Luận văn factors affecting non english major students’ motivation in learning english listening skills at college of industrial techniques

LÊ MINII TƯỜNG FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’ MOTIVATION LN LEARNING ENGLISH LISTENING SKILLS AT COLLEGE OF INDUSTRIAL TECHNIQUES CÁC YÊU TÔ ÁNH HƯỚNG ĐẾN HỨNG THỦ HỌC

LÊ MINII TƯỜNG

FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’

MOTIVATION LN LEARNING ENGLISH LISTENING SKILLS

AT COLLEGE OF INDUSTRIAL TECHNIQUES

CÁC YÊU TÔ ÁNH HƯỚNG ĐẾN HỨNG THỦ HỌC KĨ NẴNG

NGIIE TIGNG ANII CỦA STNI VIÊN KHÔNG CHUYÊN AXNII

AI TRƯỜNG CAO ĐĂNG KỸ THUẬT CÔNG NGHIỆP

M.A MINOR PROGRAMME TIIESIS

Kicld : English Teaching Mcthodology Code : 60140111

Hanoi, 2014

LÊ MINII TƯỜNG

FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’

MOTIVATION LN LEARNING ENGLISH LISTENING SKILLS

AT COLLEGE OF INDUSTRIAL TECHNIQUES

CÁC YÊU TÔ ÁNH HƯỚNG ĐẾN HỨNG THỦ HỌC KĨ NẴNG

NGIIE TIGNG ANII CỦA STNI VIÊN KHÔNG CHUYÊN AXNII

AI TRƯỜNG CAO ĐĂNG KỸ THUẬT CÔNG NGHIỆP

M.A MINOR PROGRAMME TIIESIS

Kicld : English Teaching Mcthodology Code : 60140111

Supervisor : Dr Hoàng Thị Xuân Hoa

Hanoi, 2014

DECLARATION

| certify that the thesis entitled “factors affecting non-English major students’ motivation

in learning Finglish listening skills at College of Fdustrial Techniques" is entirely my own

work The substance of this thesis tras nal, wholly or in parl, boon submitied for a dogras to

any other universitics or institutions

Hanoi, August 2014

Lê Minh Hường

ABSTRACT

Motivation is one of the most important factors that influences the rate and success of second language learning ‘his study aims to investigate the factors affecting non-English major students’ motivation in leaming English listening skills at the College of Industrial

‘Techniques In this study, $5 first-year non- Linglish major students from different faculties

of College of Industrial Techniques were chosen as the subjects A survey questionnaire and a sermi-struclured interview were used as the data collection instrument, The findings

of Industrial ‘Techniques from concentrating and motivating in their leaming English listening skills Based on the findings of the study, some discussions and implications of leaming Linglish listening skills are made along with recommended suggestions for further research, At last, it is hoped that the results of this study could be of much benefit for students in learing English listening skills al College of Industrial Techniques

LIST OF ABBREVIATIONS

L2 — : Second Language

CIT ; College of Industrial Techniques

% — ; Pereentage

ABSTRACT

Motivation is one of the most important factors that influences the rate and success of second language learning ‘his study aims to investigate the factors affecting non-English major students’ motivation in leaming English listening skills at the College of Industrial

‘Techniques In this study, $5 first-year non- Linglish major students from different faculties

of College of Industrial Techniques were chosen as the subjects A survey questionnaire and a sermi-struclured interview were used as the data collection instrument, The findings

of Industrial ‘Techniques from concentrating and motivating in their leaming English listening skills Based on the findings of the study, some discussions and implications of leaming Linglish listening skills are made along with recommended suggestions for further research, At last, it is hoped that the results of this study could be of much benefit for students in learing English listening skills al College of Industrial Techniques

LIST OF ABBREVIATIONS

L2 — : Second Language

CIT ; College of Industrial Techniques

% — ; Pereentage

2.2, Participants

2.3 Instrument for collecting data

2.4, Data collection procedures

CHAPTER 3: FINDINGS AND DISCUSSION:

3.1.1.1, Students’ attitudes towards the learning of listening English 22

bề

3.1.1.2 Students’ motivation in leaming listening English -

3.1.2 Kactors affecting non-English major students” motivation in leaming English

3.1.2.1 The studentrclated factors 'afteing none] 1Englist major students?

3.1.2.2, The tcacher-telated factors síaping won-English major studsnts”

3.1.2.3 Leaming conditions affecting students’ motivation in learning English

REFERENCES

APPENDICE:

APPENDIX 1: SURVEY QUESTIONNAIRE

APPENDIX 2: QUESTIONS FOR THE INTERVIEW

APPENDIX 3: QUESTIONNAIRE RESULTS

1.1.2 ‘Types of motivation in foreign language learning 6 1.1.3 The role of motivation in second language learmng 7

1.2.1 Definition of listening skils 28

1.2.3 The Giclors affecting motivation in learning listening skills 10

1.2.3.1 The student-related faclors

1.2.3.2 The teacher-related factors: 12

1.2.3.3 Teaching and learning conditions

1,3 Previous stuches in the world and in Vietnam

PART A: INTRODUCTION

1 Rationale of the study

Among four macro skills of languages, listening skills make a significant contribution to the process of acquiring language Listening skills play a crucial role m communication, It has been estimated that the time people spend on communication activities 45 percent is devoted to listening, only 30 percent to speaking, 16 percent to

reading and a mere 9 percent to writing by Rivers, W.M & Temperley, M.S (1978) In

addition, it also requires a wide range of knowledge and ability: knowledge of phonology, vocatnilary, semantics of the Ianguage in uss, culture of its people, and their life experiences in the topic, their ability to predict and respond [lowever, how to listening English well is a problem for many learners of English, especially for the students of colloges and miversitics Despite the fact that the siudonts have boon Isaming Fnglish sinee thoy were at scaondary or high school, most of students are weak al Hislering skifts

and have a lot of difficultics in listening acquisitions They

ignorant in listening lessons

Tn literaumre, there have been numerous studics conducted by the international teachers and

researchers to investigate a multitude of factors that may affect language leaning, Among all, motivation has been proved to play a significant role in determining, whether students succeed or fail in school In other words, there has been a highly positive relationship between motivation and learners’ achievement in language leaning According to Oxford and Shearin (1994, cited in Ha 2009: 163-164), motivation directly influences how much

effort students make, how often students use L2 leaming strategies, how much students

interact with native speakers, how much input they receive in the language being Ieamed, how well they do on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over Ply (1986); Oxford & Shearin (1996) Particularly, toward learning listening skills, motivation is onc important clement in forsign language teaching in general and learning English Tisloning skills in particular

2.2, Participants

2.3 Instrument for collecting data

2.4, Data collection procedures

CHAPTER 3: FINDINGS AND DISCUSSION:

3.1.1.1, Students’ attitudes towards the learning of listening English 22

bề

3.1.1.2 Students’ motivation in leaming listening English -

3.1.2 Kactors affecting non-English major students” motivation in leaming English

3.1.2.1 The studentrclated factors 'afteing none] 1Englist major students?

3.1.2.2, The tcacher-telated factors síaping won-English major studsnts”

3.1.2.3 Leaming conditions affecting students’ motivation in learning English

REFERENCES

APPENDICE:

APPENDIX 1: SURVEY QUESTIONNAIRE

APPENDIX 2: QUESTIONS FOR THE INTERVIEW

APPENDIX 3: QUESTIONNAIRE RESULTS

LIST OF ABBREVIATIONS

L2 — : Second Language

CIT ; College of Industrial Techniques

% — ; Pereentage

PART A: INTRODUCTION

1 Rationale of the study

Among four macro skills of languages, listening skills make a significant contribution to the process of acquiring language Listening skills play a crucial role m communication, It has been estimated that the time people spend on communication activities 45 percent is devoted to listening, only 30 percent to speaking, 16 percent to

reading and a mere 9 percent to writing by Rivers, W.M & Temperley, M.S (1978) In

addition, it also requires a wide range of knowledge and ability: knowledge of phonology, vocatnilary, semantics of the Ianguage in uss, culture of its people, and their life experiences in the topic, their ability to predict and respond [lowever, how to listening English well is a problem for many learners of English, especially for the students of colloges and miversitics Despite the fact that the siudonts have boon Isaming Fnglish sinee thoy were at scaondary or high school, most of students are weak al Hislering skifts

and have a lot of difficultics in listening acquisitions They

ignorant in listening lessons

Tn literaumre, there have been numerous studics conducted by the international teachers and

researchers to investigate a multitude of factors that may affect language leaning, Among all, motivation has been proved to play a significant role in determining, whether students succeed or fail in school In other words, there has been a highly positive relationship between motivation and learners’ achievement in language leaning According to Oxford and Shearin (1994, cited in Ha 2009: 163-164), motivation directly influences how much

effort students make, how often students use L2 leaming strategies, how much students

interact with native speakers, how much input they receive in the language being Ieamed, how well they do on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over Ply (1986); Oxford & Shearin (1996) Particularly, toward learning listening skills, motivation is onc important clement in forsign language teaching in general and learning English Tisloning skills in particular

I would also like to send my sincere thanks to all staff, teachers and members at Faculty of

Post-Graduate Studies of University of Languages and Internafional Studies-Viemam

National University for their work and services Especially, ! am grateful to the librarians who supplied me with a lot of materials

My gratitude is also to my colleagues and students at the College of Industrial ‘echniques who were willing to answer my questions and complete my questionnaires ‘hey gave me invaluable advice and suggestions on the thesis Without them, my thesis could not be completed and successful

Last but not least, I would like to send wy thanks to my beloved people, my parents, my

husband and my daughter for their encouragement and support which help me overcome

difficulties to complete this study

LIST OF CHARTS

Chart 1: Students’ attitudes towards the leaning of listening Tinglish Chart 2: Students’ participation in speaking lessons

Chart 3: Students’ motivations on learning listening skills

Chart 4: Teachers’ factors

LIST OF TABLES

‘Table 1: The student-related factors

Table 2: Learning conditions

PART A: INTRODUCTION

1 Rationale of the study

Among four macro skills of languages, listening skills make a significant contribution to the process of acquiring language Listening skills play a crucial role m communication, It has been estimated that the time people spend on communication activities 45 percent is devoted to listening, only 30 percent to speaking, 16 percent to

reading and a mere 9 percent to writing by Rivers, W.M & Temperley, M.S (1978) In

addition, it also requires a wide range of knowledge and ability: knowledge of phonology, vocatnilary, semantics of the Ianguage in uss, culture of its people, and their life experiences in the topic, their ability to predict and respond [lowever, how to listening English well is a problem for many learners of English, especially for the students of colloges and miversitics Despite the fact that the siudonts have boon Isaming Fnglish sinee thoy were at scaondary or high school, most of students are weak al Hislering skifts

and have a lot of difficultics in listening acquisitions They

ignorant in listening lessons

Tn literaumre, there have been numerous studics conducted by the international teachers and

researchers to investigate a multitude of factors that may affect language leaning, Among all, motivation has been proved to play a significant role in determining, whether students succeed or fail in school In other words, there has been a highly positive relationship between motivation and learners’ achievement in language leaning According to Oxford and Shearin (1994, cited in Ha 2009: 163-164), motivation directly influences how much

effort students make, how often students use L2 leaming strategies, how much students

interact with native speakers, how much input they receive in the language being Ieamed, how well they do on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over Ply (1986); Oxford & Shearin (1996) Particularly, toward learning listening skills, motivation is onc important clement in forsign language teaching in general and learning English Tisloning skills in particular

LIST OF ABBREVIATIONS

L2 — : Second Language

CIT ; College of Industrial Techniques

% — ; Pereentage

I would also like to send my sincere thanks to all staff, teachers and members at Faculty of

Post-Graduate Studies of University of Languages and Internafional Studies-Viemam

National University for their work and services Especially, ! am grateful to the librarians who supplied me with a lot of materials

