THE ROLE OF LEARNER AUTONOMY IN THE IMPROVEMENT OF IELTS LISTENING SKILL IN FOREIGN TRADE UNIVERSITY

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -------------------- TRẦN THỊ TRUNG HIẾU THE ROLE OF LEARNER AUTONOMY IN THE IMPROVEMENT OF IELTS LISTENING SKILL IN FOREIGN TRADE UNIVERSITY (Vai trò tính tự chủ sinh viên việc phát triển kĩ nghe IELTS trường Đại Học Ngoại Thương) M.A. COMBINED PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -------------------- TRẦN THỊ TRUNG HIẾU THE ROLE OF LEARNER AUTONOMY IN THE IMPROVEMENT OF IELTS LISTENING SKILL IN FOREIGN TRADE UNIVERSITY (Vai trò tính tự chủ sinh viên việc phát triển kĩ nghe IELTS trường Đại Học Ngoại Thương) M.A. COMBINED PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr. Duong Thi Nu HANOI – 2015 DECLARATION I hereby certify my authority of the research submitted entitled “The role of learner autonomy in the improvement of IELTS listening skill in Foreign Trade University” in partial fulfillment of the requirements for the degree of Master of Arts. Hanoi 2015 Tran Thi Trung Hieu i ACKNOWLEDGEMENTS I would like to express my deep gratitude to Dr Duong Thi Nu - my research supervisor, for her patient guidance, enthusiastic encouragement and useful critiques of this research work. I would like to thank my classmates Ms Trang and Ms Hanh, for their advice and assistance in keeping my progress on schedule. I would also like to extend my thanks to my academic staff from my Faculty of English for Specific Purposes in Foreign Trade University for their help in offering me the resources to enrich my research. My grateful thanks are also extended to my dear students for their helpful enthusiasm and sincere sharing during my procedures of data collection. Finally, I wish to thank my dear family, my beloved husband and my sincere friends for their support and encouragement throughout my study. ii ABSTRACT The effects of learner autonomy have been shown to play an important role in language education. However, we have not really progressed in autonomous learning application. There has been little research on the role of learner autonomy in the improvement of listening skill in universities. This study was designed investigate the relationship between learner autonomy and IELTS listening score in Foreign Trade University (FTU). A survey research was adopted in this study and a design of questionnaires and interviews was employed as the main instruments of the study. The population included all first -year students from CLC classes in the different departments in Foreign Trade University; about 175 students. The 36 students enrolling CLC program from Business Management Department are the sample chosen for this study. A convenient sampling design was used in this study. Data were collected through two phases of the study, utilizing both quantitative method (survey questionnaires) and qualitative method (semi-structured individual interviews). Results reveal that IELTS listening autonomous learning enables students to perform significantly better. iii TABLE OF CONTENTS Tran Thi Trung Hieu i ACKNOWLEDGEMENTS ii PART A: INTRODUCTION 2.Aims and Objectives of the study 7.Design of the Study .6 PART B: DEVELOPMENT .7 CHAPTER 1: LITERATURE REVIEW .7 1.4. IELTS &Banks of Official IELTS .15 1.5. Listening 16 CHAPTER 2: METHODOLOGY 25 2.1. The context of the study .26 2.3. Research design 33 3.1. Results 43 3.1.1. Questionnaire results 43 3.1.2. Interview results .52 3.2. Findings .58 CHAPTER 4: DISCUSSIONS AND RECOMMENDATIONS .61 4.1. Contribution of the study to existing literature 62 4.2. Recommendations 64 PART C: CONCLUSION .66 1. Summary of results and findings .66 2. Limitations .67 3. Suggestions for further research .68 iv LIST OF FIGURES Figure 1: Attitudes and abilities to self-regulate their learning of category Figure 2: Attitudes and abilities to self-regulate their learning of category Figure 3: Attitudes and abilities to self-regulate their learning of category Figure 4: Comparison among categories in terms of their agreement Figure 5: Comparison among categories in terms of their “no idea” Figure 6: Comparison among categories in terms of their disagreement v LIST OF TABLES Table 1: Description of Autonomy Table 2: Converting IELTS mark for first-year CLC students Table 3: Background information about the subjects of the study Table 4: The results of the final test of categories Table 5: The results of entry test and final test of the whole class vi LIST OF ABBREVIATIONS CLC: Chất Lượng Cao FTU: Foreign Trade University IELTS: International English Language Testing System L2: Second Language ESP: English for Specific Purposes TESOL: Teaching English to Students