An investigation into the relation between learners’ attitudes towards learning listening and their listening performance at hanoi university of business and technology

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  *** *** NGÔ THỊ XUYÊN AN INVESTIGATION INTO THE CORRELATION BETWEEN LEARNERS’ ATTITUDES TOWARDS LEARNING LISTENING AND THEIR LISTENING PERFORMANCE AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (Điều tra mối tương quan thái độ học tập khả nghe hiểu sinh viên trường Đại học Kinh Doanh Công Nghệ) M.A MINOR THESIS Major : English Teaching Methodology Code : 60 14 10 Hanoi, 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  *** *** NGÔ THỊ XUYÊN AN INVESTIGATION INTO THE RELATION BETWEEN LEARNERS’ ATTITUDES TOWARDS LEARNING LISTENING AND THEIR LISTENING PERFORMANCE AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (Điều tra mối quan hệ thái độ học tập khả nghe hiểu sinh viên trường Đại học Kinh Doanh Công Nghệ) M.A MINOR THESIS Major : English Teaching Methodology Code :601410 Supervisor: Dương Thu Mai, Ph.D Hanoi, 2013 DECLARATION I hereby certify that this thesis is entirely my own work I have provided fully documented references to the others‟ work The material in this thesis has not been submitted for assessment in any other formal course I also accept all the requirements of University of Languages and International Studies relating to the retention and use of M.A Graduation Thesis deposited in the library i ACKNOWLEDGEMENT This thesis would not be fulfilled without the help of some people, and in some ways, I would like to thank everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis I would like to express my deepest thanks to my beloved supervisor, Duong Thu Mai, Ph.D, for her whole-hearted assistance, encouragement as well as the profound guidance she gave me while I was doing my research I would like to take this opportunity to express my gratitude to all lecturers in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures which have inspired me to conduct this thesis I would also like to express my thanks to the teachers of English, freshmen and second-year students at Faculty of Accountancy and Management at Hanoi University of Business and Technology for their willingness to participate in the research Without their help, this project could not be fulfilled Last but not least, I am most thankful to my relatives who have always inspired and encouraged me to complete this study Hanoi, December 2013 Ngo Thi Xuyen ii ABSTRACT This paper reports the result of the study that aimed at identifying first-year and second-year students‟ attitudes towards learning listening and the relation between these attitudes and learners‟ listening performance at a university in Hanoi Three issues, hence, are investigated: (1) the attitudes towards learning English in general and learning listening in particular; (2) the differences between two groups of students in terms of their attitudes; and (3) the correlation between the attitudes to learning listening and their listening performance The findings based on a survey with 130 students reveal that there was an interest in learning English, but listening lessons and tasks, and course objectives beyond their level was a barrier to learning English A lot of the assistance from the teacher with explanation on test format and scoring was appreciated However, that they listened to no materials but listening sections in the course books is a hindrance to their listening performance Though admitting that their listening results can influence their future performance, students‟ gradual improvement in listening result was not ensured Secondly, there was a distinction between first-year and second-year students regarding the acknowledgement of difficulties with listening comprehension, test relevance to the course objectives, teachers‟ explanation to the test scoring criteria, and the agreement on the stimulation of good listening results over their later performance Thirdly, no strong correlation between attitudes and listening performance was found There are many other factors that contribute to listening performance like the reliability of the test, teachers‟ teaching style, and so on iii LIST OF ABBREVIATION TERMS HUBT Hanoi University of Business and Technology SD Strongly disagree D Disagree N Neutral U Undecided A Agree SA Strongly agree L2 Second language ID Identity SLA Second