Improving listening skills among non major english students through listening to conversations with subtitles an action research project at a university in hai duong province

This study focuses on improving students’ listening skills through listening to conversations with subtitles. Besides, it investigated the students’ attitudes towards this technique. The study adopted action research approach and was conducted by survey questionnaires, interviews and test among the participation of 32 non major English students at a university in Hai Duong. Based on the data collection and analysis, the findings revealed the improvement of the students’ listening comprehension and their overall positive attitudes towards the technique.

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -oOo - NGUYỄN THỊ NHUNG IMPROVING LISTENING SKILLS AMONG NON - MAJOR ENGLISH STUDENTS THROUGH LISTENING TO CONVERSATIONS WITH SUBTITLES: AN ACTION RESEARCH PROJECT AT A UNIVERSITY IN HAI DUONG PROVINCE (Cải thiện kỹ nghe cho sinh viên không chuyên ngữ thông qua nghe đàm thoại có phụ đề: Một nghiên cứu hành động trường đại học tỉnh Hải Dương) M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -oOo - NGUYỄN THỊ NHUNG IMPROVING LISTENING SKILLS AMONG NON - MAJOR ENGLISH STUDENTS THROUGH LISTENING TO CONVERSATIONS WITH SUBTITLES: AN ACTION RESEARCH PROJECT AT A UNIVERSITY IN HAI DUONG PROVINCE (Cải thiện kỹ nghe cho sinh viên không chuyên ngữ thơng qua nghe đàm thoại có phụ đề: Một nghiên cứu hành động trường đại học tỉnh Hải Dương) M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Huỳnh Anh Tuấn, Ph D Hanoi - 2020 DECLARATION I certify that this minor thesis entitled “Improving listening skills among non - major English students through listening to conversations with subtitles: An action research project at a university in Hai Duong province” is the study of my own research and the substance of this research has not been submitted for a degree to any other university or institution Hanoi, 2020 Student’s signature Nguyễn Thị Nhung i ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to Dr Huynh Anh Tuan, my supervisor, for his assistance, encouragement as well as the guidance he gave while I was doing this research Second, I would like to express my special thanks to all lectures of the Post Graduate Faculty of University of Language and International Studies, Vietnam National University, Hanoi for their scholarly knowledge that helped to enhance my interest for English Methodology and my teaching career I also wish to show my appreciation to my non - major students of the class K10 for their whole - hearted participation in the study Last but not least, I owe my sincere thanks to my parents, my young sister and my colleagues, my friends who have always inspired and encouraged me to complete this study ii ABSTRACT This study focuses on improving students’ listening skills through listening to conversations with subtitles Besides, it investigated the students’ attitudes towards this technique The study adopted action research approach and was conducted by survey questionnaires, interviews and test among the participation of 32 non - major English students at a university in Hai Duong Based on the data collection and analysis, the findings revealed the improvement of the students’ listening comprehension and their overall positive attitudes towards the technique iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LISTS OF FIGURES & TABLES vi CHAPTER I INTRODUCTION 1.1 Rationale 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Method of the study 1.6 Significance of the study 1.7 Structure of the thesis CHAPTER II LITERATURE REVIEW 2.1 Overview of listening skill 2.1.1 Definition of listening skill 2.1.2 The importance of listening skill 2.2 Overview of listening to conversations with subtitles 2.2.1 Definition of subtitles 2.2.2.Types of subtitles 10 2.2.3 Advantages and disadvantages of listening to conversations with subtitles 11 2.2.4 The effects of listening to conversations with subtitles 13 2.2.5 Previous studies 14 CHAPTER III METHODOLOGY 16 3.1 Research approach: Action research 16 3.2 Research setting 18 iv 3.3 Participants 18 3.4 Data collection instruments 18 3.4.1 Comprehension Test 19 3.4.2 