podcasts can include

guests This type of podcast is highly demanding in terms of comfort and familiarity among the hosts If the hosts don't know each other well or

don't get along well, the audience will be able to spot it Because students

can't script the conversation — or at least, students shouldn't — this

format is best suited to presenters who can improvise on the spot

Monologue Podcasts: In the Podcast monologue style, a presenter speaks the entire contents of each episode These podcasts are usually

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hosted by someone who is an expert in a certain field Audiences follow up

to learn about a particular topic or get insightful comments on recent

events

This Podcast style can be applied to any topic — but the host must have

enough experience and expertise to do multiple episodes That said, it's possible to create limited podcasts that cover a single topic or issue, similar to a serialized audiobook The form of monologue gives the

advantage of not depending on others Hosts don't need to book guests or

configure itineraries with other hosts, However, this style still requires a large amount of research

Storytelling / investigative Podcasts : Podcast listeners love to listen

experience In this format, one or more presenters use each episode of the podcast to tell the entire story or a chapter of the ongoing story There are

many different examples of podcasts based on nonfiction stories Non-

fiction podcasts can require a lot of resources Outstanding broadcasters in this format combine excellent research skills with a keen eye for entertainment value

Theatrical Podcasts: Fictional podcasts have been a growing trend for years Some theatrical podcasts include a single host who narrates the

story in a manner similar to audiobooks Other podcasts in this format use

the entire cast and sound engineers to create more immersive experiences In this format, podcasters try to create fictional worlds that keep listeners entertained It requires a level of creativity and experience

to engage the listener While this format doesn't require as much research

as others on this list, it still involves a lot of work At the same time, it means high competition These podcasts not only compete with each other, but they also compete with other forms of entertainment such as TV

shows, audiobooks, and movies

2.2.3 Advantages of Podcasts in learning English listening

Podcasts are simply and immediately accessible to learners This

encourages students to take part in various ELT classroom activities It also gives children the opportunity to eagerly respond to teachers, which speeds up their learning levels Seema Jain and Farha Hashm (2013)

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Podcasts are a component of innovative online learning and can serve a

variety of purposes, including expanding the range and register of English

language listening practice material available to students for use ina

variety of ways; increasing connectivity between different elements of the course; expanding the scope for discussion activity, and so on

On multiple levels, the topic of Podcasts addresses the benefits of

Podcasts, how to choose the most helpful ones, and how to use them According to Hasibuan & Male (2022) pointed out 20 benefits of podcasts

in listening skills following :

1 | prefer learning listening through Podcast

2 Podcast is an interesting tool for language learning

3 Lots of interesting topics are available in the Podcast

The impacts of podcasts on vocabulary learning were also seen The growth of vocabulary is crucial in second language learning (Krashen,

1993; Putman & Kingsley, 2009) According to Krashen's (1993) input

hypothesis, vocabulary may be gained by reading as long as the input is

understandable to the learner

Vocabulary acquisition has long been a popular topic in CALL programs, and it is expected to gain from the rapid advancements in podcasting

Podcast programs might simply incorporate vocabulary study According to Borgia's (2010) research, podcasts can significantly improve students'

5 Podcast is very compact and simple to use

6.1 can choose the content and form that fit my particular lesson

7 1can download materials and listen to Podcast for homework

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Nuan (1995) points out that "the ease with which podcasts can be

downloaded to MP3 players and iPods means that learners can now

engage in plenty of listening practice." The creation of podcasts allows

students to engage in a lot of meaningful language use, which is ideal for

second language learning

8 | could learn anywhere

9 | could learn anytime

10 Podcast contributes positively to my learning experience

11 Podcast has helped me to develop an ability in learning

English

12 Listening to Podcast makes me fluent in English

13 Since listening to podcasts, I feel like my listening skill have

improved

14 Podcast motivates me to practice my listening skills

As pointed out by Stanley [2005], students who create podcasts for evaluated activities "will likely take more care with the preparation, knowing that it could potentially be listened to by all of us around the world." Following the topic discussion and preparation, students should compose and rewrite screenplays that they will review with their classmates (and

subsequently with their instructor) to ensure that the content is clear and free of errors The concert will then be rehearsed before being recorded."

15 I feel pronunciation learning on Podcast is easy to

understand

16 Podcast has a lot of audio features that attract my attention

to learn English listening

17 The podcast can support me in building self-confidence and

make the learning situation enjoyable

18 The podcast helps me master listening skill and motivate me

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"encourage more seamless integration of in-class and out-of-class activity and materials, in addition to the wealth of authentic foreign language material freely available for download." O-Bryan and Hegelheimer [2007] also suggest that Podcasting has the capacity to motivate pupils both intrinsically and extrinsically

