Luận văn action research on applying the interactive approach to develop listening skills for second year non english major students at hanoi university of industry

I hereby certify that the minor thesis entitled: “Action research on applying the inteructive approach to develop listening shills for second-year non-English major students at Hanoi Uni

FACULTY OF POST-GRADUATE STUDIES

NGUYEN THI THU HA

ACTION RESEARCH ON APPLYING THE INTERACTIVE APPROACH

TO DEVELOP LISTENING SKILLS FOR SECOND- YEAR NON-ENGLISH

MAJOR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY

(NGHIÊN CỨU HÀNH ĐỘNG VẺ VIỆC ÁP DỤNG PHƯƠNG PHÁP TƯƠNG TÁC ĐỀ NÂNG CAO KỸ NĂNG NGHF: CHO SINH VIÊN KHÔNG CHUYÊN TIỂNG ANH NĂM THỨ HAI TRƯỜNG ĐẠI HỌC CÔNG NGTHIẸT HÀ NỘI)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60140111

HANOI - 2017

VIETNAM NATIONAL UNIVERSITY, LLANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAT STUDIES,

FACULTY OF POST-GRADUATE STUDIES

NGUYEN THI THU HA

ACTION RESEARCH ON APPLYING THE INTERACTIVE APPROACH

TO DEVELOP LISTENING SKILLS FOR SECOND- YEAR NON-ENGLISH

MAJOR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY

(NGHIÊN CỨU HANH ĐỘNG VỀ VIỆC ÁP DỤNG PHƯƠNG PHÁP TƯƠNG

TAC BE NANG CAO KY NANG NGHE CHO SINH VIÊN KHÔNG CHUYỂN

TIÊNG ANH NĂM THỨ HAI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI)

M.A MINOR PROGRAMME THESIS

Kicld: English l'caching Mcthodology

Code: 60140111

Supervisor: Assoc Prof, KIEU THI THU HUONG

HANOI - 2017

I hereby certify that the minor thesis entitled: “Action research on applying the inteructive approach to develop listening shills for second-year non-English major students at Hanoi University of Industry”, which is submitted in partial fulfillment of the requirements for the Degree of Master of Arts in English Language ‘Teaching Methodology at Faculty of Post-Graduate Studies, Hanoi University of Languages and International Studies, Vietnam National University, is the result of my own work Thave provided fully documented references to the work

of others The materia) in this thesis has not been submitted for any other university

or institution wholly and partially

Lanoi, 2017

Nguyén Thj Thu Ha

ABSTRACT This study aimus al invesligating the impact of intoraclive processing on second-year students’ listening skills at Hanoi University of Industry More specifically, the sesearcher strives ta (1) investigate problems that the students may encounter while leaming listening, and (2) examine the effects of applying the interactive process in teaching listening to the second-year students ‘lo achieve the above mentioned

objectives, an action research is conducted with the participation of 42 second-year

students of class H6.1_K9 within twelve weeks A pretest, a post-test and two questionnaires are used as instruments to collect data for analysis The findings show that

there are six problems that cause difficulties to students in listening They are (i) lacking

of vocabulary, (ii) structures of spoken language, Gil) speoch rate, (iv) various and unfamiliar accents, (v) stress and intonation, (vi) lacking of background Imowledge

about the topic After interachive processing has been applied, ihe students’ scores

in the post-test are higher than in the pre-test Overall, the instruction of interactive

processing improves their listening skills

1 Statement of the problem

Recently, listening has gained more and more alleriion in foreign language

lcaming In leaming English as a forcign language, it is suggested that the most important step should begin with an effort to listen Rubin & ‘!hompson state:

Listening, quite possibly, is the most impontant of the language skills,

since people spend approximately 60% of their time listening In addition, listening will give you an opportumity to get a “feel” for the

language and will have you improve your overall ability in it If you

don’t leam to listen effectively, you will not be able to participate in

conservations in the foreign language

Rubin & Thompson (1994, p 85)

Rost (1994, p 141) emphasives thal listening can be regarded as a necessary skill in the preparation of forcign language students and can cvon be considered as a good predictor of language achievement Consequently, listening plays a vital role in foreign language learning

