The efects of self assessment logs on non english majors english listening comprehension at cfc m a

VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE EFFECTS OF SELF-ASSESSMENT LOGS ON NON-ENGLISH MAJORS’ ENGLISH LISTENING COMPREHENSION AT CFC A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By CHAU THUC QUYEN Supervised by NGUYEN THU HUONG, Ph.D HO CHI MINH CITY, JANUARY 2019 VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE EFFECTS OF SELF-ASSESSMENT LOGS ON NON-ENGLISH MAJORS’ ENGLISH LISTENING COMPREHENSION AT CFC A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By CHAU THUC QUYEN Supervised by NGUYEN THU HUONG, Ph.D HO CHI MINH CITY, JANUARY 2019 ACKNOWLEDGEMENTS This thesis would not have been completed without the assistance on various forms and from different sources First of all, I would like to express my deepest thanks to my supervisor, Dr Nguyen Thu Huong, who gave me enthusiasm and useful advice over the lengthy period of the searching and writing of this thesis He was always by my side to meet and talk about my ideas, and to ask me questions to help me think through my problems Without his excellent academic guidance, encouragement, and document support, I would not have enough ability and motivation to overcome the stages to finish this thesis on time Secondly, I would like to express my sincere thanks to Mr Truong Van Nam, Mr Huynh Huy Van, Mr A Tron, and Ms Nguyen Thi Thanh Hong for their kindness, trust, assistance, and shared experiences to help me complete my thesis Finally, I would like to send my thanks to my beloved family including my father, mother, older-brother, and my cousin who love, hope, understand and encourage me to overcome all the difficulties on the way of pursuing this work i STATEMENT OF ORIGINALITY I certify that, this thesis with the title as mentioned bellow is my own work THE EFFECTS OF SELF-ASSESSMENT LOGS ON NON-ENGLISH MAJORS’ ENGLISH LISTENING COMPREHENSION AT CFC As stated in the statement of the Higher Degree Committee’s Requirements for the Thesis in Master’s Program, this thesis has not been submitted for the award of any degree or diploma in any other institutions Ho Chi Minh City, January 2019 CHAU THUC QUYEN ii RETENTION AND USE OF THE THESIS I hereby state that I, CHAU THUC QUYEN, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the University relating to the retention and use of Master’s thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan, or reproduction of the thesis Ho Chi Minh City, January 2019 CHAU THUC QUYEN iii ABSTRACT The main purpose of this study was to investigate the influence of explicit self-assessment logs on non-English-majored students’ English listening comprehension achievements as well as their attitudes towards the self-assessment log application at the College of Finance and Customs (CFC) Thirty two second year students at CFC were conveniently selected and assigned into either experimental or control group KET tests were adopted as this study’s pre- and post-tests in order to investigate whether or not there were differences between two groups in terms of listening comprehension competence Furthermore, attitude questionnaire and semi-structured interview were also used for determining the attitudes of learners towards the effectiveness of selfassessment logs they have perceived The statistical results revealed that (1) the listening achievement scores of students in the group receiving treatment greatly outperformed the scores of the students in comparison group, and (2) the participants in experimental group had positive attitudes towards the treatment of self-assessment task in terms of practice, affection, and cognition The study results suggested that self-assessment log was a useful facilitative metacognition task which should be launched in English listening classes for purposes of improving non-English majored learners’ English listening comprehension achievements as well as making a good preparation for their future English listening skill development based on the impacts of metacognition during the learning process iv CONTENTS ACKNOWLEDGEMENTS……………………………………………………… i STATEMENT OF ORIGINALITY……………………………………………… ii RETENTION AND USE OF THE THESIS…………………………………… iii ABSTRACT……………………………………………………………………….iv CONTENTS……………………………………………………………………… v LIST OF ABBREVIATIONS…………………………………………………… x LIST OF TABLES……………………………………………………………… xi LIST OF FIGURES…………………………………………………………… xiii