Rationale of the study
Listening skills are essential for language acquisition and communication, accounting for approximately 45% of communication activities, compared to 30% for speaking, 16% for reading, and only 9% for writing (Rivers & Temperley, 1978) Mastering listening requires a deep understanding of phonology, vocabulary, semantics, culture, and life experiences related to the topic, as well as the ability to predict and respond effectively However, many college and university students struggle with listening skills despite years of English study since secondary school, often feeling stressed and disengaged during listening lessons.
Numerous studies by international educators have highlighted the crucial role of motivation in language learning, demonstrating a strong positive correlation between motivation and student achievement Research by Oxford and Shearin (1996, cited in Ha 2009) indicates that motivation significantly impacts students' effort, the frequency of L2 strategy use, interaction with native speakers, and overall proficiency levels Additionally, motivated learners tend to perform better on curriculum-related tests and maintain their language skills longer after study In the context of foreign language teaching, particularly in developing listening skills, motivation emerges as a vital component for success.
After six years of teaching English at the College of Industrial Techniques (CIT), the researcher has observed a significant lack of motivation among students, particularly in developing their listening skills Many students approach listening with a passive attitude, often discouraged by previous experiences that led them to believe it is a difficult skill to master This disinterest is compounded by large class sizes, typically ranging from fifty to sixty students, and inadequate facilities Furthermore, students struggle with low proficiency in vocabulary, grammar, and pronunciation, while listening skills receive equal time allocation as other skills, often overshadowed by a focus on grammar aimed at passing exams These challenges have motivated the researcher to investigate the "Factors Affecting Non-English Major Students' Motivation in Learning English Listening Skills at CIT," aiming to enhance student engagement in listening activities and improve their overall success in learning.
Aims of the study
This survey is conducted in order to investigate the factors affecting non-English major students‟ motivation in learning English listening skills at CIT
Objectives of the study are summarized as follows:
- To investigate the non-English major students‟ level of motivation in learning English listening skills at CIT
- To identify the factors affecting non-English major students‟ motivation in learning English listening skills at CIT.
The research questions
To achieve the aims mentioned above, the following research questions were proposed:
1 How motivated are the non-English major students in learning English listening skills at CIT?
2 What are the factors affecting non-English major students‟ motivation in learning English listening skills at CIT?
Scope of the study
This study examines the factors influencing non-English major students' motivation to learn English listening skills at CIT Due to time constraints and the limited scope of a minor thesis, the research focuses specifically on assessing the motivation levels of these students and identifying key factors that impact their learning experience Further investigations fall outside the scope of this study.
Method of the study
This survey research utilized two data collection instruments: a questionnaire administered to 55 randomly selected first-year students from a pool of approximately 300 at CIT, and semi-structured interviews conducted with 5 students who participated in the questionnaire.
Design of the study
This study consists of three main parts: the introduction, the development and the conclusion
This thesis introduction outlines the rationale behind selecting the topic, detailing the study's objectives, scope, methodologies, and design.
Part B is the Development It consists of three chapters:
Chapter 1: Literature Review presents the theoretical background of motivation, the theoretical background of listening skills and discussion of issues and aspects concerning the topic of the study
Chapter 2: Methodology gives the situation analysis, participants; instruments for collection data and data analysis method are discussed in this chapter
Chapter 3: Findings and Discussions present the results from the detailed analysis of collected data and provides several discussions related to them
4 Part C is the Conclusion It summarizes the major findings and points out the limitations of the study Furthermore, some suggestions for further studies are also given in this part
LITERATURE REVIEW
Theoretical background of motivation
Motivation is a key factor in the success of learning a second language (L2), as highlighted by research from Dornyei (1994) and Oxford & Shearin (1996) It significantly impacts students' effort levels, their use of L2 learning strategies, interactions with native speakers, and the amount of language input they receive Additionally, motivation affects performance on achievement tests, overall proficiency, and the retention of language skills after formal study concludes.
Motivation has been defined in various ways over the years, but it remains a crucial factor in second language acquisition Dornyei (2001) emphasizes that motivation not only initiates the learning process but also sustains it through its challenges He argues that without adequate motivation, even the most talented individuals may struggle to achieve long-term goals Conversely, learners with high motivation can achieve significant success, regardless of their language aptitude or learning environment.