of Other Languages MOET: Ministry of Education and Training vii PART A: INTRODUCTION 1. Rationale of the study Learner autonomy in language learning has attracted a large number of researchers all over the world with a great deal of the research originating in Europe (see Holec, 1981; Little, 1991; Dam, 1995). It has been further studied and promoted by Asian researchers in countries such as Hong Kong (Benson, 2001; Littlewood, 2007) and Japan (Aoki & Smith, 1999; Aoki, 2001). The research on learner autonomy recognizes the benefits and the possibility of fostering learner autonomy in language education (Benson, 2007). In 1980, Holec mentioned the main purpose of language teaching as “to help the learner acquire the linguistic communicative abilities he has defined for himself” (Finch, 2001: 7). When we consider this purpose of teaching language, it may be obvious that an autonomy is a necessity in the learning process which can be handled by the learners not by the teachers. It will be more effective and long lasting if the role of teachers in the learning process is limited to show students how to acquire the knowledge in a suitable way as the motto of strategic learning “life long lasting”. Traditionally, language curriculum has aimed to teach knowledge and skills, and has neglected to teach learners the way to learn. Mostly the main elements of learning will be the teacher and then the learners. The teaching method that the “teacher does to their learners” (Little, 1993, p.3) has been widely applied. The teachers were and are always be the only people who take charge of all the knowledge which is necessary for the learners on the assumed items. The increase in learning demands with the change of technology, social values, and standard life brings about the change of role of teachers. A new term-“self-directed learning”- or –“autonomy”- has emerged nearly at the end of 1970’s. Learner training in second or foreign language teaching is a new way of teaching learners explicitly the techniques of learning, and an awareness of how and when to use strategies to enable them to become self-directed (Williams and Burden 1997). Today, therefore, About me, I not only study from course books and handouts from the teacher, I think it is not enough. I usually self-study for more references from books published by Cambridge, practice listening everyday through some websites like: elllo.org, learningenglish.voanews.com…. I often listen the TED talks, I think they are very effective, I am accustomed to the different kinds of tone, they speak English with the different accents such as: American accent, Australian accent, Britain accent… They have some different points, fast or slow speaking speed… All of them help me improve my listening skill. Sometimes instead of listening the news, it is quite boring. I watch the movie without Vietsub and guess what they said. It is quite difficult because there are many new vocabularies or even I sometimes miss the words which I knew due to their speaking speed. A: How you know you have achieved your goals? B: By the final band score. A: How often you evaluate your progress? B: Very often. I the tests by myself and check how many correct answers that I can have. A: How you feel when achieving the goals? B: When achieving the goals, I am certainly very happy. I am proud of myself about what I can do. But I won’t forget to learn very often to improve my English listening skill. I think to get the best result which I can, I have to study very hard. The goal which I set is not easy to reach so I must practice more. The higher score, the better for me. So maybe I still spend time on learning more before having a real test. 3. Phung Ba Ngoc A: Good afternoon. What is your name? B: Good afternoon. My name is Ngoc and my full name is Phung Ba Ngoc. A: You are 19, now? IX B: I’ m over 19 years old A: What is your IELTS band score? B: My band score is 8.5 A: How long have you been learning English? B: Generally, I’ve learnt English for 13 years. A: What are your contact details? B: You can contact me by my email: bangoc.fbe@gmail.com or through my phone number: 0934281682 Part 2: Interview questions A: I would like to ask you some questions about your learning IELTS listening. Are you happy to answer all? B: Certainly, my teacher. A: Thank you. Have you set the goals for learning IELTS listening before the semester? B: Yes, I have. A: And your goals? B: Listening comprehensive and gain higher score for the skill (8.5) A: What you to achieve your goals? B: I choose some materials to practice such as VOA Special English, Youtube, Tactics Listening, American Accent training and Vocabulary in use… A: You find it