THE EFFECTS OF APPLYING REPEATED LISTENING ON JUNIOR ENGLISH MAJORS’ LISTENING COMPREHENSION AT AN GIANG UNIVERSITY ABSTRACT This study investigated the effects of applying repeated listening on junior E glis m jors’ listening comprehension at An Giang University (AGU). In this study, we concentrated on (a) the reality of applying repeated listening of junior English majors, (b) the effects of pplyi g repe ted liste i g o ju ior E glis m jors’ liste i g compre e sio . In order to collect enough data for the research, a descriptive study was designed to 50 students (25 from DH14TA and the other half from DH14AV). To be more specific, in this descriptive study we designed a questionnaire of 18 questions and an interview checklist of 14 questions for those students so as to receive necessary feedbacks which were about the reality of applying repeated listening of junior English majors and its effects on listening comprehension of these students. After the long process of collecting and analyzing the data, the results we achieve reveal t t t e stude ts’ liste i g compre e sion s bee muc e ced fter t ey d pplied repeated listening way. Moreover, listening comprehension was not the only skill to be improved, but also others. They asserted that with repeated listening approach they could witness the positive changes of vocabulary development, fluency and high listening motivation.
AN GIANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES THE EFFECTS OF APPLYING REPEATED LISTENING ON JUNIOR ENGLISH MAJORS’ LISTENING COMPREHENSION AT AN GIANG UNIVERSITY Supervisor: Students: Lê Huỳnh Diễm Xươ g Trần Thị Diệu Minh Class: DH14TA Long Xuyen, 2016 ACKNOWLEDGEMENT All above, we would like to express our most sincere thanks to our supervisor, Mr Phan Van Chi for his devoted instruction and valuable feedbacks end-to-end the entire development of this study Without his great assistance, our study would be worthless and far away from being finished I also would like to thank DH14TA and DH14AV students for their great cooperation and willingness in helping us to fill in the questionnaires and interview checklist L st but ot le st, I wis to s y “t ks” to my beloved f mily for t eir gre t encouragement and support while working on this research i TABLE OF CONTENTS Page Acknowledgement i Table of contents ii List of abbreviations iv List of tables v List of figures vi Abstract vii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Research title 1.3 Rationale 1.4 Research questions 1.5 The aims of the study 1.6 Research methodology 1.6.1 Research design 1.6.2 Population 1.6.3 Sample 1.6.4 Data collection instruments 1.7 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Definition of key terms 2.2.1 What is repeated listening 2.2.2 What is listening comprehension 2.3 Related studies 20 2.3.1 Related research on listening comprehension 20 2.3.2 Related research on repeated listening 25 CHAPTER 3: METHODOLOGY ii 3.1 Introduction 27 3.2 Research design 27 3.2.1 Participants 27 3.2.2 Data collection instruments 28 3.2.3 Study time-frame 29 CHAPTER 4: FINDINGS 4.1 Introduction 30 4.2 General information 31 4.3 The reality of applying repeated listening on junior English majors at AGU 32 4.3.1 Data collected from the questionnaires 32 4.3.2 Data collected from the interview 37 4.4 T e effects of pplyi g repe ted liste i g o ju ior E glis m jors’ liste i g comprehension at AGU 38 4.4.1 Data collected from the questionnaires 38 4.4.2 Data collected from the interview 41 CHAPTER 5: CONCLUSION AND IMPLICATIONS 5.1 Introduction 43 5.2 Conclusion 43 5.2.1 The reality of applying repeated listening of junior English majors at AGU 43 5.2.2 T e effects of pplyi g repe ted liste i g o ju ior E glis m jors’ liste i g comprehension 44 5.3 Implications 44 5.4 Limitations of the study 45 5.5 Further study 45 REFERENCE 46 APPENDICES 48 APPENDIX 1: Questionnaire for students APPENDIX 2: Interview checklist iii LIST OF ABBREVIATION AGU: An Giang University EFL: English as a foreign language L1: Fist language L2: Second language FL: Foreign language iv LIST OF TABLES Table 3.1 Information of investigated classes 28 Table 3.2 Time-frame of the study 29 T ble 4.1 Stude ts’ time for pplyi g repe ted liste i g 35 T ble 4.2 Stude ts’ improveme t i liste i g compre e sio 38 Table 4.3 Becoming a good listener 39 v LIST OF FIGURES Figure 4.1 A ge er l picture of pter “Fi di g d implic tio ” 30 Figure 4.2 Stude ts’ ge der 31 Figure 4.3 Stude ts’ score 32 Figure 4.4 Stude ts’ greeme t levels tow rd t e import ce of repe ted liste i g 33 Figure 4.5 Stude ts’ ttitude tow rd pr ctici g E glis liste i g compre e sio t roug repeated listening 34 Figure 4.6 Stude ts’ time for pplyi g repe ted liste i g 35 Figure 4.7 Stude ts’ w ys of utilizi g repe ted liste i g 36 Figure 4.8 Stude ts’ ctivities w ile liste i g 37 Figure 4.9 Stude ts’ improveme t i liste i g compre e sio 39 Figure 4.10 Becoming a good listener 40 Figure 4.11 Stude ts’ flue cy improveme t, voc bul ry developme t and listening motivation 41 vi ABSTRACT This study investigated the effects of applying repeated listening on junior E glis m jors’ listening comprehension at An Giang University (AGU) In this study, we concentrated on (a) the reality of applying repeated listening