My gratitude is also to my colleagues and students at the College of Industrial ‘echniques who were willing to answer my questions and complete my questionnaires ‘hey gave me invaluable advice and suggestions on the thesis Without them, my thesis could not be completed and successful

Last but not least, I would like to send wy thanks to my beloved people, my parents, my

husband and my daughter for their encouragement and support which help me overcome

difficulties to complete this study

2.2, Participants

2.3 Instrument for collecting data

2.4, Data collection procedures

CHAPTER 3: FINDINGS AND DISCUSSION:

3.1.1.1, Students’ attitudes towards the learning of listening English 22

bề

3.1.1.2 Students’ motivation in leaming listening English -

3.1.2 Kactors affecting non-English major students” motivation in leaming English

3.1.2.1 The studentrclated factors 'afteing none] 1Englist major students?

3.1.2.2, The tcacher-telated factors síaping won-English major studsnts”

3.1.2.3 Leaming conditions affecting students’ motivation in learning English

REFERENCES

APPENDICE:

APPENDIX 1: SURVEY QUESTIONNAIRE

APPENDIX 2: QUESTIONS FOR THE INTERVIEW

APPENDIX 3: QUESTIONNAIRE RESULTS

LIST OF CHARTS

Chart 1: Students’ attitudes towards the leaning of listening Tinglish Chart 2: Students’ participation in speaking lessons

Chart 3: Students’ motivations on learning listening skills

Chart 4: Teachers’ factors

LIST OF TABLES

‘Table 1: The student-related factors

Table 2: Learning conditions

LIST OF CHARTS

Chart 1: Students’ attitudes towards the leaning of listening Tinglish Chart 2: Students’ participation in speaking lessons

Chart 3: Students’ motivations on learning listening skills

Chart 4: Teachers’ factors

LIST OF TABLES

‘Table 1: The student-related factors

Table 2: Learning conditions

1.1.2 ‘Types of motivation in foreign language learning 6 1.1.3 The role of motivation in second language learmng 7

1.2.1 Definition of listening skils 28

1.2.3 The Giclors affecting motivation in learning listening skills 10

1.2.3.1 The student-related faclors

1.2.3.2 The teacher-related factors: 12

1.2.3.3 Teaching and learning conditions

1,3 Previous stuches in the world and in Vietnam

ABSTRACT

Motivation is one of the most important factors that influences the rate and success of second language learning ‘his study aims to investigate the factors affecting non-English major students’ motivation in leaming English listening skills at the College of Industrial

‘Techniques In this study, $5 first-year non- Linglish major students from different faculties

of College of Industrial Techniques were chosen as the subjects A survey questionnaire and a sermi-struclured interview were used as the data collection instrument, The findings

of Industrial ‘Techniques from concentrating and motivating in their leaming English listening skills Based on the findings of the study, some discussions and implications of leaming Linglish listening skills are made along with recommended suggestions for further research, At last, it is hoped that the results of this study could be of much benefit for students in learing English listening skills al College of Industrial Techniques

ABSTRACT

Motivation is one of the most important factors that influences the rate and success of second language learning ‘his study aims to investigate the factors affecting non-English major students’ motivation in leaming English listening skills at the College of Industrial

‘Techniques In this study, $5 first-year non- Linglish major students from different faculties

of College of Industrial Techniques were chosen as the subjects A survey questionnaire and a sermi-struclured interview were used as the data collection instrument, The findings

of Industrial ‘Techniques from concentrating and motivating in their leaming English listening skills Based on the findings of the study, some discussions and implications of leaming Linglish listening skills are made along with recommended suggestions for further research, At last, it is hoped that the results of this study could be of much benefit for students in learing English listening skills al College of Industrial Techniques

1.1.2 ‘Types of motivation in foreign language learning 6 1.1.3 The role of motivation in second language learmng 7

1.2.1 Definition of listening skils 28

1.2.3 The Giclors affecting motivation in learning listening skills 10

1.2.3.1 The student-related faclors

1.2.3.2 The teacher-related factors: 12

1.2.3.3 Teaching and learning conditions

1,3 Previous stuches in the world and in Vietnam

I would also like to send my sincere thanks to all staff, teachers and members at Faculty of