CHAPTER 1: INTRODUCTION……………………………………………… 1.1 Background of the study……………………………………………………1 1.2 Aims of the study………………………………………………………… 1.3 Research question………………………………………………………… 1.4 Research hypothesis……………………………………………………… 1.5 Significances of the study… ………………………………………………2 1.6 Scope of the study………………………………………………………… 1.7 Outline of this thesis……………………………………………………… CHAPTER 2: LITERATURE REVIEW……………………………………… 2.1 Listening and its vital role in foreign language learning………………… 2.2 Brief of English listening comprehension …………………………… … 2.3 Common English listening comprehension teaching approaches seen from the teachers' angle……………………………………………………………… 2.4 Top-down and Bottom-up processing in listening comprehension…….….14 2.5 Listening strategies in English listening comprehension………………….16 2.6 Metacognition in listening comprehension……………………………… 18 2.7 Traditional assessment versus alternative assessment…………………….20 v 2.8 Self-assessment under the role of an alternative assessment tool…………20 2.8.1 The differences between self-assessment log versus peer-assessment and portfolio……………………………………………………… …… 22 2.8.2 The researcher’s critical thinking about the nature of self-assessment logs applied in this thesis…………………………………………… ……25 2.9 The implicit learning autonomy factor in self-assessment log…………… 25 2.10 How self-assessment logs affect English listening comprehension achievements……………………………………………………….…………… 26 2.11 Previous studies on the use of self-assessment in English classroom…… 28 2.12 Conceptual framework of the study……………………………………….32 CHAPTER 3: METHODOLOGY…………………………………….……… 34 3.1 Research questions and hypotheses……………………………………….34 3.2 Research design……………………………………………………………34 3.3 Setting of the study……………………………………………………… 35 3.4 Participants……………………………………………………………… 36 3.5 Sampling procedure ……………………………………………………….37 3.6 Research procedure and data collection………………………………… 37 3.7 Teaching material………………………………………………………….39 3.8 Treatment………………………………………………………………….40 3.8.1 Pilot study for the treatment……………………………………… 40 3.8.2 The official treatment applied in this study…………………………40 3.9 Data collection instruments………………………………………………… 43 3.9.1 Attitude questionnaire………………………………… ………… 43 3.9.2 Reliability of the questionnaires…………………………… ………46 3.9.3 Listening test……………………………………………… ……….47 3.9.3.1 Listening comprehension proficiency tests………… …… 47 3.9.3.2 Test reliability………………………………………………….49 vi 3.10 Telephone interview……………………………….………………………50 3.11 Data analysis procedure………………………………………………… 50 CHAPTER 4: RESULTS AND DISCUSSION…………………….………… 52 4.1 Statistical analysis of test results…………………………………………… 52 4.1.1 The comparison of the results of two groups’ pre-tests…… ………52 4.1.2 The comparison of the results of pre-test and post-test of comparison group.………………………………….…………………… …………….53 4.1.3 The comparison of the results of pre-test and post-test of experimental group.……………………………………………………………………….54 4.1.4 The comparison of the results of two groups’ posttests…………………………………………………………………… … 57 4.1.5 The learners’ tendency in completing Part and Part of post-test better than their pre-test in experimental group.…………………… …….58 4.2 Statistical analysis results of the questionnaire……………………………60 4.2.1 The experimental group’s learners’ attitudes in term of selfassessment practice.………………………………… ………………… 61 4.2.2 The experimental group’s learners’ attitudes in term of selfassessment affection.……………………………… ………….………….61 4.2.3 The experimental group’s learners’ attitudes in term of selfassessment cognition.……………………………………… ……… 62 4.2.3.1 The experimental group’s participants’ perceptions towards the top-down and bottom-up improvement …………… …… … 66 4.2.3.2 The attitudes of the participants in experimental group towards their English listening comprehension performance improvement …………………….…………………… ……………66 4.2.3.3 The general attitudes of experimental group’s respondents towards self-assessment logs.…………………………… …… …66 4.3 Statistical analysis results of the interview.……………………………….67 4.3.1 The attitudes of learners in experimental group towards the treatment …… ……………………………………… ………………………… ….67 vii 4.3.2 The learners’ opinion towards the effectiveness of the treatment …………………………………………………………………………… 67 4.3.3 The challenges faced by the learners when they applied selfassessment logs in the experimental class…………………………….……69 4.3.4 The learners’ opinion in continuing applying self-assessment logs in their future English listening learning.