This thesis investigates the implementation of the blended approach in an ground traditional face-to-face 7-grader students, It aims to determine the extent towhich the blended course af
The role of listening comprehension in language learning
In the 1980s, significant advancements in research, theory development, and curriculum design focused on listening comprehension, highlighting its complexities The Total Physical Response (TPR) method, introduced by Asher in 1977, underscored the importance of comprehension by allowing learners to absorb large amounts of language prior to verbal expression Likewise, the Natural Approach also emphasized the necessity of extensive listening before production.
“silent period” in which learners had a right to keep silent and perform only when well-prepared.
Numerous studies, supported by the TPR method and the Nature approach, emphasize the significance of input in second language acquisition (Krashen, 1985) Researchers highlight the importance of mental processes in transforming input into intake, which contributes to learners' competence Krashen (1982) asserts that listening or comprehension input is essential for developing overall language proficiency Rost (1994) underscores the role of listening in language classrooms as a source of input for children, while Nunan (2002) identifies listening as a fundamental skill in language acquisition Effective learning relies on comprehension input at the appropriate level from the outset of the second language learning process.
Listening is crucial for developing communicative competence, as it helps students understand essential aspects of language, including grammar, vocabulary, and useful expressions (Brown, 2001) Engaging in listening tasks allows learners to build background knowledge and fosters an environment where they can effectively use their language skills Conversely, a lack of language input can hinder learners' ability to express their opinions during discussions and communications (Ur, 1996).
Problems with listening comprehension :ccccseeseeseseeseeeeeeeees 7
Research has highlighted various challenges students face in listening comprehension Underwood (1989) identified key difficulties such as the inability to control speaking speed, lack of audio replay options, limited linguistic exposure, and insufficient contextual knowledge, all of which hinder students' understanding Additionally, S Graham (2006) pointed out that factors like restricted vocabulary, inadequate grammar knowledge, and misinterpretations further complicate the listening process for learners.
Bingol, Mart, Celik, and Yildiz (2014) identified seven obstacles that hinder students' listening comprehension Firstly, low sound quality negatively impacts linguistic input, while cultural knowledge diversity can lead to misunderstandings due to a lack of prior instruction Additionally, various accents create further challenges, as limited exposure to different speech patterns reduces comprehension Vocabulary limitations and ambiguous meanings also complicate understanding, alongside the length and speed of recordings, which can overwhelm students, especially those with lower English proficiency Unfavorable learning environments, such as noise, distance from audio sources, and classroom conditions, contribute to inefficiency in language acquisition Lastly, distractions from lengthy or unengaging topics can disrupt focus, highlighting the need for teachers to incorporate diverse themes and engaging activities to enhance student motivation.
Miller (2009) identified two key dimensions influencing learners' comprehension in L2 classes: language and pedagogical features He emphasized three language simplification elements: appropriate language level, lecture speed and pronunciation, and content relevance to learners' interests On the pedagogical side, effective strategies included using examples, providing handouts, integrating visual aids, organizing lectures well, and employing humor and body language to enhance listening comprehension Additionally, Bloomfield et al (2010) highlighted three characteristics affecting listening comprehension: the listener's cognitive capacity, the passage's authenticity and complexity, and test-taking conditions Listener traits such as working memory, L2 familiarity, and anxiety played a crucial role, while the authenticity of audio materials posed challenges, as pronunciation often differed from written forms The use of regional accents helped students understand oral texts better, while test conditions like time limits and note-taking also impacted comprehension.
Vandergrift (2007) highlighted key elements of spoken language, such as stress patterns, weak and strong forms, and intonation, which significantly influence the comprehension of oral texts Additionally, Vandergrift (2004) and Walker (2014) underscored the importance of cultural awareness in enhancing listening comprehension, noting that a strong understanding of cross-cultural contexts can greatly benefit the processing of listening tasks.
Do not recognize words Quickly forget what
Effective communication requires not just hearing words but also understanding their intended meaning When individuals neglect to grasp the core ideas conveyed, they may struggle to form a clear mental representation of the message This confusion can hinder their ability to engage with and respond to the information effectively.