Motivation is a crucial factor in education, as it determines why individuals choose to engage in learning, the intensity of their efforts, and the duration of their commitment to their studies According to Dornyei (2001), motivation influences decision-making and persistence in academic pursuits Woldkowski (1998) further emphasizes that motivation encompasses both the value placed on learning and the desire to acquire knowledge Understanding these aspects of motivation can significantly enhance a student's learning experience and outcomes.
6 participate in the learning process It is also concerned with the reasons or goals which underlie a student‟s participation in learning activities
According to Crooks and Schmidt (1991), motivation encompasses interest and enthusiasm for teaching methods, persistence in listening tasks, and levels of concentration and enjoyment This definition aligns perfectly with the focus of the current study, which investigates the levels of motivation among students during listening lessons, specifically examining their interest, enthusiasm, concentration, and enjoyment in listening tasks.
1.1.2 Types of motivation in foreign language learning
Motivation can be classified into various types, with intrinsic and extrinsic motivation being the primary categories In the context of foreign language learning, motivation is further divided into integrative and instrumental types Additionally, motivation can be categorized as global, situational, task, and resultative However, this study primarily focuses on intrinsic and extrinsic motivation.
Intrinsic motivation is driven by personal interests and the desire to achieve individual goals According to Dornyei (2001:51), individuals are intrinsically motivated not for external rewards, but because the activity itself provides fulfillment and satisfaction.
According to Dornyei (2001), students who possess intrinsic motivation engage in learning primarily for the joy it brings, the knowledge they gain, and the sense of achievement they experience.
Extrinsic motivation arises from the expectation of external rewards, such as praise, awards, and evaluations, as well as the fear of punishment Students driven by extrinsic motivation engage in tasks for reasons beyond their intrinsic interest in the activity itself, as noted by Williams & Burden (1997:40).
Intrinsic motivation aims for long-lasting positive learning effects, while extrinsic motivation is driven by external incentives, as noted by Ur (1996) Sources of extrinsic motivation can include influences from parents and, more significantly, actions taken by teachers, such as rewards for success, penalties for failure, and competitive environments Teachers often leverage extrinsic motivation to enhance learning and guide student performance, making it a powerful motivator linked to external outcomes related to the learning activity.
The concept of motivation is essential for this study, as it highlights the importance of both intrinsic and extrinsic factors By understanding these motivational aspects, teachers can effectively encourage students to engage actively in tasks through innovative teaching methods.
1.1.3 The role of motivation in second language learning
Learner motivation has become more and more commonly recognized as one of the major defining factors for success in learning English
According to Reece and Walker (1997), motivation plays a crucial role in the process of learning a second language, emphasizing that a highly motivated student can outperform a more intelligent but unmotivated peer Finegan (1994) further supports this by highlighting that the type of motivation a learner possesses significantly influences their mastery of a second language.
Motivation plays a vital role in second language learning, influencing whether a learner engages in a task, the effort they invest, and their persistence (Littlewood, 1984) Additionally, motivation is essential in the classroom, as it can either be present upon arrival or developed through educational experiences (Hedge, 2000).
Furthermore, Dornyei (2001) states that a learner with enough motivation is likely to gain an acceptable knowledge of an L2 despite his language aptitude or other cognitive
Motivation plays a vital role in second language (L2) learning, as even the most talented students may struggle to achieve meaningful language skills without it Understanding the motivations of our students is essential for fostering persistence and success in their language acquisition journey.
Theoretical background of listening skills
In second language learning and teaching, listening is defined as the process of understanding speech in a second or foreign language
Listening is an essential component of our social interactions, accounting for up to fifty percent of our daily communication It is recognized as the most utilized language skill both in professional settings and at home, highlighting its significance in effective communication.
Listening is a crucial component of effective communication, as highlighted by Rost (1994) It plays a vital role in interaction; without the ability to comprehend spoken English, a learner may articulate their thoughts but will struggle to engage meaningfully with others.
According to Grant (1987), listening skills encompass everything from recognizing specific sounds to understanding complex messages, making them essential for effective communication Without proficient listening, communication can falter, highlighting the importance of the listener in the exchange of messages.
Listening is defined as the ability to identify and understand spoken communication (Yagang, 1993) Underwood (1989) further elaborates that listening involves paying attention and seeking to derive meaning from auditory information.
To effectively listen to spoken language, it is essential to comprehend the intended meaning behind specific words used in context, rather than just understanding the words themselves (Underwood, 1989).