Questionnaires and Interviews 19 3.5 Data collection procedures 20 3.6 Data analytical framework 24 CHAPTER IV FINDINGS AND DISCUSSION 25 4.1 Findings 25 4.1.1 The improvement of the students’ listening skills after the intervention 25 4.1.2 The students’ attitudes towards listening to conversations with subtitles 28 4.2 Discussion 33 4.3 Summary 35 CHAPTER V CONCLUSION 36 5.1 Summary of the study 36 5.2 Recommendations for listening to conversations with subtitles effectively 36 5.2.1 Some recommendations for teachers in teaching listening skills 37 5.2.2 Some recommendations for students in learning listening skills 38 5.3 Limitations of the study and suggestions for further study 41 REFERENCES 43 APPENDICES I APPENDIX PRE - TEST I APPENDIX POST - TEST IV APPENDIX POST - INTERVENTION QUESTIONNAIRES VII APPENDIX CÂU HỎI KHẢO SÁT SAU KHI CAN THIỆP X APPENDIX POST - INTERVENTION INTERVIEWS XIII APPENDIX SAMPLE LESSON PLAN XV v LISTS OF FIGURES & TABLES Figures Figure Steps of action research process 17 Figure Data analytical framework 24 Figure The comparison result between the pre - test and the post - test 27 Tables Table The procedure of the syllabus 21 Table The score of pre - test and post - test of 32 students 25 Table Descriptive paired samples statistics for 32 non - major English students on the Pre - Test & Post - Test 26 Table Paired Samples Correlations 26 Table The result of paired sample test 26 Table The students’ attitudes towards listening to conversations with subtitles after the intervention 29 vi CHAPTER I INTRODUCTION This chapter presents a general overview on the rationale; aims and objectives; research questions; scope and method, significance of the study; the structure of the thesis are also provided 1.1 Rationale Communication is always important in every day life People got to communicate by using language to interact with people and to express their feelings or share ideas and thoughts Everybody acquires our native language through our social environment since we were children However, we are demanded to be able to communicate well not only in our language but also by using an international language like English English is used internationally in business, political, cultural relations, and education as well Thanks to the widespread use of English, different countries compared to every other to figure out problems and strive for a prosperous community Vietnamese learners find the significance of English, they have made efforts to be good at English The study of English becomes easier because of communication with foreigners and using modern equipment Besides, people still get difficulties in learning English Out of all four language skills mentioned, listening is the basic skills needed for communication Listening is the ability to spot and understand what others are saying It is said that listening is the most difficult skill for students learning English in practice, especially the non - major English students because they not have a chance to practice frequently in upper schools Listening is a child’s first communication activity, it is essential for learning about and participating in life According to Wilt M.E (1950), it was found that 45 % of communication was listening, 30 % speaking, 16 % reading, and 9% writing Listening may be a skill that has got to be at the forefront of English learning skills Listening is not only crucial for the learners to understand how to study the language but also it is an important life skill Without listening skills, there can be no language learning, and hence no communication, listening skill is the most important interaction human beings are involved in However, the listening competence of non - major English students are, as a matter of fact, not qualified enough At high schools they did not have chances to practice English listening frequently, they mainly concentrate on grammar - related skills They are trained to grammar and reading exercises But, at universities and colleges, all language skills are focused, especially speaking and listening It is a common problem that most of the students are unable to communicate confidently Because of awareness of the importance of listening skills, students are always trying