of junior English majors, (b) the effects of pplyi g repe ted liste i g o ju ior E glis m jors’ liste i g compre e sio In order to collect enough data for the research, a descriptive study was designed to 50 students (25 from DH14TA and the other half from DH14AV) To be more specific, in this descriptive study we designed a questionnaire of 18 questions and an interview checklist of 14 questions for those students so as to receive necessary feedbacks which were about the reality of applying repeated listening of junior English majors and its effects on listening comprehension of these students After the long process of collecting and analyzing the data, the results we achieve reveal t t t e stude ts’ liste i g compre e sio s bee muc e ced fter t ey d pplied repeated listening way Moreover, listening comprehension was not the only skill to be improved, but also others They asserted that with repeated listening approach they could witness the positive changes of vocabulary development, fluency and high listening motivation vii TÓM LƯỢC Đây đề tài g iê cứu ả k ả ưở g củ việc áp dụ g p ươ g p áp g e lặp lặp lại lê g g e iểu củ si xo y qu tiế g A i vấ đề c lặp lặp lại p áp ày lê k ả Để có viê m b trườ g Đại ọc A Gi g Tro g đề tài ày, c ú g : t ực trạ g củ việc áp dụ g p ươ g p áp g e iều lầ củ si g g e iểu củ viê mb , i ả ưở g củ p ươ g ọ ữ g liệu cầ t iết p ục vụ c o việc g iê cứu, c ú g t iết kế “ g iê cứu mô tả” áp dụ g c o việc k ảo sát 50 si viê , với 25 si viê từ lớp DH14TA 25 sinh viên cò lại từ lớp DH14A ụ t ể , tro g g iê cứu ày c ú g t iết kế bả g ỏi gồm 18 câu cù g với bả g p ỏ g vấ gồm 14 câu để t u t ập ữ g t ô g ti p ả ồi t iết yếu ằm cu g cấp c o việc k ảo sát t ực trạ g củ việc áp dụ g p ươ g p áp g e lặp lại ả g e iểu củ si S u trì g e tiế g A viê g m b trườ g A Gi g t u t ập p â t c liệu, kết g iê cứu c o t p ươ g p áp lặp lặp lại g g e iểu K ô g c ỉ vậy, g e iểu cải t iệ k ả Bê cạ ưở g củ p ươ g p áp ày lê k ả iều lầ giúp c o si óm si viê ày cũ g viê cải t iệ ậ đị iều kỹ k ả rằ g bê cạ kỹ g g ói lưu loát vố từ vự g cũ g có t y đổi t c cực đó, p ươ g p áp ày cũ g t úc đẩy si viii viê có độ g lực ọc kỹ g g e iều CHAPTER INTRODUCTION 1.1 Background of the study Although listening is now well recognized as a critical dimension in language learning, it still remains one of the least understood processes According to Morley (2001), during the 1980s special attention to listening was incorporated into new instructional frameworks, that is, functional language and communicative approaches Throughout the 1990s, attention to listening in language instruction increased dramatically Until recently, there have been several studies of developing listening comprehension, one of which is repeated listening approach According to Kr s e d Dupuy’s fi di gs, repeated listening could increase seco d l gu ge le r ers’ liste i g compre e sio It w s discovered t t repe ted liste i g could help language learners achieve listening comprehension effectively It is known as a very cheap, useful one to self-enhance listening comprehension Language learners these days including AGU students, however, still struggle with finding a right method to practice listening and to improve listening comprehension As a result, there have been AGU students galore, even graduated ones, considering listening skill as the greatest fear in their English learning, which leads them to fall in communication with the others Knowing the seriousness of this problem, a survey on the effects of applying repeated listening on junior E glis m jors’ listening comprehension at AGU is conducted to give a helpful approach of developing listening comprehension to AGU students, especially to English majors According to the personal experience of Krashen in 1996 and the large-scale study of Dupuy in 1999, repeated listening brings positive results to language learners which helps them enhance not only listening comprehension, fluency but also vocabulary Hence, this dissertation will re-verify that to see whether repeated listening approaches help enhance AGU stude ts’ liste i g compre e sio T is study is divided i to five c pters: introduction, literature review, methodology, findings, and results and discussion In the last sectio , i p rticul r, we poi ts out t e study’s stre gt s d limit tio s, suggestions 1.2 Research title Therefore, in this thesis, I would like to focus my research on the topic: d makes several Disagree, 8% Strongly agree, 22% No idea, 12% Agree, 58% Figure 4.9: Students’ improvement in listening comprehension The effects of applying repeated listening on becoming a good listener Simil rly, t e questio of “repe ted liste i g m kes me good liste er” w s lso listed o the survey questionnaires to check if repeated listening is good enough to result students in being totally good at listening In the survey, it can be realized that there are approximately two-t irds of t e p rticip ts (66%) s id “yes” to t is questio while only one students (2%) showed the definitely opposite idea and participants (18%) had no opinion about the question (See table 4.3 and figure 4.10) Table 4.3: Becoming a good listener Strongly disagree Valid No idea Agree Strongly agree Total Frequency Percent Valid Percent Cumulative Percent 