CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled "An investigation into the current situation of using multimedia in learni
INTRODUCTION
Rationale for the study
As an international language, English plays a vital role in the modern society
English is essential in all aspects of life, and in Vietnam, it has become a part of the curriculum from primary school to higher education in recent years Listening comprehension is crucial for learning a foreign language, as it is a fundamental skill that underpins effective communication.
Vietnam National University of Agriculture (VNUA) is a prominent multidisciplinary institution and a key national university in Vietnam A significant aspect of VNUA's educational strategy is its long-term English training program, which is mandatory for all students, emphasizing the importance of English proficiency in their academic and professional development.
First-year English major students, aged eighteen to nineteen, have studied English for many years, primarily focusing on grammar and writing rather than listening skills Many of them find listening lessons unfamiliar and report difficulties during computer-based listening tests Their exposure to listening practice is limited to classroom sessions with CD players and texts, leading to perceptions of listening as boring and challenging This raises the question of whether incorporating multimedia tools could enhance student motivation and improve their listening skills.
At VNUA, English major students often find listening lessons unengaging, as teachers primarily rely on the textbook "Starting Skills" and accompanying CDs for instruction This approach typically involves playing the CDs and having students complete listening tasks without incorporating additional activities or exercises, leading to a lack of interest in these lessons.
In today's rapidly advancing information technology landscape, the integration of multimedia technology in English learning offers numerous benefits Gilakjani (2012) emphasizes that "The use of multimedia in teaching and learning leads to higher learning," while Healey et al (2008) affirm that leveraging technology in education is steering institutions toward progress.
The author aims to research the current state and proposed solutions for enhancing multimedia-based listening skills among first-year English majors at VNUA.
Aims and objectives of the study
The main aim of this study is to investigate the current situation of using multimedia in learning listening skills of VNUA first-year English majors
The overall purpose of this survey is to investigate the following issues:
• Investigate the current situation of using multimedia in learning listening skills of VNUA first-year English majors
• Propose some solutions to improve students' using multimedia in learning listening comprehension skills.
Research questions
This study aims to address two key research questions: first, it examines the current state of multimedia usage in enhancing listening skills among first-year English majors at VNUA Second, it explores potential solutions to improve students' effectiveness in utilizing multimedia for developing their listening comprehension skills.
Scope of the study
- Research subjects: the first-year English majors at Vietnam National University of Agriculture
The total numbers of the first-year English majors: 139 Students
- Research objects: Using multimedia in learning listening skills of first-year English majors at VNUA
- Time: From January 2021 to July 2021
This study is limited in scope due to the restricted number of participants and time, preventing a comprehensive exploration of listening skills Additionally, it focuses solely on first-year English major students at VNUA, excluding the broader student population.
Significance of the study
This project aims to investigate the effectiveness of multimedia tools in enhancing listening skills The researcher seeks to understand how these tools can deepen learners' comprehension and improve their listening abilities, ultimately leading to more efficient learning outcomes.
Design of the study
Apart from abstracts, references & appendices, the study consists of three main parts:
PART 1: INTRODUCTION, presents rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study
PART 2: DEVELOPMENT is divided into 3 chapters:
Chapter 1: LITERATURE REVIEW offers a theoretical foundation for the study, defining listening and multimedia tools while addressing the challenges associated with learning listening skills It explores the connection between multimedia tools and listening education, highlighting the roles of both teachers and students within a multimedia environment This chapter also incorporates findings from various previous studies, both foreign and Vietnamese, to support its discussions.
