Luận văn a study on test taking techniques for toeic reading comprehension test by students at vietnam maritime university ics

ABSTRACT This study is an attempt to investigate factors demotivating the second year non Fnglish major students in isloning lessons at Hanoi university of Industry.. The main purposes o

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST- GRADUATE STUDIES

OS BI

NGUYEN THI BUOL

DEMOTIVATING FACTORS IN LISTENING LESSONS

AT HANOI UNIVERSITY OF INDUSTRY

ìy mắt hứng thủ trong các bải học nghe (Nghiên cửu về các yếu tô gị

của sinh viên không chuyên năm thứ hai trường dại học Công Nghiệp Hà Nội )

M.A Minor Programme Thesis

Field: English Language Teaching Methudulogy

HANOI 2015

VIETNAM NATIONAL,UNIVERSITY, HANOL

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYÊN THỊ BƯỞI

DEMOTIVATING FACTORS IN LISTENING LESSONS

OF TITE SECOND YEAR NON-ENGL IST MAJOR STUDE

AT HANOI UNIVERSITY OF INDUSTRY

(Nghiên cửu về các yếu tố gây mật hứng thú trong các bài học nghe

của sinh viên không chuyên năm thứ hai trưởng dại học Công Nghiệp Hà Nội )

M.A Minor Programme Thesis

Field: English Language Teaching Methodology

Supervisor: Dr Nguyen Thi Thu Ha

HANOI 2015

DECLARATION

I, hereby, vorlify the thesis outilled “Demotivating factors in listening lessons of the second year non-English major students at Hanoi University of Industry” is the result of my own research for ihe Minor Degres of Master of Aris at Faculty of Post-

Graduate Studies, University of Languages and [otemational Studies, Vietnam National University, Hanoi, and that this thesis has not, wholly or partially, been

submitted for any degree al any other universities or institutions

1ianoi, October 2", 2015

Nguyen Thi Buoi

foundation for this Uhesis,

T am indebled 10 my friends and my colleagues for their suggestions and encowagement to fulfill the study Finally, 1 owe the completion of this study to my

family, especially my husband who gave me encouragement throughout the study

Aanoi, October 2015

ABSTRACT

This study is an attempt to investigate factors demotivating the second year non Fnglish major students in isloning lessons at Hanoi university of Industry The main purposes of the study are to find out: the main demotivating factor affecting students’ motivation in Listening lessons and some suggested solutions by teachers to stimulate students to arouse their interest in listening lessons The study data were collected by

means of questionnaire for students and teachers, informal interviews with

teachers and class observation The results indicated that four demotivating factors were [ound in dhis study: (1) unfavorable teaching and leaming condition, (2) the difficulty of listening section in the coursebook,(3) learner’s lack of background knowledge and reduced inleresi, and (4) icachers’ teaching slyles However, there still existed the gap between teachers’ perception and students’ perception as a source of

demotivation The students mostly blamed on unfavorable teaching and learning

condition, whereas, teachers thought that it was the students’ low English proticiency and laziness in learning Some suggestions were provided by the teachers to motivate

students in listening lessons.

List of tables and charts

PART ONE: INTRODUCTIO!

Significance of the study

„ Organization of the study

PART TWO: DEVELOPM

CHAPTER 1: LITERATURE REVIEW

1.1 Theoretical background af listening

L.1.1 Definitions of listening

1.2 Definition of listening comprehension

1.1.3 Teaching listening skill

1.2 Theoretical background of moti

2,1 Rescarch quesfions seouneenteetveecee

2.2 Participants of the study

2.3 Metheds of the study

3.1.2 Student- related demotivating factors

3.1.3 Teacher- relaled demolivating factors

3.1.4 Teaching and learning conditions .ccccsssssssesseeensseveee 3.1 SThe demotivating items in rank order

3.2 Dala analysis and discussion of teachers’ survey questionnaire and

3.2.3, ‘the frequency of teaching techniques and activities used by teachers in

3.3.1 Demotivating factors from students’ perceptions ¬— -

3.3.2 Demotivating factors from teachers’ perceptions - .38

3 Recomimnandatlon -cccc set con eevee 3B

4 Suagestion for further study ào 0n 2211 ~ 40

REFERENCES ae svaeeseisunesneensesesssseeneeseeassoeaesanes "— :

