An investigation into the 11th graders efl listening problems and listening learning strategies at duong van duong high school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY AN INVESTIGATION INTO THE 11TH GRADERS’ EFL LISTENING PROBLEMS AND LISTENING LEARNING STRATEGIES AT DUONG VAN DUONG HIGH SCHOOL A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by TRAN THI HOANG TRANG Supervisor: DUONG MY THAM, PhD Ho Chi Minh City, 2018 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “An Investigation into the 11th Graders’ EFL Listening Problems and Listening Learning Strategies at Duong Van Duong High School” is my own work Except where reference is made in the text of the thesis, this thesis 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 of any degree or diploma in any other tertiary institution Ho Chi Minh City, August 2018 TRAN THI HOANG TRANG ACKNOWLEDGEMENTS This Master of Art in TESOL thesis is the result of a fruitful collaboration of all the people whom have kindly contributed with an enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis I am deeply indebted to my supervisor, Dr Duong My Tham, from Ho Chi Minh City Nong Lam University, whose compassion, encouragement and guidance throughout the research have helped in the completion of this thesis I have truly learned from the excellence of his skills and from her wide experience in research; no words are adequate to describe the extent of my gratitude I would like to express my particular gratitude to my beloved husband and little daughter for their unconditional love, understanding, encouragement, financial and spiritual support over time and distance I would like to thank my TESOL friends, including M.A Truong Minh Hoa and M.A candidate Le Thi Hoai Thu, who shared their constructive opinions on my thesis I am also much obliged to the English teachers at Duong Van Duong high school, who enthusiastically helped me to distribute and collect questionnaires I owe a great debt of gratitude to the eleven-grade participants at Duong Van Duong high school who contributed data to this thesis ABSTRACT In learning a foreign language, learners are subjected to four skills in a natural order of acquisition that are listening, speaking, reading, and writing And listening is deemed to be the most difficult language skill to be acquired Specific to the Vietnamese high school context, students often encounter with several listening problems To enhance their listening comprehension, the students need to be fully aware of listening learning strategies and use them frequently and appropriately This study, therefore, aimed at investigating (1) the listening problems that the 11th grade students are facing in their listening comprehension learning and (2) the frequency of using listening strategies for their learning To achieve these purposes, relevant literature on background of listening skill, types of listening problems, classifications of listening learning strategies, and previous studies were reviewed in the theory chapter to shape the theoretical framework of the study The study was conducted at Duong Van Duong high school (Nha Be District, Ho Chi Minh City) with the participation of 368 eleventh – grade students Mixed – methods research was employed in this study, i.e., both quantitative and qualitative data were collected from questionnaires and semi – structured interviews As for data analysis, descriptive statistics (e.g., mean, standard deviation, and frequencies/percentages) were used to analyze quantitative data, whereas qualitative data were analyzed through content analysis The findings of the study indicated that almost all the eleventh – grade students were fraught with three listening problem groups In specific, they faced phonological and lexical problems (e.g., high speech rate, unfamiliar vocabulary), syntactic and semantic problems (e.g., long sentences, unfamiliar topics) and discoursal problems (e.g., complex overall structure of main ideas and details) Along with it, the types of listening learning strategies were variously practiced among the students in terms of frequencies The findings implied