All in all, listening involves a multiplicity of skills It is a complex, active processes of interpretation in which listener match what they hear with what they have already know
Teaching listening as well as learning listening is not simple, complex and difficult processes Teachers and students meet many challenges in this skill
Mendelsohn (1998) highlights the importance of fostering self-regulated learners in listening education He advocates for a shift in focus from the end product of listening to the process itself, urging teachers to instruct students on effective listening strategies rather than merely assessing their listening skills during lessons.
Vandergrift (1999) established a pedagogical sequence that clearly defines the roles of both teachers and students in listening lessons, enhancing teachers' understanding of the listening process and equipping students with the metacognitive skills necessary for effective listening comprehension This sequence encompasses three key stages: planning for successful listening task completion, monitoring comprehension during the task, and evaluating both the approach and outcomes of the listening activity.
Pre-listening activities play a crucial role in the planning phase for successful listening tasks, as they guide students in deciding what to focus on while listening During this phase, teachers prepare students by helping them activate their prior knowledge of the topic, understand the organization of different texts, and consider relevant cultural context Establishing a clear purpose for listening is essential, as it directs students on the specific information to listen for and the level of detail required By utilizing this information, students can make predictions about what they are likely to hear, enhancing their listening comprehension.
During the listening process, students actively assess their understanding and adjust their strategies accordingly They must continuously evaluate their comprehension, ensuring it aligns with their predictions and the evolving interpretation of the spoken material Due to the fleeting nature of listening, teacher intervention is often challenging during this phase Regular practice is essential for enhancing these listening skills.
10 decision-making skills and strategy use can sharpen inference skills and help students to monitor more effectively
Students should assess the outcomes of their decisions made during listening tasks Teachers can promote self-evaluation and reflection by having students evaluate the effectiveness of their strategies Engaging in group or class discussions about the various approaches taken by students can enhance reflection and lead to valuable evaluations Sharing individual paths to success, such as how a student inferred the meaning of a word or adapted a specific strategy, is encouraged.
To enhance students' ability to plan, monitor, and evaluate their listening tasks, teachers can create performance checklists These tools not only assist students in preparing for listening activities but also enable them to assess their own performance effectively.
1.2.3 The factors affecting motivation in learning listening skills
Learners' motivation is influenced by various factors, including students, parents, the community, the learning environment, teachers, subject matter, and teaching conditions This research focuses specifically on three key factors: student characteristics, teacher effectiveness, and the overall learning conditions.
The personality of students plays a crucial role in their success or failure in language learning Research by Ellis (1997) indicates that extroverted students have an advantage in developing language skills related to interpersonal communication Similarly, Lightbown & Spada (1999) identify key personality traits that influence language acquisition, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness In summary, personality traits such as extroversion, relaxation, self-esteem, anxiety, and empathy significantly impact second language learning outcomes.
Attitudes: According to Gardner (1985), “the relationship between attitudes, motivation and second language achievement is complex; they always interact and influence each
In the process of learning listening skills, it is crucial to recognize the significance of active listening Learners are motivated by various needs, including personal growth, cultural enrichment, practical objectives, and integrative reasons Their commitment and interest in developing and practicing listening abilities play a vital role in their overall learning experience.
Students' lack of basic English knowledge significantly hinders their learning process, primarily due to insufficient background knowledge on specific topics Without this foundational understanding, students struggle to engage in learning activities, which can lead to difficulties in grasping new concepts and, ultimately, a decline in their interest in lessons To address this issue, it is crucial for teachers to supply appropriate background information and assist students in effectively utilizing it during lessons.
Previous studies in the world and in Vietnam
The impact of motivation in foreign language learning has been recognized significantly by many educational researchers
Research by Gardner (1985), Dornyei (2001), and Brown (1994) has significantly contributed to our understanding of motivation in foreign language learning, highlighting its effects and offering strategies to enhance student motivation in the classroom Their findings empower teachers to effectively motivate learners for success and inspire further research in various facets of language instruction.
Sakai and Kikuchi (2009) identified six key factors contributing to de-motivation in learning by reviewing prior research: teacher characteristics, class experiences, environment, materials, and lack of interest They conducted a survey with 656 Japanese high school students and found that the primary sources of de-motivation included learning contents and materials, teachers' competence and teaching style, inadequate school facilities, lack of intrinsic motivation, and test scores Notably, unlike earlier studies, they discovered that teacher-related factors were not the most significant, with learning materials and test scores emerging as the leading de-motivating influences for students.