Cannot chunk streams of |Do — not — understand speech subsequent parts of input because of earlier problems. text.
Concentrate too hard or unable to concentrate.
Table 2.1 Problems related to different phases of listening comprehension
Anderson (1995) and Goh (2000) identified three key dimensions of listening comprehension: perception, parsing, and utilization Perception involves the encoding of spoken or written messages, which includes challenges such as difficulties in recognizing language inputs, such as identifying learned words.
Neglecting key aspects such as the inability to segment speech, lack of text opening cues, and maintaining concentration can hinder effective interpretation (Goh, 2000) Factors like intonation, stress, and accents also disrupt the listening process (Anderson, 1995) Additionally, parsing issues arise when words are transformed into a coherent mental representation, with short-term memory playing a crucial role in retaining information (Q T Tran & Duong, 2020) Recognizing the constituent structure of spoken messages can enhance comprehension (Anderson, 1995) Lastly, the utilization problem pertains to the application of mental imagery to grasp sentence meanings, which can lead to misunderstandings of main ideas and unfamiliar structures (Goh, 2000).
In addressing the challenges encountered in the listening comprehension process, this study utilizes the classification frameworks proposed by Anderson (1995) and Goh (2000), with necessary adaptations to better fit the current research context (refer to figure 2.1).
The process of comprehension involves three key stages: perception, parsing, and utilization The first stage, perception, encompasses vocabulary recognition, susceptibility to distractions, and the ability to maintain concentration amidst varying accents The second phase, known as the parsing problem, is influenced by challenges such as limited working memory, difficulties in syntactic and semantic analysis, and unclear instructions Finally, the utilization stage is affected by a lack of cultural knowledge, reliance on mental representations of meaning, and potential misunderstandings of meaning.
1 Vocabulary 1 Short working 1 Lack of cultural recognition memory knowledge
2 Distraction by prior 2 Difficulty in syntactic 2 The mental parts and semantic analysis representation of
3 Low concentration 3 Unclear presentations meaning level and instructions 3 Wrong meaning
Figure 2.1 Summary of listening comprehension problems
(adapted by Goh (2000) and Anderson (1995))
Blended learning :;:-:::.:::-:::::::z2:::22:221223717211721163320311633163315353333324358835763388353 35) 11
Definition of blended learning .eeceeeseeseesceeceeeeeeeeceeeeneeaeeeceetens 11
Blended learning has gained popularity in education over the past few decades, originating from industry and workplace training before being embraced by higher education institutions Emerging in the late 1990s, this innovative teaching approach combines technology and the Internet to enhance student engagement and encourages educators to adopt contemporary teaching methods This shift marks a transition from traditional teacher-centered models to more student-centered learning environments.
According to Clark and Mayer (2016), hybrid learning is an educational approach that integrates various learning models while leveraging technology They note that the interpretation of hybrid learning can vary among individuals.
Blended learning, as noted by MacDonald (2008), integrates online media into educational programs while valuing the importance of face-to-face interactions and traditional teaching methods Becker (1991) emphasizes that e-learning encompasses a broader range of applications and processes, including web-based learning and virtual environments.
Blended learning, as described by Garrison and Vaughan (2008), optimally integrates face-to-face communication with online interaction, creating a unique educational experience tailored to specific contexts and goals Balci and Soran (2009) emphasize that this approach should harmoniously combine traditional and online methods to enhance educational quality Furthermore, Moskal, Dziuban, and Hartman (2013) highlight blended learning's role in bridging traditional and modern educational practices, influencing policy and strategic initiatives across higher education According to Akbarov, Gửnen, and Aydogan (2018), it effectively incorporates various models of traditional and distance learning through diverse technological tools.
Blended learning is a multifaceted concept that has garnered various definitions, making it challenging to identify any learning system that isn't "blended" (Masie, Ross, & Gage, 2004) According to Graham (Bonk & Graham, 2012), the key features of blended learning can be categorized into three main aspects: it integrates different instructional modalities or delivery media, combines various instructional methods, and merges online with face-to-face instruction While the first two aspects are broad enough to encompass nearly all learning systems, the third definition serves as the foundation for this research, aligning with the author's perspective.