that a majority of the high school students were in favor of cognitive strategies (e.g., note – taking, translating), metacognitive strategies (e.g., planning), social and affective strategies (e.g., asking for clarification, checking answer, breathing deeply) However, memory strategies (e.g., using background knowledge, grouping) and compensation strategies (e.g., guessing from contextual and linguistic clues) were not preferred by these students Based on the research findings, the paper concluded with some pedagogical implications, and a recommendation for further study in the line of research on using listening learning strategies TABLE OF CONTENT Page STATEMENT OF AUTHORITY…………………………………………………………i ACKNOWLEDGEMENTS…………………………………………………………………ii ABSTRACT…………………………………………………………….……………………iii TABLE OF CONTENT………………………………………………………………… .v LIST OF TABLES……………………………………………………………………… ix LIST OF FIGURES…………………………………………………………………………x CHAPTER 1: INTRODUCTION…………………………………………………………1 1.1 Background to the study………………………………………………………………1 1.1.1 The context of EFL teaching and learning in Vietnam…………………………………1 1.1.2 The background of listening instruction in Vietnamese high schools…………………3 1.1.3 The background of listening learning strategies……………………………………5 1.2 Rationale for the study…………………………………………………………………5 1.3 Research aims……………………………………………………………………………6 1.4 Research questions………………………………………………………………………6 1.5 Significance of the study………………………………………………………………6 1.6 Thesis outline……………………………………………………………………………7 CHAPTER 2: LITERATURE REVIEW…………………………………………………8 2.1 The concept of listening…………………………………………………………………8 2.1.1 Definition of listening…………………………………………………………………8 2.1.2 Definition of listening comprehension…………………………………………………9 2.1.3 Stages of listening……………………………………………………………………10 2.1.3.1 Pre – listening………………………………………………………………………10 2.1.3.2 While – listening……………………………………………………………………11 2.1.3.3 Post – listening………………………………………………………………………11 2.1.4 Listening process………………………………………………………………………12 2.1.4.1 Bottom – up processing……………………………………………………………12 2.1.4.2 Top – down processing………………………………………………………………13 2.1.4.4 Interactive processing………………………………………………………………13 2.1.5 Problems regarding listening comprehension…………………………………………14 2.2 Background of listening learning strategies…………………………………………16 2.2.1 Definition of listening learning strategies……………………………………………16 2.2.2 Categories of listening learning strategies……………………………………………17 2.2.2.1 Memory strategies…………………………………………………………………19 2.2.2.2 Cognitive strategies…………………………………………………………………20 2.2.2.3 Compensation strategies……………………………………………………………21 2.2.2.4 Metacognitive strategies……………………………………………………………22 2.2.2.5 Social strategies……………………………………………………………………23 2.2.2.6 Affective strategies…………………………………………………………………23 2.3 Previous studies………………………………………………………………………24 2.4 Chapter summary………………………………………………………………………29 CHAPTER 3: METHODOLOGY…………………………………………………………30 3.1 Research design………………………………………………………………………30 3.2 Research questions……………………………………………………………………31 3.3 Research site and participants………………………………………………………32 3.3.1 Research sites…………………………………………………………………………32 3.3.2 Research participants…………………………………………………………………32 3.4 Research instruments…………………………………………………………………33 3.4.1 Student questionnaire…………………………………………………………………33 3.4.2 Student semi – structured interview …………………………………………………35 3.5 Data collection and analysis procedure………………………………………………36 3.5.1 Collecting and analyzing quantitative data from the student questionnaire…………36 3.5.1.1 Collecting phase……………………………………………………………………36 3.5.1.2 Analyzing phase ……………………………………………………………………37 3.5.2 Collecting and analyzing qualitative data from the student interview ……………… 37 3.5.2.1 Collecting phase ……………………………………………………………………37 3.5.2.2 Analyzing phase……………………………………………………………………37 3.6 Ethical issues…………………………………………………………………………38 3.6.1 Consent form…………………………………………………………………………38 3.6.2 Anonymity and confidentiality………………………………………………………38 3.7 Chapter summary………………………………………………………………………39 CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS………………40 4.1 Data analysis……………………………………………………………………………40 4.1.1 Listening problems faced