(Luận văn thạc sĩ) applying learning strategies to improve TOEFL listening skill of advanced program students at thai nguyen university of technology m a thesis linguistics 60 140 111

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ HÀ APPLYING LEARNING STRATEGIES TO IMPROVE TOEFL LISTENING SKILL OF ADVANCED PROGRAM STUDENTS AT THAI NGUYEN UNIVERSITY OF TECHNOLOGY SỬ DỤNG CÁC CHIẾN LƢỢC HỌC TẬP ĐỂ CẢI THIỆN KỸ NĂNG NGHE TOEFL CỦA SINH VIÊN CHƢƠNG TRÌNH TIÊN TIẾN TRƢỜNG ĐẠI HỌC KỸ THUẬT CÔNG NGHIỆP THÁI NGUYÊN M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ HÀ APPLYING LEARNING STRATEGIES TO IMPROVE TOEFL LISTENING SKILL OF ADVANCED PROGRAM STUDENTS AT THAI NGUYEN UNIVERSITY OF TECHNOLOGY SỬ DỤNG CÁC CHIẾN LƢỢC HỌC TẬP ĐỂ CẢI THIỆN KỸ NĂNG NGHE TOEFL CỦA SINH VIÊN CHƢƠNG TRÌNH TIÊN TIẾN TRƢỜNG ĐẠI HỌC KỸ THUẬT CƠNG NGHIỆP THÁI NGUYÊN M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Supervisor: DUONG DUC MINH, PhD Hanoi, 2014 DECLARATION This thesis is a presentation of my original research work Wherever contributions of other sare involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement of collaborative research and discussions The work was done under the guidance of my supervisor, Dr Duong Duc Minh, at the University of Languages and International Studies, VNU Student‟s signature Nguyen Thi Ha In my capacity as supervisor of the candidate‟s thesis, I certify that the above statements are true to the best of my knowledge Hanoi, August 18th 2014 Supervisor Duong Duc Minh, Ph.D i ACKNOWLEDGEMENTS Writing a thesis, especially in such a limited time, was one of the most challenging things I have ever gone through In this demanding process, I was lucky enough to have the support of several people First and foremost, I would like to express my deep thank to my advisor, Dr Duong Duc Minh for all his efforts, for not only being a very hardworking advisor, but also an understanding counselor He never left me without an answer to my never-ending questions; he was always so quick to give feedback that I could finish my thesis on time thanks to him I also would like to thank the Faculty of Post Graduate Studies, University of Languages and International Studies, Hanoi National University for granting me the opportunity to pursue my studies and my research I am grateful to my collegues and my friends, who are always willing to share with me any kinds of work, documents or experience in doing a thesis They also symphathize with with my difficulties as well as my fault in life Last but not least, I owe my genuine, deepest gratitude to my family for their everlasting belief in me, for always encouraging me They have been the strongest motivation for me to pursue my degree I am indebted to my family, especially my parents who are always ready to look after my little daughter Without the support from my family members, I would not have finished my thesis ii ABSTRACT The purpose of the current study was to examine the frequency of listening strategies use by Advanced Program students at Thai Nguyen University of Technology and the relationship between listening strategy use and their language proficiency level A total of 40 students were involved in this study The results of TOEFL test were employed to identify the learners‟ listening proficiency levels and a survey was developed and administered in which questionnaires were used to investigate the frequency of listening strategies use by Advanced Program students The reported listening strategies use for this study are limited to metacognitive, cognitive, social and affective strategies The findings of this study show that Advanced program students reported employing meta-cognitive strategies more frequently and actively; followed by cognitive and socio-affective listening strategies The results of the A nalysis of Variance (ANOVA) showed that there was significant difference between listening strategy use and language proficiency levels of students Based on the results obtained from the study, it is recommended that teachers should aware of listening strategies and should have effective teaching methods to help students improve their listening skill when doing TOEFL listening test iii LIST OF ABBREVIATIONS ANOVA : Analysis of Variance AP : Advanced Program SPSS : Statistical Package for Social Sciences TNUT : Thai Nguyen University of Technology TOEFL : Test of English as a Foreign Language iv LIST OF CHARTS AND TABLES CHARTS Chart 1: TOEFL score obtained by AP students 22 TABLES Table 1: Content Validity of the Listening Strategies verified by experts 30 Table 2: Pre-listening Planning Strategies 34 Table 3: While-listening Monitoring Strategies 35 Table 4: Post-listening Evaluation Strategies 35 Table 5: Cognitive Formal Practicing Strategies 36 Table 6: Bottom-up Strategies 37 Table 7: Top-down strategies 37 Table 8: Social Strategies 38 Table 9: Affective Strategies .39 Table 10: Variation in Frequency of Use of Listening Strategies According to Language Proficiency Level 40 v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF CHARTS AND TABLES v TABLE OF CONTENTS vi PART A: INTRODUCTION 1 Rationale of the study Aims of the study Research