• Chapter 2: METHODOLOGY, describes the methodology used in the research including the research governing orientation, data collection instruments, participants, the procedures employed to carry out the research
• Chapter 3: FINDINGS AND DISCUSSIONS, reports and discusses the findings of the study
PART 3: CONCLUSION, summarizes the research and states the conclusion, the limitations of the study as well as the suggestions for further study
DEVELOPMENT
LITERATURE REVIEW
This chapter explores the integration of multimedia tools in language teaching, structured into nine sections It begins with a review of previous research on multimedia applications in language education both internationally and in Vietnam The second section delves into various definitions of listening, while the third highlights factors influencing students' listening comprehension The fourth section defines multimedia, followed by a theoretical framework for its use in language teaching in the fifth section The author shares innovative ideas for applying multimedia tools in the sixth section, and the seventh examines the roles of teachers and students in a multimedia environment The eighth section discusses multimedia usage at VNUA, concluding with a summary of the chapter's key points.
Many studies about the application of multimedia tools have been conducted in foreign countries as well as in Viet Nam
Smidt and Hegelheimer (2004) investigated the effects of web-delivered video and flexible listening strategies on ESL students' listening comprehension In their study, twenty-four students participated in a pre-test and post-test focused on vocabulary after a 15-minute lecture on horticulture The findings indicated that incorporating videotext and visual aids, such as PowerPoint slides, significantly enhanced students' listening skills.
Yang and Fang (2008) highlighted the benefits of using multimedia tools in English-language teaching, emphasizing their role in enhancing students' thinking and practical skills They identified several advantages of multimedia in creating an effective learning context and examined its characteristics to optimize English instruction The authors proposed eight principles for systematization: authenticity, appropriateness, interactivity, coordination, pluralism, intelligibility, and penetrability, which are essential for effectively integrating multimedia into the teaching process.
Shuell and Farber (2001) conducted a study involving over 700 college students to assess their attitudes towards computer technology in twenty diverse academic courses The findings revealed that students held a highly positive view of technology's role in enhancing their learning experience.
Joanna and Philip (1999) conducted a study at City University of Hong Kong that assessed the effectiveness of a multimedia-based English language learning program Their findings revealed that students who engaged with the curriculum through multimedia enhancements showed significantly greater improvements in listening skills compared to those who learned in a traditional classroom setting The results also indicated favorable attitudinal shifts towards the multimedia learning approach Furthermore, the article discusses the teaching and learning experiences from both student and facilitator perspectives.
In 2011, Dr Hammadi researched the effectiveness of multimedia software in enhancing listening skills among Saudi secondary school students To evaluate this effectiveness, he designed a pre-test.
A pre-test and post-test were conducted to assess students' listening skills before and after the experiment The pre-test results indicated no significant differences in mean scores between the experimental and control groups However, following the implementation of multimedia software for teaching listening, the post-test revealed significant differences in mean scores, favoring the experimental group This improvement in the experimental group's performance highlights the effectiveness of the proposed software in enhancing listening comprehension.
Yang (2012) explored the essential role of multimedia in English teaching within vocational colleges, highlighting two key theories and several advantages He identified four crucial principles for English teachers to follow, which can significantly improve teaching effectiveness According to Yang, while multimedia serves as a supportive tool, teachers must maintain their leadership role, students should remain the focal point of learning, and instruction should integrate both traditional methods and multimedia technology.
In a 2012 case study, Amine, Benachaiba, and Guemide explored the use of multimedia to enhance motivation among English as a Foreign Language (EFL) students at Med Seddik Benyahia University in Algeria They developed a questionnaire and surveyed 120 Master's degree students, comprising 60 first-year students (55 females and 5 males) and 60 second-year students, all from the same field of English studies.
A total of sixty participants, comprising fifty-four females and six males, completed a questionnaire consisting of ten questions focused on motivation and technology use in English as a Foreign Language (EFL) classrooms The findings revealed that the majority of students felt that the incorporation of multimedia in EFL instruction significantly enhances their motivation to learn.
