an investigation into the effects of extensive listening on pre intermediate learners’ vocabulary learning and their attitudes towards extensive listening at the asian international school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY GRADUATE SCHOOL - NGUYEN NGOC LY AN INVESTIGATION INTO THE EFFECTS OF EXTENSIVE LISTENING ON PRE-INTERMEDIATE LEARNERS’ VOCABULARY LEARNING AND THEIR ATTITUDES TOWARDS EXTENSIVE LISTENING AT THE ASIAN INTERNATIONAL SCHOOL MASTER OF ARTS IN TESOL Ho Chi Minh City, May 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY GRADUATE SCHOOL - NGUYEN NGOC LY AN INVESTIGATION INTO THE EFFECTS OF EXTENSIVE LISTENING ON PRE-INTERMEDIATE LEARNERS’ VOCABULARY LEARNING AND THEIR ATTITUDES TOWARDS EXTENSIVE LISTENING AT THE ASIAN INTERNATIONAL SCHOOL Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: NGUYEN THUY NGA (PhD.) Ho Chi Minh City, May 2019 STATEMENT OF AUTHORSHIP I certify that the thesis entitled ―An Investigation into the Effects of Extensive Listening on Pre-Intermediate Learners’ English Vocabulary Learning and Their Attitudes towards Extensive Listening at The Asian International School‖ is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person‘s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award or any degree or diploma in any other tertiary institution Ho Chi Minh City, May 2019 NGUYEN NGOC LY i ACKNOWLEDGEMENTS I am using this opportunity to express my special thanks to everyone who supported and encouraged me throughout the time I worked on this thesis Without their help, I could hardly finish this research First and foremost, I am thankful for the assistance given by my supervisor, Dr Nguyen Thuy Nga Without her assistance and dedicated involvement in every step throughout the process, this thesis would have never been accomplished As a novice researcher, I am fortunate to have worked with her She has not only helped me gain more knowledge but also encouraged me to overcome the difficulties in conducting this research Second, I would like to show gratitude to all my teachers who have given extremely interesting lectures and all the staff of the postgraduate school and librarians during the Master course at Ho Chi Minh City Open University I am motivated to widen my knowledge continuously in this field thanks to their advice and encouragement Third, I am deeply indebted to all my colleagues and my students at The Asian International School for all their enthusiastic help and support that gave me the best condition to conduct my research Most importantly, none of this could have happened without my family and friends Getting through my dissertation required more than academic support, and I have many people to thank for listening to and, at times, having to tolerate me over the past three years Hence, I would like to give my heartfelt thanks to my family and friends for their unconditional love and sacrifice NGUYEN NGOC LY ii ABSTRACT Vocabulary is considered one of the most important things in second language learning Hence, vocabulary has been taught to students at The Asian International School right from their start of learning English Nevertheless, in truth, the students have to struggle with difficulties in vocabulary learning Therefore, the research aimed to investigate whether extensive listening affected vocabulary learning of the students in this school and their attitudes towards extensive listening practice Eighty students were selected non-randomly as a control group and an experimental group After taking Listening Vocabulary Levels Test as a pretest, besides studying the formal English curriculum of the school, the control group received intensive listening practice while the experimental group practiced extensive listening During listening practice, both the two groups were all required to one listening journal per week as their listening practice report After 12 weeks, the participants in the two groups took a posttest (Listening Vocabulary Levels Test) Then, the survey was delivered to the experimental group to investigate their attitudes towards extensive listening practice