Luận văn chuyên ngành Ngôn ngữ Anh: A STUDY ON MOTIVATION IN LEARNING LISTENING SKILL BY THE FIRSTYEAR ENGLISH MAJOR STUDENTS OF IUH.Student: Luu Thi Thuy NganSupervisor: Le Thi Thuy, MAIndustrial University of Ho Chi Minh City.
Luu Thi Thuy Ngan 18071751 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES −−−−−− GRADUATION THESIS STUDENT NAME: LUU THI THUY NGAN ID NUMBER: 18071751 CLASS CODE: DHAV14F COHORT: 2018-2022 SUPERVISOR NAME: LE THI THUY, MA HCMC, 05/2021 Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student name : LUU THI THUY NGAN ID Number : 18071751 Class Code : DHAV14F Cohort : 2018-2022 Supervisor Name : LE THI THUY, MA Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose elsewhere I accept heavy penalty for any cheating or plagiarism Date submitted : 20/05/2021 Signed : Ngân Word count : 1681 words Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 Research Title: A STUDY ON MOTIVATION IN LEARNING LISTENING SKILL BY THE FIRSTYEAR ENGLISH MAJOR STUDENTS OF IUH Abstract: Currently, English is an important language for communication in many parts of the world However, most students have difficulty with listening skills Motivation is considered an important factor in learning listening skills The study focuses on factors affecting the motivation of first-year students' listening skills and English learning goals The subjects of this study included 200 first-year English majors from the Industrial University of Ho Chi Minh City (IUH) Research shows that English learning goals have a great influence on the motivation to learn English of IUH's first-year English majors Keywords: motivation, listening skill Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 Acknowledgment Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 Table of Contents Contents CHAPTER I: INTRODUCTION 1.1 Rationale: 1.2 Research Objectives: 1.3 Research questions: 1.4 Scope of the study: CHAPTER II: LITERATURE REVIEW 2.1 Theoretical Framework: 2.2 Results of previous studies: CHAPTER III: RESEARCH DESIGN 3.1 Research site/context: 3.2 Participants/Objects: 3.3 Research methodology and research methods: 3.4 Procedures: 3.5 Data analysis: CHAPTER IV: FINDINGS AND DISCUSSION 10 4.1 Findings: 10 4.2 Discussion: 11 CHAPTER V: CONCLUSION 12 REFERENCES: 13 APPENDICES 14 Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 CHAPTER I: INTRODUCTION 1.1 Rationale: For English learners, listening skill is really significant because this subject helps learners to study vocabulary, pronunciation, sentence structure, etc Listening skill is the most difficult skill for English learners, especially who don’t have opportunity to study and practice before such as the English major freshman The motivation has a main role with English learners It decides the result of the course of learners Especially, listening skill In reality, every listening exam in IUH has seen a large number of unsatisfactory students, especially the freshman So, what is the motivation for the first year English major students of IUH? 1.2 Research Objectives: The study focuses primarily on investigating and describing motivation in studying listening skill and the factors that influence that motivation of IUH’s freshman English majors 1.3 Research questions: What is the motivation of the first-year English major students of IUH in learning listening? What are the factors effect to motivation on listening skill of students? 1.4 Scope of the study: The study is to investigate and describe the motivation in studying listening skill of the first-year English major students of IUH Difficulties: + Time: Short ( Semester 2, 2020-2021) + Object: A lot of sample + Researcher: No experience Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 CHAPTER II: LITERATURE REVIEW 2.1 Theoretical Framework: * Definitions of key terms/concepts (define key term) (250-300 words) (in-text citation) There have been different definitions of the term “motivation” According to Baumeister (2016): “The simplest definition of motivation boils down to wanting Indeed, when there is a desire, people will create motivation to strive for themselves For example, a student wants to get a scholarship, that is the motivation for that student to work harder in learning The term "motivation" is frequently used to describe why a person does something It is the driving force behind human actions” (Kendra Cherry, 2020): Everyone when doing anything, from the small or the big, must have a reason No one will one thing for no reason, without meaning No one wants me to a useless thing Besides, Beata Souders(2020) also defined: “The essence of motivation is energized and persistent goal-directed behavior When we are motivated, we move and take action” Without motivation you won't anything We will stay stationary, and never make progress So, people always need to give themselves the motivation to try, to move forward Definition of motivation is also simplified is the process of stimulating people to actions to accomplish the goals In conclusion, motivation is an individual's desire or need to trigger and sustain behavior toward a goal , it is the reason behind a certain behavior We have to know what our motivation are and what factors effect to them * Theoretical Framework (Outline) 2.1.1 Definition of motivation 2.1.2 Significance of motivation 2.1.3 Types of motivation 2.1.4 Factors effect to motivation 2.2 Results of previous studies: Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 CHAPTER III: RESEARCH DESIGN 3.1 Research site/context: - FFL - IUH - Because of access easily to survey 3.2 Participants/Objects: - The first-year English major students of IUH (200 students) - Because their English background are quite similar, students did not have many chances to practice English listening skill Thus, when entering IUH, they have to face up with many difficulties about English listening skill So, what are their motivations in the face of English listening skill? 