Sejdiu (2013) highlighted the positive impact of multimedia technology on developing L2 listening skills, identifying Computer-Assisted Language Learning (CALL) as an effective tool for enhancing language proficiency among L2 learners He underscored the crucial role of listening in language acquisition and referenced various researchers who support the use of multimedia in teaching listening skills Numerous studies indicate that multimedia-based instruction surpasses traditional methods in improving listening comprehension Ultimately, Sejdiu concluded that multimedia provides L2 speakers with access to diverse aural and visual texts, such as videos, audio, blogs, podcasts, and the internet, thereby facilitating a better understanding of the language in everyday contexts.
Pun (2013) highlighted both the advantages and disadvantages of using multimedia technology in language teaching He emphasized that teachers who neglect technology risk falling behind current trends By incorporating multimedia, educators can create engaging and vibrant classes, which can motivate students to learn English, enhance their communicative competence, and broaden their understanding of English-speaking cultures Additionally, multimedia can improve teaching efficiency, foster interaction among students and between teachers and students, create a supportive classroom environment, and extend English learning opportunities beyond the classroom However, Pun also noted potential drawbacks, such as a decrease in communication between teachers and students.
9 lack of real time teaching, and lack of students' logical thinking He suggested many recommendations to improve these disadvantages
Nomass (2013) explored the influence of technology on teaching English as a Second Language, highlighting its significance in enhancing students' skills She provided various technical methods to improve capabilities, particularly emphasizing the use of computers, broadcasting, CD players, and tape recorders to support the development of listening skills.
Thao Vu Thi Phuong (2005) conducted a study on the effectiveness of multimedia tools in enhancing listening skills within the Term-3 listening course at the English department of Hanoi University of Foreign Studies (HUFS) The research aimed to assess both teachers' and students' attitudes towards multimedia in education, explore how multimedia aids teachers in the classroom, and determine whether multimedia language teaching improves students' listening comprehension more effectively than traditional video language teaching.
Research indicated that most teachers and students believe multimedia tools enhance language proficiency, making learning easier, faster, and more engaging Additionally, students demonstrated improved listening comprehension scores when using these tools However, the potential benefits remain underutilized due to insufficient computer skills and a lack of familiarity with the tools among both teachers and learners.
METHODOLOGY
This chapter presents the methods of conducting the research including the research governing orientation, participants, data collection instruments, and data collection procedure as well as data analysis
The research question, “What is the current situation of using multimedia in learning listening skills of VNUA first-year English majors?”, was explored using a questionnaire and semi-structured interviews The quantitative analysis of the questionnaire results was presented in percentage form, while the data from the interviews were synthesized and organized for further insights.
To address the second research question, "What are some solutions to improve students' use of multimedia in enhancing listening comprehension skills?" the author conducted a survey and interviews Following data collection, a thorough analysis was performed to identify effective strategies for integrating multimedia into the learning process.
This study utilized both quantitative and qualitative methods to gain a comprehensive understanding of a complex issue Initially, quantitative data were collected, followed by qualitative data to provide deeper insights into the findings The quantitative aspect included a questionnaire assessing the use of multimedia in developing listening skills, while qualitative interviews offered detailed explanations of the problems, leading to effective solutions.
Data collected from surveys and interviews were synthesized and categorized, followed by thematic analysis aligned with the study's objectives The findings were then illustrated using tables and charts, facilitating a comparison of students' perspectives on the research issues.
Questionnaires offer numerous benefits, including cost-effectiveness in terms of time and money, and they reduce the pressure for immediate responses They are an efficient method for gathering data from a large population within a short timeframe (Gillham, 2000) Additionally, Wallace (2001) highlights that questionnaires are widely used for data collection in field settings Brown (1995) notes that the information obtained from questionnaires is relatively easy to tabulate and analyze.
In the second term of the 2020-2021 academic year, survey questionnaires were administered to first-year English majors at the Faculty of Education and Foreign Languages at VNUA The purpose was to assess their actual experiences and needs regarding the use of multimedia for enhancing their listening skills.