APPENDIX 1 (Student questionnaire —English version) I

APPENDIX 2 (Student questionnaire Vietnamese version) „1H

APPENDIX 4 (Teacher interview- English version) VIHT APPUNDIX 5 (Teacher interview- Vietnamese version) se TẠC

6

LIST OF ABBREVIATIONS

HaUl: Hanoi University of Industry

LC: Listenin, compretiension

LIST OF TABLES AND CHARTS

Table:

Table 1: Students’ opinions on listening comprehension section in the course book Table 2: Students’ opinions on student- related demotivating factors

Table 3: Suudents’ opinions on tcacher- related demolivaling [actors

‘Table 4: Students’ opinions on teaching and learning conditions

Table 5: The rank order of 30 items of Agroups of demotivating factors

Table 6: Teachers’ opinions on students’ demotivation in listening lesson

Table 7:Frequency of teaching techniques and activities used by the teachers

Chart:

Chart 1: ‘Teachers’ opinions on the importance of listening skill

Chart 2: Teachers’ opinions on the tasks in the coursebook

Chart 3: Teachers’ opinions on students’ proficiency in listening

Chart 4: Teachers’ opinions on students’ motivation in listening lessons

PART ONE: INTRODUCTION

1 Rationale

It goes without saying that linglish is an international language and has become

an useful tool for people in many fields of life There is an increasing number of

learners trying to masler English which is necessary lor their jobs later In Vietnam, Tnglish is a foreign language that has been compulsary in schools and universities

Learners are being Wained to master the Cour skills: listening, speaking, reading and

writing Learners are expected to usc English successfully However, thore is a large number of students who fail to fulfill that purpose

As a leacher of English al Hanoi Universily of Industry, T found that my learners have faced many problems in their learning process Although the course’s objective is designed with a communicative orientation, non- English major students find it hard to +se English for daily communication At Hanoi University of Industry, the second-

‘year non major English students are required to learn the course book “New Ileadway- pre intermediate”; however, many students feel bored and uninterested in listening lessons because of some underlying reasons thal need Lo be investigated

A large amount of research on second language learning has mainly concentrated

on totivaling factors wilh the aim of developing a positive allilude loward Fryglish language learning On the contrary, demotivation is considered to be a relatively new

term in this field There have been so few studies conducted on demotivating factors in

learning, sccond language in general, and in listening in particular That is onc of the reasons why we carry out more research on this problem

All the aforementioned reasons have encouraged me ta carry out a study entitled

“Demotivating factors in listening lessons of the second year non- English major students at [lanoi University of Industry” I do this study with the hope that it will be a useful reference for teachers and learners at HAUT to find a betler way to teach and

Jam listening skills

9

3 Aims and Objectives of the Study

‘The study aims at exploring factors of demotivation m listening lessons of the second year non- English major at Hanoi University of Industry

‘Lhe paper is intended to aim at the following objectives:

(1) To investigate main demotivating factors that reduce students’ interest in listening

lessons

(4)To suggest some solutions to eliminate these factors in order to help students recover (heir interest in listening lesson

3 Research questions

This study aims to answer the following question:

What ure the dominant demotivating factors affecting students’ listening lessons fram

studenis’ perception and from teachers’ perception?