Kikuchi (2011) conducted a research among 1334 Japanese senior high school students at
A study conducted across seven high schools utilized a questionnaire to investigate factors contributing to student de-motivation in learning Key findings revealed that students often experience de-motivation due to challenging learning experiences, a loss of interest, and negative influences from teachers Specifically, difficult reading passages and complex vocabulary were identified as significant de-motivators Kikuchi's research further explores these de-motivational factors by analyzing previous studies and integrating effective insights from notable scholars like Dornyei, Oxford, and Gardner While Kikuchi's work provides valuable background information, the reliance solely on questionnaires limits the depth of understanding; incorporating student interviews could yield richer insights into their experiences.
Tuyen, N.T (2012) conducted a study on the factors influencing students' motivation to learn English listening skills at An Lao High School The research utilized a two-part questionnaire and interviews to gather data on these motivational factors.
The study found that students often struggle with listening skills due to a lack of effective strategies, which are not regularly taught by teachers Additionally, teachers face challenges in teaching listening due to students' limited language knowledge and vocabulary Furthermore, the learning environment and available facilities significantly impact the effectiveness of listening instruction.
A study by Huong, N.T.T (2010) examined the motivational factors influencing English listening skills among 186 non-major students at Hai Phong Private University, all at TOEIC level 2, drawn from a total of 1,078 students across seven classes Utilizing a Likert Scale survey questionnaire, the research analyzed five learner-related factors and revealed that the impact of each factor on student motivation varied Notably, the perceptions of these factors were quite similar among participants from both rural and urban backgrounds.
While numerous studies have explored motivation in foreign language learning and English skill acquisition, there remains a lack of research focused on the factors influencing non-English major students' motivation in developing English listening skills at the College of Industrial Techniques This thesis aims to address this gap by utilizing questionnaires and semi-structured interviews to contribute valuable insights to the limited but expanding body of research in this area.
Summary
This chapter highlights the lack of focus on motivation among Vietnamese students and researchers Recognizing the significance of this issue within the researcher's context, the study aims to evaluate the factors influencing the motivation of non-English major students in learning English listening skills at CIT.
This article highlights key factors influencing the teaching and learning of English at CIT, focusing on teacher-related factors, student-related factors, and learning conditions.
METHODOLOGY
The setting of the study
The College of Industrial Techniques, situated in the heart of Bac Giang city, Vietnam, plays a crucial role in developing a skilled workforce This institution is dedicated to training and nurturing thousands of managers, highly qualified technicians, and skilled workers, benefiting both the province and the nation as a whole.
At CIT, English instruction is structured in two phases, beginning with the acquisition of General English through the New English File Elementary course book by Clive Oxenden, Christina Latham-Koenig, and Paul Seligson, published by Oxford University Press This course book features nine units covering various relatable topics, including holidays, friendships, entertainment, travel, fashion, health, and personal experiences Additionally, it provides valuable supplementary materials such as grammar references, functional language guides, tape scripts, workbooks, and answer keys to enhance the learning experience.
In the New English File Elementary course book, listening skills are developed alongside other skills within each unit Students engage with topics relevant to the unit while acquiring new vocabulary through listening activities Each listening lesson typically consists of two parts, enhancing comprehension and retention.
3 tasks (matching, multiple choice questions, true/false, comprehension questions, gap- filling, taking notes, etc.) aiming at developing students‟ comprehensive listening
In the second phase of their education, students at CIT focus on English for Specific Purposes tailored to their majors Beginning in their first term, students engage in five 45-minute English classes each week, totaling 15 weeks per semester.
At CIT, a dedicated team of six teachers specializes in Basic English instruction, with four holding Master's degrees and the remaining two possessing Bachelor's degrees in English Language Teaching Notably, two of these educators bring over three years of teaching experience to the classroom, ensuring quality education for their students.
To become students at CIT, they have to pass the entrance exam in different groups such as
A, A1, or D At the college, there are approximately 45 -55 students with different levels of English were put to study in the same class and same textbook It is easy to see that the number of students in a class at CIT is very large; from experiences of more than six years of teaching, it is still a big barrier to my teaching
Students at CIT typically have three to seven years of English education in high school, yet their proficiency, particularly in listening skills, remains low Their learning approach emphasizes vocabulary and grammar, leaving them lacking in language function and communicative competence Additionally, these students often enter college with significantly lower entrance scores, averaging 10-15 marks across three subjects compared to their university counterparts.