In this method, the questionnaire was given to students with pre-existing questions and answers Students read and answer questions according to the form
Semi-structured interviews are a flexible exploratory method commonly utilized in social sciences for qualitative research and clinical data collection Unlike structured interviews or surveys, they allow for a more adaptable approach to gathering information.
Interviews, as defined by Dunn (2005), are verbal interactions where an interviewer seeks to gather information from another individual There are three primary types of interviews: structured, unstructured, and semi-structured Structured interviews utilize a standardized set of questions asked in a consistent manner, while unstructured interviews, such as oral histories, allow the informant to guide the conversation Semi-structured interviews strike a balance between these two, featuring a predetermined order of questions while still offering flexibility for the informant to address issues in their own way.
Some direct interviews will be applied in the class After completing the survey questionnaire collection, 10 students were invited for the interview
• The survey was performed March-May 2021 The time schedule of the research was done easily without disturbing the teaching and learning process
The study focuses on first-year English majors at the Faculty of Education and Foreign Languages at VNUA, who have typically studied English for seven years—four years in secondary school and three years in high school Despite this extensive learning period, their English proficiency is relatively uniform due to their shared backgrounds from various rural areas in the North Additionally, the previous high school English curriculum limited their opportunities to practice essential language skills.
English levels were limited and they faced numerous challenges in the classroom
• In this study, the researcher only focuses on listening skills It is believed that using multimedia tools in learning listening can improve students' listening comprehension skills
Steps to collect data are conducted as follows:
Step 1: Design questionnaires for students based on the purpose of the research There are 15 questions in the questionnaire's content The questionnaire will be written in English
Among the 15 questions, the first part were designed for collecting general information of students, the questions of part II aim to find information for 2 research questions of the thesis
The survey questionnaire will be delivered to 139 first-year English majors to find information for the two research questions
To ensure the reliability and validity of the samples, questionnaires were distributed directly to K65 learners during their class break and collected immediately This approach allowed students to concentrate fully on answering questions about their recent experiences.
Before asking students to complete the survey questionnaire, the researcher outlined the study's purpose and significance, addressing any potential misunderstandings regarding the survey questions In addition to the written instructions, oral explanations in Vietnamese were provided to eliminate any ambiguity.
In a study conducted during the second semester of 2020-2021, a researcher interviewed 10 students who shared similar educational backgrounds, having learned English in secondary and high school While their grammar skills were commendable, their listening abilities were lacking, and their entrance exam scores were largely uniform The students willingly participated in the interviews to provide insights on the use of multimedia for enhancing listening skills and offered suggestions for improving their listening comprehension Following the interviews, the researcher meticulously analyzed the data, ensuring that the findings from the interviews were carefully recorded and presented alongside the questionnaire results.
Step 3: Collect the survey results from students, prepare for the data analysis step Based on the study context and conditions, two data collection instruments have been selected The accuracy and reliable results obtained during the process of study required great care and precautious analysis of the outcomes
This chapter provides a comprehensive overview of the study's setting, participants, instruments, data collection procedures, and data analysis methods Chapter three will focus on presenting and discussing the key findings of the research.
FINDINGS AND DISCUSSION
This chapter focuses on the analysis of data collected from the questionnaires and interviews The results are presented in a logical order, together with the researcher's comments and assessment
3.1 STUDENT'S REAL SITUATIONS OF LEARNING ENGLISH LISTENING SKILL
The majority of students surveyed come from rural areas, which has limited their opportunities to practice English during high school Despite studying English for 7 to over 9 years, their entrance exam scores indicate a similar academic background.
To identify the problems, the researcher conducted a survey and interviewed first-year English majors The survey and interviews were conducted on April 21 st ,
In 2021, a total of 128 completed questionnaires were collected from learners after eliminating blanks and errors The data gathered from these questionnaires is analyzed and presented in the charts below, illustrating the responses to the survey questions.