by the eleventh graders……………………………………40 4.1.1.1 Overall problems……………………………………………………………………40 4.1.1.2 Perception problems…………………………………………………………………42 4.1.1.3 Parsing problems……………………………………………………………………46 4.1.1.4 Utilization problems…………………………………………………………………49 4.1.2 Listening learning strategies used by the eleventh graders……………………………53 4.1.2.1 Overall strategies……………………………………………………………………53 4.1.2.2 Memory strategies…………………………………………………………………56 4.1.2.3 Cognitive strategies…………………………………………………………………59 4.1.2.4 Compensation strategies……………………………………………………………62 4.1.2.5 Metacognitive strategies……………………………………………………………64 4.1.2.6 Affective strategies…………………………………………………………………67 4.1.2.7 Social strategies……………………………………………………………………69 4.2 Discussion of findings…………………………………………………………………72 4.2.1 Listening problems faced by the eleventh graders (Research question 1) ……………72 4.2.2 Listening learning strategies used by the eleventh graders (Research question 2) …76 4.3 Chapter summary……………………………………………………………………84 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS………………………85 5.1 Conclusions……………………………………………………………………………85 5.1.1 Listening problems faced by the eleventh graders………………………………….85 5.1.2 Listening learning strategies used by the eleventh graders …………………………86 5.2 Recommendations……………………………………………………………………87 5.2.1 For students……………………………………………………………………………87 5.2.2 For teachers……………………………………………………………………………89 5.2.3 For further research……………………………………………………………………90 5.3 Limitations……………………………………………………………………………90 5.4 Chapter summary………………………………………………………………………91 REFERENCES……………………………………………………………………………92 APPENDIX A: STUDENT QUESTIONNAIRE (VIETNAMESE VERSION) ………96 APPENDIX B: SEMI-STRUCTURED INTERVIEW (ENGLISH VERSION) ……100 APPENDIX C: CONSENT FORM (ENGLISH VERSION) …………………………101 LIST OF TABLES Page Table 2.1 Rebecca Oxford’s Strategy Classification System (1990, pp 18-22)……………18 3.1 The Link between the Research Questions and the Instruments………………… 33 3.2 Reliability Analysis (Cronbach’s Alpha) ………………… ………………… .35 3.3 The Results of the Pilot Study………………………………………………………37 4.1 Overall Listening Problems Faced by the Eleventh Graders………………… 41 4.2 Questionnaire Results of the Eleventh Graders’ Perception Problems…………….43 4.3 Questionnaire Results of the Eleventh Graders’ Parsing Problems……………… 47 4.4 Questionnaire Results of the Eleventh Graders’ Utilization Problems………………50 4.5 Overall Listening Learning Strategies Used by the Eleventh Graders………………54 4.6 Questionnaire Results of the Eleventh Graders’ Used Memory Strategies…………57 4.7 Questionnaire Results of the Eleventh Graders’ Used Cognitive Strategies…………59 4.8 Questionnaire Results of the Eleventh Graders’ Used Compensation Strategies……62 4.9 Questionnaire Results of the Eleventh Graders’ Used Metacognitive Strategies……64 4.10 Questionnaire Results of the Eleventh Graders’ Used Affective Strategies…………67 4.11 Questionnaire Results of the Eleventh Graders’ Used Social Strategies……………70 APPENDIX A.1 STUDENT QUESTIONNAIRE (ENGLISH VERSION) Dear participant, This questionnaire belongs to a study named “An Investigation into the 11th Graders’ EFL Listening Learning Strategies at Duong Van Duong High School” This questionnaire is dedicated to exploring problems that listeners face during listening process, the degree that listeners use strategies to improve their listening skills as well as finding out which strategies are used with the highest and lowest frequency We highly appreciate it if you could spend your time answering following questions Your responses will greatly contribute to the success of this paper Your replies will be only used for survey purposes Thank you very much for your cooperation I Personal Information Please provide your own information by putting a tick () in the box or write down your information Gender:  Male  Female How long have you learnt English? – About _years Do you know about “listening learning strategies”?  