Post-Graduate Studies of University of Languages and Internafional Studies-Viemam

National University for their work and services Especially, ! am grateful to the librarians who supplied me with a lot of materials

My gratitude is also to my colleagues and students at the College of Industrial ‘echniques who were willing to answer my questions and complete my questionnaires ‘hey gave me invaluable advice and suggestions on the thesis Without them, my thesis could not be completed and successful

Last but not least, I would like to send wy thanks to my beloved people, my parents, my

husband and my daughter for their encouragement and support which help me overcome

difficulties to complete this study

PART A: INTRODUCTION

1 Rationale of the study

Among four macro skills of languages, listening skills make a significant contribution to the process of acquiring language Listening skills play a crucial role m communication, It has been estimated that the time people spend on communication activities 45 percent is devoted to listening, only 30 percent to speaking, 16 percent to

reading and a mere 9 percent to writing by Rivers, W.M & Temperley, M.S (1978) In

addition, it also requires a wide range of knowledge and ability: knowledge of phonology, vocatnilary, semantics of the Ianguage in uss, culture of its people, and their life experiences in the topic, their ability to predict and respond [lowever, how to listening English well is a problem for many learners of English, especially for the students of colloges and miversitics Despite the fact that the siudonts have boon Isaming Fnglish sinee thoy were at scaondary or high school, most of students are weak al Hislering skifts

and have a lot of difficultics in listening acquisitions They

ignorant in listening lessons

Tn literaumre, there have been numerous studics conducted by the international teachers and

researchers to investigate a multitude of factors that may affect language leaning, Among all, motivation has been proved to play a significant role in determining, whether students succeed or fail in school In other words, there has been a highly positive relationship between motivation and learners’ achievement in language leaning According to Oxford and Shearin (1994, cited in Ha 2009: 163-164), motivation directly influences how much

effort students make, how often students use L2 leaming strategies, how much students

interact with native speakers, how much input they receive in the language being Ieamed, how well they do on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over Ply (1986); Oxford & Shearin (1996) Particularly, toward learning listening skills, motivation is onc important clement in forsign language teaching in general and learning English Tisloning skills in particular

LIST OF ABBREVIATIONS

L2 — : Second Language

CIT ; College of Industrial Techniques

% — ; Pereentage

2.2, Participants

2.3 Instrument for collecting data

2.4, Data collection procedures

CHAPTER 3: FINDINGS AND DISCUSSION:

3.1.1.1, Students’ attitudes towards the learning of listening English 22

bề

3.1.1.2 Students’ motivation in leaming listening English -

3.1.2 Kactors affecting non-English major students” motivation in leaming English

3.1.2.1 The studentrclated factors 'afteing none] 1Englist major students?

3.1.2.2, The tcacher-telated factors síaping won-English major studsnts”

3.1.2.3 Leaming conditions affecting students’ motivation in learning English

REFERENCES

APPENDICE:

APPENDIX 1: SURVEY QUESTIONNAIRE

APPENDIX 2: QUESTIONS FOR THE INTERVIEW

APPENDIX 3: QUESTIONNAIRE RESULTS

1.1.2 ‘Types of motivation in foreign language learning 6 1.1.3 The role of motivation in second language learmng 7

1.2.1 Definition of listening skils 28

1.2.3 The Giclors affecting motivation in learning listening skills 10

1.2.3.1 The student-related faclors

1.2.3.2 The teacher-related factors: 12

1.2.3.3 Teaching and learning conditions

1,3 Previous stuches in the world and in Vietnam

PART A: INTRODUCTION

1 Rationale of the study

Among four macro skills of languages, listening skills make a significant contribution to the process of acquiring language Listening skills play a crucial role m communication, It has been estimated that the time people spend on communication activities 45 percent is devoted to listening, only 30 percent to speaking, 16 percent to

reading and a mere 9 percent to writing by Rivers, W.M & Temperley, M.S (1978) In