Blended learning, as defined by Singh (2021), refers to the integration of traditional classroom instruction with online learning activities, allowing students to engage in asynchronous work at their convenience Wilkinson (2016) further categorizes blended learning into two main types: asynchronous and synchronous learning.
Asynchronous learning allows individuals to independently access online resources provided by the teacher, enabling them to meet their learning objectives at their own pace and schedule For example, a student in a self-access course can download an activity from a Learning Management System (LMS), complete it, and upload their work to a blog for instructor feedback In contrast, synchronous learning requires all students to participate in educational activities at the same time, such as a writing class where students collaborate on a document in Google Docs and await the teacher's responses.
In summary, this study defines blended learning as the integration of virtual and physical learning environments, enhanced by online course resources and in-person interactions Notably, it emphasizes asynchronous learning, allowing learners to engage from different locations and at varying times to meet their educational goals.
Benefits of blended learning to language learning
Blended learning should be widely adopted in educational settings due to its numerous advantages According to Osguthorpe and Graham (2003), the key benefits include enhanced pedagogical richness, improved access to knowledge, increased social interaction, greater personal agency, cost-effectiveness, and simplified revision processes.
Blended learning offers significant advantages, including enhanced pedagogy, greater accessibility, and cost-effectiveness, as highlighted by Dziuban and Moskal (2011) By transitioning some classroom hours to an online format, institutions can reduce the need for in-person meetings, thereby saving on training time and travel expenses associated with traditional learning methods This shift not only optimizes resources but also enhances the overall learning experience.
14 when a blended course cuts its on-site time by at least 50 percent, this reduction can provide significant resource savings to institutions challenged with maximizing physical classroom space (Stein & Graham, 2014),
Blended learning enhances pedagogy by improving access to knowledge and fostering social interactions It allows for increased convenience without sacrificing the effective learning experiences that students value Stein and Graham (2014) highlight that blended learning is often more effective than traditional on-site courses due to its improved instructional design, increased guidance, easier access to learning activities, personalized learning opportunities, and sustained engagement through social interaction and focused time on tasks.
Blended learning enhances the flexibility of the educational process by allowing learners to access materials anytime through platforms like Blackboard and online websites, rather than adhering to a rigid classroom schedule This approach effectively supports students amidst their busy lives by delivering content efficiently Activities such as online discussion boards and quizzes facilitate learning and interaction beyond traditional classrooms, helping students consolidate and test their knowledge while promoting both independent and collaborative study Furthermore, blended courses improve interaction and feedback between teachers and students, as well as among peers (H Y Yang, 2014; Y F Yang, 2014).
Blended learning significantly enhances learners' responsibility for their education, fostering self-study and allowing for personalized learning experiences tailored to individual needs This approach shifts the focus from teacher-centered instruction to a learner-centered model, empowering students to take on key roles as coordinators, builders, and customers of their own learning As coordinators, students actively manage their language development and learn to navigate their time effectively.
In modern education, students are empowered to take an active role in their learning, contributing to lessons while utilizing online resources provided by teachers Educators focus on equipping students with clear instructions and appropriate didactic materials, prioritizing error correction over rote imitation This approach positions learners as customers, encouraging them to express their needs and interests, while teachers act as facilitators to meet these demands Additionally, adapted blended courses enhance learning efficiency by saving staff time and offering tailored practice opportunities, ensuring that all students receive the support they need.
Challenges of implementing blended courses -ô- 13
According to Egbert and Hanson-Smith (1999), effective computer-assisted language learning (CALL) in ESL classes requires interactive opportunities, authentic tasks, a flexible learning environment, and teacher feedback However, Kaur (2013) identified three main challenges in implementing this technique: technical difficulties, organizational issues, and instructional design The technical challenge involves ensuring students can effectively use technology, while organizational challenges require teachers to enhance blended courses and track student progress Additionally, the shift from teacher-centered to student-centered learning necessitates clear roles for educators in monitoring the learning environment Lastly, effective instructional design encompasses pedagogical methods, the maintenance of online interactions, and the coordination of all elements in blended courses R Boelens, De Wever, and Voet (2017) further highlighted four key elements influencing blended learning environments.