effective? B: They are quite effective to me because they bring daily life issues with updated news and facts; which are close to my normal life, and help me improve my vocabulary quickly. X Apart from, I usually study with my friends. For example, my friends and I exchange some listening passages for each other. We create questions about the passages on our own to ask each other, which helps us understand deeper. In fact, we did have one portfolio for ourselves. A: Oh, really? Can I have a look at it later? B: Certainly, my dear. Moreover, I set the goals for each week or each month. From that, I can find out my strengths and weaknesses and try to improve myself. A: How you know you have achieved your goals? B: I did all the tests by myself and checked the keys to have my final band score. A: How often you evaluate your progress? B: I check my correct answers after finishing all listening tasks. By having tape scripts carefully read, I myself find where I missed the information or why I got false answers, then listen again and retest. Besides, I also ask teachers to guide me into a right listening comprehension, which helped me to save time, and have a better listening strategy for myself. A: How you feel when achieving the goals? B: A kind of achieving the goals, but not totally satisfied. 4. Nguyen Le Diệu Trang Part 1: Background information A: Good afternoon. What is your name? B: Good afternoon. My name is Trang and my full name is Nguyen Le Dieu Trang in Foreign Trade University A: You are a first-year student and you are 19, now? B: In the next months, I will be 20 years old and now I’ m over 19 years old A: What is your IELTS band score? XI B: My band score in the last IELTS test is 5.5. And in the future I tend to go to study abroad therefore, in the next IELTS test, my expectant score will be over 6.5. That will be a challenge for me. A: How long have you been learning English? B: Generally, I’ve learnt English for years. However, there are many gaps during this duration of time. Sometimes I think it is because I had not put enough time for learning English and actually, I just focus on learning English before the exam. A: What are your contact details? B: There are various way to keep in touch with me for example you can contact with me by my email: dieutrang0795@yahoo.com.vn or through my phone number: 01698743489 Part 2: Interview questions A: I would like to ask you some questions about your learning IELTS listening. Are you happy to answer all? B: Certainly, my dear! A: Thank you. Have you set the goals for learning IELTS listening before the semester? B: My listening skill is not quite good, sometimes it’s exactly my weakness so before this semester I used to set the goal for this skill by 6.0-6.5. But now because of my purpose, I have to increase the goal to over 6. A: What you to achieve your goals? B: In my opinions, practice is the most important part for every student who wants to get the high score. Firstly, you can buy some IELTS books, in my case I choose Cambridge IELTS. I often play the listening part in these books then compare with the band score of IELTS. When I can’t hear all the information of some parts, I still play until the end then when it’s totally over, I will replay it to listen again until I can hear everything. XII Moreover, for me, teacher takes an important role in showing to student how to find the key words to catch the answer words easily. Moreover, they can provide some useful techniques or fix some mistakes in pronunciation to can hear clearly. However, learners play the more important role. In my opinion, IELTS test has some typical rules and the responsibility of teacher is showing these points. Then no matter how effective technique provided, students are still able to get the high score as if they find out the way and practice by themselves. It is quite similar in other skills. For example, listening and speaking have a same trouble that you have to pay your attention on pronunciation. The more you speak clearly the more you can listen exactly. Especially, the most problems in learning English is the vocabulary. It can have a huge effect on your result in all four skills. A: How you know you have achieved your goals? B: In the last IELTS test, actually I was very close to the goal that I set. Unfortunately, my speaking skill was not good as much as I expected, if I had more 0.5 score in speaking skill, I would have got overall band score by 6.0. Therefore, in the future if I want to get my goal, I have to get more practice, especially in speaking skill. A: How often you evaluate your progress? B: Not often. It is difficult to evaluate my progress. A: How you feel when not reaching the goals? B: In that time, I am so expected about my result and finally when I received this, you know about a quote that "there more you expected, the more you disappointed". At that time, I did totally understood what that means. 