At present, listening is meorporaled im all Friglish syliubusos used at all levels of Vietnamese education However, there was a long time when most English textbooks in Vietnam paid attention to grammar, translation and reading materials,

it was almost impossible to find anything related to leaching listening skills, As a result, listening is considered to be the most challenging, skill in teaching and

learning compared to the other skills

Being a teacher of English at Hanoi University of Industry for more than two years,

the wriler has found that the non-English major students are ummteresled in

listening lessons ‘They are unwilling to do any listening tasks and perform poorly in

the listening tests The question arises here is to find out the suitable approach to help the studonis develop their listerring skills

PART L: LNIRODUCTLON

1 Statement of the problem

Recently, listening has gained more and more alleriion in foreign language

lcaming In leaming English as a forcign language, it is suggested that the most important step should begin with an effort to listen Rubin & ‘!hompson state:

Listening, quite possibly, is the most impontant of the language skills,

since people spend approximately 60% of their time listening In addition, listening will give you an opportumity to get a “feel” for the

language and will have you improve your overall ability in it If you

don’t leam to listen effectively, you will not be able to participate in

conservations in the foreign language

Rubin & Thompson (1994, p 85)

Rost (1994, p 141) emphasives thal listening can be regarded as a necessary skill in the preparation of forcign language students and can cvon be considered as a good predictor of language achievement Consequently, listening plays a vital role in foreign language learning

At present, listening is meorporaled im all Friglish syliubusos used at all levels of Vietnamese education However, there was a long time when most English textbooks in Vietnam paid attention to grammar, translation and reading materials,

it was almost impossible to find anything related to leaching listening skills, As a result, listening is considered to be the most challenging, skill in teaching and

learning compared to the other skills

Being a teacher of English at Hanoi University of Industry for more than two years,

the wriler has found that the non-English major students are ummteresled in

listening lessons ‘They are unwilling to do any listening tasks and perform poorly in

the listening tests The question arises here is to find out the suitable approach to help the studonis develop their listerring skills

Chart 3: Students’ self-assessment of their listening competence - 26

Chart 5: Comparison of the results from pre-test and post-test

Table 1 Some kinds of bottom-up exercises for beginners esersrrrre TẾT

‘Table 2:Sorne kinds of top-down exereises for beginners ¬—

Table 3: Students’ difficulties in learning listening 27

Table 5: The overall results of students’ pre-test - 29

Table 6: The overall results of students’ post-test - - 30

Table 7: Activilics motivating students in pro-lisicning stage 3L Table 8: Activities attracting students in while-listening stage - 32

Table 9: Useful activities for students after istening 33

Tabic 10: Students’ opinions on the Hstcning tasks ¬-

‘Table 11: Students’ opinions on the teaching methods ¬

vũ

LISTS OF FIGURES, CHARTS & TABLES Figures

Figure 1; Action research model csssesiestssussineeseeneeistenatinte " Charts

Chart 1: Students’ allilude on the importance of listening skills - 25 Chart 2: Students’ interest in leaming listening skills

Chart 3: Students’ self-assessment of their listening competence - 26

Chart 5: Comparison of the results from pre-test and post-test

Table 1 Some kinds of bottom-up exercises for beginners esersrrrre TẾT

‘Table 2:Sorne kinds of top-down exereises for beginners ¬—

Table 3: Students’ difficulties in learning listening 27

Table 5: The overall results of students’ pre-test - 29

Table 6: The overall results of students’ post-test - - 30

Table 7: Activilics motivating students in pro-lisicning stage 3L Table 8: Activities attracting students in while-listening stage - 32

Table 9: Useful activities for students after istening 33

Tabic 10: Students’ opinions on the Hstcning tasks ¬-

‘Table 11: Students’ opinions on the teaching methods ¬

vũ

Chart 3: Students’ self-assessment of their listening competence - 26

Chart 5: Comparison of the results from pre-test and post-test

Table 1 Some kinds of bottom-up exercises for beginners esersrrrre TẾT

‘Table 2:Sorne kinds of top-down exereises for beginners ¬—

Table 3: Students’ difficulties in learning listening 27

Table 5: The overall results of students’ pre-test - 29

Table 6: The overall results of students’ post-test - - 30

Table 7: Activilics motivating students in pro-lisicning stage 3L Table 8: Activities attracting students in while-listening stage - 32