In isolated environments with limited interaction with native English speakers, learners struggle to enhance their speaking and listening skills This presents significant challenges for teachers, who must navigate issues such as monitoring student progress, providing effective feedback, facilitating communicative tasks, and ensuring that all students receive adequate attention during class.
Despite regular attendance, many students expressed boredom during English lessons, often attending primarily to meet the attendance requirement They noted that being absent for more than 30% of classes would disqualify them from taking the final exam.
Therefore, this survey was conducted to investigate factors affecting non-English major students‟ motivation in learning English listening skills at CIT.
Participants
A survey was conducted with 55 first-year non-major students at CIT, all of whom were required to study English for General Purposes as a foreign language during their first academic year, similar to other colleges in Vietnam The participants, aged between 18 and 20, included 9 females and 46 males The majority hailed from rural and mountainous regions (25 students) and towns (18 students), while 12 students originated from urban areas such as Lang Son, Quang Ninh, and Lao Cai.
19 domicile somehow led to a greatly various experience in their learning the English language
In April 2014, the research focused on participants who were in their second term of their first school year, having completed 87 periods of English study at CIT over the first term and 9 weeks This timing was selected for the survey because students had become familiar with university life and had gained valuable experiences in English learning and examinations.
Students from Bac Giang city exhibit varying levels of English proficiency, with some demonstrating strong skills while others struggle significantly This disparity results in a limited number of students who are genuinely motivated to learn the language, as most face intense pressure to succeed in exams.
Instrument for collecting data
The instruments used in this study were: a questionnaire and a semi structure interview with the students
Questionnaire 1: (See Appendix 1) was conducted at the first week of the research with 55 students The questionnaire aims to find out students‟ attitude towards listening skills and investigate the students‟ level of motivation in learning English listening skills The factors come from themselves and from their previous teachers that affect their participation, and their enthusiastic in listening activities The results from the questionnaire can help the researcher identify possible reasons for students‟ low motivation in learning English listening skills
Questionnaire 2: In order to find out study the factors affecting non-English major students‟ motivation in learning English listening skills at CIT after 5 weeks of implementation The research finds out factors that students‟ lack of basic knowledge and lack of confidence in learning English listening skills The other factor is those teachers‟ style and method in teaching English listening In addition, inadequate school facilities, lack of target language environment, and exam- orientation are also factors affecting that prevent students at College of Industrial Techniques from concentrating and motivating in
20 their learning English listening skills
To ensure student comprehension of the questionnaire, the researcher dedicated approximately thirty minutes to guiding them through the questions and clarifying challenging terms.
Moser and Kalton (1971) define interviews as a method for gathering relevant information and personal opinions from respondents Interviews offer several advantages, such as the opportunity to analyze teachers' responses, document their ideas, and explore their feelings regarding the learning of English listening skills.
Following the survey, a semi-structured interview was conducted with five first-year students at CIT to gain deeper insights into the research questions and discuss items from the questionnaires The selected participants, who have studied English for at least three years prior to college, come from various classes Each interview lasted approximately 15 to 20 minutes, during which the researcher clarified questions and addressed any unclear responses The participants are referred to as Student 1 to Student 5 (S1, S2, S3, S4, S5), and their responses will be presented in the subsequent section.
The interviews were conducted in Vietnamese through informal conversations between the researcher and the students The collected data was recorded and subsequently translated into English for the study's analysis.
Data collection procedures
The data collection procedures were conducted six week before the ending of the second semester in April in 2014
Prior to distributing the survey questionnaire, the researcher outlined the study's purpose and instructed students to complete all questions within 20 to 25 minutes, based on their individual circumstances Participants were assured that their information would remain confidential and used solely for research purposes, encouraging them to answer all questions honestly As a result, a total of 55 completed questionnaires were collected.
After the research analyzed the questionnaires, five students were chosen to participate in the interview
The researcher initially reviewed all collected data to gain an understanding of its overall context and transcribed the interviews Subsequently, reflective notes and summaries of field notes were created for clarity, followed by the presentation of findings through tables and figures To ensure consistency and minimize biases, the data analysis was conducted solely by the researcher.