2.0 2.0 2.0 33 50 18.0 66.0 14.0 100.0 18.0 66.0 14.0 100.0 20.0 86.0 100.0 39 The effects of applying repeated listening on fluency, vocabulary development and motivation Besides listening comprehension, repeated liste i g c lso improve stude ts’ flue cy, build up their vocabulary and motivate them to learn listening and the research results verify these In the survey, the gre test figures co ti ued to belo g to “ greeme t group” I specific, t e number of students who could improve their fluency, vocabulary and motivation by repeated listening method took 40%, 50% and 66% respectively Interestingly, there were only 4% of t e p rticip ts s yi g “ o” to voc bul ry developme t Also, t e s me umber of students (6%) confirmed repeated listening could not enhance their fluency and listening motivation In contrast, up to 32% strongly concurred that their vocabulary was much built up after a period of time applied repeated listening It re-proves that repeated listening could enhance not only listening comprehension, listening motivation, fluency but vocabulary (See figure 4.11) 40 Figure 4.11: Students’ fluency improvement, vocabulary development and listening motivation 4.4.2 Data collected from the interview Right after we had completed the first part of the interview which was about the reality of applying repeated listening of junior English majors, we continued to pass into the last part of the interview In this part, we asked these students several questions related to the effects of pplyi g repe ted liste i g o ju ior E glis m jors’ liste i g compre e sio t AGU For the very first enquiry, we asked them about what they think about their listening comprehension after applying repeated listening way Surprisingly, all of these five students insisted that their listening comprehension were considerably improved just after approximately a couple of months using repeated listening Moreover, they all believed that if they keep going this way, they would be professional in listening To be clearer, we continued to ask them a question of how repeated listening can result them being good at listening comprehension Mr Khiet, Ms Van and Ms Trang all agreed that the first step of the process was to freely listening any tape repeatedly After several times of listening, they started to focus on its content They paid more attention and took notes while listening Day fter d y, t ey would get used to spe kers’ voice, speed d li ki g w ys However, Mr Phuoc and Ms Diep had the same viewpoints They shared that their ways were seeking to predict the unknown contents and just listening to interests They also, furthermore, stated 41 that besides listening comprehension, other English skills had badly much enhanced To be more specific, fluency, vocabulary and grammar were the other three which they could witness the improvement To sum up, all students who were interviewed were believed that repeated listening was a great way to enhance not only listening comprehension, vocabulary but also fluency 42 CHAPTER CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FUTHER STUDY 5.1 Introduction This chapter includes four sections The first is Conclusion which is the findings analyzed from the data The second section is Implications It bases on the findings to recommend some useful solutions for students to improve English speaking ability through use graphic organization The two last sections will point out Limitations of the study and give Suggestions for further studies 5.2 Conclusion 5.2.1 The reality of applying repeated listening of junior English majors at AGU As we me tio ed i previous c pters, t is study is expected to improve AGU stude ts’ English listening ability by repeated listening approach In this research, a survey questionnaire and an interview checklist were designed to investigate whether students utilize repeated listening method to develop their listening comprehension After analyzing the data collected from the questionnaire and interview, we found that most students – more than two thirds of the whole participants appreciated the important role of repeated listening in enhancing their listening ability Similarly, more than 60% of the participants confirmed that they preferred using repeated listening and spent a certain period of time every day practicing it to develop their listening comprehension In the questionnaire, a few questions of the ways students utilized their repeated listening were also set up to know more about the reality As our prediction, trying to understand the whole contents of each passage and listening to interesting topics were the two most common ways students did It appears that there were more than 80% of the whole survey participants admitting that listening to their interests was an on-top way In addition, students were also in fond of noting down something unclear and predicting the unknown contents while listening, which both took over four-fifths out of fifty In general, 14TA and 14AV students have a good cognition about repeated listening approach They tend to use this method to develop their listening 43 comprehension at home greatly regularly Thanks to this useful method, they are able to pretty much enhance their listening ability with a lot of advantages 5.2.2 