3.2.1 Students' opinions in learning English listening skills
3.2.1.1 Evaluation of the listening skill
The first question the questionnaires bring a result that according to students’ opinion, listening skill is difficult
Question 5: In your opinion, English listening skill is
The chart clearly indicates that English listening is a challenging skill to master, with 54.69% of learners finding it difficult Additionally, 22.66% of learners strongly agree that acquiring listening skills poses significant challenges.
A significant portion of learners, specifically 20.31%, find listening skills to be a normal part of their learning experience, while only 2.34% consider it easy Notably, those who perceive learning listening skills as easy tend to be the top-performing students.
In short, the survey proves the assumption about the difficulty of listening to English and learning it
Chart 3.2.1.1: The students' assessment of learning the listening skill
Very difficultDifficultQuite difficultNot difficult
3.2.1.2 The students' interest in learning listening skill
Difficulties in learning can lead to a loss of interest in the subject among pupils However, a follow-up question revealed that students remain engaged and interested in developing their listening skills in class.
Question 6: Do you like English listening lessons at class?
The column chart reveals unexpected findings that challenge the author's initial assumptions, as it suggests that difficulties in learning listening skills do not deter interest Contrary to the belief that such challenges would bore listeners, the survey shows that 19.53% of learners have a strong affinity for this skill, while 46.09% express a positive attitude towards it.
Like very much Like Don't mind Don't like
Chart 3.2.1.2: The students' interest in learning listening skill
Listening in English class is often perceived as engaging rather than tedious, with a significant majority of students enjoying the experience Only 34.38% of learners express indifference towards developing their listening skills, suggesting that interest may vary depending on the lesson Ultimately, while listening is a favored subject among students, it also presents challenges that can make it difficult for some.
3.2.1.3 The important of listening skill
To research more clearly the opinion of students, the next question in the questionnaire is designed to find out their assessment on the importance of listening
Question 7: What do you think about the importance of English listening skill
Chart 3.2.1.3: Students' attitudes towards the importance of English listening skill
A recent survey revealed that listening is regarded as a crucial skill by all respondents Notably, 80.47% of the 128 students surveyed expressed a strong appreciation for the significance of listening skills, emphasizing its importance in effective communication.
Out of 128 students, 25 (19.53%) recognize listening skills as crucial for effective communication Notably, no students rated listening skills as somewhat important or unimportant In summary, listening skills are vital for real-life communication and are increasingly essential in learning a foreign language.
3.2.1.4 The problem in listening skill
The eighth question of the questionnaire aims to provide insights into students' actual experiences with learning English listening skills, and the results are illustrated in the chart below.
Question 8: How often do you have problems in your listening skill?
Chart 3.2.1.4 reveals that a significant number of students face challenges in developing their listening skills, with 50.78% reporting frequent difficulties and 28.13% indicating they always struggle Additionally, 18.75% of students experience these issues sometimes, while only 2.34% report rarely encountering problems Overall, it is evident that listening comprehension remains a persistent challenge for students, highlighting the need for targeted interventions.
3.2.1.5 Frequency of listening practice of students in class
Question 9: Do you have many chances to practice listening in class?
Chart 3.2.1.4: The frequency of students having problems in learning English listening skill
A recent survey revealed that 53.91% of respondents sometimes have opportunities to practice their listening skills in class, while 43.75% often engage in listening practice Notably, only 2.34% of learners reported rarely having such chances, and none indicated that they always have opportunities to practice listening in class.
3.2.1.6 The difficulties that students often have when learning English listening skill
Question 10: Which of the following reasons make you difficult to learn listening English?
A Poor-quality CDs and CD players 2/128 1.56%
C Limited practice time at class 49/128 38.28%
Chart 3.2.1.5: frequency of students practicing listening in class
The chart indicates that the poor quality of CDs and CD players is not a big problem Only 1.56% of the learners think it made them difficult to listen There are
Out of 128 students, 36 (28.13%) identified unfamiliar content in listening texts as a significant challenge The majority, 38.28%, attributed their listening difficulties to limited practice time in class, while 25% noted that the fast speaking speed posed a problem Additionally, 7.03% of learners mentioned other factors affecting their listening skills, including teaching methods, background knowledge, and pronunciation practice.