………….…….…… …………….69 4.4 Discussion ……………………………………………………………… 70 4.5 Finding summary …………………………………………………………74 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS…….………75 5.1 Pedagogical implication…….……………………………………….……….75 5.1.1 For CFC teachers.…………………………………………………….…….75 5.1.2 For CFC learners.………………………………………………………… 78 5.1.3 For syllabus and curriculum designers.…………………………………….78 5.2 Limitations of the study.…………………………………………………… 78 5.3 Recommendations for further studies ……………………………… …….79 5.4 Chapter summary.……………………………………………………………80 REFERENCES………………………………………….…………………….…82 APPENDIX A: ATTITUDE QUESTIONNAIRE – Vietnamese version.………91 APPENDIX B: ATTITUDE QUESTIONNAIRE – English version………… 95 APPENDIX C: SEMI-STRUCTURED INTERVIEW – Vietnamese version …………………………………………………………………… …………… 99 APPENDIX D: SEMI-STRUCTURED INTERVIEW – English version…… 100 APPENDIX E: SELF-ASSESSMENT LOGS OF STRAIGHTFORWARD TEXTBOOK OF MACMILLAN.……………………………….…………… 101 APPENDIX F: SELF-ASSESSMENT LOGS OF MORE! TEXTBOOK OF CAMBRIDGE.………………………………………………….…….…………102 APPENDIX G: SELF-ASSESSMENT LOG OF FACE2FACE TEXTBOOK OF CAMBRIDGE.………………………………………………………………… 103 viii APPENDIX Q: PRE-TEST LISTENING TEST (Approximately 30 minutes including minutes transfer time) PART 1: QUESTION 1-5 You will hear five short conversations You will hear each conversation twice There is one question for each conversation For questions 1-5, put a tick () under the right answer Example: How many people were at the meeting? How will they travel to the pop concert? What was the weather like on Beth’s holiday? 134 Where has the teacher put the dictionaries? Where did Paul go running yesterday? What does Karen still need to get for the school play? PART 2: QUESTIONS 6-10 Listen to Gemma telling a friend about her visits to different countries 135 What did she like most about each country? For question 6-10, write a letter A-H next to each country You will hear the conversation twice Example: France H COUNTRY ACTIVITIES Italy A animals Mexico B beach India C countryside Australia D food 10 Canada E hotel F shops G sport H weather PART 3: QUESTION 11-15 Listen to Tony talking to Lisa about a science club competition For questions 11-15, tick () A, B, or C You will hear the conversation twice Example: Tony says the competition is on 11 Which building will the competition be in? 136 A Monday  B Tuesday  C Wednesday  A the school  12 How has the team decided to get there? B the town hall  C the university  A they will catch a bus  B they will walk  C they will go on the  underground 13 The total number of questions in the quiz A five  B fifteen  C twenty five  A biology  B chemistry  C physics  A T-shirts  B cinema tickets  C a box of chocolates  will be? 14 Tony’s favorite area of science is 15 Winners of the competition get PART 4: QUESTIONS 16-20 You will hear a girl asking for information about a summer job Listen and complete questions 16-20 You will hear the conversation twice Summer holiday job Type of job: Farm worker Time working day ends: (16)…………………………………………… You need to be: (17)……………………… ………and careful 137 You will earn: (18) £………………………………….a week What you must pay for: (19)…………………………………………… Date work begins: (20)……………………………………….May PART 5: QUESTIONS 21-25 You will hear the manager of a cycling club giving some information about a bike race Listen and complete questions 21-25 You will hear the information twice Cardiff Bike Race Date of race: 22nd September Team color: (21)………………………………………… Number of people per team: (22)………………………………………… Time of race: (23)………………………………………a.m Food at snack place: (24)…………………………… …and drink First prize: (25) a new…………………………………… 138 APPENDIX R: POST-TEST LISTENING TEST (Approximately 30 minutes including minutes transfer time) PART 1: QUESTION 1-5 You will hear five short conversations You will hear each conversation twice There is one question for each conversation For questions 1-5, put a tick () under the right answer Example: 11 How many people were at the meeting? 12 What does the woman order? 