“incorporating flexibility”, “facilitating interaction”, “facilitating student’s learning processes”, and “fostering an effective learning climate” Lightner and Lightner-
Self-regulation plays a crucial role in the hybrid learning process, allowing students to learn at their own pace and with flexibility, independent of teacher guidance (Laws, 2016) However, students in mixed learning environments face several challenges, including the need for self-regulation, technological literacy and competency, feelings of isolation, as well as issues related to technological sufficiency and complexity (Rasheed, Kamsin, & Abdullah, 2020).
This study identifies key challenges from the student perspective regarding blended courses, focusing on technological, organizational, and instructional issues Technological challenges encompass literacy, competency, and sufficiency Organizational challenges involve maintaining interaction, self-regulation, effective design, and teacher support Instructional challenges include the effectiveness of lectures and presentations, the need for flexibility, and the importance of feedback These challenges and their sub-categories are visually represented in Figure 2.2, highlighting their impact on the blended learning experience.
Figure 2.2 Summary of challenges of implementing blended learning
Previous studies on blended learning in language teaching
Blended learning has gained significant popularity, with over one hundred million search results on Google As indicated by Google Trends, this educational approach is increasingly being adopted by numerous schools and institutions.
Figure 2.3 The growth of blended learning from 2015 - 2020
Furthermore, in figure 2.4., some countries like the Philippines, Trinidad and
Tobago, Malaysia, Bangladesh, and Romania lead in interest for blended learning, while Viet Nam ranks 40th overall, with notable popularity primarily in its two largest cities, Ha Noi and Ho Chi Minh City.
Figure 2.4 Countries with the highest rate of blended learning concern
Extensive research has explored the impact of blended learning on educational outcomes compared to traditional methods The U.S Department of Education conducted 1,132 reviews of student results in both traditional and online learning from 1996 to 2008 By 2004, 45% of universities and colleges in the U.S had integrated blended learning into their curricula, highlighting its growing prevalence in higher education.
In various countries, there are 19 distinct education levels that shape the learning landscape (López-Pérez, Pérez-López, & Rodriguez-Ariza, 2011; R Boelens, Voet, M., & De Wever, B., 2018) Collin (2003) proposed a model that effectively combines formal classroom education with the increasingly valuable informal learning that occurs in the workplace Additionally, insights from Morgan (2002) and Smelser further emphasize the importance of integrating different learning environments to enhance educational outcomes.
In 2002, it was proposed that enhancing collaborative learning and problem-solving could be achieved by integrating live face-to-face elements with virtual reality Additionally, Bersin (2004) highlighted the advantages of blended learning, such as creating a flexible and interactive learning environment, improving the quality of online education, and facilitating better management and assessment of the learning process.
2.2.4.2 Application of blended learning in language teaching in the
In Vietnam, the government has acknowledged the crucial need to enhance educational growth, leading to the implementation of blended learning Recognizing the importance of technology in the digital age, the Ministry of Education and Training (MOET) introduced circular No 12/2016/TT-BGDDT on April 22, 2016, to support this initiative.
In 2016, a study highlighted the application of information technology in online management and training, emphasizing the hybrid learning model to enhance educational quality Although blended learning is a widely researched topic, it remains relatively novel in Vietnamese schools, from primary to tertiary levels, primarily due to the significant demand for IT professionals and resources Research on blended learning in secondary education is scarce, with most studies focusing on the role of technology in English language teaching Notably, Nguyen and Nguyen (2008) provided guidelines for integrating technology in foreign language instruction and recommended useful websites for English learners.
(2008) states the term “blended learning” in which students have a chance to spend
The study explores the integration of information technology in biology education for university students through blended learning, emphasizing the importance of online discussions with instructors facilitated by various technological tools such as websites, forums, and hotlines.