Questions Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Learning Strategies 1.1.1 Definition of Learning Strategies 1.1.2 Classification of Learning Strategies 1.1.2.1 O'Malley's (1985) Classification of Language Learning Strategies 1.1.2.2 Rubin's (1987) Classification of Language Learning Strategies 1.1.2.3 Oxford's (1990) Classification of Language Learning Strategies 1.1.2.4 Stern's (1992) Classification of Language Learning Strategies 1.2 Listening Strategies 11 1.2.1 Definitions of Listening by Different Researchers 11 1.2.2 The importance of listening 12 1.2.3 Overview of listening strategies 13 vi 1.3 Previous studies in the world and in Vietnam 16 CHAPTER 2: METHODOLOGY 21 2.1 Participants and setting of the study 21 2.1.1 Participants 21 2.2.2 Setting of the study 23 2.2 Data Collection 24 2.2.1 Data Collection Instruments 24 2.2.1.1 Interview 24 2.2.1.2 Classroom observation 25 2.2.1.3 Think-aloud Protocols 26 2.2.1.4 Diary studies 26 2.2.1.5 Written Questionnaire 27 2.2.2 Data Collection Procedures 31 2.2.3 Data analysis 32 2.2.3.1 SPSS Software 32 2.2.3.2 Analysis of Variance (ANOVA) 32 2.2.3.3 The post-hoc Scheffé Test 32 CHAPTER 3: FINDINGS AND DISCUSSION 34 3.1 Findings 34 3.1.1 Frequency of Strategy use from the results from questionnaire 34 3.1.1.1 Metacogitive Strategies 34 3.1.1.2 Cognitive Strategies 36 3.1.1.3 Social/ Affective Strategies 38 3.1.2 Variation in Frequency of Use of Listening Strategies According to Language Proficiency Level 40 3.2 Discussion 42 3.3 Pedagogical Implications 43 PART C: CONCLUSION 46 vii Conclusions 46 1.1 Research question 1: What is the frequency of listening strategies reported by AP students at TNUT? 46 1.2 Research question 2: Do students‟ choices of listening strategies vary significantly according to their levels of proficiency? If they do, what are the main patterns of variation? 47 Limitations of the study 47 Suggestions for further study 48 REFERENCES 49 APPENDICES I viii proficiency level students employed language learning strategies significantly more frequently than low proficiency level students However, in terms of other types of strategies such as social and affective strategies, moderate and low proficiency level students use more often than those of high proficiency level In conclusion, the findings of this study show that most learners are active in the listening process and use some strategies to help them understand some texts However, when they encounter listening obstacle during the listening process, they are unable to orchestrate their strategy use and fail to comprehend the texts Based on the results obtained from the study, it is recommended that social and affective strategies should be underlined since they have great influence on listening comprehension 3.3 Pedagogical Implications The findings of this study have practical implications for both lecturers who expect their students to be good English language listeners and AP students who intend to improve and develop their listening skills while practicing TOEFL tests The high frequent use of meta-cognitive strategies among AP students in this study appears to prove that meta-cognitive strategies are vital for improving their language learning in general and their listening skills in particular The results of this study could be beneficial for both students and English teachers It could provide guidance for students, who lack listening processing strategies to improve themselves by practicing listening Besides, it can provide teachers with ideas to design a suitable syllabus including the specific teaching of listening strategies and to develop their teaching methodology Hence, students can deal with problems while listening and know what listening strategies they need to use in order to get correct answers in the test successfully Hopefully, by understanding students‟ use of listening strategies, this study can draw out some directions for instructors to construct the effective English Foreign Language 43 listening instruction The findings of this study are also expected to be beneficial for teachers to help students become aware of the significance of listening and benefits of using the right strategies with the right tasks In spite of listening strategies that AP students used, most of them have not obtained TOEFL score meeting the requirement of AP Listening in English is so hard because students have to process the messages as they come, cope with the speaker‟s choice of vocabulary, structure, and rate of delivery Besides, the complexity of the listening process is magnified in second language context where the listener also has an incomplete control of the language It is essential for language teachers to help our students become effective active listeners Language teachers‟ first responsibility should be to train their students in using effective listening strategies Teacher should help students recognize their existing repertoire of strategies as well as introduce new alternative and additional strategies Top-down and bottom-up listening strategies are important strategies along with metacognitive Successful listening depends on the ability to combine topdown and bottom-up processes to become more effective