From the results of this study, extensive listening could help to enhance the students‘ receptive vocabulary knowledge significantly, especially word meanings and word aural forms Moreover, the more the students practiced extensive listening, the higher improvement they somewhat had on receptive vocabulary knowledge In addition, the students in general had positive attitudes towards extensive listening Overall, due to the impressive contributions of extensive listening brought to most students‘ vocabulary learning, it is aspired for this study to suggest implications and recommendations for future studies within the aims to help students enhance their vocabulary learning significantly iii TÓM TẮT Từ vựng xem điều quan trọng việc việc học ngôn ngữ thứ hai Do từ vựng dạy cho em học sinh trường Quốc Tế Á Châu từ lúc em bắt đầu học tiếng Anh Tuy nhiên, thực tế em phải đối diện với khó khăn việc học từ vựng Chính thế, nghiên cứu nhằm mục đích điều tra xem việc nghe theo sở thích có ảnh hưởng đến việc học từ vựng em hay không thái độ em với việc luyện nghe theo sở thích Tám mươi em học sinh chọn khơng ngẫu nhiên vào hai nhóm: nhóm kiểm sốt nhóm thực nghiệm Sau làm kiểm tra Nghe Từ Vựng Theo Các Cấp Độ, với việc học tiếng Anh theo chương trình học, nhóm kiểm sốt luyện nghe theo yêu cầu nhóm thực nghiệm luyện nghe theo sở thích Trong q trình luyện nghe, tất học sinh hai nhóm yêu cầu làm nhật kí nghe tuần để báo cáo việc thực hành nghe Sau 12 tuần, học sinh thực lại kiểm tra Nghe Từ Vựng Theo Các Cấp Độ Cuối cùng, học sinh nhóm thực nghiệm làm khảo sát để điều tra thái độ em việc luyện nghe theo sở thích Từ kết nghiên cứu, việc nghe theo sở thích giúp học sinh tăng cường khả nhận biết nghĩa từ xuất văn nói Hơn nữa, việc luyên nghe theo sở thích nhiều học sinh cải thiện phần kiến thức nhận biết từ vựng Thêm vào đó, phần lớn học sinh có thái độ tích cực việc luyện nghe theo sở thích Nhìn chung, đóng góp ấn tượng mà việc nghe theo sở thích mang lại cho việc học từ vựng hầu hết em học sinh, nghiên cứu mong muốn đưa gợi ý đề xuất cho nghiên cứu có mục đích giúp học sinh cải thiện việc học từ vựng đáng kể iv TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TÓM TẮT iv TABLE OF CONTENTS v LIST OF FIGURES viii LIST OF TABLES ix LIST OF ABBREVIATIONS x Chapter 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem 1.3 Purposes of the study and research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Outline of the study 1.7 Definitions of key terms Chapter 2: LITERATURE REVIEW 10 2.1 An overview of listening comprehension 10 2.2 Intensive listening and extensive listening 11 2.2.1 Intensive listening 11 2.2.1.1 Definition of intensive listening 11 2.2.1.2 Intensive listening purposes and characteristics 12 2.2.2 Extensive listening 14 2.2.2.1 Definition of extensive listening 14 2.2.2.2 Extensive listening purposes and characteristics 14 2.2.3 The differences between intensive listening and extensive listening 16 2.3 Vocabulary and its crucial issues 19 2.3.1 The importance of vocabulary in second language learning 19 2.3.2 Distinguishing between second language vocabulary learning and acquisition 19 2.3.3 Vocabulary learning 20 2.3.3.1 Word repertoire 20 2.3.3.2 Receptive vocabulary knowledge 21 2.3.3.3 Review of receptive vocabulary knowledge tests 22 2.4 The relationship between types of extensive listening practice and vocabulary learning 27 2.5 Previous studies 30 2.5.1 The effects of extensive listening on vocabulary learning 30 2.5.2 Learners’ attitudes towards extensive listening practice 38 2.6 Research gaps 39 v 2.7 Research framework of the study 40 2.8 Summary of Chapter 43 Chapter 3: METHODOLOGY 44 3.1 Research site 44 3.2 Participants 46 3.3 Research design 47 3.4 Instruments 52 3.4.1 Receptive Vocabulary Knowledge Test 53 3.4.2 Listening journal 55 3.4.3 Questionnaire 56 3.4.4 Reliability and validity of Listening Vocabulary Levels Test and Questionnaire 60 3.4.4.1 Reliability and validity of Listening Vocabulary Levels Test 60 3.4.4.2 Reliability and validity of questionnaire 61 3.5 Listening activities for both the control group and