The effects of applying repeated listening on junior English majors’ listening comprehension After the first step of investigating the reality of applying repeated listening, a survey on the effects of applying repeated listening on listening comprehension of junior English majors at AGU is our next step It is conducted to re-verify if repeated listening contributes to improve listening ability Similarly, we received plenty of feedback from the participants 80% of them concurred that after a period of time they used this method, their listening comprehension was significantly enhanced as well as repeated listening could really make them a good listener Besides these positive effects, students also witnessed other great changes galore during after using repeated listening for a certain period of time The majority of the participants insisted that not only their listening ability but their fluency, vocabulary and motivation were also developed 5.3 Implications: Aforementioned in previous chapters,repeated listening was found to be a pretty great way to e ce stude ts’ liste i g bility, flue cy d voc bul ry According to the results and findings in this study, however, the usage of this approach for An Giang University English majored students is limited There are still several students who have not known this method yet Therefore, in this part we would like to give some recommendations in order to make a better c ge for AGU E glis m jors’ liste i g bility For teachers: Practice is the key to achieve excellent listening ability One of the best, most inexpensive, low-tech ways for students to train their listening skill is repeated listening Hence, teachers who are in charge of teaching listening should introduce this method to students and guide them how to apply this way effectively They had better, for instance, encourage students to listen again and again so as to seek to guess unknown contents and get comprehension This also helps to build up listening comprehension, fluency and vocabulary Besides, teachers should give them some homework which requires to repeated listening English teachers, for example, can give them a listening tape and then ask them to write down all what they 44 hear They also need to share their experience for students to be able to overcome drawbacks and study listening skill more effectively For students: As our prediction, the results of the questionnaire and interview show that students who applied repeated listening are in tendency of trying to understand the whole contents of each passage and listening to their interests Moreover, they were also in fond of noting down something unclear and predicting the unknown contents while listening Hence, the first implication that we would like to suggest is that the students should mix between repeated listening way and what they learn in class to get ahead I listening When applying successfully, they will not get bored and have motivation to learn listening The data we collected also reveals that most of students who tended not to use this approach had low listening scores Thus, utilizing repeated listening is essential for students Students should strengthen their listening through weekly training at school and daily practice at home To the repeated listening outside classroom, students can download some short podcasts from BBC or British Council websites or even English songs to their cell phone, Ipod or MP3 player and then listen over again and again If students apply these ways seriously, their listening comprehension, vocabulary and fluency may be enhanced 5.4 Limitations of the study: Because of the limitation of time, research competence and finance, the study is conducted on a small scale of English majors at An Giang University instead of a larger scale and uses only two data collection instruments which are the questionnaire and interview In addition, as the experimental study was conducted for only three months, the credibility, transferability and conformability of the research proved to be not very high 5.5 Further study: Inasmuch as this study is conducted on a small scale of junior English majored students at An Giang University, the result of the research cannot be recognized for all the students in Vietnam We hope that there will be more researches which will be conducted in larger scales so that the result will be more reliable and representative 45 REFERENCE Krashen, S D (1996) The case for narrow listening System, 24(1) 97-100 Bacon, S M (1992) The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening Modern Language Journal, 76(2), 160-178 Brown, A L., Bransford, J D., Ferrara, R A., & Campione, J C (1983) Learning, remembering, and understanding In J.H Flavell and M Markman (Eds.), rmic el’s manual of child psychology (3), 77-166 New York: Viley Dupuy, B C Narrow listening: an alternative way to develop and enhance listening comprehension in students of French as a foreign language System, 27, 351-361 Goh, C C M (1998) How ESL learners with different listening abilities use comprehension strategies and tactics Language Teaching Research, 2(2), 124-147 Goh, C C M (2000) A Cognitive Perspective o L gu ge Le r ers’ Listening Comprehension Problems System, 28, 55-75 Lund, R J (1991) A comparison