4 Scope of the study

The study ouly focuses on the demotivation that the second year non-English major students at IJaUI have in their listening lessons Then, the study is carried out to investigate main demotivating factors in listening lessons, and to suggest some

solutions to help students overcome the current situation

5, Rescarch methodology

The study was a quanlilative siudy, in which T uscd mainly quantifying techniques A little amount of qualitative analysis is added to offer deeper insight to the quantifying results Survey questionnaires were used to collect the data that show the students’ opinions and attitudes on the factors that demotivate them in listening lessons Informal interviews were applied to teachers to get information on their opinions and their solutions to recover students’ inferest in listorriryg fessor Lastly, data [rom

observation in some listening classes were used for futher analysis

10

6 Significance of the study

Theoretical significance: As | have mentioned above, most of earlier studies in second language acquisition mainly focused on motivation rather than on demotivation Moreover, there have been few studies on demotivating factors that prevent students

from leaming English in a particular skill, especially listening skill Therefore, this

study is hoped to offer new insight in this research area

Practical significance: Findings of this study will provide information that can

help teachers and learners al HaUT find a beller way lo teach and leam listening skills

In detail, the teachers are able to find appropriate teaching methods to motivate

students learning listening skill and students are aware of the factors that can help them

revive their inlorest in learning lessons

7 Organization of the study

The study consisis of three main parts: Tntroduction, Development and Conclusion The first part presents rationale, aims, scope, method, and design of the study The second part is the main content including 3 chapters Chapter one is the

literature review which deals with the concepts of listening, listening comprehension,

demotivation and reviewing studies of demotivation in second language acquisition as well as demotivating factors Chapter two is about the methadology of the study which

presenta research queslions, participants, methods of ihe study, instrumenis, data

collection, Chapter three is about the data analysis, discussion and major findings The last part is conclusion which presents the summary of the study, limitations and the

suggestions for further study,

PART TWO: DEVELOPMENT

This part consists of three chapters The first chapter presents the basic theories related to listening, listening comprehension, demotivation ‘the next chapter is about methodology which the author applies to conduct the research In chapter three, data analysis and discussion of the major findings are presented

Chapter 1: LITERATURE REVIEW

1.1 Theoretical background of listening:

1.1 1Definition of Listening

According to Thomlison’s (1984) listening is the ability to identify and understand what others are saying This process involves understanding a speaker’s accent or pronunciation, the speaker’s grammar and vocabulary, and comprehension of meaning An able listener is capable of doing these four things simultaneously

1.1.2 Definition of Liste:

ng comprehension According to O'malley, IM &Chamot, AU., (1989), “Listening Comprehension is an aclive and conscious process in which the listener constructs

linguistic chics in contextual ullerance”

rom these definitions, we can conclude that in listening comprehension, leamers should be encouraged to concentrate on an active process of listening for

mcaning, using not only linguistic cues but also his nonlinguistic knowledge

1.1.3 Teaching listening sidlt

According lo Byres (1984), listening is a highly-complex solving activity in which listeners interact with a speaker to construct meaning, within the context of their

experience and knowledge When students are made aware of the factors that affect

listening, the levels of listening, and the components of the listening process, they are more likely to recognize their own listening abilities and engage in activities that prepare them to be effective listeners Karakas (2002) states that listening activities try

to prevent failure so that they can support the learner's interpretation of the text

Listening, activities are usually suboategorized as pre-listening, while-listening, and

post-listening activities

Pre-listening stage prepares students by getting them to think about the topic or the lex Teacher may sclect cerlain words, difficult grammatical structures and expressions to be explained through the discussion about the topic and may also ask students to predict the content or what speakers are going to say, based on the information they have already gol Pre-lsternng activities usually have lwo primary goals: (a) to help to activate students ‘prior knowledge, build up their expectations for

the coming information; and (b) to provide the necessary context for the specific

interpretations and judgments based on what they heard Teacher may ask students to note down key words to work out the main points of the text Students answer comprehension questions while listening to the text and select specific information to complete the table provided with the text While listening activities usually have some

of the following purposes: to focus students’ comprehension of the speaker's language

and ideas; to focus students’ attention on such things as the speaker's organizational

pattems; to encourage students’ critical reactions and personal responses to the

speaker's ideas and use of language An open-ended activity could follow that allows

students to have the freedom to practice listening comprehension in the class about

their daily life and asking for further information Listening comprehension should Yegin with whal sludents already know so thal they can build on their existing knowledge and skills with activities designed on the same principle A variation on the filling in the missing word lisleniry activity could be to use the same listening materials, but to set a pair work activity where student A and student B have the same