language acquisition SPSS Statistical Package for the Social Sciences ELT English language teaching Q Question iv Figure 1: Range of s Figure 2: Range of a Figure 3: Represent Figure 4: Atttitudes Figure 5: Attitudes Figure 6: Attitudes Figure 7: Attitudes Figure 8: Attitudes Figure 9: Attitudes Figure 10: Attitudes Figure 11: Attitudes Figure 12: Attitudes Table 1: Results of Students an Table 2: Results of Listening v TABLE OF CONTENTS Declaration i Acknowledgement ii Abstract iii List of abbreviation terms iv List of tables and figures v PART A: INTRODUCTION 1 Rationale .1 Aims of the study Research questions Scope of the study .3 Method of the study .3 Design of the study PART B: DEVELOPMENT CHAPTER I: Literature Review 1.1 Learner factor/ (Affective factors which affect English learning performance) 1.2 Learning attitudes .6 1.2.1 Definition of learning attitudes 1.2.2 Classification of learning attitudes 1.3 Differences between motivation and attitude 10 1.4 Learning performance 12 1.4.1 Learning performance in English Language Teaching 12 1.4.2 Learning performance in listening 13 1.4.3 Assessing listening performance 13 2.1 Theories on the relation between attitudes and performance 15 2.2 Studies on the relation between attitudes and performance 16 CHAPTER 2: METHODOLOGY 19 2.1 Context of the study 19 2.2 The study 21 2.2.1 Participants 21 vi 2.2.2 Data collection instruments 21 2.2.3 Data collection procedure 22 2.3 Data analysis 23 2.3.1 Analysis techniques 23 2.3.2 Data presentation and analysis 24 CHAPTER 3: FINDINGS AND DISCUSSIONS 26 3.1 Students‟ attitudes to learning listening (research question 1) 26 3.1.1 Attitudes to learning English and learning listening 26 3.1.1.1 Attitudes towards learning English and learning listening 26 3.1.1.2 Attitudes towards listening lessons 27 3.1.1.3 Attitudes to tests 29 3.1.1.4 Attitudes to teachers and materials 30 3.1.1.5 Attitudes to listening performance 32 3.2 The differences in attitudes of the two groups towards learning listening (research question 2) 33 3.3 The correlation between listening attitudes and listening performance (research question 3) 34 PART C: CONCLUSION 40 Conclusion 40 Recommendations 40 Limitations 41 REFERENCES 43 Appendix I vii PART A: INTRODUCTION Rationale Listening skill is a critical dimension in language learning in general and in learning English as a foreign language in particular (Kurita, 2012) This input skill plays a vital role when communicators exchange information It is clear that once mastering this skill, students can carry out the conversation with other people, state their ideas and exchange the information (Rost, p 94) For this importance, learners try their best to improve their English listening competence; however, few students have succeeded A large number of students after a long time learning English find it difficult to listen to dialogues, recording, or to native speakers Hence, according to Kurita (2012), a lot of research addressing various issues in learners‟ low achievement has been carried out Learning a language, especially listening to it, is considered a complex process, which is often affected by many factors such as attitude, motivation, age, intelligence, learning environment, etc These variables have been researched to see how they affect an individual learner‟s response to the task of learning a L2 (Ellis, 1985) Of these contributing factors, attitude, regarded as a positive or negative disposition toward an object, situation, or behavior, is believed to have great impact on success or failure of a language learner (Burstall, 1975) As cited in Gardner‟s book (1985), learner attitude has become key issues in language learning in general, and the subject of many studies for a long time In Vietnam, English is considered as an indispensable subject in all universities‟ curriculum Communicating in English or being competent in English is considered a preferable tool to make learners understood in a workplace context, or have an advantageous job over the others At Hanoi University of Business and Technology (hereafter HUBT), a private university, English is a compulsory subject for all students of all faculties For freshmen who have not been familiar with the ways of studying at university, attending two or three English classes a week makes English a burden However, format (types of the test) 16 My teacher revises the most important contents before