addition, it also requires a wide range of knowledge and ability: knowledge of phonology, vocatnilary, semantics of the Ianguage in uss, culture of its people, and their life experiences in the topic, their ability to predict and respond [lowever, how to listening English well is a problem for many learners of English, especially for the students of colloges and miversitics Despite the fact that the siudonts have boon Isaming Fnglish sinee thoy were at scaondary or high school, most of students are weak al Hislering skifts

and have a lot of difficultics in listening acquisitions They

ignorant in listening lessons

Tn literaumre, there have been numerous studics conducted by the international teachers and

researchers to investigate a multitude of factors that may affect language leaning, Among all, motivation has been proved to play a significant role in determining, whether students succeed or fail in school In other words, there has been a highly positive relationship between motivation and learners’ achievement in language leaning According to Oxford and Shearin (1994, cited in Ha 2009: 163-164), motivation directly influences how much

effort students make, how often students use L2 leaming strategies, how much students

interact with native speakers, how much input they receive in the language being Ieamed, how well they do on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over Ply (1986); Oxford & Shearin (1996) Particularly, toward learning listening skills, motivation is onc important clement in forsign language teaching in general and learning English Tisloning skills in particular

ABSTRACT

Motivation is one of the most important factors that influences the rate and success of second language learning ‘his study aims to investigate the factors affecting non-English major students’ motivation in leaming English listening skills at the College of Industrial

‘Techniques In this study, $5 first-year non- Linglish major students from different faculties

of College of Industrial Techniques were chosen as the subjects A survey questionnaire and a sermi-struclured interview were used as the data collection instrument, The findings

of Industrial ‘Techniques from concentrating and motivating in their leaming English listening skills Based on the findings of the study, some discussions and implications of leaming Linglish listening skills are made along with recommended suggestions for further research, At last, it is hoped that the results of this study could be of much benefit for students in learing English listening skills al College of Industrial Techniques

LIST OF CHARTS

Chart 1: Students’ attitudes towards the leaning of listening Tinglish Chart 2: Students’ participation in speaking lessons

Chart 3: Students’ motivations on learning listening skills

Chart 4: Teachers’ factors

LIST OF TABLES

‘Table 1: The student-related factors

Table 2: Learning conditions

LIST OF CHARTS

Chart 1: Students’ attitudes towards the leaning of listening Tinglish Chart 2: Students’ participation in speaking lessons

Chart 3: Students’ motivations on learning listening skills

Chart 4: Teachers’ factors

LIST OF TABLES

‘Table 1: The student-related factors

Table 2: Learning conditions

ABSTRACT

Motivation is one of the most important factors that influences the rate and success of second language learning ‘his study aims to investigate the factors affecting non-English major students’ motivation in leaming English listening skills at the College of Industrial

‘Techniques In this study, $5 first-year non- Linglish major students from different faculties

of College of Industrial Techniques were chosen as the subjects A survey questionnaire and a sermi-struclured interview were used as the data collection instrument, The findings

of Industrial ‘Techniques from concentrating and motivating in their leaming English listening skills Based on the findings of the study, some discussions and implications of leaming Linglish listening skills are made along with recommended suggestions for further research, At last, it is hoped that the results of this study could be of much benefit for students in learing English listening skills al College of Industrial Techniques

I would also like to send my sincere thanks to all staff, teachers and members at Faculty of

Post-Graduate Studies of University of Languages and Internafional Studies-Viemam

National University for their work and services Especially, ! am grateful to the librarians who supplied me with a lot of materials

My gratitude is also to my colleagues and students at the College of Industrial ‘echniques who were willing to answer my questions and complete my questionnaires ‘hey gave me invaluable advice and suggestions on the thesis Without them, my thesis could not be completed and successful

Last but not least, I would like to send wy thanks to my beloved people, my parents, my

husband and my daughter for their encouragement and support which help me overcome

difficulties to complete this study

LIST OF ABBREVIATIONS

L2 — : Second Language

CIT ; College of Industrial Techniques

% — ; Pereentage