worksheet where some information items are missing

Posi-lislening activities arc important, because they extend students’ listening

skill Post -listening activities are most effective when done immediately after the lisiening experience Well-planned post-listening activities offer students opportunities

to connect what they have heard to their own idcas and experiences, and encourage interpretive and critical listening and reflective thinking As well, post-listening

activilies pravide opportunities for teachers lo asaess and check students

‘comprehension, and clarify their understandings; to extend comprehension beyond

the literal level to the interpretive and critical levels Different comprehension

questions can be assigned for students 10 discuss afler listening, sluderts then swap

information to complete the whole class chart, correlating what each student has heard

to arrive at the big picture If there are any questions that remain unanswered during

the first or second listening, and after the information swap activity, the whole class can listen to the tape again The students will then try to find the answer to the questions that have not been previously understood, rather than the teacher providing the answers straight away

1.2 Theoretical background of motivation and demotivation

1.2.1 Definition of motivation

Researchers have different ideas in defining what motivation is, but all of them

agree that molivalion is very important {actor thal, encourages students to enjoy their

studying

Domyei (2001) defined motivation as “a general way of referring Lo the

antecedents (i.e the causes and the origins” Also, “motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activities”

According to Burden (1997) “from a cognitive perspective, motivation is concemed with such issues as why people decide to act in certain ways and what

factors influence the choice they make TL also mvelves decisions as to the amount of

effect people are prepared to expand in attempting to achieve their goals The role of

the teacher thus becomes one of ihe helping and enabling leamers to make suitable

decisions”

1.2.2 Definition of demotivation

While motivation is learning second language is the target deal of research

during the past decades, demotivation seems to be a new issue of this field that has

recently inspired researchers

According to Oxford Advance diclionary, “demotivate” means “lo take somebody feel that it is not worth making an effort” because there is something that

raises meaninglessness ar worthlessness in their mind when doing anything they do not

want to pursue the task as well as try to perform it without amy effort Zhang (2007)

defines demotivation as the force that decreases students’ energy to learn and/or the absence of the force that stinvulates students to eam”

Domyei (2001) defines demotivation as “specific external forces that reduce or

diminish the motivational basis of a behavioral intention or an ongoing action” These

negative extemal factors consist of items such as the class environment, teaching

situations, methods, teachers’ behaviors and so on

Flout and Maruyama (2004) states thal demnolivation has a negative influence ou students, preventing from gaining oxpected learnmg outcomes In other words,

demotivation causes leamers lose their motivation in studying, which leads to

unsuccessful mastery of English language proficiency Demotivetion can be classilied

into two main categories: external factors and internal factors ‘fhe former relates to

factors that come from outside such as teacher

earning conditions, learning materials,

grading and assessment, etc The later results from students themselves include their

attitude toward English, their self-esteem, their experience of failure or lack of success,

ete

1.2.3 Previous studies in the world and in Vietnam of demotivation

According to Dornysi (1998, 2001) there are nine demotivating, categories in the

order of frequency as follows: the teacher, imadequale school (acililics, reduced self-

confidence, negative attitude towards the second language, compulsory nature of

second language study, interference of another foreign language being studied,

negative attitude towards second language community, attitudes of group members and course book Domyei’s demotivating factors have been considered a standard and have become (he guideline in developing questionnaires and interviews m conducting sesearches on demotivation of other researchers such as Chang & Hwang (2004),

Talout & Maruyama (2004), Kikuchi (2009), Sakai & Kikuchi (2009)

‘The research on demotivation in instructional communication studies is mostly done by Gorham and Christophel Gotham and Chnstophel (1992) tried to determine what factors were decmed as demotives by college students while they tool introductory communication classes ‘The findings showed that teacher-related factors accounted for seventy -nine percent of all the responses They also summarize a rank

of order of the frequency of the various demotives, with first five categories as dissatisfaction with grading and assignments, the teacher being boring, the teacher