V.H Tran (2018), T G Vu and Nguyen (2019), and V L Nguyen (2014) suggest models and processes apply blended learning in the Vietnamese context. Studies related to obstacles to using mixed learning to teach STEM (Q V Nguyen &
T M T Le, 2017; T D Nguyen & T M N Le, 2017) Moreover, Pham (2010) built integrated learning to teach advanced biology for grade 10 students with the support of Moodle software In addition, H T Nguyen (2017) applied blended lcarning to teaching Chemistry at the high school level Particularly, T L Y Nguyen and Ton
In 2018, VNU University of Foreign Languages and International Studies, along with VNU University of Education, integrated mobile technology to enhance English language teaching Similarly, Luong (2018) researched a blended learning program that significantly improved students' TOEIC Listening performance, with post-test results showing notable advancements compared to pre-test scores Participants expressed positive attitudes towards the hybrid learning environment, as it effectively addressed their learning needs, despite encountering some challenges with the web interface Additionally, D T Nguyen (2017) implemented mixed learning in phonetics at Van Lang University, leading to improved pronunciation skills and a growing interest in applying this method across various subjects.
While many studies have focused on the impact of blended learning on language acquisition among university and high school students, there is a notable lack of research concerning secondary school students Furthermore, despite the critical importance of speaking and listening skills, as well as communication awareness, in developing language competence, English language curricula at various educational levels often neglect to prioritize listening skills.
Listening skills are often underestimated in education, leading to ineffective learning methods, particularly in junior high schools This highlights the need for research on the impact of blended learning on secondary students' listening comprehension in Vietnam The current study aims to provide insights into how the Microsoft Teams app can enhance the teaching and learning of English.
Student’s attitudes toward blended lcarning chua 21
Several studies have explored learners' attitudes toward hybrid learning, with the term "blended learning" emerging in literature around 2000 Giizer and Caner (2014) introduced the concept of integrating face-to-face and online instruction Early research primarily focused on comparing traditional and blended courses, as well as examining the design, implementation, and attitudes of both learners and teachers toward mixed classes Satisfaction plays a crucial role in enhancing the quality of the teaching and learning process Notably, participants at Carnegie Mellon University, particularly those at beginner and intermediate levels, provided positive feedback regarding blended courses.
From 2006 to 2014, there was a significant increase in blended learning research (Gizer & Caner, 2014) Notably, satisfaction rates for Spanish hybrid courses were high, with 91% and 94% of students reporting positive experiences (Jochum, 2011; Scida & Saury, 2006) Additionally, two-thirds of learners indicated a desire to enroll in another blended class (Sagarra &).
Zapata, 2008), and there was greater satisfaction compared to a non-blended course
Research indicates that learners appreciate the availability of useful online materials, a well-defined course structure, and technological resources in their educational experience (Usta & Ozdemir, 2007; Murday, Ushida, & Ann Chenoweth, 2008; Sharafuddin & Allani, 2011) However, a survey conducted by Winke and Goertler (2008) revealed that while learners have access to computers and the Internet, they still face a shortage of essential technological tools such as cameras, microphones, podcasting equipment, and headphones.
Twenty-two individuals received training in fundamental computer literacy skills, such as internet usage and message creation However, the training did not encompass advanced multimedia skills, including website development and video editing for high-tech blended courses (Goertler, Bollen, & Gaff Jr, 2012).
In the Vietnamese context, research on blended courses revealed that MS Teams used for teaching foreign languages received positive feedback from the students (V.
Regular discussions and teacher feedback significantly enhanced students' ability to manage their learning progress, fostering a positive attitude towards education Notably, students expressed a preference for mixed classes, as these environments encouraged shy individuals to engage more actively during in-person sessions Additionally, a study involving 87 students and three teachers explored attitudes, changes, and recommendations for using the Internet to improve listening skills.
A study conducted by the National Economics University revealed that respondents expressed positive sentiments regarding their interests, motivations, conveniences, and self-study experiences in a blended learning course However, they also encountered challenges related to technical failures and insufficient computer skills needed for completing listening assignments T N H Nguyen (2020) applied these findings in their research.