experimental group 62 3.5.1 Criteria to set up extensive listening practice 62 3.5.2 Activities plans for both the control group and experimental group 63 3.6 Data collection 65 3.7 Data analysis 66 3.7.1 Research question 66 3.7.2 Research question 67 3.8 Summary of Chapter 68 Chapter 4: FINDINGS AND DISCUSSIONS 69 4.1 Participants‘ listening habits 69 4.1.1 Control group’s listening habits 69 4.1.2 Experimental group’s listening habits 70 4.2 Participants‘ receptive vocabulary knowledge test scores 76 4.2.1 Pretest and posttest results 76 4.2.2 The relationship between listening practice and receptive vocabulary knowledge test scores 79 4.3 Participants‘ listening difficulties 86 4.4 Participants‘ attitudes 88 4.5 Discussion of findings 90 4.5.1 Participants’ listening habits 90 4.5.2 Participants’ receptive vocabulary knowledge 92 4.5.3 Participants’ listening difficulties 94 4.5.4 Participants’ attitudes 94 4.6 Summary of Chapter 96 Chapter 5: CONCLUSIONS 97 5.1 Main conclusions of the research 97 5.2 Contributions of the research 99 5.3 Pedagogical implications of the research 99 5.3.1 Pedagogical implications for administrators 100 5.3.2 Pedagogical implications for teachers 100 vi 5.3.3 Pedagogical implications for students 100 5.4 Limitations of the research 101 5.5 Recommendations for further research 101 5.6 Summary of Chapter 102 REFERENCES 103 Appendix – Listening Vocabulary Levels Test 112 Appendix – Questionnaire 116 Appendix – Listening practice for the CG and EG 120 Appendix 4A – Listening Journal Template for the EG 122 Appendix 4B – Listening Journal Template for the CG 123 Appendix – Lesson Plans 124 Appendix – Material‘s resources for the treatment of EL 130 vii LIST OF FIGURES Figure Theoretical framework 41 Figure Comparison of gender distribution between the CG and EG 47 Figure The relationship between listening practice and RVK in the CG 81 Figure The relationship between listening practice and the improvement of RVK in the CG 83 Figure The relationship between listening practice and RVK in the EG 84 Figure 4 The relationship between listening practice and the improvement of RVK in the EG 85 viii What makes listening difficult to understand? 12 Speaking speed 13 Unknown and new vocabulary 14 Accent SECTION – very 2– easy easy 3– neutral 4– difficult – very difficult 15 Reduction 16 Unfamiliarity with context 17 Sentence complexity Your other opinions: _ 117 PHIẾU ĐÁNH GIÁ VIỆC NGHE THEO SỞ THÍCH (VIETNAMESE VERSION) Bài khảo sát sau nhằm đánh giá việc nghe theo sở thích nghe nhạc Tiếng Anh, nghe sách ghi âm, xem phim, radio, youtube… Câu trả lời em góp phần lớn để đánh giá xác việc nghe theo sở thích việc học từ vựng Mọi ý kiến đóng góp cho việc áp dụng nghe theo sở thích vui lòng ghi bên đánh giá Cảm ơn em tham gia! Trong phiếu đánh giá có phần lớn Trong phần, bạn đánh dấu vào cột cho câu hỏi Trong phần 1, mức độ giảm dần từ luôn đến không Trong phần 2, mức độ giảm dần từ đến khó Phần 1– ln ln CÂU HỎI 2– thường xuyên 3– 4– không Em hiểu bối cảnh ý video audio có từ vựng khơng biết Em có động lực tự chọn tài liệu nghe nghe theo sở thích (nghe nhạc Tiếng Anh, nghe sách ghi âm, xem phim, radio, youtube…) Nghe theo sở thích (nghe nhạc Tiếng Anh, nghe sách ghi âm, xem phim, radio, youtube…) thúc đẩy khuyến khích em trì việc nghe Tiếng Anh Em cảm thấy thoải mái nghe theo sở thích (nghe nhạc Tiếng Anh, nghe sách ghi âm, xem phim, radio, youtube…) Em cảm thấy thích thú nghe theo sở thích (nghe nhạc Tiếng Anh, nghe sách ghi âm, xem phim, radio, youtube…) Em thích nghe nhiều tài liệu khác Tiếng Anh Em ghi nghe xem Em sử dụng từ điển cho từ em nghe xem Em nghe xem sách nói/ câu chuyện/bài hát/podcast/ phim ảnh/ nói chuyện TED/ chương trình truyền hình/ …: phụ đề Tiếng Việt 10 phụ đề Tiếng Anh 11 phụ đề 118 Phần Điều sau làm em thấy khó nghe theo sở thích (nghe nhạc Tiếng Anh, nghe sách ghi âm, xem phim, radio, youtube…)? 