3.2.1.7 Students' confidence in listening skills
The next question is about students' confidence in listening skills
Question 11: Do you feel confident in your English listening ability?
Chart 3.2.1.6: Difficulties in students’ listening
Poor-quality CDs and CD players
Limited practice time at classFast speed speakingOthers
A recent survey revealed that 54.69% of students lack confidence in their English listening abilities, with only 1.56% feeling very confident Observations indicate that those who are more confident in their listening skills tend to be the top performers This highlights the challenge students face in developing their listening skills, emphasizing the need for effective solutions to enhance their confidence and proficiency in this area.
3.2.2 Students' opinions on the use of multimedia tools in learning listening
3.2.2.1 Students' interest in learning listening skills combined with multimedia
Question 12: Do you like listening to the listening comprehension texts combined with multimedia?
Chart 3.2.1.7: students' confidence in listening skills
Very confidentConfidentQuite confidentNot confident
The chart indicates that a significant majority of learners prefer using multimedia for listening practice, with 50.78% (65 out of 128) expressing strong interest and 42.19% showing a favorable inclination Only 7.03% of learners are indifferent to combining multimedia with listening skills This suggests that incorporating multimedia into English listening instruction enhances learner engagement and interest.
3.2.2.2 The frequency of students having difficulty in using multimedia to learn English listening skills
CONCLUSION
The study has investigated the reality of using multimedia technology to learn listening skills at VNUA After the data was collected, analyzed and discussed, some conclusions were drawn
Students demonstrated a positive attitude towards multimedia tools, expressing that these resources enhance their interest in developing listening skills They highlighted their attraction to various elements such as pictures, videos, and sounds, which facilitate easier learning of new vocabulary, comprehension of listening concepts, and practice of listening tasks.
Multimedia tools significantly enhanced the listening comprehension of first-year English majors at VNUA, with most students expressing positive attitudes towards their use in supporting listening skills However, challenges remain, as some students reported difficulties concentrating on lessons due to distractions from the tools Additionally, a lack of experience with these tools and the challenge of finding appropriate practice materials at home were noted as obstacles in their learning process.
To enhance the use of multimedia for developing listening skills at VNUA, students proposed several solutions They emphasized the need for training in multimedia tools prior to learning Additionally, they recommended that teachers assist in finding appropriate materials for home practice by providing resources or specific materials Furthermore, students expressed a desire for improved teaching facilities and aids to support their learning experience.
The following section will suggest more solutions to these disadvantages
Listening is often regarded as the most challenging skill for teachers to instruct and for students to acquire At VNUA, students frequently encounter significant obstacles in developing their listening abilities A common issue in listening classes is the students' lack of motivation to engage in the learning process.
The increasing integration of multimedia tools in language education has gained significant traction in recent years This study focuses on first-year English majors at Vietnam National University of Agriculture (VNUA) to assess their listening comprehension and the effectiveness of multimedia in enhancing their English listening skills The research, titled "An Investigation into the Current Situation of Using Multimedia in Learning Listening Skills of First-Year English Majors at VNUA," employs questionnaires and semi-structured interviews to achieve its primary objectives: to evaluate the current use of multimedia in developing listening skills among these students.
To enhance students' listening comprehension skills through multimedia, the researcher has identified key findings aimed at improving English teaching and learning at VNUA This study is expected to provide valuable insights for both teachers and students in effectively utilizing multimedia tools in language education.
Due to time constraints, the researcher's limited academic knowledge, inexperience with data measurement procedures, and a small number of participating students, the study inevitably has some shortcomings Consequently, any feedback and suggestions for improvement are greatly appreciated.