FINDINGS AND DISCUSSIONS
Findings
A survey questionnaire was conducted to assess students' motivation in developing their English listening skills The findings, illustrated in Chart 1, summarize the responses to questions 1 through 3 from the survey.
3.1.1.1 Students’ attitudes towards the learning of listening English
Chart 1: Students’ attitudes towards the learning of listening English
(A=Importance of listening, B= Difficulty of listening skills, C= Interest of listening skills)
Chart 1 above reveals that most of the students consider learning to listening English important while only (1.8%) students think that it is not important at all to learn listening English It is evident that the majority of them are aware of the importance of listening skill, (21.8%) students agree that the listening skill is very important and 26 out of 55 (47.3%) students thought that listening skill is rather important 16 out of 55 students (29.1%) accepted the little importance of listening skill in English
Many students believe that learning to listen in English is crucial, as listening is a fundamental skill necessary for navigating today's diverse society In interviews, a majority of students express this viewpoint, highlighting the importance of effective listening in their educational and professional lives.
English is essential today as it serves as a global language, utilized across various fields and aspects of life Mastering English is crucial for anyone seeking to secure a good job after graduation.
According to Chart 1, a significant majority of students (78.2%) identified listening as the most challenging language skill, while the remaining 21.8% considered it equally difficult as reading, speaking, and writing Notably, none of the students perceived listening as an easy skill The primary reason for this difficulty is the unfamiliarity with listening skills Interviews revealed that students consistently ranked listening as the hardest skill to master.
In addition, they always feel nervous and confused when they listen to English As one student claimed in the interview that:
“Although I have learnt English for nearly 8 years, I often feel nervous and confused when I listen to English.” (S1)
Chart 1 shows that (63.6%) of the respondents are not much interested in learning to listening English; while (18.2%) of the subjects are little interested in it and 3.6% are not interested in it at all The percentages above suggest that the teachers may have difficulty in teaching listening Though students know the importance of it but it is a difficult subject and students do not often have a chance to communicate in the real life to use listening skill When being asked why they were not very interested in learning English listening though they knew the importance of it, most of them said this is a difficult skill and they do not have a chance to communicate in the real life to use listening skill
The survey results indicate that while a majority of students recognize the importance of English listening skills and express a preference for learning them, they perceive this skill as more challenging compared to speaking, reading, and writing.
3.1.1.2 Students’ motivation in learning listening English
Students' participation in listening activities in class
47.3% always often sometimes rarely never except when asked by the teacher
Chart 2: Students’ participation in speaking lessons
According to the responses to question 4 regarding students' participation in listening lessons, only 5.5% of respondents reported always being willing to listen in class, while 12.7% often engage in listening activities A significant portion, 47.3%, indicated they listen rarely, and 9.1% admitted to never listening unless prompted by their teachers Additionally, 29.1% of students sometimes listen when they find the activities interesting and suitable During follow-up interviews, most students shared their thoughts on this topic.
“I cannot get the information to take part in the activities; moreover the activities are not attractive” (S4)
Students' motivation in learning listening skills
Students‟ motivation plays an important role in deciding the level of their participation in class activities The statistics in chart 3 shows the students‟ motivation in learning listening skills
Chart 3: Students’ motivation on learning listening skills
(A =It is one of the compulsory skills in the textbook/English course; B= It will be helpful for my future job; C= It helps me enjoy English news, songs and films;
D= It helps me communicate with foreigners; E= other(s))
A significant majority of students (81.2%) believe that listening skills are essential for their future careers, while 67.3% study listening as it is a mandatory component of their English curriculum Additionally, 23.6% of students express a desire to improve their listening skills to enjoy English media such as news, songs, and films Only a small fraction (16.4%) focus on listening to enhance their communication with foreigners, and 7.3% cite other reasons for their listening studies Among five interviewees, over two-thirds emphasized the usefulness of English, stating their motivation to learn includes reading English books and newspapers, as well as communicating with foreigners, particularly since proficiency is necessary for passing exams.
“If you don’t learn English, you can never pass the exams to leave this college” (S2)
A student says that: “I want to study at higher level of education The rest would go abroad after finishing the course, so I study listening English.”
In conclusion, students exhibit a low level of motivation in listening classes, leading to poor and unequal participation Many find the lessons uninteresting and feel reluctant to engage with English Their involvement is largely passive, as they only respond to questions posed by teachers rather than participating freely This raises the question of what factors are influencing students' motivation in these classes.