5. Nguyen Quynh Trang Part 1: Background information A: Good morning. What is your name? B: Good morning. My name is Quynh Trang. XIII A: And your age? B: 19 years old A: What is your IELTS band score? B: My band score in the last IELTS test is 6.5. A: How long have you been learning English? B: Personally, I've learnt English for years. A: What are your contact details? B: My email: trangquynhftu@yahoo.com Part 2: Interview questions A: I would like to ask you some questions about your learning IELTS listening. B: I’d love to. A: Thank you. Have you set the goals for learning IELTS listening before the semester? B: Yes, I have. Truthfully, listening is one difficult skill. Before the semester I set to increase the goal to 6. A: How you know to achieve your goals? B: I achieved my goal because I got even over 6.0 A: How you feel when achieving the goals? B: Satisfied because it came over my expectation. A: What you to achieve your goals? B: Practice, practice more and practice more and more. I hope teacher would give tips and strategies and students should follow to practice. A: Which materials you use for practice? XIV B: I spend my free time listening all the listening tests in series of Cambridge IELTS tests before the lessons. A: How often? B: As I have mentioned above, in my free time before the lessons only, my dear. A: How often you evaluate your progress? B: Every semester. 6. Dam Tuan Huy Part 1: Background information A: Good afternoon. What is your name? B: Good afternoon. My name is Dam Tuan Huy A: How old are you? B: 19, like my friends. A: What is your IELTS band score? B: My band score in the last IELTS test is 6.5. A: How long have you been learning English? B: About years. Sorry, I can’t remember exactly. A: What are your contact details? B: My email: damthao165@yahoo.com.vn Part 2: Interview questions A: I would like to ask you some questions about your learning IELTS listening. Will that be ok? B: Certainly, my dear! A: Thank you. Have you set the goals for learning IELTS listening before the semester? B: No. My listening skill is my weakness. I tried as much as possible XV A: How did you try? B: Take notes some tips and advices from handouts that you passed on us, and ask for my friends’ experience. A: How you know you have achieved your goals? B: By the final mark. A: When the semester comes to an end, can you get the good mark? B: I got 6.5 only, more 0.5 in comparison with my entry test. A: It means that you made a good progress? B: Slowly. A: How often you evaluate your progress? B: I can feel it by final mark every semester. A: How you feel? B: So so. 7. Le Trung Kien Part 1: Background Information A: Good morning. What is your name? B: Good morning. My name is Le Trung Kien A: How old are you? B: I’ m 19 years old A: What is your IELTS band score? B: 6.0 A: How long have you been learning English? B: years XVI A: What are your contact details? B: You can contact with me by my mail address: letrungkien2105@gmail. Part 2: Interview questions A: I would like to ask you some questions about your learning IELTS listening. Are you happy? B: I would love to! A: Thanks. Have you set the goals for learning IELTS listening before the semester? B: To tell the truth, I have not set any goals. Sorry. A: Never mind. B: My only desire is not be so lazy and try to follow the teacher’s guides A: How? B: Study really hard. A: In terms of learning IELTS listening, what is the role of the teacher? What is the role of learners? B: Role of the teacher: Choosing appropriate tasks, helping with tips and correction, making precise assessments. And role of learners: being attentive and staying focus, doing all work given. A: When the semester comes to an end, can you get better mark? B: No. Because I would not try my best. A: How you feel about the final band score? B: Indifferent. 