This study explores the benefits of multimedia tools in enhancing English listening skills among first-year English majors at VNUA, focusing on motivation and skill improvement The positive outcomes aim to inform the author's teaching practices and address two key research questions, highlighting the significance of multimedia in language education, particularly in listening instruction Additionally, this research serves as a valuable resource for language teachers and students in selecting effective teaching and learning methods Nonetheless, the study acknowledges certain limitations that warrant further investigation.
3 Limitation of the current research
The study demonstrates strengths in its data collection methods, including interviews and student survey questionnaires However, it also faces several shortcomings due to constraints such as limited time, insufficient resources, the researcher's capabilities, and unforeseen factors.
Due to time constraints and limited experience, the researcher was unable to implement additional methods, such as classroom observation, which could have enhanced the reliability of the results obtained.
The study's sample consists of only 128 first-year English majors from a single department at VNUA, which limits its representativeness of the entire student body Consequently, the collected data may not accurately reflect the diverse attitudes and reactions of all students regarding listening skill learning and teaching methodologies Additionally, there is a possibility that some participants may not provide genuine responses to the questionnaire, potentially copying answers from their peers.
The study's short duration may have impacted the objectivity and reliability of its results Conducting the research over a longer period and with a larger participant group could yield more accurate and dependable findings.
4 Recommendations for using multimedia tools in teaching listening effectively
To enhance the effectiveness of multimedia tools in education, it is crucial to recognize their supportive role rather than allowing them to dominate the teaching process Overreliance on these tools can be counterproductive, as many educators mistakenly believe that increased usage directly correlates with improved language teaching outcomes Instead, a balanced approach that integrates multimedia tools thoughtfully can foster a more engaging classroom environment and encourage greater student participation.
Multimedia tools can enhance interest in English language learning, but relying solely on screens can lead to student inactivity and reduced material acquisition While the benefits of multimedia in language and listening instruction are significant, these tools should serve as supplementary resources for teachers Young and Bush (2004) caution educators against using technology without fully grasping its pedagogical implications.
Pun (2013) emphasized that teachers should not treat computer screens as mere replacements for blackboards or whiteboards Instead of solely relying on digital displays for exercises, questions, and teaching plans, educators should incorporate traditional teaching tools Pun argued that neglecting the use of blackboards or whiteboards is a misguided approach to teaching.
(2004) also argued that "We should kill neither the blackboard nor the mockingbird
We need blackboards or whiteboards as visual aids and the sound of the mockingbird for relaxation" Pun (2013) also suggested that teachers should use all possible
This survey is part of my graduation research titled "An Investigation into the Current Situation of Using Multimedia in Learning Listening Skills Among First-Year English Majors at Vietnam National University of Agriculture." Please complete the questionnaire by circling your answer or writing your thoughts in the provided spaces Rest assured, all personal information and responses will remain confidential and will not be used for any other purposes.
Question 2: How old are you?
Question 3: How long have you been leaning English?
D Over 7 years Question 4: What is your English entrance test score?
Your opinion on studying listening skill
Question 5: In your opinion, English listening skill is
Question 6: Do you like English listening lessons at class?
Question 7: What do you think about the importance of English listening skill?
Question 8: How often do you have problems in your listening skill?
Question 9: Do you have many chances to practice listening in class?
Question 10: Which of the following reasons make you difficult to learn listening English?
A Poor-quality CDs and CD players
C Limited practice time at class
Question 11: Do you feel confident in your English listening ability?
Your opinion on the use of multimedia tools in learning listening
Question 12: Do you like listening to the listening comprehension texts combined with multimedia?
Question 13: How often do you have difficulty using multimedia tools to learn English listening?
Question 14: Multimedia tools help you: (you can choose more than one)
A Become interested in learning listening
B Learn new words more easily
C Catch listening lesson's ideas more easily
D Practice at home more easily
E Practice more various listening activities
Question 15: Do you feel that learning English based on multimedia technology is effective?
Thank you very much for your cooperation!