19 Native speakers on the Podcast show me clearly how to pronounce words accurately in real communication

Constantine highlighted the value of using podcasts in foreign language

classrooms, from beginning to advance Beginners might benefit from

general listening and language acquisition Students at the intermediate

level may access legitimate content and are exposed to a variety of voices, and students at the advanced level can select podcast material

depending on their individual needs

20 Since listening to Podcast, I feel like my pronunciation has

improved

Knight's (2010) research looked into the usage of podcasts for phonetics exercises A total of 36 people took part, and 11 graded phonetics podcasts were created and published on the website for students Students in this experiment found audio activities to be highly useful for improving their phonetics

6 Podcasts is very portable and casy to use 25% 70% 3% 3% 0%

7 Podcasts 1s not effective in terms of time 0% 10% 10% 40% 40%

8 Podcasts duration ts appropriate for us to 75% 10% 10% 5% 0% concentrate on listening

9 My vocabulary is enriched after listening to 70% 20% 10% 0% 0% podcasts

10 I recommend teacher to use podcasts in 70% 10% 20% 0% 0% teaching listening

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Table 2.2 shows us 10 benefits of podcasts that have been surveyed and researched by Tryanti Abdulrahman, Nony Basalamah, and Mohammad Rizky Widodo through a questionnaire From the questionnaire above, the majority of students felt their listening skills improved after listening to podcasts

Strongly tila Â&k“ Strongly = Index Index

The podcast is very

| easy to use and is 3) 35 2 3S 3S 66:7 15 263 78.94

Podcasts are

applied to learning

listening

The familiar topic

of the podcast can

improve your

listening skill

Table 2 3: Students’ perception of their use of podcasts

The given table presents the proportion of student use of podcasts, it can be seen that Dara Luthfia investigated and researched eight benefits that podcasts provide to students According to the poll, students’ listening abilities have greatly improved after listening to podcasts However, many of the advantages will be repeated or their benefits are too generic and do not clearly reflect the focus on increasing listening skills, so the reseacher will distill

Submitted by Bui Duc Nhan Student's ID: 18057411 and provide the 20 most useful benefits based on the three studies above There are 20 main advantages of podcasts, which are :

Quality of content

Diverse topics, interesting content

Gave learners many new vocabularies

| can determine what topics | will listen to learn English

Several levels can be matched to the abilities & needs

Practice listening to different English voices

Narrow the gap between native speakers and non-native speakers

9 Listen to natural conversation close to daily life

10 Since listening to Podcast, | feel like my pronunciation has

improved

11 | prefer learning by listening to podcasts

12 lt has helped me to develop an ability in English listening skills

13 It contributes positively to my learning experience

14, It makes me fluent in English

15 lt helps me master listening skill and motivate me to learn English

16 It motivates me to practice my listening skills

17 It satisfies my desire to learn English listening

learning English listening

especially in listening

Submitted by Bui Duc Nhan

Submitted by Bui Duc Nhan Student's ID: 18057411

3.1 Research site

The survey was conducted at the Industrial University of Ho Chi Minh City,

which is located at 12 Nguyen Van Bao, Ward 4, Go Vap District, Ho Chi

Minh City, where the researcher has been a final student The survey would be distributed in the foreign language department's classroom to

the researcher The survey participants were third-year students in Foreign Languages at the Industrial University of Ho Chi Minh City, specializing in the Faculty of Foreign Languages The students were third-year students in the academic year 2022-2023 and belong to various areas and ethnic groups around the country

3.2 Participants

The researcher conducted a random survey of 100 third-year university students in the Faculty

of Foreign Languages from the Industrial University of Ho Chi Minh All of the survey participants were in the second semester of the 2022-2023 school year All students have a basic understanding of listening skills in general and podcasts in particular, but they still have difficulties We not only want to help students learn about the benefits of podcasts but also offer suitable podcasts, giving them an interest in podcasts and learning to listen

3.3 Research methodology and research methods

In the course of this research, the author conducted quantitative research

by questionnaire to investigate the benefits of podcasts in improving the

listening skills of 3rd-year students and introduced popular podcasts 3.3.1 Research methodology

The researcher used a quantitative research method in this investigation Quantitative research is the examination of data acquired digitally and relies on surveys to quantify participants' views, behaviors, and attitudes

in order to provide researchers with the statistics they need to support concepts, arguments, or definitions in research (Mander,2022)

numerous advantages, including the ability to collect a large number of samples in a short period of time, as well as the fact that the data collected is objective and scientific because it is statistical and based on mathematical principles should be extremely trustworthy and representative Moreover, there is a lot of software that supports statistics

on large amounts of data, and the analysis of obtained data is quick, which

Submitted by Bui Duc Nhan Student's ID: 18057411

reduces the number of errors in data processed by humans Furthermore,

because many classes were still taught online, quantitative research

methods such as surveys via questionnaire are appropriate because the questionnaire may be transmitted through social channels and students are available even if they do not attend class in school

3.3.2 Research methods

The researcher used a questionnaire to collect data in this study The questionnaire as a data collection research tool was designed according to written interview questions and could be conducted by filling it out in

person or via mail, website, and phone (McLeod, 2018) Questionnaires are also a tool to collect data on people's perceptions, behaviors, attitudes, and opinions on specific issues, and today all published results or information are published by market researchers, planners, government departments, academics of various fields proceed by collecting data from questionnaires (Parfitt, 2005)