Yes  No II Self-assessment of the level of difficulty you encounter in listening learning and the use of listening strategies Please put a tick () and rate yourself honestly based on the given statements using the following scale: 1= never, = rarely, = occasionally, = frequently, = always I HOW OFTEN DO YOU ENCOUNTER THESE FOLLOWING PROBLEMS? PERCEPTION PROBLEMS I hear sounds but I am not sure if it is right or I cannot recognize so many sounds Fast speech rate makes me miss the beginning of the text I am slow in recalling the meaning of familiar words I mistake one word for another I encounter too many unfamiliar words or expressions I miss the next part of the text while I am thinking about the meaning of the earlier part I find it hard to concentrate PARSING PROBLEMS I forget words or phrases just heard I cannot understand the meaning of some words in sentences or whole sentences 10 It is hard to divide long sentences into several parts 11 I have difficulties in following unfamiliar topics 12 It is difficult to understand a lot of new information in a short time UTILIZATION PROBLEMS 13 14 I can’t grasp the intended message though I know words It’s hard to arrange ideas of a text in order or get the relationships among ideas 15 I get confused about the main idea of the text 16 I can’t get the details or supporting ideas II HOW OFTEN DO YOU EMPLOY LISTENING LEARNING STRATEGIES? MEMORY STRATEGIES 17 18 I link my background knowledge with what being heard or group the information to restore them I use semantic mapping to learn the word school and word order COGNITIVE STRATEGIES While listening, I focus on grammar and structures to 19 understand the text better and repeat information several times to facilitate my retention 20 I try to grasp the main ideas before focusing on other small details I translate, transfer or make the contrast between English 21 and Vietnamese words or expressions to understand the target language 22 I write down what I hear and summarize my notes to understand listening texts better COMPENSATION STRATEGIES 23 To understand unfamiliar words I hear, I make guesses by using linguistic clue such as word order and word stress To understand unfamiliar words I hear, I make guesses by 24 using situational context such as noise and speaker’s tone of voice METACOGNITIVE STRATEGIES 25 I decide in advance whether I should be attentive to the whole task or particular details When listening, I had clear goals (listen for main ideas, 26 listen for detail ideas or listen for identifying speakers’ attitudes) I self – monitor the listening process to avoid making 27 mistakes I had before and evaluate how well the task has been done AFFECTIVE STRATEGIES 28 29 I try to relax or breathe deeply to keep calm before listening English Before listening, I tell myself that I can finish the task I share my feeling with my friends and encourage myself 30 to concentrate on listening English even when I can’t hear anything SOCIAL STRATEGIES 31 I ask the teacher or my friends to clarify what I am not clear After listening, I exchange the information with friends 32 and cooperate to check comprehension and answer questions THANK YOU FOR YOUR COOPERATION! APPENDIX A.2 STUDENT QUESTIONNAIRE (VIETNAMESE VERSION) Chào Anh/Chị, Chúng thực nghiên cứu với đề tài “tìm hiểu chiến lược học nghe học sinh khối 11 trường Dương Văn Dương” Phiếu khảo sát nhằm mục đích tìm hiểu khó khăn mà người học gặp phải trình nghe, tìm hiểu mức độ sử dụng chiến lược nghe để cải thiện kĩ nghe học viên tìm chiến lược nghe khai thác nhiều nhất, chiến lược sử dụng Chúng tơi thật trân trọng giúp đỡ anh/chị câu trả lời anh/chị đóng góp lớn cho thành cơng nghiên cứu Dữ liệu thu thập từ phiếu khảo sát khơng dùng cho mục đích khác ngồi việc nghiên cứu Cám ơn giúp đỡ anh/chị I Thông tin cá nhân Vui lịng cung cấp thơng tin anh/chị cách đánh dấu vào thích hợp vui lịng trả lời câu hỏi sau: Giới tính:  Nam  Nữ Bạn học tiếng anh bao lâu? – Khoảng _năm Bạn có biết chiến lược nghe khơng?  