listeners Teacher should activate students‟ prior knowledge before any listening activity in order to predict or anticipate contents Besides, it is necessary to assess students‟ background knowledge on the topic and linguistic content of the text If students have to complete a complete a written task during or immediately after listening, teacher should allow them to read through it before listening It would be better if teacher uses questions to focus students‟ attention on the elements of the text crucial to comprehension of the whole Predicting is also a good way to encourage students to monitor comprehension as they listen Furthermore, teacher should remind students to review what they are hearing to see if it makes sense in the context of their prior knowledge and what they already know of the topic or events of the passage Using 44 visual aids such as maps, diagrams, pictures, or the images on the video is an interesting methodology to help contextualize the input Generally, teachers should make their students aware of using listening strategies More importantly, lecturers should encourage their students of different listening proficiency levels to utilize listening strategies which are essential in their learning process in general and listening process in particular to develop their listening skills while learning a new language It is also the lecturers‟ role to provide learners with the use of listening strategies in their teaching The students need to be trained how to use specific strategies to improve their listening skills This chapter has demonstrated the data analysis for listening strategy use and the variation in frequency of use of listening strategies according to language proficiency level The data were collected through the listening strategy questionnaire with four purposes of strategy use and a total of 30 individual listening strategies The SPSS software and analysis of variance (ANOVA) were the main statistical methods of data analysis for the present investigation The last part of this research will summarise the main research findings in response to two research questions proposed in Part A, followed by the conclusions, limitations of this study and suggestions for further study 45 PART C: CONCLUSION The purpose of this chapter is to present the results of the investigation in response to two research questions mentioned in part A This is followed by a discussion of the main findings and the limitations of the study Finally, the suggestions for further study are also presented Conclusions This study aimed to find out the frequency of strategies use by AP students and the relationship between listening strategy use and proficiency level of AP students at TNUT The subjects selected by purposive sampling were 40 second year AP students who are studying at TNUT Two research instruments were used to help clarify the answers The first instrument was the TOEFL test scores that AP students obtained through tests The second one was the questionnaires The findings of this study response to two research questions: 1.1 Research question 1: What is the frequency of listening strategies reported by AP students at TNUT? It was found that metacognitive strategies and cognitive strategies were used more than affective strategies by AP students In terms of cognitive strategies, students seemed to apply top-down strategies more than bottom-up strategies For social and affective strategies, many students are eager to learn more listening strategies and hesitate to search assistance from their teachers; however, they seldom try to relax themselves to keep calm and not be nervous Based on the findings of this study, it can be concluded that AP students are able to employ meta-cognitive strategies more frequently and actively followed by cognitive and socio-affective listening strategies In other words, these students are able to employ a great number of different listening strategies to comprehend a listening text as well as plan and use their top-down and bottom-up processing skills for learning in general and for listening in particular 46 1.2 Research question 2: Do students’ choices of listening strategies vary significantly according to their levels of proficiency? If they do, what are the main patterns of variation? Based on the results of the analysis of variance (ANOVA), there was significant difference between listening strategy use and language proficiency levels of students The results of the post-hoc Scheffé test showed that in some cases, students with high proficiency level employed listening strategy use significantly more frequently than moderate and low proficiency level students, while moderate proficiency level students employed language learning strategies significantly more frequently than low proficiency level students However, in terms of other types of strategies such as social and affective strategies, moderate and low proficiency level students use more often than those of high proficiency level This might be explained that higher proficiency students are more proficient and more self-confident than those with moderate and low proficiency Therefore, higher level students get better results in TOEFL