Table 9: Useful activities for students after istening 33

Tabic 10: Students’ opinions on the Hstcning tasks ¬-

‘Table 11: Students’ opinions on the teaching methods ¬

vũ

1.2.1.1 Pre-listening, sáo tàn Hee 12

1.3.1.2 While-lHstening, oi ¬—

1.2.2, Interactive processing in teaching listening SKIUS 0.00 15 1.2.2.1 Teaching boltom-up processing 15

1.3 ÑeVÏEW Gƒ DPEVÍONS WOFĂS à 0.0 Hee wT

2.1 Rationale of the using action TESEATCH 0 cece ees 20

2.4.1, Pre-test and post-test - - - 3

3.2.1 Comparison of results from siudents' pre-kest and poa-Íest co 30 32.2.2 Analysis of the students’ post questionnaire 31 3.2.2.1 Aclivilios motivatiry sludents in pro-listening stage - 31

Chart 3: Students’ self-assessment of their listening competence - 26

Chart 5: Comparison of the results from pre-test and post-test

Table 1 Some kinds of bottom-up exercises for beginners esersrrrre TẾT

‘Table 2:Sorne kinds of top-down exereises for beginners ¬—

Table 3: Students’ difficulties in learning listening 27

Table 5: The overall results of students’ pre-test - 29

Table 6: The overall results of students’ post-test - - 30

Table 7: Activilics motivating students in pro-lisicning stage 3L Table 8: Activities attracting students in while-listening stage - 32

Table 9: Useful activities for students after istening 33

Tabic 10: Students’ opinions on the Hstcning tasks ¬-

‘Table 11: Students’ opinions on the teaching methods ¬

vũ

ABSTRACT This study aimus al invesligating the impact of intoraclive processing on second-year students’ listening skills at Hanoi University of Industry More specifically, the sesearcher strives ta (1) investigate problems that the students may encounter while leaming listening, and (2) examine the effects of applying the interactive process in teaching listening to the second-year students ‘lo achieve the above mentioned

objectives, an action research is conducted with the participation of 42 second-year

students of class H6.1_K9 within twelve weeks A pretest, a post-test and two questionnaires are used as instruments to collect data for analysis The findings show that

there are six problems that cause difficulties to students in listening They are (i) lacking

of vocabulary, (ii) structures of spoken language, Gil) speoch rate, (iv) various and unfamiliar accents, (v) stress and intonation, (vi) lacking of background Imowledge

about the topic After interachive processing has been applied, ihe students’ scores

in the post-test are higher than in the pre-test Overall, the instruction of interactive

processing improves their listening skills

1.3.1.2 While-lHstening, oi ¬—

1.2.2, Interactive processing in teaching listening SKIUS 0.00 15 1.2.2.1 Teaching boltom-up processing 15

1.3 ÑeVÏEW Gƒ DPEVÍONS WOFĂS à 0.0 Hee wT

2.1 Rationale of the using action TESEATCH 0 cece ees 20

2.4.1, Pre-test and post-test - - - 3

3.2.1 Comparison of results from siudents' pre-kest and poa-Íest co 30 32.2.2 Analysis of the students’ post questionnaire 31 3.2.2.1 Aclivilios motivatiry sludents in pro-listening stage - 31

TABLE OF CONTENTS DECLARATION TH H111 11 1 1.0.0

1 Statement of the problem

2 Aims af the study

3 Research questions

4 Scope of the study

5 Methodology of the study

6 Significance of the study

LIL, Definitions of listening

112 Types of listening 0.0 H102 121m g1 0e tre

1.2 Teaching listening skills

1.3.1 Stages of a listening lessom

1 Statement of the problem

2 Aims af the study

3 Research questions

4 Scope of the study

5 Methodology of the study

6 Significance of the study

LIL, Definitions of listening

112 Types of listening 0.0 H102 121m g1 0e tre

1.2 Teaching listening skills

1.3.1 Stages of a listening lessom

PART L: LNIRODUCTLON

1 Statement of the problem

Recently, listening has gained more and more alleriion in foreign language

lcaming In leaming English as a forcign language, it is suggested that the most important step should begin with an effort to listen Rubin & ‘!hompson state:

Listening, quite possibly, is the most impontant of the language skills,

since people spend approximately 60% of their time listening In addition, listening will give you an opportumity to get a “feel” for the

language and will have you improve your overall ability in it If you

don’t leam to listen effectively, you will not be able to participate in

conservations in the foreign language

Rubin & Thompson (1994, p 85)

Rost (1994, p 141) emphasives thal listening can be regarded as a necessary skill in the preparation of forcign language students and can cvon be considered as a good predictor of language achievement Consequently, listening plays a vital role in foreign language learning

At present, listening is meorporaled im all Friglish syliubusos used at all levels of Vietnamese education However, there was a long time when most English textbooks in Vietnam paid attention to grammar, translation and reading materials,

it was almost impossible to find anything related to leaching listening skills, As a result, listening is considered to be the most challenging, skill in teaching and

learning compared to the other skills

Being a teacher of English at Hanoi University of Industry for more than two years,

the wriler has found that the non-English major students are ummteresled in

listening lessons ‘They are unwilling to do any listening tasks and perform poorly in

the listening tests The question arises here is to find out the suitable approach to help the studonis develop their listerring skills

1.3.1.2 While-lHstening, oi ¬—

1.2.2, Interactive processing in teaching listening SKIUS 0.00 15 1.2.2.1 Teaching boltom-up processing 15

1.3 ÑeVÏEW Gƒ DPEVÍONS WOFĂS à 0.0 Hee wT

2.1 Rationale of the using action TESEATCH 0 cece ees 20

2.4.1, Pre-test and post-test - - - 3

3.2.1 Comparison of results from siudents' pre-kest and poa-Íest co 30 32.2.2 Analysis of the students’ post questionnaire 31 3.2.2.1 Aclivilios motivatiry sludents in pro-listening stage - 31

PART L: LNIRODUCTLON

1 Statement of the problem

Recently, listening has gained more and more alleriion in foreign language

lcaming In leaming English as a forcign language, it is suggested that the most important step should begin with an effort to listen Rubin & ‘!hompson state:

Listening, quite possibly, is the most impontant of the language skills,

since people spend approximately 60% of their time listening In addition, listening will give you an opportumity to get a “feel” for the

language and will have you improve your overall ability in it If you

don’t leam to listen effectively, you will not be able to participate in

conservations in the foreign language

Rubin & Thompson (1994, p 85)

Rost (1994, p 141) emphasives thal listening can be regarded as a necessary skill in the preparation of forcign language students and can cvon be considered as a good predictor of language achievement Consequently, listening plays a vital role in foreign language learning

At present, listening is meorporaled im all Friglish syliubusos used at all levels of Vietnamese education However, there was a long time when most English textbooks in Vietnam paid attention to grammar, translation and reading materials,

it was almost impossible to find anything related to leaching listening skills, As a result, listening is considered to be the most challenging, skill in teaching and

learning compared to the other skills

Being a teacher of English at Hanoi University of Industry for more than two years,

the wriler has found that the non-English major students are ummteresled in

listening lessons ‘They are unwilling to do any listening tasks and perform poorly in

the listening tests The question arises here is to find out the suitable approach to help the studonis develop their listerring skills

This study aimus al invesligating the impact of intoraclive processing on second-year students’ listening skills at Hanoi University of Industry More specifically, the sesearcher strives ta (1) investigate problems that the students may encounter while leaming listening, and (2) examine the effects of applying the interactive process in teaching listening to the second-year students ‘lo achieve the above mentioned

objectives, an action research is conducted with the participation of 42 second-year

students of class H6.1_K9 within twelve weeks A pretest, a post-test and two questionnaires are used as instruments to collect data for analysis The findings show that

there are six problems that cause difficulties to students in listening They are (i) lacking

of vocabulary, (ii) structures of spoken language, Gil) speoch rate, (iv) various and unfamiliar accents, (v) stress and intonation, (vi) lacking of background Imowledge

about the topic After interachive processing has been applied, ihe students’ scores

in the post-test are higher than in the pre-test Overall, the instruction of interactive

processing improves their listening skills

PART L: LNIRODUCTLON

1 Statement of the problem

Recently, listening has gained more and more alleriion in foreign language

lcaming In leaming English as a forcign language, it is suggested that the most important step should begin with an effort to listen Rubin & ‘!hompson state:

Listening, quite possibly, is the most impontant of the language skills,

since people spend approximately 60% of their time listening In addition, listening will give you an opportumity to get a “feel” for the

language and will have you improve your overall ability in it If you

don’t leam to listen effectively, you will not be able to participate in

conservations in the foreign language

Rubin & Thompson (1994, p 85)

Rost (1994, p 141) emphasives thal listening can be regarded as a necessary skill in the preparation of forcign language students and can cvon be considered as a good predictor of language achievement Consequently, listening plays a vital role in foreign language learning

At present, listening is meorporaled im all Friglish syliubusos used at all levels of Vietnamese education However, there was a long time when most English textbooks in Vietnam paid attention to grammar, translation and reading materials,

it was almost impossible to find anything related to leaching listening skills, As a result, listening is considered to be the most challenging, skill in teaching and

learning compared to the other skills

Being a teacher of English at Hanoi University of Industry for more than two years,

the wriler has found that the non-English major students are ummteresled in

listening lessons ‘They are unwilling to do any listening tasks and perform poorly in

the listening tests The question arises here is to find out the suitable approach to help the studonis develop their listerring skills

This study aimus al invesligating the impact of intoraclive processing on second-year students’ listening skills at Hanoi University of Industry More specifically, the sesearcher strives ta (1) investigate problems that the students may encounter while leaming listening, and (2) examine the effects of applying the interactive process in teaching listening to the second-year students ‘lo achieve the above mentioned

objectives, an action research is conducted with the participation of 42 second-year

students of class H6.1_K9 within twelve weeks A pretest, a post-test and two questionnaires are used as instruments to collect data for analysis The findings show that

there are six problems that cause difficulties to students in listening They are (i) lacking

of vocabulary, (ii) structures of spoken language, Gil) speoch rate, (iv) various and unfamiliar accents, (v) stress and intonation, (vi) lacking of background Imowledge

about the topic After interachive processing has been applied, ihe students’ scores

in the post-test are higher than in the pre-test Overall, the instruction of interactive

processing improves their listening skills

TABLE OF CONTENTS DECLARATION TH H111 11 1 1.0.0

1 Statement of the problem

2 Aims af the study

3 Research questions

4 Scope of the study

5 Methodology of the study

6 Significance of the study

LIL, Definitions of listening

112 Types of listening 0.0 H102 121m g1 0e tre

1.2 Teaching listening skills

1.3.1 Stages of a listening lessom

1.3.1.2 While-lHstening, oi ¬—

1.2.2, Interactive processing in teaching listening SKIUS 0.00 15 1.2.2.1 Teaching boltom-up processing 15

1.3 ÑeVÏEW Gƒ DPEVÍONS WOFĂS à 0.0 Hee wT

2.1 Rationale of the using action TESEATCH 0 cece ees 20

2.4.1, Pre-test and post-test - - - 3

3.2.1 Comparison of results from siudents' pre-kest and poa-Íest co 30 32.2.2 Analysis of the students’ post questionnaire 31 3.2.2.1 Aclivilios motivatiry sludents in pro-listening stage - 31

ACKNOWLEDGTMENTS

First and foremost, I would like to express my deopest gratitude to Assoc Prof Dr, Kieu ‘Thi ‘Thu Luong, my supervisor, for her assistance, encouragement as

well as the guidance she gave me while I was doing this research

Second, I would like to express my special thanks to all the lecturers of the Post Graduate Faculty of University of Languages and International Studies, Vietnam National University, Hanoi for their scholarly knowledge and amazing lectures thal have helped lo increase my inlerest for English Methodology and my teaching job

T also wish to show my appreciation to my second-year students of the class 1i6.1_K9 for their whole-heated participation im the study

Last but not least, | owe my sincere thanks to my parents, my younger sister and my friends who have always inspired and cncouraged me to complete this

study.

