Major findings from the research - DATA ANALYSIS A- 123docz.net

CHAPTER 3: DATA ANALYSIS AND FINDINGS

1. Major findings from the research

Data collected by such instruments as questionnaires, and tests revealed valuable findings which were analyzed and discussed above. However, in the last words, the result can be reconfirmed and summarized as follows:

Firstly, it is asserted through the study that songs can help motivate students considerably in listening skill. Almost all of the learners were activated in listening lessons. They were more active, industrious, and more involved in every activity designed in the lesson. Therefore, the atmosphere of the class was full of fun and joy.

The students themselves agreed that they felt like listening much more than before.

And surprisingly, songs allowed maximum participation of all students in listening lessons, which had never happened before. Besides, songs also prove themselves as an effective approach to enhance students‘ some bottom-up listening skills such as word recognition, awareness of word linking, awareness of word stress. Actually, students no longer listened to the tape passively but they began applying these sub skills in handling the listening tasks.

1. 2. Research question 2: Which tasks should teacher design to teach listening to students with the use of songs?

The language level of the song teachers choose will affect the type of listening tasks. The following are some kinds of tasks teachers should design to teach listening to students with the use of songs.

A. Gap - filling

This is a very popular task as it helps improve students‘ listening comprehension and recall the language items also. From the data collection, we can find out that 91 % of the students like this type of task. In this task, copies of the song sheets are given to students with blanks in between. The word in the blank here may be a preposition, an article, a verb, an adjective.

Before listening to the song, students are asked to read the word once and predict what is in the blank. Then when they listen to the song, they have to fill in the blank with the correct word. (see appendix 5 task 1 )

(LUAN.VAN.THAC.SI).A.Study.on.Using.English.Songs.in.Teaching.Listening.Skill.to.Improve.the.Efficiency.and.Motivation.for.First.Year.Non.English.Major.Students.at.Hai.Duong.Medical.Technical.University(LUAN.VAN.THAC.SI).A.Study.on.Using.English.Songs.in.Teaching.Listening.Skill.to.Improve.the.Efficiency.and.Motivation.for.First.Year.Non.English.Major.Students.at.Hai.Duong.Medical.Technical.University(LUAN.VAN.THAC.SI).A.Study.on.Using.English.Songs.in.Teaching.Listening.Skill.to.Improve.the.Efficiency.and.Motivation.for.First.Year.Non.English.Major.Students.at.Hai.Duong.Medical.Technical.University(LUAN.VAN.THAC.SI).A.Study.on.Using.English.Songs.in.Teaching.Listening.Skill.to.Improve.the.Efficiency.and.Motivation.for.First.Year.Non.English.Major.Students.at.Hai.Duong.Medical.Technical.University

B. Correcting Mistakes

In this kind of exercise, the song word is photocopied with some wrong words in each line; students have to listen to the song, then find and correct the mistakes.

This task is really good for students to practise the homophones and homonyms in English. (see appendix 5 task 2)

C. Multiple choice questions

In this task, the teachers prepare some multiple choice questions according to the song content. Then, the students are required to listen to the song and choose the correct answer to the question. (see appendix 5 task 3 )

D. Jumble lines

The students' most favorite activity is arranging the jumbled lines (97.3%). In this task, copies of the song sheets are given to students with jumbled lines. Students have to listen to the song and then rearrange these lines to make the song meaningful.

(see appendix 5 task 4 ) E. Spotting the mistakes

In this task, teachers change a few words or insert wrong words in the lyrics and ask the students to correct them as they listen to the song. This is actually an interesting activity in the classroom that gets the students‘ attention. (see appendix 5 task 5)

1.3. Research question 3: What are criteria to choose appropriate songs in teaching listening in classroom?

To use the songs effectively to get the best teaching target, there are some criteria of songs that teachers should bear in mind.

To begin with, it is advisable that teachers should choose songs with limited vocabulary, because this kind of song may suit non - English major first year students at elementary level. Songs with so many vocabulary can make students neglected while listening.

Besides, popular English songs with positive contents will likely suit purpose of teaching. The songs which contain positive messages have beneficial impact on students. On the other hand, listening to songs with violent themes will have harmful effects on students' mental and psychological development.

Furthermore, another criteria to choose appropriate songs is that the songs should be within the experiences of students. The topics can focus on friendship, love, peace and nature.

Also, an important criterion to choose a suitable song is that the rhythm of the song should be straightforward and repetitive as this type of song helps students feel more confident and they will be fond of doing the tasks. Some other criteria teachers should take into consideration are: the songs should have refrain and/or present a limited musical challenge.