The questionnaire is a research method that can not only the attitudes,

visions, perceptions, behaviors, and interests of many people but also collects necessary information quickly, so the researcher has decided to choose this method including closed-ended questionnaires and open-

ended questionnaires The combination of closed and open questions also

helps to limit the disadvantages of each type: closed-ended questions require survey participants to select only the options available in the questionnaire and provide quick and easy measurable quantitative

research data to the researcher but the disadvantage of using closed- ended questions is that it requires the researcher to thoroughly research

and make appropriate choices in the questionnaire otherwise the participants will choose the best available answer, not the one they want that would lead to erroneous information; the use of open-ended questions will provide the answers are not limited by the questionnaire but by the cognitive ability of the participants, open-ended questions can generate

more ideas for the researcher to analyze, but most of them are subjective

and cannot be comprehensive (Bodine, 2021)

Submitted by Bui Duc Nhan Student's ID: 18057411

3.4 Procedures

Firstly, the researcher designed a questionnaire for 100 participants

including 5 questions based on two research questions and the content of the thesis with the guidance of a supervisor

Secondly, after the supervisor commented and agreed with this

questionnaire It was sent to the participants to be surveyed in the Google

Form online The questionnaires reached 100 participants from April 14 to April 17 The students participating in the survey were all third-year students in the seven semesters and completed listening-related subjects Thirdly, questionnaires were distributed to each participant by the researcher Participants fill in contact information like Gmail and gender With a lot of helpful opinions, the researchers closed this survey because it

was enough for the number of students that the author needed

Finally, the researcher collected the completed questionnaires and did not forget to thank the consent of the lecturers and participants Next, the researcher analyzed the obtained data

.3.5 Data analysis

The data were analyzed quantitatively using descriptive statistics Next, the researcher used the database to find keywords such as Listening skills

and Podcasts after acquiring the data The researcher used Microsoft Excel

to evaluate the data and portray the responses in the questionnaire using

pie charts, columns, and graphs Microsoft Excel is one of the most used data analysis programs or the most popular analytic tool that helps analyze raw data into detailed information presented in the form of charts,

images, tables, and graphs to assist researchers in drawing conclusions

based on the information obtained from data analysis (Agarwal, 2021) After that, the researchers discussed and presented the research finding

Submitted by Bui Duc Nhan Student's ID: 18057411

Submitted by Bui Duc Nhan Student's ID: 18057411 4.1 Findings

This survey was conducted by 100 third-year English majors at IUH The questionnaire was sent to them by taking an online survey on a computer

or smartphone | have collected 100 answers

The questionnaire aimed to investigate the benefits of using Podcasts to improve listening skills for third-year English majors and to find out which

type of podcasts students trust the most Besides, the questionnaire also helped me see the improvement in students’ listening skills after using the Podcast

4.1.1 The percentage of how students know about podcasts

1 How did you know about the podcasts?

Submitted by Bui Duc Nhan Student's ID: 18057411 4.1.2 The percentage of students have improved their listening

skills through podcasts

2 Have you improved your listening skill through the podcasts?

Chart 4 2: The graph shows what percentage of students have improved

their listening skills through podcasts

According to the chart, 55% of students rated they ‘have improved”’ their

listening skills through podcasts In addition, "greatly improved" gets 36%,

"less improved." get 9% From the above data, it is shown that students improve their listening skills relatively through podcasts

4.1.3.The column chart shows the period when students use Podcasts to practice listening

1 When do you listen to podcasts?

100 câu trả lời

@ At the end of the week

@ Only used podcasts 3 to 4 days after they were made available

@ Listened to them just before the tests or

on the same day or the day after they were made available

Chart 4 3: The column chart shows the period when students use

Podcasts to practice listening

Submitted by Bui Duc Nhan Student's ID: 18057411

The pie chart depicts the frequency with which third-year FFL English

majors at IUH utilize Podcasts

In general, it can be seen from the graph that there is a negligible

difference in the frequency of podcast usage among third-year English

majors

Through the chart, you can see the percentage of students using Podcasts

at the end of the week and the percentage of students using podcasts 3 to

A days after they were made available not much difference, specifically

37%, and 27% In short, a minority, only 2% of students, always use podcasts because they want to find out the topic that made them

interesting or whenever they want and that's also the lowest percentage of the total Also, listening to them just before the tests or on the same day

or the day after they were made available, and in the evenings also had similar figures, 15%, and 19% respectively

4.1.4.What are the types of podcasts you FOLLOW to practice listening skills?

iD a 0U Lewes Oo AI 4 uv > w

Figure 4 1: Percantage of the advantages of types of Podcasts

The horizontal bar chart provides information about the proportion of podcasts used by third-year English majors at IUH for listening practice The bar graph shows that there is a small difference in the percentage of

podcasts to practice listening to English, accounting for 7 In which, the