Deity unapproachable, self-centered, biased, condescendiny: and insulting This rank offers a mitiative insight unto the true nature of teacher’s role in demotivation

Tn the field of second language motivation research, Chamber's study (1993)

was undertaken to explore demotivation among elementary students The findings

showed that teachers perceived the causes of demotivation differently from how

students perceived them Teachers perceived the causes of demotivation as related to a variety of reasons: psychological, attitudinal, social, historical and geographical, except

for themselves Students, on the other hand, blamed their teachers for: not giving clear

cnough instruchons, oriliciamg students, and shouting at them when they do nat

understand,

Other studies also give [urlher insight to sludent demotivalion Oxford (1998)

asked the participants to recall their learning experiences over a period of five years Tour types of demotivation factors are discovered: the teacher's personal relationship

wilh the sludents; the teacher's affitude towards the course or the material; style

conflicts between teachers and students and the nature of the classroom activities rom the analyses it is clear that his studies centers on the classroom learning and teacher’s

demolivating roles Many demotives were found such as teacher’s lack of caring or favoritism, teacher’s lack of enthusiasm and sloppy management of imrelevance and repelitiveness The research shows thal, mosl teachers will easily altribute students’

17

demotivation to various reasons including psychological, attitudinal, sooial, bistorical and even geographical reasons with realizing the potential demotivating roles of themselves

Also, Sakai and Kikuchi (2009) aimed to investigate demotivating factors among students studying i upper secondary school, Japan The researchers found out

five factors that demotivate students such as imadequate school facilities, test scores,

lack of intrinsic motivation teacher’s competence and teaching styles and learning

content and materials Tn contrast lo the previous studies, leacher-related factors were not the most demotivating factors, that learning contents and materials and test scores

are (he prominent demotivating factors for various slucdents

Ln Vietnam, ‘rang and Baldauf (2007) conducted a research on demotivation from 100 university students in learning English The students were asked to write an easy of factors that demotivale them on learning foreign language They found ont that both internal factors from students such as attitude toward Hnglish, experiences of failure or lack of success, or self-esteem and external factors such as from teacher (behavior, competenee, methods, cfc.) from leaming environment (classroom atmosphere, opportunities to use Unglish, learning conditions, text books otc.) and other demotivating factors such as obligation (compulsory nature of English, parents? interference) or negative changes (teacher replacements, learning environment changes) The findings of their study seem to be similar to the previous study when it

staled thal the biggest source of demolivation is relevant to the teachers

1.2.4 Studies of demotivating factors in listening

According to Willis (1981) four factors: the message to be listened to, the

speaker, the listener and the physical setting are the reasons of listening difficulties which in tum might make students become demotivated in listening

18

#irstly, it is hard for students to listen to a taped massage than to read the same messages on a piece of paper because they only have a little time to hear that message

meanwhile reading material can be read as long as the students like Moreover, the

content of listening material is various and usually not well organized ‘here are a lot

of unfamiliar topics and situation Therefore, in many cases listeners cannot predict

what speakers are going to say Besides, messages on the radio or recorded on tape cannot be listened to at a slower speed In spontaneous conversations people sometimes use ungrammalical sentences because of uervousness or hesiation They may oril

clements of sentences or add something redundant This may make it diffieult for the

listener to understand the meaning

Secondly, “redundant utterances of the speaker may take the form of repetitions, false starts, re-phrasings, self-corrections, elaborations and apparently meaningless additions such as I mean or you know” may make it more difficult for beginners to understand the speaker is saying, on the other hand, it may give advanced students more time to “hine in” to the speaker's voice and speech style a3 Ur (1984) stated in his

research Also, Icarners fond lo be used lo their teacher’s accent, or lo the standard

variety of British or American English, therefore they find it hard to understand

speakers with other accents

‘Thirdly, the listeners as foreign-language students are not familiar enough with clichés and collocations in English to predict a missing word or phrase Besides, their lack of sacio-cullural, factual and contextual knowledge of the Larget language can present an obstacle to comprehension because language is used to express its culture