test than moderate and low level students although they did not employed most frequently all listening strategies Limitations of the study The sample size is the first limitation to be pointed out in this study Due to the limited scope of a minor thesis, the study has been conducted on a small number of participants, 40 AP students at TNUT The number of subjects may have been in sufficient for factor analysis in research question The study would be more objective and more reliable if the number of students participating in the study was much larger They may either be the many other students of AP or students of any other training fields at TNUT, so that researcher would be able to collect diverse results for a broader study with some variables, such as education background, gender, and motivation Using only one research instrument is not an effective way to get the adequate information for any study Beside questionnaire, semi-structured interview should have been used along with written questionnaire to get qualitative data for the study 47 This method makes interviewees speak more widely about what the researcher wants to investigate This is because the semi-structured interview is flexible and a good way of accessing learners' perceptions Moreover, semi-structured interview enables researchers explore the interviewee‟s opinions or attitude Although there were limitations to the study, this research might provide practitioners with a new approach in English language teaching Suggestions for further study The overall results of the present study not allow us to recommend a change in the training of general listening comprehension skills towards training in AP students However, we would like to make a few recommendations based on the findings described in this thesis The primary goal of this study was to investigate the relationship between frequency of listening strategy use and language proficiency level of AP students at TNUT The initial motivation for this study was derived from the lack of research that had been carried out to investigate the listening strategies for the TOEFL test in specific For further study, in order to obtain a more reliable model, increasing the number of participants might bring better and more reliable result Larger number of students should have been involved in the listening strategies questionnaire along with the semi-structure interview since the listening strategies in the present study were limited in the questionnaire only This study would be more interesting if it examines TOEFL listening strategies uses in relation to some types of variables such as gender, back ground knowledge, place of living or learning motivation In addition to this, semi interview should be added with written questionnaire to enable researcher collect qualitative data for this study 48 REFERENCES Abdalhamid, F (2010) Listening Comprehension strategies of Arabic - Speaking ESL Learners Colorado State University Bacon, Bentley.(1996) The all new, state-of-the-art ILA definition of listening: Now that we have it, what we with it? 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London: Macmillan Sevil Ak (2012) Pronunciation Awareness Training As An Aid To Developing EFL Learners' Listening Comprehension Skills Stern, H H (1992) Issues and options in language teaching Oxford: Oxford University Press Tarone, E (1983) Strategies in interlanguage communication 61-74 51 Thitipat Wathajarukiat, Monta Chatupote, Panida Sukseemuang An investigation of English Listening Strategies used by Thai Undergraduate students in Public Universities in the South Tran Thi Lan (2006) Techniques for improving listening skills of gifted students of Foreign Language Specializing School, College of Foreign Languages, Hanoi National University Hanoi: Vietnam National University Vandergrift L (1997) The comprehension strategies of second language (French) listener, A descriptive study Foreign Language Annals , 30 (3), 387-409 Vandergrift, L (1999) Facilitating second language listening comprehension: Acquiring successful strategies ,ELT Journal , 53 (3), 168-176 Vandergrift, L (2003) Listening: theory and practice in modern foreign language competence Wenden, A and Rubin, J (Eds.) (1987) Learner Strategies in Language Learning Cambridge: Prentice-Hall Yiching Chen (2005) Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications (4) Yi-Jiun Jou A study of English Listening Strategies Applied by Technological University Students Yukselci Sema (2003) Teachers' practice and perceptions regarding listening strategies, and perceptions of difficulties likely to arise in English listening comprehension lessons Ankara.: Bilkent University 52 APPENDICES APPENDIX A SURVEY QUESTIONNAIRE (ENGLISH VERSION) This questionnaire is conducted with a view to finding out listening strategies that students use when doing TOEFL Listening Test Your completion of this questionnaire is highly appreciated The data collected are used in the research paper only, not for any other purposes Response choice = Never = Sometimes = Often = Always/ Almost always Answer the given questions by putting a tick ( ) into the box which is best representative of your answer No     