1 Statement of the problem

2 Aims af the study

3 Research questions

4 Scope of the study

5 Methodology of the study

6 Significance of the study

LIL, Definitions of listening

112 Types of listening 0.0 H102 121m g1 0e tre

1.2 Teaching listening skills

1.3.1 Stages of a listening lessom

TABLE OF CONTENTS DECLARATION TH H111 11 1 1.0.0

1 Statement of the problem

2 Aims af the study

3 Research questions

4 Scope of the study

5 Methodology of the study

6 Significance of the study

LIL, Definitions of listening

112 Types of listening 0.0 H102 121m g1 0e tre

1.2 Teaching listening skills

1.3.1 Stages of a listening lessom

This study aimus al invesligating the impact of intoraclive processing on second-year students’ listening skills at Hanoi University of Industry More specifically, the sesearcher strives ta (1) investigate problems that the students may encounter while leaming listening, and (2) examine the effects of applying the interactive process in teaching listening to the second-year students ‘lo achieve the above mentioned

objectives, an action research is conducted with the participation of 42 second-year

students of class H6.1_K9 within twelve weeks A pretest, a post-test and two questionnaires are used as instruments to collect data for analysis The findings show that

there are six problems that cause difficulties to students in listening They are (i) lacking

of vocabulary, (ii) structures of spoken language, Gil) speoch rate, (iv) various and unfamiliar accents, (v) stress and intonation, (vi) lacking of background Imowledge

about the topic After interachive processing has been applied, ihe students’ scores

in the post-test are higher than in the pre-test Overall, the instruction of interactive

processing improves their listening skills

LISTS OF FIGURES, CHARTS & TABLES Figures

Figure 1; Action research model csssesiestssussineeseeneeistenatinte " Charts

Chart 1: Students’ allilude on the importance of listening skills - 25 Chart 2: Students’ interest in leaming listening skills

Chart 3: Students’ self-assessment of their listening competence - 26

Chart 5: Comparison of the results from pre-test and post-test

Table 1 Some kinds of bottom-up exercises for beginners esersrrrre TẾT

‘Table 2:Sorne kinds of top-down exereises for beginners ¬—

Table 3: Students’ difficulties in learning listening 27

Table 5: The overall results of students’ pre-test - 29

Table 6: The overall results of students’ post-test - - 30

Table 7: Activilics motivating students in pro-lisicning stage 3L Table 8: Activities attracting students in while-listening stage - 32

Table 9: Useful activities for students after istening 33

Tabic 10: Students’ opinions on the Hstcning tasks ¬-

‘Table 11: Students’ opinions on the teaching methods ¬

vũ

1 Statement of the problem

2 Aims af the study

3 Research questions

4 Scope of the study

5 Methodology of the study

6 Significance of the study

LIL, Definitions of listening

112 Types of listening 0.0 H102 121m g1 0e tre

1.2 Teaching listening skills

1.3.1 Stages of a listening lessom

ABSTRACT This study aimus al invesligating the impact of intoraclive processing on second-year students’ listening skills at Hanoi University of Industry More specifically, the sesearcher strives ta (1) investigate problems that the students may encounter while leaming listening, and (2) examine the effects of applying the interactive process in teaching listening to the second-year students ‘lo achieve the above mentioned

objectives, an action research is conducted with the participation of 42 second-year

students of class H6.1_K9 within twelve weeks A pretest, a post-test and two questionnaires are used as instruments to collect data for analysis The findings show that

there are six problems that cause difficulties to students in listening They are (i) lacking

of vocabulary, (ii) structures of spoken language, Gil) speoch rate, (iv) various and unfamiliar accents, (v) stress and intonation, (vi) lacking of background Imowledge

about the topic After interachive processing has been applied, ihe students’ scores

in the post-test are higher than in the pre-test Overall, the instruction of interactive

processing improves their listening skills

First and foremost, I would like to express my deopest gratitude to Assoc Prof Dr, Kieu ‘Thi ‘Thu Luong, my supervisor, for her assistance, encouragement as

well as the guidance she gave me while I was doing this research

Second, I would like to express my special thanks to all the lecturers of the Post Graduate Faculty of University of Languages and International Studies, Vietnam National University, Hanoi for their scholarly knowledge and amazing lectures thal have helped lo increase my inlerest for English Methodology and my teaching job

T also wish to show my appreciation to my second-year students of the class 1i6.1_K9 for their whole-heated participation im the study

Last but not least, | owe my sincere thanks to my parents, my younger sister and my friends who have always inspired and cncouraged me to complete this

study.