12 Tốc độ nghe 13 Tự vựng từ 14 Không quen giọng (Anh/ Mỹ/ Canada/ Ấn Độ…) 15 Sự nuốt âm 16 Tình lạ 17 Độ phức tạp câu 1– dễ 2– dễ 3– bình thường 4– khó 5– khó Ý kiến đóng góp: _ 119 Appendix – Listening practice for the CG and EG Week/ Month August (2nd & 7th) August (9th & 14th) 45 minutes August (16th & 21st) 45 minutes August (23rd & 28th) 45 minutes September (30th Aug &4th Sep) 45 minutes September (6th & 11th) 45 minutes September (13th & 18th) 45 minutes Control Group Inside classrooms Experimental Group Outside classrooms  LVLT (pretest) Inside classrooms Outside classrooms  LVLT (pretest)  Unit – Decision Point (Lesson 1)  Listening to video materials: movie clip with caption  Unit – Decision Point (Lesson 2)  Listening to stories Listening to video materials: movie clips  Unit – Decision Point (Lesson 3)  Listening to podcasts Listening to podcasts  Unit – Decision Point (Lesson 3)  Listening to podcasts  Unit – Decision Point (Lesson 4)  Watching short films Watching short films  Unit – Decision Point (Lesson 4)  Watching short films  Unit – At Home in the World (Lesson 1)  Listening to audiobooks Listening to audiobooks  Unit – At Home in the World (Lesson 1)  Listening to audiobooks  Unit – At Home in the World (Lesson 2)  Listening to TED talks Listening to TED talks  Unit – At Home in the World (Lesson 2)  Listening to TED talks Listening to stories 120  Unit – Decision Point (Lesson 1)  Listening to video materials: movie clip with caption  Unit – Decision Point (Lesson 2)  Listening to stories Teacher‘s given materials or students‘ choice September (25th & 27th) 45 minutes  Unit – At Home in the World (Lesson 3)  Listening to songs Listening to songs  Unit – At Home in the World (Lesson 3)  Listening to songs October (2nd & 4th) 45 minutes  Revision  Listening to songs Watching songs  Revision  Listening to songs Midterm Exam (9th 16th Oct) October (18th& 23rd Oct) 45 minutes 10 November (30th Oct & 1st Nov) 45 minutes 11 November (6th & 8th) 45 minutes 12 November (13th & 15th) 45 minutes November (20th & 22nd) November (27th & 29th) December (25th & 27th)  Midterm exam and Test correction  Midterm exam and Test correction  Unit – At Home in the World (Lesson 4)  Watching movie clips Watching movie clip  Unit – Making a Difference (Lesson 1)  Watching short films Listening to short film  Unit – Fair is fair (Lesson 1)  Listening to stories Listening to stories  Unit – Fair is fair (Lesson 1)  Listening to story  Unit – The Constitution (Lesson 2)  Listening to audiobooks  Revision for the 1st final examination Listening to audiobooks  Unit – The Constitution (Lesson 2)  Listening to audiobooks  Revision for the 1stfinal examination  Listening Vocabulary Levels Test (posttest)  Unit – At Home in Teacher‘s given the World (Lesson 4) materials  Watching movie or students‘ clips choice  Unit – Making a Difference (Lesson 1)  Watching short films  Listening Vocabulary Levels Test (posttest)  Questionnaire  No questionnaire 121 Appendix 4A – Listening Journal Template for the EG (adapted from Schmidt’s (2016) template) Date: _ Week: _ Activity: The title of the activity and the name of the speaker (video, song, audio, film, etc.) Time: Summary: What was the listening selection about? Self-assessment Question Yes The speed was OK The vocabulary was OK The pronunciation was OK I understood the content 122 No Maybe Appendix 4B – Listening Journal Template for the CG (adapted from Schmidt’s (2016) template) Date: _ Week: _ Activity: The title of the activity and the name of the speaker (video, song, audio, film, etc.) Time: Vocabulary: Write new and interesting words and phrases you‘ve learned Self-assessment Question Yes The speed was OK The vocabulary was OK The pronunciation was OK I understood the content 123 No Maybe Appendix – Lesson Plans LESSON PLAN SAMPLES FOR THE CONTROL GROUP UNIT DECISION POINT – WEEK Candidate Ms Nguyen Ngoc Ly Grade level: PRE-INTERMEDIATE Lesson title: LESSON NEW AMERICAN NAMES Step 1—Desired Results This lesson (LISTEN) aims to help students to: - Apply theory into exercises - Do the revision well - Get familiar with new American names from other countries Step 2—Assessment Evidence - Listen for details Share the favorite names Step 3—Learning Plan Steps for students Notes for Teacher Clarification - Introductory activity: - Desired results: students will be able to list some popular names and their favourite names - Student-centered learning steps: - Outside book activity in the classroom – a movie clip from Youtube.com “Royal Baby Names You'll Want To Steal” - Listen and write out all the royal baby names Listen twice - Then, watch to check your answers Clarification - Introductory activity: - Ask students to correct their answers - - Task 1: New American Names Listen and match the characters with the suitable information You can choose more than one options for each name - - Task 2: Listen and write what numbers or names you hear Write no more than ONE WORDS or A NUMBER for each answer Task 3: Listen for Specific - - - 124 Student-centered learning steps: Outside book activity in the classroom: The teacher divides class into groups of or students Then, require them to list all the names they can hear from the recording as many as possible Let students watch and check to other groups‘ list The group has the most names will be the winner and receive pluses The teacher can adjust the speed of the movie clip for weaker classes Task 1: Divide class into groups Each group listens to one person Ask them to write the answer on the board Then, ask them to watch and check other groups‘ answers Ex: group checks group 6, group checks g 5, group checks 4, and against Task 2: The teacher lets students listen twice and collects some fastest notebooks to check Task 3: Let students listen twice and Information Choose True or False for each statement - Outside book activity at home: Students are required to listen to the following movie clip and a listening journal for the first extra exercise - Baby Names That Mean Something Inappropriate In Other Languages https://www.youtube.com/watch?v=gIpAc 080iWI - Closure: - Discuss the meanings of the names which students like - decide whether the sentences are true or false The teacher checks the answers in front of class Outside book activity at home: The teacher requires students to the first extra exercise and explain what they are going to with the first listening journal Closure: The teacher lets students work in pairs and go around to help students Resources, Timing, and Materials  Materials to have ready: Inside language, Literacy, and Content  Approximate time needed for lesson: 45 minutes  Resources (where I got my ideas): Youtube.com and myngconnect.com Step 4—Differentiation/Accommodation/Modifications Give more challenging tasks for students who finish more quickly than the others UNIT DECISION POINT – WEEK Candidate Ms Nguyen Ngoc Ly Grade level: PRE-INTERMEDIATE Lesson title: UNIT AMERICAN NAMES – LESSON Step 1—Desired Results This lesson (LISTEN) aims to help students to: - Get familiar with dictation - Telling stories Step 2—Assessment Evidence - - Review vocabulary of names How to call father or neighborhood in Spanish Step 3—Learning Plan Steps for students Notes for Teacher Clarification - Introductory activity: - Desired results: students will be able to listen and write down what they hear from the recording Clarification - Introductory activity: - The teacher will introduce the students how to keep up with the recording while they are copying the scripts 125 - Student-centered learning steps: Task 1: American Names Listen and then write out what you can hear from the recording in your own words Write in full sentences - - - Outside book activity in the classroom: Let’s speak English Listen and answer the following YES/NO questions with the correct short answer Listen again and fill in the missing words Outside book activity at home: Students are required to choose the following story and a listening journal for the second extra exercise The Lost Crown of Anglia https://www.youtube.com/watch?v=dO 81j32sEt0 - - - - Closure Tell a story they like or their own real story with a partner - Student-centered learning steps: Task 1: The teacher pre-teaches some vocabulary such as Artuto – Turo, adobe, Papi, Barrio, Clam up on somebody, hardas-a-fist, numbed The teacher stops at each sentence to let students enough time to