„motivation in learning English listening skills
3.1.2 Factors affecting non-English major students’ motivation in learning English listening skills at CIT
3.1.2.1 The student-related factors affecting non-English major students’ motivation in learning English listening skills
I feel de-motivated in learning listening English because (of)…
(You can tick (√) more than one options)
A I find it difficult to understand the native speakers‟ accent on the tape 72.7%
C I lack some necessary grammar structures 47.3%
D I lack background knowledge about the topics in listening lessons 34.5%
E I can hear nothing in listening activities 43.6%
F I am not confident in listening lessons when I paticipate in listening activities
G I feel embarrassed in listening activities 25.5%
Table 1: The student-related factors
A significant 72.7% of students express a lack of enthusiasm for listening lessons, primarily due to difficulties in understanding native speakers' accents Additionally, 60.0% of these students struggle with limited vocabulary, while 47.3% feel they do not possess sufficient grammar structures to form coherent utterances Furthermore, 34.5% of students indicate a deficiency in background knowledge, which further hinders their listening comprehension.
In interviews, students expressed that a lack of foundational knowledge significantly hinders their learning and demotivates them Many believe that their struggles stem from insufficient understanding of key language components, such as vocabulary and grammar, acquired during high school Consequently, when they reach college, they find it challenging to keep pace with their peers and follow their instructors' lessons effectively.
When being asked for further information in the interview, most of the students claim that:
“I cannot follow my teachers and catch up with my classmates although how hard I have tried I feel disappointed and do not want to learn English.”
As one student claimed in the interview that:
English pronunciation and stress pose significant challenges for many learners One common struggle is the difficulty in imitating the sounds produced by teachers, especially when they are influenced by the learner's native language, such as Vietnamese Additionally, remembering the correct placement of word stress can be a persistent issue for students.
It seems that many students lack intrinsic motivation to learn English at CIT, they just learn because of exams or as a condition to leave the university
Many students find English challenging to learn, with half expressing a loss of interest in studying the language at university due to these difficulties However, they believe that their personalities are not a significant factor in their motivation to learn English.
Some others found difficulties in listening:
“I find listening is the most difficult skill I can understand my teacher in class but I cannot understand what is said in the tape.” (S1, S4)
The data reveals that 25.5% of students feel embarrassed during listening activities, which may contribute to their lack of enthusiasm in participating in listening classes Additionally, only 9.1% of students cite other reasons for the factors affecting their motivation to learn English listening skills.
Discussions
This study aims to investigate the factors influencing non-English major students' motivation to learn English listening skills at CIT The findings reveal that while most students recognize the significance of English listening, their interest in learning the language remains low Motivations for studying English vary, with some students citing it as a compulsory subject and others driven by the desire to succeed in exams Furthermore, a disconnect exists between the teaching methods employed by instructors and the preferences of their students.
Many students struggle with English listening skills due to a lack of basic knowledge, vocabulary, pronunciation, and self-confidence Insufficient understanding of pronunciation, grammar, and vocabulary can hinder their listening comprehension, leading to feelings of inadequacy This lack of confidence makes active participation in the classroom challenging, as students often feel nervous and anxious, which discourages them from engaging in discussions Consequently, CIT students, who face prolonged pressure, frequently experience stress and depression, resulting in decreased motivation and interest in learning English.
Teachers' behaviors and methods have been negatively impacted by outdated teaching practices, such as the use of old materials, unclear instructions, inadequate equipment, insufficient explanations, lack of feedback, and a strict classroom environment It is essential to reevaluate these teaching methods to better align with students' preferred learning styles Regardless of a teacher's dedication, effective teaching and learning cannot occur if the methods employed do not resonate with how students learn best.
The study highlights the significant influence of the learning environment on students' interest in English listening skills Many students expressed that outdated facilities and a lack of modern technology at school negatively affect their motivation In today's science and technology-driven age, students prefer the integration of technological devices, such as TVs and computers, in their listening lessons The findings indicate that students feel demotivated due to their teachers' infrequent use of technology in English listening instruction.