3.2.2.2 Activitics atracting studonts in while-listcning stage sao 32

Students’ opinions on the teaching methods

Students’ opinions aboul their listening skills after the course 36

LL Difficuities students encounter hen studying lstening shills 38

12 The effects of applying the interactive approach to teach listening skills 38

31 The neccessiiy oƒ applying the interacfive approack ¬—-

2.2 The neccessity of arousing students' motivation and interest 40

23 Changes in conducting three stages of a listening lesson 40 2.3.1 Pre-lisieHing TH HH 1011.0111111 0.1101 ¬—

2.3.3, Post-listening

5 Limitations of the study on ieennneerree wd

Useful and effective activities for students after listening 33

Students’ opinions on the teaching methods

Students’ opinions aboul their listening skills after the course 36

LL Difficuities students encounter hen studying lstening shills 38

12 The effects of applying the interactive approach to teach listening skills 38

31 The neccessiiy oƒ applying the interacfive approack ¬—-

2.2 The neccessity of arousing students' motivation and interest 40

23 Changes in conducting three stages of a listening lesson 40 2.3.1 Pre-lisieHing TH HH 1011.0111111 0.1101 ¬—

2.3.3, Post-listening

5 Limitations of the study on ieennneerree wd

1.2.1.1 Pre-listening, sáo tàn Hee 12

1.3.1.2 While-lHstening, oi ¬—

1.2.2, Interactive processing in teaching listening SKIUS 0.00 15 1.2.2.1 Teaching boltom-up processing 15

1.3 ÑeVÏEW Gƒ DPEVÍONS WOFĂS à 0.0 Hee wT

2.1 Rationale of the using action TESEATCH 0 cece ees 20

2.4.1, Pre-test and post-test - - - 3

3.2.1 Comparison of results from siudents' pre-kest and poa-Íest co 30 32.2.2 Analysis of the students’ post questionnaire 31 3.2.2.1 Aclivilios motivatiry sludents in pro-listening stage - 31

First and foremost, I would like to express my deopest gratitude to Assoc Prof Dr, Kieu ‘Thi ‘Thu Luong, my supervisor, for her assistance, encouragement as

well as the guidance she gave me while I was doing this research

Second, I would like to express my special thanks to all the lecturers of the Post Graduate Faculty of University of Languages and International Studies, Vietnam National University, Hanoi for their scholarly knowledge and amazing lectures thal have helped lo increase my inlerest for English Methodology and my teaching job

T also wish to show my appreciation to my second-year students of the class 1i6.1_K9 for their whole-heated participation im the study

Last but not least, | owe my sincere thanks to my parents, my younger sister and my friends who have always inspired and cncouraged me to complete this

study.

ACKNOWLEDGTMENTS

First and foremost, I would like to express my deopest gratitude to Assoc Prof Dr, Kieu ‘Thi ‘Thu Luong, my supervisor, for her assistance, encouragement as

well as the guidance she gave me while I was doing this research

Second, I would like to express my special thanks to all the lecturers of the Post Graduate Faculty of University of Languages and International Studies, Vietnam National University, Hanoi for their scholarly knowledge and amazing lectures thal have helped lo increase my inlerest for English Methodology and my teaching job

T also wish to show my appreciation to my second-year students of the class 1i6.1_K9 for their whole-heated participation im the study

Last but not least, | owe my sincere thanks to my parents, my younger sister and my friends who have always inspired and cncouraged me to complete this

study.

First and foremost, I would like to express my deopest gratitude to Assoc Prof Dr, Kieu ‘Thi ‘Thu Luong, my supervisor, for her assistance, encouragement as

well as the guidance she gave me while I was doing this research

Second, I would like to express my special thanks to all the lecturers of the Post Graduate Faculty of University of Languages and International Studies, Vietnam National University, Hanoi for their scholarly knowledge and amazing lectures thal have helped lo increase my inlerest for English Methodology and my teaching job

T also wish to show my appreciation to my second-year students of the class 1i6.1_K9 for their whole-heated participation im the study

Last but not least, | owe my sincere thanks to my parents, my younger sister and my friends who have always inspired and cncouraged me to complete this

study.