(Anderson and Lynch 1988) It is easily seen that foreign- language learners usually

devote more lime to reading than lo listening, and so lack exposure lo different kinds of listening materials Both psychological and physical factors may have a negative effect

on perceplion and interprelalion of listemmng material

19

Lastly in terms of physical setting, background noises on the recording and environment noises oan take the listener's mind off the content of the listening passage Listening material on tape or radio lacks visual and awal environmental clues Not seeing the speaker's body language and facial expression makes it more difficult for the listener to understand the speaker’s meaning Moreover unclear sounds resulting from poor- quality equipment can interfere with the listener’s comprehension

In Viemam, Nhung (2012) also conducted a research to find out demotivating

h

tors in listening lessons of 10" grade students at No.1 Lao Cai High School Two survey questionnaires were delivered to 125 students and 4 teachers Besides, the semi- structured interview was conducled with 4 teachers to find oul the techniques used by teachers to motivate their students during listening lessons The study show that factors such as listening difficulties, teacher’s style and competence, inadequate school

facilities, lack of target environment and exam- orientation were the main demotivating

factors that caused 10" grade students demotivated in listening lessons

Tn conclusion, the researcher has reviewed some popular research on

demotivation in teaching and learning forcign/second language It is clea that there are

a few studies on demotivating factors in listening lessons in particular Mach study refleets differen, poinis in investigaling demotivating factors because the researchers

used different ways to collect data in different contexts and subjects However, from these studies above, it can be concluded that demotivation varies from many sources

such as teachers, sludents, learning conditions etc In Vietnam, there are very few

studies on demotivation in learning foreign language in general or in listening skill in

particular Therefore, this study aims to find out factors that demotivate second year nore English major al Hanoi university of Industry im listening lessons

Chapter 2: METHODOLOGY

2.1 Research questions

‘This study is intended to seek the answer to the following research questions:

- What are the dominant demotivating factors affecting students in listening lessons at

Hanoi University of Industry from students’ perception and from teachers’ perception? 2.2 Participants of the study

There were two groups of participants: students and teachers

Group 1:155sccond year non- English major students at different classes such as 1ilectrioity 1, Iilectronics 4 and Software Design took part in the survey questionnaire Most of thom have learnt English for nine years and a hall as a compulsory subject

‘They have six periods of English per week Hach period lasts 45 minutes ‘Ihe coursebook in use is “New headway- pre intermediate” which is taught by Vietnamese teachers of English Before working on this course book, the students had already learnt the course book “New Ieadway- elementary”

Group 2:20 teachers are working with listening lessons of New Headway- pre

intermediate, participated in survey questionnaires and 5 of them took parl in the

informal interview All of them have Bachelor degrees Besides, they are the teachers

wilh al lcasl more [han three years of teaching expericnes

2.3 Mcthod of the study

The study was conducted quantitatively, in which T used mainly quantifying techniques A little amount of qualitative analysis was added to offer deopor insight to the quantifying results ibe data were collected using survey questionnaires for students & teachers, informal interviews for teachers In this study, survey questionnaires were used to collect the data that show the students’ opinions and

attitudes on the factors that demotivate them in listening lessons Informal interviews

were applied to teachers to get information on their opinions and their solutions to recover students” interest in listening Iesson

21

and teachers to find out the factors that demotivate students in listening lessons

Informal interviews were used for teachers All the questions in this interview

focused on finding oul teachers’ opinions and (heir appropriate teckmiques lo recover students’ interest in listening lessons

2.5 Data coMection and data analysis

2.8.1 Data collection

To gain data for the study, two survey questionnaires (appendix 2 and appendix 3) were administered to the participants A 30- item questionnaire was constructed

based on demotivating factors used by Dormyei (1998), Falout& Maruyama (2004),

Kim (2009) and Sakai and Kikuchi (2009) and the researcher's own investigation The items were designed lo measure the four demolivaling factors derived from previous

studies: 1) course book-related factors, 2) learner-related factors, 3) teacher- related

factors and 4) learning and teaching condition The participants were asked to respond

to questions with choices ranging from strongly disagree, disagroc, undecided, agree and strongly agree ‘I'he participants were also asked to provide their background information such as namic, age and the years of learning English