write it down Then, let them listen again to check their sentences The teacher shows the script and asks one student to check for another student Outside book activity in the classroom: The students answer the questions individually The teacher lets them listen twice and check the answers whole class The teacher lets students listen twice Call some of them to write their answers on the board Outside book activity at home: The teacher requires students to the second extra exercise Closure: - The teacher lets students work in pairs and go around to listen to their stories Resources, Timing, and Materials  Materials to have ready: Inside language, Literacy, and Content  Approximate time needed for lesson: 45 minutes  Resources (where I got my ideas): Mrs Tutor ESL and myngconnect.com Step 4—Differentiation/Accommodation/Modifications Give more challenging tasks for students who finish more quickly than the others 126 LESSON PLAN SAMPLES FOR THE EXPERIMENTAL GROUP UNIT DECISION POINT – WEEK Candidate Ms Nguyen Ngoc Ly Grade level: PRE-INTERMEDIATE Lesson title: LESSON NEW AMERICAN NAMES Step 1—Desired Results This lesson (LISTEN) aims to help students to: - Apply theory into exercises - Do the revision well - Get familiar with new American names from other countries Step 2—Assessment Evidence - List some popular names coming from many countries to United States Listen for details Share the favorite names Step 3—Learning Plan Steps for students Notes for Teacher Clarification - Introductory activity: - Desired results: students will be able to list some popular names and their favourite names - Student-centered learning steps: - Outside book activity in the classroom – a movie clip from Youtube.com “Social Security’s Top Ten Baby Names of 2017” - Listen choose the favorite name - Task 1: New American Names - Listen and match the characters with the suitable information You can choose more than one options for each name - - Task 2: Listen and write what numbers or names you hear Write no more than ONE WORDS or A NUMBER for each answer Task 3: Listen for Specific Information Choose True or False for each statement Outside book activity at home: Students are instructed to select a movie clip they want to watch at home by using the teacher‘s suggestions or their free choice Closure: Discuss the meanings of the names which students like 127 Clarification - Introductory activity: - Ask students to correct their answers - Student-centered learning steps: - Outside book activity in the classroom: The teacher lets students watch the movie clip and choose the name they like most - Task 1: Divide class into groups Each group listens to one person Ask them to write the answer on the board Then, ask them to watch and check other groups‘ answers Ex: group checks group 6, group checks g 5, group checks 4, and against - Task 2: The teacher lets students listen twice and collects some fastest notebooks to check - Task 3: Let students listen twice and decide whether the sentences are true or false Outside book activity at home: The teacher instructs students to the first listening journal at home Closure: The teacher lets students work in pairs and go around to help students Resources, Timing, and Materials  Materials to have ready: Inside language, Literacy, and Content  Approximate time needed for lesson: 45 minutes  Resources (where I got my ideas): Youtube.com and myngconnect.com Step 4—Differentiation/Accommodation/Modifications Give more challenging tasks for students who finish more quickly than the others UNIT DECISION POINT – WEEK Candidate Ms Nguyen Ngoc Ly Grade level: PRE-INTERMEDIATE Lesson title: UNIT AMERICAN NAMES – LESSON Step 1—Desired Results This lesson (LISTEN) aims to help students to: - Get familiar with dictation - Telling stories Step 2—Assessment Evidence - - Review vocabulary of names How to call father or neighborhood in Spanish Step 3—Learning Plan Steps for students Notes for Teacher Clarification - Introductory activity: - Desired results: students will be able to listen and write down what they hear from the recording - Student-centered