13 What size boots is the woman going to try on next? 139 14 Where will the man get off the bus? 15 How many books does the boy want to borrow now? 16 What job does Mark’s brother do? PART 2: QUESTIONS 6-10 Listen to Emily and John talking about activities they did last weekend 140 Which activity did each person do? For question 6-10, write a letter A-H next to each person You will hear the conversation twice Example: John C PEOPLE ACTIVITIES 17 Pete A Basketball 18 Emily B Cycling 19 Jenny C Fishing 20 Joe D Football 21 Andy E Skateboarding F Swimming G Table-tennis H Tennis PART 3: QUESTION 11-15 Listen to Suzy talking to a friend about a new shop For questions 11-15, tick () A, B, or C You will hear the conversation twice Example: When did the new shop open? 11 Where is the new shop? A today  B yesterday  C last week  A near the college  B outside the town center  141 12 In the shop you cannot buy? 13 What time does the shop close on C opposite the newsagent’s  A clothes  B bags  C boots  A p.m  B p.m  C 10 p.m  A Tuesday to Sunday  B every day  C Monday to Friday  A phone the manager  B go to the shop  C write a letter  Thursday? 14 What days does the shop open? 15 What should Suzy’s friend if she wants a job? PART 4: QUESTIONS 16-20 You will hear a man phoning about a flat he wants to rent Listen and complete questions 16-20 You will hear the conversation twice Flat to rent Address of flat: 25A Green Street Price of flat: (16) £…………………………….……a month How far from station: (17) ……………………….… minutes on foot Number of bedrooms: (18)…………………………………………… 142 Furniture in flat: (19) ……………………………… and table Day to see flat: (20)…………………………………………… PART 5: QUESTIONS 21-25 You will hear some information for new students about a college Listen and complete questions 21-25 You will hear the information twice Langley College Day classes start: Wednesday Cost to join sports centre per year: (21)£…………………………………………… Closing time of café: (22)…………………………… ………….p.m Name of receptionist: (23) Mrs …………………………………… Phone number: (24)…………………………………………… What to bring to college: (25)…………………………………………… 143 APPENDIX S: FIGURES Bottom-up improvement after the treatment Top-down improvement after the treatment 70.6 70.6 11.76 11.76 5.88 5.88 11.76 11.76 Figure 4.1: Learners’ attitudes towards their top-down and bottom-up improvement I have improved my English listening comprehension achievement after being involved in self-assessment logs Agree Strongly agree 35% 65% Figure 4.2: Learners’ attitudes towards their English listening comprehension performances after the treatment 144 92 90 90.6 88 87.8 86 84 82 80 78 78.43 76 74 72 Practice Affection Cognition Figure 4.3: The students’ attitudes towards the application of self-assessment logs 6% I liked self-assessment logs from the beginning to the ending 12% I gradually liked self-assessment logs during the course 17% 65% I had neutral ideas towards selfassessment logs I did not like self-assessment logs Figure 4.4: Learners’ changing attitudes after perceiving the treatment dăay by day 145 64.7 Reviewing perceived knowledge Recognizing what have done well and un-well 58.82 Indentyfing learning English listening strengths and weaknesses 58.82 Realizing practical English listening comprehension competence 41.17 Recognizing currently English listening comprehension improvement 41.17 29.41 Enhancing self-learning awareness Being more interested than doing English listening comprehension tests in class 17.64 Figure 4.5: The extent of learners’ cognition towards the self-assessment logs’ effectiveness 47.06 Sorted of essential vocabulary 35.29 Unintelligibility self-assessment content Long-term memory limitation 29.41 Learners' impractical performance reflection 29.41 23.53 Academic term confusion 17.65 Self-assessment log unfamiliarization 11.76 Self-assessment log high working frequence 5.88 Telling lie enforcement Figure 4.6: The extent of learners’ cognition towards self-assessment logs’ challenges 146 Continue applying None continue applying 35% 65% Figure 4.7: The learners’ future self-assessment log application 147 APPENDIX T: LEARNERS' SELF-ASSESSMENT LOGS PRACTICE IN EXPERIMENTAL GROUP 148 ... listening was considered as an interpretation process demonstrating that learners’ comprehension began with their expectations about the information in the texts and the applications of appropriate... towards the treatment they received However, the main content of this quasiexperimental research just concentrated on presenting the main concept of selfassessment and demonstrating that self- assessment. .. By the advent of the theories of self- assessment, the concept of this term was expressed via a variety of names such as self- evaluation, self- rating, selftesting, and self- appraisal by creating