Có  Khơng II Tự đánh giá mức độ khó khăn mà bạn gặp phải nghe việc sử dụng chiến lược học nghe Hãy đánh giá mức độ mà bạn đạt cách đánh dấu () vào thích hợp: 1= chưa bao giờ, = khi, = thỉnh thoảng, = thường xuyên, = luôn I MỨC ĐỘ BẠN GẶP PHẢI NHỮNG VẤN ĐỀ DƯỚI ĐÂY NHƯ THẾ NÀO? CÁC VẤN ĐỀ VỀ NHẬN THỨC Tôi nghe âm phát không hay sai không nhận nhiều âm Tôi bỏ lỡ phần giới thiệu nghe tốc độ nói nhanh Tôi chậm việc nhớ lại nghĩa từ vựng quen thuộc Tôi nhầm lẫn từ với từ khác Tôi gặp nhiều từ nhiều cách diễn đạt lạ Tôi bỏ lỡ phần nghe suy nghĩ ý nghĩa phần nghe trước Tơi thấy khó tập trung CÁC VẤN ĐỀ VỀ CÚ PHÁP 10 11 12 Tôi quên từ cụm từ vừa nghe Tôi không hiểu nghĩa số từ câu khơng hiểu câu Tơi thấy khó để phân chia câu dài thành nhiều phần nhỏ Tôi gặp khó khăn nghe chủ đề khơng quen thuộc Tơi thấy khó để hiểu nhiều thơng tin thời gian ngắn CÁC VẤN ĐỀ LIÊN QUAN ĐẾN VIỆC SỬ DỤNG 13 Tôi không nắm bắt dụng ý thực nghe biết rõ từ vựng Tơi thấy khó để xếp ý tưởng văn 14 theo thứ tự xác định mối liên hệ ý tưởng văn 15 Tôi không chắn ý nghe 16 Tơi khơng nắm rõ chi tiết ý phụ II MỨC ĐỘ BẠN SỬ DỤNG CÁC CHIẾN LƯỢC DƯỚI ĐÂY NHƯ THẾ NÀO? CHIẾN LƯỢC GHI NHỚ 17 18 Tôi liên kết hiểu biết với nghe tơi nhóm thơng tin để ghi nhớ chúng Tơi sử dụng sơ đồ từ vựng để ghi nhớ từ theo chủ đề học cấu tạo từ CHIẾN LƯỢC NHẬN THỨC Khi nghe tập trung vào ngữ pháp cấu trúc để hiểu rõ 19 nghe nghe lại văn nhiều lần để hiểu kĩ 20 Tôi cố gắng nắm bắt ý trước tập trung vào ý chi tiết khác Việc dịch sang tiếng Việt so sánh giống khác 21 tiếng Anh tiếng Việt giúp hiểu rõ tiếng Anh 22 Việc ghi nghe tóm tắt lại ghi chép giúp hiểu nghe tốt CHIẾN LƯỢC BÙ TRỪ 23 Để hiểu từ tơi khơng biết, tơi đốn cách dựa vào gợi ý khác trật tự từ trọng âm Để hiểu từ không biết, tơi đốn cách dựa 24 vào bối cảnh tiếng ồn giọng điệu người nói CHIẾN LƯỢC ĐỊNH HƯỚNG Trước bắt đầu nghe tơi định tập 25 trung để hiểu toàn nghe cần tập trung vào số thông tin cụ thể 26 27 Tôi đặt mục tiêu rõ ràng điều cần đạt trình học nghe Tôi tự điều chỉnh việc nghe để tránh lỗi mắc phải tự đánh giá mức độ hoàn thành nghe CHIẾN LƯỢC ĐIỀU CHỈNH CẢM XÚC 28 29 Tơi cố gắng thư giãn hít thở sâu để giữ bình tĩnh trước nghe Trước bắt đầu nghe, tơi ln tự động viên tơi hồn thành tốt tập Tôi chia sẻ cảm xúc với bạn bè động viên thân tập 30 trung vào việc nghe chí có tơi khơng hiểu nghe CHIẾN LƯỢC GIAO TIẾP 31 32 Tôi nhờ giáo viên bạn bè giải thích nội dung mà không nắm rõ Sau nghe, trao đổi, bạn kiểm tra độ xác thơng tin nghe trả lời câu hỏi CẢM ƠN SỰ GIÚP ĐỠ CỦA CÁC ANH/CHỊ! APPENDIX B.1 SEMI-STRUCTURED INTERVIEW (ENGLISH VERSION) I Difficulties are encountered in EFL listening learning Do you have any problems in perception process that is related to phonology and vocabulary? If so, what are they? Do syntax and semantics cause you any trouble in listening comprehension? In your opinion, what difficulties they bring to you in the cognitive processing of listening comprehension? In Utilization process, have you found it difficult to understand real meanings beyond the words that speakers want to convey or the organization of the ideas in a text? If yes, can you describe your situations? II The frequency of employing Listening Learning Strategies How often you use Memory Strategies for your listening learning? If yes, how are these strategies useful for your learning? If no, why aren’t they employed to improve your listening skill? Do you frequently use Cognitive Strategies for your listening learning process? Which of the following techniques are often utilized for your listening? Do you often exploit Compensation Strategy (guessing intelligently based on linguistics and other clues) to facilitate your listening learning? If yes, can you give some examples how is the strategy helpful for you? If not, what are your obstacles? Have you employed Metacognitive Strategies with high frequency? If yes, specify your situations? If no, why? How frequently you use relaxation, deep breathing, or mediation to reduce your pressure before or while listening? If yes, what benefits you get from these techniques? If no, why you pay no or little attention to them? Do you often ask for clarification or Cooperate with peers to accomplish listening tasks? In your opinion, are these techniques useful for your learning? Why or why not? APPENDIX B.2 SEMI-STRUCTURED INTERVIEW (VIETNAMESE VERSION) I NHỮNG KHÓ KHĂN CỦA BẠN KHI NGHE TIẾNG ANH Bạn có gặp khó khăn liên quan đến ngữ âm từ vựng q trình học nghe khơng? Nếu có, khó khăn gì? Chúng cản trở