learning steps: - Task 1: American Names - Listen and then write out what you can hear from the recording in your own words Write in full sentences Clarification - Introductory activity: - The teacher will introduce the students how to keep up with the recording while they are copying the scripts - Student-centered learning steps: - Task 1: The teacher pre-teaches some vocabulary such as Artuto – Turo, adobe, Papi, Barrio, Clam up on somebody, hardas-a-fist, numbed - The teacher stops at each sentence to let students enough time to write it down Then, let them listen again to check their sentences - The teacher shows the script and asks one student to check for another student - Outside book activity in the classroom: The students share the story in groups The - Outside book activity in the classroom: Room 13 128 - - Listen and freely retell the story Outside book activity at home: Students are instructed to select a story/stories they want to listen to or watch at home by using the teacher‘s suggestions or their free choice Closure Tell a story they like or their own real story with a partner teacher goes around and listens Outside book activity at home: The teacher instructs students to listening journal(s) at home Closure: The teacher lets students work in pairs and go around to listen to their stories Resources, Timing, and Materials  Materials to have ready: Inside language, Literacy, and Content  Approximate time needed for lesson: 45 minutes  Resources (where I got my ideas): Mrs Tutor ESL, youtube.com, and myngconnect.com Step 4—Differentiation/Accommodation/Modifications Give more challenging tasks for students who finish more quickly than the others 129 Appendix – Material’s resources for the treatment of EL Materials Audiobooks Suggested by GÜNDÜZ (2009), Alcantud-Díaz and Gregori-Signes (2014), Rodgers (2016) Videos Medina (1990), Waring (2008), Coyle and Gracia (2014), Gilliland (2015), Widodo and Rozak (2016), Davis and Fan (2016), Maneshi, (2017) Podcasts Lu (2007), Putman and Kingsley (2009), Meier (2015) Stories Brown et al (2008) Materials https://www.youtube.com/user/audiobooksfree, gutenberg.org, www.GetAudioBooksOnline.com, Download-Free-Audio-Books.com/Audio, www.audiobooksforfree.com, www.audible.com, www.audiopub.org, www.audiofilemagazine.com, www.recordedbooks.com, www.librivoks.com, http://www.jiggerbug.com, www.readingrockers.org, www.leamingthroughlistening.org/SiteData/docs/TeachingT ipsWord/, http://dmoz.org/Shopping/Publications/Books/Audio http://talesfromtheforest.co.uk/http://robertmunsch.com/boo k/moose-2 YouTube, VOA, Breaking news, TED talk https://learningenglish.voanews.com/ https://www.eslvideo.com/ http://www.bbc.co.uk/learningenglish/http://learnenglish.bri tishcouncil.org/en/listening-skillspracticehttps://breakingnewsenglish.com/ http://www.Elllo.org, https://spotlightenglish.com/listen/ Friends film http://studymovie.net/ https://phimtienganh.com/ http://langmaster.edu.vn/hoc-tieng-anh-qua-phim-b7 https://lyricstraining.com/ https://www.stitcher.com/ http://www.eltpodcast.com/ www.sushiradio.com www.englishcaster.com, www.podcastalley.com, www.mediasite.com, http://www.manythings.org/repeat/ learn a song http://www.manythings.org/repeat/listen to and repeat podcasts http://www.manythings.org/repeat/ Jokes in English http://www.voanews.com/englis~/podcasts.cfm http://www.npr.org/ http://www.breakingnewsenglish.com/ https://www.youtube.com/channel/UCJsSEDFFnMFvW9J WU6XUn0Q https://www.youtube.com/user/story 130 131 ... on Pre- Intermediate Learners’ English Vocabulary Learning and Their Attitudes towards Extensive Listening at The Asian International School? ?? is my own work Except where reference is made in the. .. ON PRE- INTERMEDIATE LEARNERS’ VOCABULARY LEARNING AND THEIR ATTITUDES TOWARDS EXTENSIVE LISTENING AT THE ASIAN INTERNATIONAL SCHOOL Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major... introduction of the study in terms of background of the study, statement of the problem, aims of the study and research questions, the significance of the study, the scope of the study, and the outline