to find ways to improve learning skills One of the most useful methods is listening to English conversations with subtitles This method offers a lot of advantages to the development of students’ abilities To help students have a better understanding of this technique, the researcher conducted a study: “Improving listening skills among non - major English students through listening to conversations with subtitles: An action research project at a university in Hai Duong province” It is hoped that this study will encourage students to learn English, especially listening skills APPENDIX POST - TEST (Time allowed: 20 minutes) Part 1: You will hear five short conversations You will hear each conversation twice This is one question for each conversation For each question, choose the right answer by circling A, B or C (5 points) IV Part 2: Listen short conversation carefully and decide True or False in the following sentences (2 points) The man has been to Japan when he was years old He can speak Japanese In Mexico, it was great and the beaches were nice When he was years old, he lived in London for years His mother worked in Thailand V Part 3: You will hear Kate and Jeremy talking about a party Listen and complete each question - You will hear the conversation twice (3 points) Kate’s Birthday Party Kate will be: 17 years old Day: (1) ……………………… Time: (2) …………………… Place: (3) …………………… Address: (4) ………………… street Bring some: (5) ……………… VI APPENDIX POST - INTERVENTION QUESTIONNAIRES This survey is designed to collect data for my research named “Improving listening skills among non - major English students through listening to conversations with subtitles: An action research project at a university in Hai Duong province” Your cooperation in completing the survey is highly appreciated You can be confident that the data collected is solely for the study purpose Thank you for your cooperation! Please complete the following blanks Your name: …………………………………………… Your gender (Male/ Female): ……………………… Your age: ………………… How long have you been learning English? ………… Please put a tick () in the appropriate column Would you like to listen to conversations with subtitles or without subtitles at the first time listening? With subtitles How long should a conversation be? -10 minutes Without subtitles 10 -15 minutes Do you think that 99 words in minute is suitable for your listening ability? Yes 15 - 20 minutes No How is the content of conversation? Very difficult Normal Difficult Easy VII Do you think that it was necessary for the teacher to teach your vocabulary related to the topic in the pre - listening? Yes How many times would you like to listen to a conversation? Once time No Two times Which learning mode you prefer in post - listening discussion? Work in Individuals Work in pairs Work in groups How long is the post - listening discussion time? 2- minutes Three times -5 minutes minutes What you think about listening to conversations with subtitles? Please tick () in the appropriate column (Strongly disagree = 1; Disagree = 2; No opinion = 3; Agree = 4; Strongly agree = 5) Through listening to conversations with subtitles, I can I can get the main ideas of the conversations I can reduce anxiety in listening process I can keep my interest and motivation in learning listening skills I can remember key words of the conversations I can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g very basic personal and family information, shopping, local VIII geography, employment, vacation) I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g very basic personal and family information, shopping, local geography, employment, vacation) I can understand phrases and expressions related to areas of most immediate priority (e.g very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated I can catch key words of the conversations in short, clear and simple I can improve my pronunciation Besides, listening to conversations with subtitles distracts that I cannot concentrate on both hearing sounds and watching subtitles at the same time Slangs are made me misunderstand about content of the conversations IX APPENDIX CÂU HỎI KHẢO SÁT SAU KHI CAN THIỆP Khảo sát thiết kế để thu thập liệu cho nghiên cứu tơi có tên “Cải thiện kỹ nghe cho sinh viên không chuyên ngữ thông qua nghe đàm thoại có phụ đề: Một hành động nghiên cứu trường đại học tỉnh Hải Dương” Sự hợp tác bạn đánh giá cao việc hoàn thiện khảo sát Bạn tin tưởng liệu thu thập dành cho mục đích nghiên cứu Cảm ơn hợp tác bạn! Xin điền vào thông tin Họ tên: …………………………………………… Giới tính (Nam/ Nữ) ……………………… Tuổi: ………………… Bạn học tiếng Anh bao lâu? ………… Xin đánh dấu () vào ô bạn lựa chọn Bạn muốn nghe đàm thoại có phụ đề hay khơng có phụ đề lần nghe đầu tiên? Có phụ đề Một đàm thoại nên kéo dài bao lâu? - 10 phút Khơng có phụ đề 10-15 phút 10 - 20 phút Bạn có nghĩ 99 từ phút phù hợp với khả nghe bạn? Có phù hợp Không phù hợp Nội dung đàm thoại nào? Rất khó Bình thường Khó Dễ X Bạn có nghĩ giáo viên cần phải dạy từ vựng liên quan đến chủ đề trước nghe khơng? Có Bạn muốn nghe đàm thoại lần? Một lần Theo nhóm Theo cặp Thời gian thảo luận sau nghe bao lâu? 2- phút Ba lần Hai lần Bạn thích hình thức thảo luận sau nghe xong? Theo cá nhân Không -5 phút phút Bạn nghĩ nghe đàm thoại có phụ đề? Xin đánh dấu () vào bạn lựa chọn (Hồn tồn không đồng ý = 1; Không đồng ý = 2; Khơng có ý kiến = 3; Đồng ý = 4; Hồn tồn đồng ý = 5) Thơng qua nghe đàm thoại có phụ đề, tơi ……… Tơi nhận ý đàm thoại Tơi giảm lo lắng q trình nghe Tơi trì thích thú động lực học kỹ nghe Tơi nhớ từ khóa đàm thoại Tơi hiểu câu cách diễn đạt thường liên quan trực tiếp đến vấn đề thông tin cá nhân, gia đình, mua sắm, vị trí địa lý, việc làm, kỳ nghỉ XI Tơi giao tiếp công việc đơn giản thường ngày; trao đôi thông thông tin đơn giản, liên quan đến sống hàng ngày Tơi hiểu cụm từ từ vựng liên quan đến thông tin cá nhân, gia đình, mua sắm, vị trí địa lý, việc làm, kỳ nghỉ với tần suất cao Tôi hiểu cụm từ cách diễn đạt thường liên quan trực tiếp đến vấn đề thơng tin cá nhân, gia đình, mua sắm, vị trí địa lý, việc làm, kỳ nghỉ nghe rõ ràng chậm rãi Tơi nắm bắt từ khóa đàm thoại ngắn gọn, rõ ràng đơn giản Tơi cải thiện phát âm Bên cạnh đó, nghe đàm thoại có phụ đề ……… Tơi khơng thể tập trung nghe thoại nhìn phụ đề lúc Tiếng lóng làm tơi hiểu nhầm nội dung đàm thoại XII APPENDIX POST - INTERVENTION INTERVIEWS (PHỎNG VẤN SAU KHI CAN THIỆP) Question 1: Would you like to listen to conversations with subtitles or without subtitles at the first time listening? Why? (Câu hỏi số 1: Bạn muốn nghe đàm thoại có phụ đề hay khơng có phụ đề lần nghe đầu tiên? Tại sao?) Question 2: Do you think - 10 minutes long conversation is suitable for your listening ability? (Câu hỏi số 2: Độ dài đàm thoại - 10 phút có phù hợp với khả nghe bạn không?) Question 3: Do you think that 99 words in minute is suitable for your listening ability? (Câu hỏi số 3: Bạn nghĩ 99 từ/ phút phù hợp với khả nghe bạn không? Question 4: Do you think that it was necessary for the teacher to teach your vocabulary related to the topic in the pre - listening? (Câu hỏi số 4: Bạn nghĩ giáo viên có cần phải dạy từ vựng liên quan đến chủ đề trước nghe không?) Question 5: Do you think that listening twice to the conversations is adequate for your listening? (Câu hỏi số 5: Bạn nghĩ nghe đàm thoại lần có đủ để nghe hiểu khơng?) Question 6: Which learning mode you prefer in post - listening discussion? (work in groups or work in pairs, work in individuals) XIII (Câu hỏi số 6: Hình thức thảo luận bạn thích sau nghe xong? (thảo luận theo nhóm, thảo luận theo cặp thảo luận theo cá nhân) Question 7: Do you think that - minutes is enough for your post listening discussion? (Câu hỏi số 7: Bạn nghĩ - phút có đủ để thảo luận sau nghe không?) Question 8: What you like most about listening to conversations with subtitles? (Câu hỏi số 8: Bạn thích nghe đàm thoại có phụ đề?) Question 9: What you dislike about listening to conversations with subtitles? (Câu hỏi số 9: Bạn khơng thích nghe đàm thoại có phụ đề?) XIV APPENDIX SAMPLE LESSON PLAN Topic: How was your vacation? Aims The purpose of this lesson is to: - help students to catch key words in short, clear and simple; - get the main ideas of vacation conversation; - remember key words; - understand phrases, vocabulary, sentences and expressions related to the vacation conversation; - improve students’ pronunciation; - reduce students’ anxiety; - keep students’ interests and motivations Methodology Teacher uses video with subtitles in