việc nghe hiểu bạn nào? Nếu không, làm bạn vượt qua vấn đề ngữ âm từ vựng? Cú pháp ngữ nghĩa có khiến bạn gặp khó khăn học nghe khơng? Nếu có, khó khăn gây tác động đến việc nghe bạn? Nếu khơng, bạn cho biết cách mà bạn dùng để vượt qua khó khăn cú pháp ngữ nghĩa? Khi nghe bạn có gặp khó khăn việc nhận từ cụm từ sử dụng để liên kết ý nghe hiểu hàm ý người nói hay khơng? Bạn có thấy khó để hiểu mục đích thật mà người nói muốn truyền đạt thơng qua cách họ diễn đạt nhờ vào việc xếp ý tưởng nghe khơng? Nếu có, bạn mơ tả vài trường hợp mà bạn gặp? khơng, bạn làm để hiểu diễn ngôn hàm ý thông tin bạn nghe? II TẦN SUẤT SỬ DỤNG CÁC CHIẾN LƯỢC TRONG VIỆC HỌC NGHE Bạn có thường sử dụng chiến lược ghi nhớ để học nghe? Nếu có, chiến lược mang lại lợi ích cho việc học bạn? không, bạn lại không sử dụng chiến lược để cải thiện kĩ nghe mình? Trong trình học nghe bạn có thường áp dụng chiến lược nhận thức khơng? Bạn có thường dùng kĩ liệt kê khơng? Xin cho biết lí bạn dùng không?  Nhận biết sử dụng công thức khuôn mẫu  Lặp lặp lại  Nhanh chóng hiểu ý tưởng chung  Phân tích giống khác tiếng Anh tiếng Việt  Áp dụng kiến thức tiếng Việt để hiểu tiếng Anh  Dịch sang tiếng Việt  Ghi nghe  tóm tắt nội dung nghe Bạn có thường khai thác chiến lược bù đắp (đốn từ vựng bạn dựa vào từ xung quanh gợi ý khác) để giúp bạn hiểu thông tin nghe dễ dàng hơn? Nếu có, bạn nói rõ chiến lược giúp ích cho bạn nào? Nếu khơng, xin cho biết lí bạn khơng dùng chiến lược này? Bạn có thường xuyên sử dụng chiến lược định hướng không? Theo ý bạn, chiến lược như: Định hướng việc học thân, Sắp xếp lên kế hoạch cho việc học, Tự đánh giá việc học có góp phần cải thiện kĩ nghe bạn khơng? Tại có, khơng? Bạn có thường thư giãn, hít thở sâu tự điều chỉnh cảm xúc để giảm áp lực trước nghe trình học nghe khơng? Nếu có, lợi ích mà chiến lược mang lại cho bạn gì? Nếu khơng, cho biết lí bạn khơng sử dụng chúng? Bạn có thường hỏi để giải thích rõ bạn khơng hiểu nghe bạn có hợp tác với bạn học để hồn thành tập học nghe không? Theo ý kiến bạn, hoạt động có giúp ích cho việc học nghe bạn khơng? Tại có, không? APPENDIX C CONSENT FORM (ENGLISH VERSION) Dear Mr / Mrs / Ms.……………………, Principal of Duong Van Duong high school I am Tran Thi Hoang Trang, a postgraduate candidate of TESOL Intake (20142018), Ho Chi Minh City Open University I am carrying out a research study as a part of my Master’s Degree in TESOL In this study, I explore some listening problems of the eleventh graders at Duong Van Duong high school, and their use of listening learning strategy in terms of types and frequencies The current study that I am conducting requires the participation of the eleven-grade students at your school I would like to ask for your permission to carry out the research on this student group If you agree to let these students participate in my students, they will fulfill a questionnaire and twenty of them will join in semi-structured interviews You must be assured that the students’ responses will be CONFIDENTIAL and their names will not be used in the report of the results The students’ participation in the survey is VOLUNTARY If you agree to permit the students to take part in the study, the consent form is signed by you The people who will have an access to the data will only be the researcher and my thesis supervisor, Dr Duong My Tham All possible steps will be taken to protect the students’ identity Besides, there is NO risk to the students when participating in this study For any additional information, you can contact me, Tran Thi Hoang Trang, email: trangtth.148t@ou.edu.vn; mobile phone: 0986.198.701, or Dr Duong My Tham, the language lecturer at Nong Lam University, email: tham.duongmy@hcmuaf.edu.vn; mobile phone: 0979.814.242 Thank you for your precious collaboration and assistance in this research I have read the material above, and any questions that I asked have been answered to my satisfaction I understand a copy of this form will be made available to me for relevant information and phone numbers Name: …………………………………………… Signature: ………………… APPENDIX D A SAMPLED TRANSCRIPT (INTERVIEWER-SI10) Q1 Do you have any problems in perception process that