8. Nguyen Lan Anh Part 1: Background information XVII A: Chào em. Lan Anh nhỉ? B: Dạ cô. A: Lan Anh 19 bạn phải không? B: Vâng ah. A; Điểm nghe IELTS em kì mấy? B: Dạ 5.0 cô ah A: Em học Tiếng Anh bao năm rồi? B: năm ah A: Nếu cần thêm thông tin cô liên lạc với em nào? B: Cô email cho em qua hòm thư Lananh.nguyen@gmail.com Part 2: Interview questions A: Cô hỏi em chút việc học nghe IELTS em không? B: Dạ cô. A: Trước bắt đầu kì học em có đặt mục tiêu cho kĩ nghe IELTS không? B: Dạ không cô ah. Em mong qua môn cô. A: Mong qua mục tiêu nhỉ? Thế em làm để đủ để qua môn học? B: Em cố gắng làm theo cô dạy lớp, tập trung nghe giảng ghi vào handouts cô phát ah. A: Thế nhà có luyện nghe thêm không? B: Em nói thật em nghe nên em không hứng thú nghe nhà cô ah. A: Vậy em thêm tài liệu để luyện tập nhà phải không? B: Dạ. A: Theo em, việc học nghe, giáo viên có vai trò quan trọng không? XVIII B: Rất quan trọng cô ah. Như em kĩ nghe hoang mang học nghe cho hiệu quả. Nên em mong đợi cô giáo dẫn chi tiết mẹo làm kĩ nghe phần, cô phát handouts chi tiết bước nghe chọn đáp án ah. A: Thế vai trò em gì? B: Em cố gắng nghe chăm làm theo cô hướng dẫn ah. A: Thế cuối kì điểm em có buồn không? B: Bình thường cô ah, em qua môn em thấy may mắn rồi. A: Cám ơn em. B: Em chào cô. 8. Nguyen Lan Anh (English version) Part 1: Background information A: Good morning. Lan Anh? B: Yes. Good morning. A: Are you 19 now? B: Surely. A: What is your final listening band score? B: 5.0 A: How long have you been learning English? B: years A: How can I contact you if necessary? B: You can contact me via my email Lananh.nguyen@gmail.com Part 2: Interview questions A: Can I ask you some questions about your learning IELTS listening? XIX B: Certainly. A: Have you set the goals for learning IELTS listening skill at the beginning of the semester? B: No, I am sorry. I just wish I could pass. A: Is passing a goal? What did you to get 5.0 band to pass? B: I followed all your instructions, stayed focused and noted down some tips in your handouts. A: Did you practice more listening at home? B: Truthfully, I am afraid of listening because of my weakness. I have no motivation to practice more. A: That means you have no more references of listening? B: No. A: In your opinion, is the role of teachers important in learning listening? B: Very important. I don’t know any listening strategies so I have no idea to listen effectively. I just waited for your guides of tips and listening strategies for each part. I tried to read carefully your handouts of each lesson. A: What about your responsibility? B: I did pay much attention to listen carefully to all the recordings at class and follow your instructions. A: Are you disappointed with band score 5.0? B: No problem. I was fortunate to pass. A: Thank you. B: Good bye. 9. Phạm Khánh An Part 1: Background information XX A: Chào em. Em tên gì? B: Em chào cô. Em Khánh An ah. Phạm Khánh An. A: Năm em 19 tuổi nhỉ. B: Vâng ah. A; Điểm nghe IELTS em kì mấy? B: Dạ 4.5 cô ah A: Em học Tiếng Anh bao năm rồi? B: năm ah A: Nếu cần thêm thông tin cô liên lạc với em nào? B: Cô email cho em qua hòm thư khanhan1707@gmail.com Part 2: Interview questions A: Cô hỏi em chút việc học nghe IELTS em không? B: Dạ vâng. A: Trước bắt đầu kì học em có đặt mục tiêu cho kĩ nghe IELTS không? B: Dạ có ah. Em mong 6.0 kĩ nghe. A: Thế em làm để đạt 6? B: Em tập trung nghe phần nghe giảng ý đến thủ thuật nghe ah. A: Thế nhà có luyện nghe thêm không? B: Em luyện thêm IELTS Cambrigde ah A: Ở nhà em nghe thường xuyên không? B: Cũng không nhiều cô ah. Trước buổi học em tập trung nghe test. A: Em có thường xuyên đánh giá tiến không? XXI B: Có cô ah. Em tiến làm theo mẹo cô hướng dẫn. Em thích mẹo làm cô, trước em nghe điền trả lời câu hỏi thôi. Có mẹo cô em làm thêm vài câu ạ. A: Thế cuối kì 4.5 em cảm thấy nào? B: Em buồn cô ah. Vì em mong 6. Em cố gắng vào kì sau ạ. A: Cám ơn em. B: Em chào cô. 9. Phạm Khánh An (English version) Part 1: Background information A: Hello. What’s your name? B: Good afternoon, teacher. I am Khanh An. Pham Khanh An. A: Are you 19? B: Yes A: What is your listening band score this semester? B: 4.5. A: How long have you been learning English? B: years. A: By what way can I contact you if I need more information? B: You can email to me via khanhan1707@gmail.com Part 2: Interview questions A: Are you happy to answer some questions to learning IELTS listening? XXII B: Yes, surely. A: Have you set the goals for learning IELTS listening before the semester? B: Yes, I would like to reach the band 6.0 A: By what ways to get the band 6.0? B: I attentively listened to all the recordings in your lessons and made use of all tips you shared with us. A: Did you practice more at home? B: I practice listening to series of Cambridge IELTS tests. A: How often? B: Not much. I tried to listen to one test before each lesson. A: How often you evaluate your progress? B: Sometimes. You have a steady progress by following your advices. Your tips are so effective. I have just listened and chosen the answers before. Your tips help me to have more right answers. A: How did you feel when you just got 4.5? B: So sad because I expect for 6.0. I will try my best for the next semester. A: Thank you. B: Thank you. See you soon. XXIII Appendix 6: A portfolio of IELTS listening tasks XXIV [...]