Listening Strategies I clarify the objectives of an anticipated listening task and/or propose strategies for handing it Before listening, I prepare my mind to concentrate     Before listening, I request myself to make progress                                 10 While listening, I don‟t understand if I am unfamiliar with speakers‟ accents While listening, I will check what part of content I don‟t understand While listening, I will double check again for my answer I am aware of my inattention and correct it while doing listening test After listening, I reflect on my problems, such as the key words that I don‟t understand After listening, I evaluate how much I could understand I will write down the words I don‟t know after the listening tests and look up the dictionary I I will practice English listening actively in daily lives, such as listening to English Radio, English songs, talking to foreigners While listening, I try to translate words or sentences into Vietnamese While listening, I can apply the new vocabulary, phrases, or grammar I have learned to understand the content While listening, I will notice the information questions with who, how, when, where and what in the content While listening, I try to understand each word                             18 While listening, I repeat words or phrases softly or mentally While listening, I piece things together from the details I listen for main idea first and then details     19 I predict or make hypotheses in texts by titles     20 I can guess the meaning based on the context     21 I try to think in English instead of Vietnamese     While listening, I form pictures mentally to help me comprehend texts I collect the contents of listening to my personal experiences If I don‟t understand what someone says in English, I listen again and again what they said After listening, I ask my classmates or teacher questions I don‟t understand I hope teachers can teach me more skills to improve my listening comprehension While listening, I can keep calm and not be nervous                             29 I try to relax myself, breath deeply, meditate and clear my mind while listening I am confident in understanding the whole contents     30 I encourage myself through positive-self talk     11 12 13 14 15 16 17 22 23 24 25 26 27 28 THANKS FOR YOUR COOPERATION! II APPENDIX B BẢNG CÂU HỎI KHẢO SÁT (BẢN TIẾNG VIỆT) Bảng câu hỏi đƣợc thực nhằm tìm hiểu chiến lƣợc nghe mà sinh viên sử dụng làm thi TOEFL Việc hoàn thành bảng câu hỏi bạn đƣợc đánh giá cao Các liệu thu thập đƣợc sử dụng nghiên cứu, khơng cho mục đích khác Các lựa chọn trả lời = Không = Đôi = Thƣờng thƣờng = Luôn luôn/ Hầu nhƣ luôn Trả lời câu hỏi đƣợc đƣa cách đặt đánh dấu ( ) vào cho câu trả lời bạn Chiến lược nghe STT Tôi làm rõ mục tiêu nhiệm vụ nghe và/ đề xuất chiến lƣợc cho việc xử lý     Trƣớc nghe, chuẩn bị tinh thần để tập trung     Trƣớc nghe, tự yêu cầu thân để tiến                                 10 Trong nghe, không hiểu tơi khơng quen với giọng ngƣời nói Trong nghe, kiểm tra nội dung không hiểu Trong nghe, kiểm tra hai lần cho câu trả lời Tôi nhận thức đƣợc thiếu ý sửa làm kiểm tra nghe Sau nghe, suy nghĩ vấn đề tôi, chẳng hạn nhƣ từ khóa mà tơi khơng hiểu Sau nghe, tơi đánh giá tơi hiểu đƣợc Tôi viết từ sau làm kiểm tra nghe tra từ điển III Chiến lược nghe STT                 Tôi thực hành nghe tiếng Anh tích cực sống 11 hàng ngày, chẳng hạn nhƣ nghe Đài Phát tiếng Anh, hát tiếng Anh, nói chuyện với ngƣời nƣớc ngồi 12 13 14 Trong nghe, tơi cố gắng để dịch từ câu sang tiếng Việt Trong nghe, tơi áp dụng từ, cụm từ, cấu trúc ngữ pháp học để hiểu đƣợc nội dung Trong nghe, ý thông tin câu hỏi ai, nhƣ nào, nào, đâu nội dung 15 Trong nghe, tơi cố gắng để hiểu đƣợc từ     16 Trong nghe, thầm nhắc lại số từ cụm từ     17 Trong nghe, ghép nội dung với từ chi tiết     18 Tôi lắng nghe ý sau nghe chi tiết     19 Tơi dự đốn hay giả thuyết tình qua đề mục     20 Tơi đốn đƣợc ý nghĩa dựa vào ngữ cảnh     21 Tơi cố gắng nghĩ tiếng Anh thay tiếng Việt                                     22 23 24 25 26 27 28 29 Trong nghe, tạo hình ảnh đầu để giúp tơi hiểu văn Tôi thu thập nội dung nghe đƣợc từ kinh nghiệm cá nhân Nếu không hiểu nói tiếng Anh, tơi nghe nghe lại họ nói Sau nghe, hỏi bạn lớp hay giáo viên câu hỏi không hiểu Tôi hy vọng giáo viên dạy tơi nhiều kỹ để cải thiện kỹ nghe hiểu Trong nghe, tơi giữ bình tĩnh khơng lo lắng Tơi cố gắng để thƣ giãn thân mình, hít thở sâu, tĩnh tâm thoải mái tâm lý nghe Tơi tự tin vào hiểu biết tồn nội dung IV Chiến lược nghe STT 30 Tôi khuyến khích thân thơng qua tích cực tự nói chuyện V     ... while -listening monitoring strategies (statement to statement 7) and post -listening evaluation strategies (statement to statement 10) Statements 11 to 23 were aimed at evaluating students? ??cognitive strategies, ... comprised cognitive formal practicing strategies (statement 11 to statement 13), bottom-up strategies (statement 14 to statement 17) and top-down strategies (statement 18 to statement 23) Statements... learners that contribute either directly or indirectly to language learning They are learning strategies, communication strategies and social strategies a Learning strategies: Learning strategies are