is related to phonology and vocabulary? If so, what are they? SI10: I incurred some listening problems such as there are many difficult words in the listening texts Also, while listening, I am too focused on recalling vocabulary meaning or the earlier part to catch up with the coming parts Q2 Do syntax and semantics cause you any trouble in listening comprehension? In your opinion, what difficulties they bring to you in the cognitive processing of listening comprehension? SI10: I often find it difficult to divide the whole listening texts into smaller parts in order to comprehend well Also, the limited period of time challenges my listening ability Consequently, my listening skill is problematic Q3 In Utilization process, have you found it difficult to understand real meanings beyond the words that speakers want to convey or the organization of the ideas in a text? If yes, can you describe your situations? SI10: During my listening, I can hardly get sufficient details of the listening texts due to many reasons First, the listening texts include many difficult words, and second, I usually concentrate on one sentence Especially, the native speakers’ natural pronunciation makes me hard to comprehend Q4 How often you use Memory Strategies for your listening learning? If yes, how are these strategies useful for your learning? If no, why aren’t they employed to improve your listening skill? SI10: Memory strategies are really effective to keep, restore, remember and comprehend the heard information, but it is extremely challenging for me to utilize it Q5 Do you frequently use Cognitive Strategies for your listening learning process? Which of the following techniques are often utilized for your listening? SI10: Yes, I do, because these strategies help me listen easily and strategically Some of them are focusing on vocabulary and structures, repeating in my mind, getting general idea of the text, and even note-taking Q6 Do you often exploit Compensation Strategy (guessing intelligently based on linguistics and other clues) to facilitate your listening learning? If yes, can you give some examples how is the strategy helpful for you? If not, what are your obstacles? SI10: Yes, I I always confront many strange words in the listening texts Thus, linguistic clues like word order or stress can help me much to treat this problem Q7 Have you employed Metacognitive Strategies with high frequency? If yes, specify your situations? If no, why? SI10: To be honest, I almost never utilize metacognitive strategies Actually, I not know how to self-monitor during my listening and self-evaluate after my listening I only try to hear what is spoken To me, I am unable to monitor and evaluate my listening behaviors by myself Q8 How frequently you use relaxation, deep breathing, or mediation to reduce your pressure before or while listening? If yes, what benefits you get from these techniques? If no, why you pay no or little attention to them? SI10: I usually relax by breathing deeply and reminding myself to accomplish the listening tasks well This action supports me to become more comfortable and easily attentive to the texts Q9 Do you often ask for clarification or Cooperate with peers to accomplish listening tasks? In your opinion, are these techniques useful for your learning? Why or why not? SI10: Yes, I often ask my friends something when I cannot understand anything, and at the end of the task, I also frequently have my friends to share the answers Actually, these behaviors are helpful to my listening comprehension ...STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?An Investigation into the 11th Graders? ?? EFL Listening Problems and Listening Learning Strategies at Duong Van Duong High School? ??... arranging, planning, and evaluating their learning For example, “students can plan their learning strategies, and change them if they are not suitable, […] decide in advance on what to pay attention... collecting and analyzing quantitative data and qualitative data from the questionnaire and the follow-up semi-structured interview was briefly described 3.5.1 Collecting and Analyzing Quantitative Data