... particularly Foreign Trade University 2 Aims and Objectives of the study The main aim of this study was to investigate the role of learner autonomy in the improvement of IELTS listening, especially to identify the role of students’ attitudes and their abilities to self-regulate their learning in the improvement of IELTS listening skill in Foreign Trade University Personally, it is challenging when taking charge... perceptions of learner autonomy and finding an appropriate approach to enhance learner listening performance by fostering learner autonomy in Vietnam There has been few research on the role of learner autonomy in the improvement of listening skill in universities, especially IELTS listening Therefore, the researcher in this study desires to investigate the relationship between learner autonomy and IELTS listening. .. perspectives: Listening as comprehension and listening as acquisition Listening as comprehension 16 Listening as comprehension is the traditional way of thinking about the nature of listening Based on the assumption that the main function of listening in L2 learning is to facilitate understanding of spoken discourse, this view of listening works The researcher will examine this view of listening in details... because they have now got the chance to choose their own courses and teachers and so they themselves must learn how to manage their time and learning process To date, there have been few studies that focuses on the role of learner autonomy in listening skills in general and in IELTS listening skills in particular In fact, teaching IELTS is a combination of English language training and IELTS examination... the learning and teaching IELTS setting of Foreign Trade University with the population of 175 students 36 CLC students in the researcher’s own classroom will be the sample and respondents to the questionnaire, in- depth individual interviews of the method themselves Since this study is carried out to figure out learner autonomy in learning IELTS listening of CLC students in FTU, the results of the questionnaire... learning and also motivate the learners to absorb the knowledge and finally assess the improvement of the learners meanwhile assess themselves as the information provider at the end of each semester In terms of 10 responsibilities of the learners, it is clear that their main role is to achieve the standards set by the teachers at the beginning of each semester To reach this goal, they may absorb the information,... Chapter reviews the relevant literature to the study and explanation of some key terms in the study This chapter begins with the definition of learner autonomy, learner autonomy in language learning and its importance, some information about IELTS test, listening skill in general and IELTS listening skill in particular and some related research-literature review of learner autonomy 1 Theoretical background... applications of learner strategies in their studies They have been interested in finding the ways to support their learners to be autonomous In 1985, Wenden claimed that learner strategies are the key to learner autonomy, and that one of the most important goals of language training should be the facilitating of that autonomy (Brown 1994: 124) Also, Dickinson (1987) provides five main reasons for supporting... about context of the study, the rationale of using survey research, the population and the chosen sample, the procedures as well as the instruments for data collection 2.1 The context of the study 2.1.1 Context of institution The study was conducted in Foreign Trade University (FTU) As considered as one of the leading Universities in Vietnam, Foreign Trade University is wellknown for training students... shown the advantages of fostering learner autonomy in language education in their research The fact results in the trend of application of learner autonomy in particular educational contexts such as in 14 mainstream language education environments (Benson, 2007) The current research also follows this trend 1.4 IELTS &Banks of Official IELTS The International English Language Testing System (IELTS) is the . focuses on the role of learner autonomy in listening skills in general and in IELTS listening skills in particular. In fact, teaching IELTS is a combination of English language training and IELTS. entitled The role of learner autonomy in the improvement of IELTS listening skill in Foreign Trade University in partial fulfillment of the requirements for the degree of Master of Arts. . the role of learner autonomy in the improvement of listening skill in universities. This study was designed investigate the relationship between learner autonomy and IELTS listening score in