Informal interview (appendix 5) was carried out either at Faculty of Foreign Languages or during the break time between two-periad classes in the staff room for

the convenience, The interview lasted from 8 tol5 minutes in Victnamese for cach

22

teacher to enstre mutual understanding between the teachers and the interviewer

Informal interview questionnaires were constructed based on Kikuchi (2009) The first

question was about the participants’ viewpoints on their students’ attitude toward

listening lessons ‘I'he next question was based on the four demotivating factors ‘Ihe

third question was about the activities and techniques applied by teachers The last

question was about the solutions suggested by teachers to arouse students’ interest in

listening lessons

2.5.2 Data analysis

The data were analyzed quantitatively through Likert scale to explore the main

demotivating factors in listening lessons of the second year non-English major students

Chapter 3: RESEARCH FINDINGS AND DISCUSSION

3.1, Data analysis and discussion of students’ survey questionnaire

The results, in percentages of the responses of the four main factors are presented in tables 1 to 4 respectively ‘Ihe responses for “agree and strongly agree” were considered as positive responses in identifying the most demotivating factors and determining their ranks

3.1.1 The coursebook

Statement 1, 3, 3, 4, 5, 6, 7, 8, 9 in he questiormaire asked about the students’

opinions about the listening Jessons in the course book

1 There are many new words and | 13.4 25.0 | 24.7 | 25.7 | 100

grammar structures in _ listening

lessons

2 It is difficult to wnderstand the | 17.1 | 45.4 | 160/132] 83 100

content of hstening material in the

course book

3 The topics of listemmg lessons tolally | 37.5 | 25.6 | 22.2 | 7.1 | 7.6 | 100

strange only some topics are familiar

to your own knowledge

4 Listening texts in the course book are | 21.6 | 19.1 | 25.8) 174/161 | 100

7 The pronunciation in the listening | 16.7 | 19.5 | 22.6 | 22.3 | 18.9 | 100

pat ois difficult lo listen and

recognize words

& Listening exercises are difficult and] 7.3 | 12.7 | 9.1 | 284/325 | 100

uunteresting,

9 Time for listening lessons is not | 20.5 | 15.6 | 23.7 | 188 | 21.4] enough 100

1= strongly disagree, 2= disagree, undecided, = agree, 5= strongly agree

Table 1: Listening comprehension section in the course book

24

In the category of listening lessons in the course book, as can be seen in table 1, the participants responded that item 8 (60.9%) was the most demotivating factors, showing that they became demotivated when listening tasks are difficult and

uninteresting ‘Ihe second demotivating item was item 1 (50.4 %) where the participant

admitted that there were too many new words and grammar points to them in listening parts, ‘The third most demotivating factor was item 5 (48.1%), addressing long listening texts It is clear that ane of the reasons demotivating most of the students in listening, lessons was listening difficully in the course book Students found ut difficult lo do these uninteresting difficult tasks, so it was necessary to adapt or redesign these kinds

of tasks to make them more suitable to students’ level Moreover, with listening lessons

thal had Loo many new words or grammar points in ihe listening text, Leacher should do

pre-listening activities carefully to ensure that students could understand the meaning

3.1.2 Student- related dematir

(%) | (0) 4) | CH) | (%)

10 | My English abitity is not good enough | 12.6] 19.5 13.2 |329 | 21.8 | 100

ly handle lesson’s objectives

TT [Thave difficuliy im memorizing words [28.8 [325 17.3 | 225/213 | 100

and phrases of words

12 [1 get lost in how to self-study for [315/168 136/170] 21.4] 100

listening skill

13 | Loften get low marks 201/158 116] 255] 27.0] 100

14 _[T fail lo answer the teacher's questions [169 [21.2 191 | 222 [206| 100

15 |Tam notinteresiedin listening lessons [23.5 [162 97 [30.6 [202 | 100

Table 2: Student- related demotivating factors

‘As can be seen from table 2, the participants’ response showed that bad English ability, item 10 (54.7%)wos the most demotivating factor in student-related