The integration of MS Teams in teaching angles and edges of right triangles to students at Kim Giang High School in Ha Noi demonstrated significant positive outcomes compared to traditional control classes Initially, students exhibited apprehension towards using technology; however, their attitudes shifted over time as they became more engaged with the platform They ultimately found the user interface to be friendly and easily accessible, enhancing their learning experience.
Research on blended learning predominantly explores its effectiveness and learner attitudes, yet there is a notable scarcity of studies addressing specific skills in teaching English, particularly in Vietnam Furthermore, educators often overlook the implementation of blended classes at lower educational levels, especially in secondary schools.
23 research aims to provide insight into the impact of this approach to investigate whether a mixed English listening course also receives the same tendency at the secondary level.
This study highlights key challenges faced by students in blended courses, focusing on their perspectives regarding technical, organizational, and instructional issues Technical barriers include difficulties with technological literacy, internet access, and familiarity with online platforms Additionally, organizational challenges encompass maintaining interactions, self-regulation, effective organizational design, and the level of teacher support provided.
Online classes have created barriers to interaction between teachers and students, as well as among peers This shift has given students greater freedom in managing their time and learning outcomes, reducing the need for constant teacher oversight Consequently, teachers have transitioned to supportive roles, offering assistance when needed rather than exerting authority Key instructional challenges include the effectiveness of lectures, presentations, flexibility, and feedback Successful blended courses are characterized by engaging content, well-structured presentations, a comfortable learning environment, and timely teacher feedback.
This study identified several challenges in the listening comprehension process, categorized into three stages: perception, parsing, and utilization, following the frameworks of Anderson (1995) and Goh (2000) The perception stage highlighted issues such as vocabulary recognition difficulties, distractions from earlier content, varying accents, and students' inability to maintain focus In the parsing stage, challenges included limitations in short-term memory, difficulties in syntactic and semantic analysis, and unclear presentations and instructions Lastly, the utilization stage was affected by a lack of cultural awareness and ineffective mental strategies.
24 representation of meaning, and meaning misunderstanding were some of the components of the final part - utilization Figure 2.5 showed the main challenges course.
Face to face instruction /Blended
Figure 2.5 Challenges of implementing blended listening courses
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
This chapter outlines the research methodology employed in the study, following a review of literature on listening comprehension and blended learning in teaching It details the research design and instruments utilized, including pre-tests, post-tests, questionnaires, and interviews Additionally, the chapter provides an overview of the research setting, Saigon South School, and describes the 80 participants involved in the study Finally, it concludes with an explanation of sample collection and data analysis methods used throughout the research.
Experimental research, as highlighted by Phakiti (2014), is a valuable approach within quantitative methods It enables researchers to draw inferences through systematic behavioral observations that accurately reflect the target construct, facilitating the testing of theoretical relationships between variables.
This study used a quasi-experimental research design Quasi-experimental designs can be useful, especially in the field of education (T P Ryan & Morgan,
Quasi-experimental research is utilized when complete control over confounding variables is unachievable, posing threats to internal validity In educational settings, random assignment of subjects to experimental groups is often impractical due to class configurations at the start of the school year Consequently, researchers frequently work with intact groups, as forming new groups can disrupt classroom learning In this type of research, new instructional strategies are implemented in the experimental group, while the control group continues with conventional instruction Results from both groups are then collected and compared to assess the effectiveness of the new strategies.
26 impact of blended learning on students’ listening comprehension and their attitudes of this course.
This study employs a quasi-experimental research design to investigate the impact of blended learning on students' listening comprehension in two intact EFL classes, 7A1 and 7A2, at Saigon South School The design was chosen due to the systematic manipulation of blended learning as a variable affecting listening comprehension, while acknowledging the lack of random assignment in participant placement (Creswell & Creswell, 2018) The experimental group utilized a blended approach, while the control group followed a traditional method, with preexisting classes assigned without randomization, as determined by the school system and parental preferences (Ary, Jacobs, & Sorensen).
2010) More importantly, with the same equivalent of the pre-test before the experiment, the results became more credible levels in nonrandomized assignments of subjects to groups (Ary et al., 2010).