3.3 Research methodology and research methods: Research methodology: The research used both methods: qualitative and quantitative Quantitative: With this method, you can research many more people, but contact with students is much quicker than it is in qualitative research We can use questionnaires or structured interview to make a survey about the factors affecting motivation in learning listening skill by the first-year English-majored students of IUH Qualitative: The research explores attitude of students with listening subject The implementation time is limited, the participants are freshman students, so there are few participants Qualitative method help gain an understanding of underlying reasons and motivations and uncover prevalent trends in thought and opinion of student when learning listening subject Research methods: The research use questionnaire methods The research object is the first-year English major students of IUH in learning listening They are studying and having difficulty with listening, so we choose them to support the survey A questionnaire is the most appropriate data collection method for our research Therefore, presurvey questions must be tested by having the respondents work for about 40 people Next, in the survey we will show out some questions to find the answer and motivation of learning listening And then we will give out the survey to the respondents to and then collect it to summarize and analyze In addition, this study also uses the semi-interview method to make the research more informative of students more practical Due to the diverse results received, many aspects, and not following a certain structure, this study belongs to qualitative research Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 3.4 Procedures: - Collecting data from questionnaire and interview question - Analyzing collected data 3.5 Data analysis: - Google form - Microsoft Excel Le Thi Thuy, MA Luu Thi Thuy Ngan 18071751 CHAPTER IV: FINDINGS AND DISCUSSION 4.1 Findings: Question 2: How interested are you in learning English listening skill? It can be seen obviously in the chart that the most students feel normal when learning listening skill with 46,2% In contrast, the number of students who feel very interested in listening only accounts for 22,3% In addition, the number of students who are not interested in listening and interested in listening accounted for the same proportion with 15,4% Question 3: What you often in listening class? It can be seen clearly from the graph 4.3 that the number of students who only pay attention to activities them like and participate actively in all activities accounted for the Le Thi Thuy, MA 10 Luu Thi Thuy Ngan 18071751 same proportion with 46,2% In addition, the percentage of students who don’t participate in any class activities only accounts for 7,7% 4.2 Discussion: In conclusion, through the graphs, it can be seen that although most students participate in activities in the listening class, not many students feel interested in this subject Le Thi Thuy, MA 11 Luu Thi Thuy Ngan 18071751 CHAPTER V: CONCLUSION To reach what the author aimed at this study, the study was divided into chapters with their own purpose The first chapter briefly covers theories related to the study The second chapter presented the theoretical framework of the motivation in learning listening skill The third chapter presented the research methodology and method through the questionnaires and interview Fourth chapter also helps the author find the answers for research questions The last chapter is a summary of the study Le Thi Thuy, MA 12 Luu Thi Thuy Ngan 18071751 REFERENCES: Bui Thi Thu Huong (2018) Difficulties of learning listening comprehension faced by first-year students foreign languages department at Hai Phong University Retrieved from https://tailieumau.vn/difficulties-of-learning-listening-comprehension- faced-by-first-year-students/ Seli Siti Sa’diyah (2016) EFL learners – faced problems in listening comprehension Retrieved from https://www.academia.edu/31937918/EFL_LEARNERS_FACED_PROBLEMS_IN_LIST ENING_COMPERHENSION Ramazan Goctu (2016) The effects of motivation on listening skills of ELT students in Georgia Retrieved from https://www.academia.edu/33363208/The_Effects_of_Motivation_on_Listening_Skills_of _ELT_Students_in_Georgia_IBSU_Case_ Huy Cuong Nguyen (2019) Motivation in learning English language: a case study at Vietnam National University, Hanoi Retrieved from https://www.academia.edu/42261769/Motivation_in_Learning_English_Language_a_cas e_Study_at_Vietnam_National_University_Hanoi Phung Thi Tho (2017) A study on difficulties and solutions in English listening skill of the second-year students in Faculty of Foreign Language at UTEHY (Phung Thi Tho, 2017) Retrieved from https://www.slideshare.net/phamphi95/a-study-on-difficulties-and-solutions-in-englishlistening-skill-of-the-secondyear-students-in-faculty-of-foreign-language-at-utehy Le Thi Thuy, MA 13 Luu Thi Thuy Ngan 18071751 APPENDICES - Questionnaire: Question 1: Years of learning English? A < years B – 10 years C > 10 years Question 2: How interested are you in learning English listening skill? A Very interested B Interested C Normal D Not very interested Question 3: What you often in listening class? A Only pay attention to activities you like B Participate actively in all activities C Not participate in any class activities D Other… Question 4: What is your motivation in learning English listening skill? A Score B Pass the subject C Love D Other… - Interview Questions: Question 1: How many years have you been learning English? Question 2: Do you like learning English listening skill? Why? Question 3: What is your motivation in learning English listening skill? - Observation Schedule: Le Thi Thuy, MA 14 Luu Thi Thuy Ngan Le Thi Thuy, MA 18071751 15 Luu Thi Thuy Ngan Le Thi Thuy, MA 18071751 16