of second language listening and reading comprehension Modern Language Journal, 75(2), 196-204 Hargrieves, D J (1984) The effects of repetition on liking for music Journal of Research in Music Education, 32(1), 35-47 Mull, H K (1957) The effect of repetition upon the enjoyment of modern music Journal of Psychology, 43, 155-162 Young, M Y C (1996) Listening comprehension strategies used by university level Chinese students learning English as a second language Unpublished doctoral dissertation, University of Essex, UK Vandergrift, L (1997) The comprehension strategies of second language (French) listeners Foreign Language Annals, 30(3), 387-409 Rasinski, T.V (1990) Effects of repeated reading and listening-while-reading on reading fluency Journal of Educational Research, 83, 147-150 46 Anderson, A & Lynch, T (1988) Listening New York: Oxford University Press Bird, D (1953) Teaching listening comprehension Journal of Communication, 3, 127- 130 Brown, G (1995) Dimensions of difficulty in listening comprehension In D Mendelsohn and J, Rubin (Eds.), A guide for the teaching of second language listening (pp 59-73) San Diego, CA: Dominie Press Call, M E (1985) Auditory short -term memory, listening comprehension, and the input hypothesis TESOL Quarterly, 19(4): 765-781 Ellis, R (1985) Understanding Second Language Acquisition Oxford: Oxford University Press Van Duzer, C (1997) Improving ESL Learners' Listening Skills: At the Workplace and Beyond Washington D.C.: National Clearinghouse for ESL Literacy Education Thompson, I., & Rubin, J (1996) Can strategy instruction improve listening comprehension? Foreign Language Annals, 29, 331-342 Rubin, J (1994) A review of second language listening comprehension research The Modern Language Journal, 78: 199-221 47 QUESTIONNAIRE I order to elp us complete survey o “The effects of applying repeated listening on liste i g compre e sio of ju ior E glis m jors t AGU”, ple se c refully re d t e contents and statements below which are related to “t e re lity of pplyi g repe ted liste i g ppro c of ju ior E glis m jors t AGU’” d “the effects of applying repeated listening o liste i g compre e sio of ju ior E glis m jors t AGU” T e , please put a tick () into each box which is your best answer Thank you very much for your help! I Participants background: 1.1 Class: DH14TA DH14AV 1.2 Gender: Male Female 1.3 Your listening score in the last term: – 5.4 5.5 – 6.9 – 8.4 8.5 – 10 II The reality of applying repeated listening approach of junior English majors at AGU Please read the followi g st teme ts c refully w ic re bout “T e re lity of pplyi g repe ted liste i g ppro c of ju ior E glis m jors t AGU”, t e tell us ow muc you agree or disagree by simply ticking () into the box which is your best answer for each statement No Statements I think repeated listening 2.1 plays a very important role in learning English I prefer listening to an 2.2 English passage repeatedly to enhance my listening ability I choose repeated listening 2.3 approach to practice listening comprehension at home I spend a certain period of 2.4 time applying repeated listening approach every day I have listened to audios 2.5 repeatedly until I can understand their contents I note down when 2.6 something is unclear or not known to me I try to listening repeatedly 2.7 to parts of recordings that I cannot understand I seek to predict the 2.8 unknown contents while listening 2.9 I listen to topics/English audios that I interest Strongly disagree Disagree No idea Agree Strongly agree III The effects of applying repeated listening on listening comprehension of junior English majors at AGU le se re d t e followi g questio s c refully w ic re bout “The effects of applying repeated listening on liste i g compre e sio of ju ior E glis m jors t AGU”, t e please answer these ones by simply ticking () into the box which is your best answer for each No Statements Thanks to repeated listening 3.1 approach, my listening comprehension has been improved 3.2 3.3 As I listen more, I can consolidate what I heard Repeated listening makes me a good listener Repeated listening results 3.4 me in enhancing my fluency Repeated listening also 3.5 helps me build up my vocabulary Repeated listening 3.6 motivates me to learn listening Strongly disagree Disagree No idea Agree Strongly agree INTERVIEW I order to elp us complete survey o “The effects of applying repeated listening on liste i g compre e sio of ju ior E glis m jors t AGU”, ple se t ke little time to swer some questio s rel ted to “t e re lity of pplyi g repe ted liste i g ppro c of ju ior E glis m jors t AGU’” s well s “the effects of applying repeated listening on liste i g compre e sio of ju ior E glis m jors t AGU” Your swer is gre tly important to the success of this study Thank you very much for your help! I Background information 1.1 Your name: ………………………………… 1.2 Your class: ………………………………… 1.3 Your gender: ………………………………… 1.4 How long have you been studying English? ………………………………… II Student’s feedback on the reality of applying repeated listening approach 1.5 What you think about repeated listening approach? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 1.6 How long have you applied repeated listening approach? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 1.7 How often you apply repeated listening? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………………… 1.8 How you apply repeated listening approach to improve your English, especially listening? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 1.9 Do you suggest your friends to apply this method? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… III Student’s feedback on the effects of applying repeated listening on listening comprehension 1.10 What you think about your listening comprehension after applying repeated listening method? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 1.11 Do you think that repeated listening makes you a good listener? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 1.12 How repeated listening can result you in being good at listening comprehension? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 1.13 Besides listening ability, how repeated listening can help you improve your English? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 1.14 What advantages you receive when applying repeated listening method? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… [...]... information to solve the same problems 1.4 Research questions: This study is conducted based on the following research questions: (1) What is the reality of applying repeated listening approach of junior English majors at AGU? (2) What are the effects of applying repeated listening on ju ior E glis listening comprehension at AGU? 1.5 The aims of the study 2 m jors’ The purpose of this study is to find out the. .. find out the effects of applying repeated listening on junior E glis m jors’ listening comprehension t AGU d e ce E glis m jors’ liste i g ability As a result, the aims of this study are: (1) To investigate the reality of applying repeated listening approach of junior English majored students at AGU (2) To examine the effects of applying repeated listening on English listening comprehension 1.6 Research... applying repeated listening of junior English majors and the effects of listening repetition on junior E glis m jors’ listening comprehension at AGU Before using the questionnaire for the main scheme it was read and evaluated by teacher To ensure the reliability of students’ responses, the research gave clear instructions to do the job The questionnaire consists of three parts with 18 questions: 4 (1)... about the reality of applying repeated listening approach of junior English majors at AGU It is also used to re-describe the effects of listening repetition on those English majors’ listening comprehension at AGU, which is to improve listening ability of AGU students Firstly, a survey questionnaire will be delivered to 50 students from DH14TA and DH14AV to investigate the reality of applying repeated listening. .. interview checklist about background information, the reality and the effects of applying repeated listening on junior English m jors’ listening comprehension at AGU and their answers would be carefully written 1.7 Structure of the thesis This thesis consists of five chapters Chapter one introduces general information of the research Chapter two reviews the literature and chapter three discusses research... feedbacks from the reality and effects of repeated listening approach on junior English majored stude ts’ listening comprehension at AGU The subjects of the interview were 5 students selected among 50 students in the sample They are students who apply and follow repeated listening approach to improve their listening comprehension When being interviewed, five students would answer 14 questions in the interview... problem, there have been researches galore into listening skill development carried out by researchers, teachers and students, including AGU ones Of these studies, however, there have been just few researchers noticing to the roles of repeated listening on improving listening comprehension As a result, a survey on The effects of applying repeated listening o ju ior E glis m jors’ listening comprehension. .. 1.6.3 Sample Due to the limitation of time, research competence and finance, in this study, we only pick up 50 students (25 from DH14TA and the rest from DH14AV) for surveying the effects of applying repeated listening on junior English majors’ listening comprehension at AGU These participants are chosen to be our sample because they have just been taught enough the number of units of listening skills... always the case The questionnaire was invented by the Statistical Society of London in 1838 To collect the sufficient data needed for this study, a questionnaire consisting of 18 questions is designed for 50 students ( 25 from DH14TA and 25 from DH14AV) to get information about the reality of applying repeated listening approach of those students and find out its effects on the stude ts’ listening comprehension. .. gives the summary of the study, conclusion, implications and suggestions for further study 5 CHAPTER 2 LITERATURE REVIEW 2.1 Introduction Literature review is a base of the research In this study, literature is built with two parts The first part is definition and clarifying of key terms including repeated listening, listening comprehension In the second part, it is background of the study It concludes