the tests 17 My teacher explains test scoring criteria 18 List ening to course books is enough for my listening skill 19 Bes ides a good resource of materials from course books and teachers, other sources like IV Attitudes 20 to listening performa nce 21 22 My listening performanc e improves over time THANK YOU VERY MUCH FOR YOUR CORPORATION! V Appendix Questionnaire for students Bảng khảo sát tiến hành cho nghiên cứu mối quan hệ thái độ với việc nghe kết nghe sinh viên Rất cám ơn bạn tham gia hoàn thiện bảng khảo sát Tất thông tin mà bạn đưa phục vụ cho mục đích nghiên cứu Cảm ơn bạn tham gia *********************************************************************************** ** Bạn học năm thứ mấy? Nhìn bảng phía dưới, bạn thấy câu nói thái độ người học với việc học tiếng anh nói chung việc học nghe nói riêng Hãy tích (v) vào cột mà bạn thấy phù hợp Thái độ No Statement Tơi thích Trong k với việc thích kĩ n học Tơi thích tiếng bời tơi m Anh Thái độ kiểm tra Các h hút Các h với với khả nă học Các nhiệm nghe 10 Thái độ với kiểm tra Thái 11 12 13 nghe mứ đề Tôi t hoạt đ lớp Các tậ khó chịu Các nhiệm nghe phù khóa học Tơi thừa n khăn Mức độ b phù hợp v Các k với mục ti Giáo viên độ với giáo viên tài 14 15 VI bà mong đợi Giáo viên dẫn cho b mong đợi Giáo viên liệu học 16 17 18 19 Thái độ với kết nghe 20 21 22 Điểm thi nghe bạn kì năm 2012-2013:………………………………………… CẢM ƠN SỰ HỢP TÁC CỦA CÁC BẠN! VII kiểm tra Giáo viên quan trọn Giáo viên thức tính Việc nghe đủ cho kĩ Ngồi ngu giáo trình nguồn Internet v trọng với tơi Kết tố nghe khuy kết tố kiểm t Những bà n Khả thiện theo Appendix Questionnaire for students This survey questionnaire is designed for my research into the relation between learners’ attitudes and listening performance Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your corporation! ******************************************************************* In the following table, you will find statements about your attitudes towards learning English Please tick (v) in the column to show your opinion No Statements Learning English interesting Listening lessons are interesting I learn because compulsory subject at HUBT I really English lessons interesting I need English the exams at HUBT VIII I feel good and comfortable in the listening examinations Listening s in the classroom always excite me When listening to some difficult tasks, I find them unpleasant I differences difficulties listening a positive way 10 I find levels of the tests suitable for me 11 The tests designed should be adjustable to my actual level, not at a level where I am 12 My always teacher meet my expectations when delivering lectures and giving guidance on tests 13 Goodresultsin listeningtest IX encourage me to better for the next one 14 When equipped with attitudes positive I can improve my listening results 15 My listening performance changes over time THANK YOU VERY MUCH FOR YOUR CORPORATION! Interview questions: In which year are you in the university? How did you feel before/ during/ after the tests? Do you think you should work harder to change the results? X APPENDIX Table of correlations Correlations Variable I like learning (Q1) Spearman's rho Mark * Correlation is significant at the 0.05 level (2-tailed) Variable (Q2) Correlations I like listening Spearman's rho Mark ** Correlation is significant at the 0.01 level (2-tailed) XI Variable (Q3) Correlations I like lis because Spearman's rho tests Mark ** Correlation is signific XII Variable (Q) Correlations Listening interest me Spearman's rho Mark * Correlation is significant at the Variable (Q5) Correlations Listening ability Spearman's rho Mark ** Correlation is significant at th … …………………………………… Variable 22 (Q22) Correlations XIII My listening improves over Spearman's rho Mark * Correlation is significant at the 0.05 level (2-tailed) XIV ... and learning listening in particular; (2) the differences between two groups of students in terms of their attitudes; and (3) the correlation between the attitudes to learning listening and their. .. investigating the relationship between attitudes and language success They looked at the relationship between Chinese, Japanese, and Mexican students‟ achievement in English and their attitudes. .. learners‟ attitudes towards learning listening and their listening performance has not been investigated Also, at the Department of English- Hanoi University of Business and Technology, there have