demolivating factors Furthermore, low scores on tesis or exama was [ound 1o be the

tạ 5

second demotivating factor, which was item 13 (52.59) The third demotivating item was item 15 (50.8 %), which was related to learners’ lack of interest 1m listening classes It can be drawn from the data above that low English proficiency strongly demotivated students in learning listening It seemed that students had low word bank, bad grammar translation, and poor listening comprehension Due to this fact, students often got low scores and regularly they reduced their intrinsic motivation in learning

listening

3.1.3 Teacher- related demotivating factors

CA) @) (%) | G6) |

16 _ | Teacher's teaching style is boring 86 154 268 |20.4 | 28.8 | 100

2L | Teacher is lack of care and enthusiasm | 12.7 18.8 25.8 | 23.8 | 18.9] 100

22 | Teacher demonstrates favoritism | 35.1 30.0 11.2] 143] 94 | 100

(appreciate high achievers, humiliate

on low achievers)

23 | Teacher is strict and inflexible 247 33.5 22.3] 9.8 | 97 | 100

24 | Teacher rarely uses teaching aids: | 35.2 40.1 105 | 3.9 | 5.3 | 100

handouts, pictures, computers,

speakers, tapes, recorders, CD

Table 3: Teacher- related demutivating faclors

‘As shown in table 3, the participants agreed the most with the item 16 (49.2%), stating that they became demotivated because their teachers’ teaching style was boring

The second high value was found in item 27 (42.7%) showing thal teachers lacked of

care and enthusiasm The third demotivating factor was item 17 (41.6%), where the

26

participant showed that they reduce their interest in listening lessons because of teachers’ fast speech of teaching From the data above, it can be seen that teacher’s inadequate competence and inappropriate teaching methods affect students a lot in their learning process Uispecially, teachers should reconsider their ways of delivering the lectures A lot of the students think that their vocabularies and structures are not good enough to comprehend what they are listening to Therefore, teachers should speak clearly and slowly for the students to understand

3.1.4 Teaching and learning conditions

28 | The audio quality is poor 19.0} 14.3] 17.1 236] 26.0] 100

29 |The number of the students in the] 9.8 | 104] 29 424/345] 100

classes is too large

3O | The class is always in disorder, which | 31.0 | 23.6 | 27.4 11.5] 7.5 | 100

alfecis my performance in class

Table 4: Teaching and learning conditions

In table 4, the demotivating factors related to characteristics of teaching and

learning condition ars presented The participant responded that item 29 (76.9%), the number of students in a class is too large, was the most demotivating factors in this

category Classmates’ dislike attitude toward leaming English {item 26) followed with

(57.2%), and the third demotivating item was item 28, stating thal poor quality of the audio made the participant lose their motivation in leaming listening lessons Krom the figures above, we see that lack of target language environment led to students’

demolivation in tisteniug The results suggested thal tho edusators ncod to consider an

27

appropriate class size as well as create a favorable learning environment for students to

study English

3.1.5 The demotivating items in rank order

1 Environment The number of the students in the classes is too large 76.9

2° Course book Listening tasks are difficult and uninteresting 60.9

3° Environment My classmates do not like learning English 51.2

4 Learmer My English ability is not good enough to handle 54.7

lesson’s objectives

6 Learner Tam not interested in listening lessons 50.8

7 Course book There are too many new words and grammar points 50-4

in listening lessons

10 Course book Listening texts in the course book are long 48.1

11 Learner Thave difficulty in memorizing words and phrases of 438

words

12 Learner T fail to answer the teacher’s questions 428

13 Teacher Teacher is lack of care and enthusiasm 427

15 Course book ‘The pronunciation in the listening part is difficult to 412

listen and recognize words

16 Teacher Teacher rarely speaks English in class 40.7

17 Couse book Time for listening lessons are not enough 40.2

18 Leamer T get lost in how to self-study for listening skill 384

28