listening lesson to increase students’ interest and improve listening skills Time Time: 30 minutes Procedures Contents Teacher’s activities + greeting the whole class + check students’ attendance + have free talks with students 2’ I Classroom stabilization 4’ + ask students II Warm - up Some questions: some questions + Do you have a holiday + listen & check this summer? answers XV Students’ activities + greeting the teacher + pay attention & listen + have free talks with teacher + answer the questions + listen carefully 6’ 5’ + Where are you going to? + Who are you going to there with? + How long will you stay there? III New lesson Instruction: We are going to listen conversation “How was your vacation?” Pre - listening  Eliciting new words/ structures Vocabulary vacation (n) beach (n) cheap >< expensive (a) row (v) boat (n) restaurant (n) Wh - questions What: Which: Who: Where: đâu When: What time: How: How long: How many/ much: số lượng How far: bao xa While - listening  At the first time listening, the teacher play video without subtitles and ask sts to the following tasks in groups: Task 1: Listen short + talk about the + listen new lesson + elicit new words + read models + call some students to read new words louder + listen & take note on their notebooks + read these new words louder + talk about Wh – questions + give some examples + ask students to make sentences with Wh – questions + call some students to present + check answers + listen & take note on their notebooks + play video without subtitles & ask sts to the task in groups + ask sts to give answers + listen to the video & the task in groups XVI + assignment + present their answers + listen + give their answers conversation and decide True or False in the following sentences The woman went to the beach with her family The woman’s family stayed at a house on the beach Their family went swimming and rowed the banana boat The woman’s older sister doesn’t like to sit on the beach and read a book They stayed three or four days  At the second time listening, the teacher play video with subtitles and check answers  Correct answers 1T 2F 3F 4F 5T  At the third time listening, the teacher play + play video with + listen to the subtitles & ask sts video with to check answers subtitles & the task + call some sts to + present answers present + give correct + listen & take answers notes + talk about the differences between the first listening time and the second listening time (1F 2T 3T 4F 5F) There was only one sentence is right (4F) in the first listening time But all are True in the second time + play the video XVII + listen again & 5’ 6’ 1’ 1’ video with subtitles and ask sts to the task Task 2: Listen again and answer the questions How was the vacation? Was the vacation nice and expensive? Does the speaker’s older sister like water? What the speaker’s parents like to do? How long was the vacation?  Correct answers It was very fun No, It was nice and not too expensive No, she doesn’t like water Her parents like to eat in the restaurant It was four days Post - listening Task 3: Work in pairs Make a conversation about their vacation with subtitles the task in again groups + ask sts to the task in groups + call some sts to give answer the questions + check & give correct answers + answer + listen & take note on their notebooks + ask sts to the task + call some pairs to present + give feedbacks + ask sts to summarize + the task + summarize + listen + talk & write on the board + listen & take note + present + listen + summarize Consolidation Summarize the lesson IV Homework + learn by heart new words + make a conversation about your vacation XVIII ... to find out how to improve listening skills through listening to conversations with subtitles for the non major English students at a university in Hai Duong After collecting and analyzing data,... researcher conducted a study: ? ?Improving listening skills among non - major English students through listening to conversations with subtitles: An action research project at a university in Hai. .. effect of listening to English conversations with subtitles on improving learning listening skills Finally, the data were collected and analyzed quantitatively and qualitatively to obtain the results