Conclusions
This study investigates the factors influencing non-English major students' motivation in learning English listening skills at the College of Industrial Techniques Through surveys and semi-structured interviews, the research identifies three primary factors: student-related issues, teacher-related challenges, and learning conditions Students reported difficulties with language knowledge, vocabulary, self-confidence, personality traits, and beliefs, while also noting the lack of modern teaching facilities, an unengaging atmosphere, large class sizes, and uninteresting textbooks as significant barriers Additionally, teacher behaviors and teaching methods were found to demotivate students To enhance English listening skills, the study suggests that students should adopt various learning strategies, and teachers should provide timely feedback on pronunciation to improve language proficiency.
Recommendations
In the light of these findings, here are some recommendations for all teachers and students to overcome their problems in teaching and learning listening
To enhance their listening skills, students should engage more actively in listening activities, making the learning process enjoyable Additionally, it is essential for them to carefully review the sequence of each task before listening, allowing them to predict the content based on the provided words or images.
They also should improve their pronunciation and increase their vocabulary at home more often They should prepare the listening lessons more carefully by reviewing the
To enhance their listening skills, students should review 34 vocabulary words and structures learned in previous lessons, utilize pictures and questions in listening sections to anticipate content, and read related passages in English or Vietnamese to build background knowledge Daily practice at home is essential; students can listen to English songs or watch English news to familiarize themselves with various accents, improve pronunciation, and expand their vocabulary.
Teachers should understand their students' psychologies, backgrounds, aptitudes, and personalities to create engaging multi-level listening activities that promote active participation By providing opportunities for real-life English communication, such as English speaking clubs and outdoor activities, students can practice their language skills in dynamic settings Incorporating games and modern technology enhances student interest in listening lessons Additionally, a diverse selection of materials beyond textbooks, including English songs, films, and news, exposes students to various levels of English, fostering a lively and rich language experience These strategies can boost student enthusiasm, cultivate listening interests, and help achieve English learning goals.
To effectively enhance students' listening skills, teachers should implement specific strategies that focus on students' language knowledge and precise pronunciation Addressing the challenges of connected speech is crucial; thus, educators must introduce its features throughout the learning process to alleviate stress and surprise during listening activities Additionally, as students tend to focus on every detail, teachers should guide them to listen for key words to extract essential information Creating a joyful classroom atmosphere is also vital in motivating students to engage with listening exercises.
35 more friendly, enthusiastic, and humorous to students, so that they feel comfortable and excited about the lesson
To enhance English listening skills in college, it is essential to provide high-quality equipment such as CDs, CD players, loudspeakers, and projectors, along with alternative teaching materials This investment in resources will create a more effective learning environment for students.
To enhance the learning experience in overcrowded classrooms, it is essential to organize regular practice-based seminars or group meetings These gatherings will allow students to share their learning experiences and discuss effective strategies for presenting listening lessons.
Limitations of the study
This study acknowledges several limitations that may affect its findings Firstly, the research relies solely on survey questionnaires and semi-structured interviews, which may not fully represent the broader student population at CIT Secondly, it focuses exclusively on listening skills, neglecting other essential language skills such as reading, speaking, and writing Additionally, while numerous factors influence students' motivation in learning English listening skills, this study addresses only a select few The reliance on self-reported data also suggests the need for supplementary observations of student behaviors and teaching practices, which were not included in the scope of this research Lastly, due to the limited timeframe, the study may contain errors and shortcomings, and the researcher welcomes constructive feedback to enhance the quality of future work.
Suggestions for further research
To enhance the reliability of findings, future research should involve a larger student sample and include participants from various academic years, such as first, third, and fourth year students Additionally, as noted in the Limitations section, it is crucial to improve data collection methods and semi-structured interviews, with a greater focus on how the author's evaluation of students' writing journals is conducted.
Further research on listening skills should extend beyond college settings to explore various contexts Additionally, future studies should investigate different methods to effectively motivate students in learning English listening skills The research framework can also be adapted to enhance other language skills, such as reading, writing, and speaking Researchers can implement various modifications to the curriculum and gather valuable data through semi-structured interviews to enhance teaching and learning at the College of Industrial Techniques.
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APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE Dear my student,
This survey questionnaire is designed to gather information for my research into
This study investigates the factors influencing the motivation of non-English major students in learning English listening skills at the College of Industrial Techniques The research aims to identify key elements that affect students' engagement and interest in mastering English listening All data collected will be kept confidential and utilized solely for the purpose of this study.
Thank you very much for your cooperation!
FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’MOTIVATION IN
Please choose the answer(s) you think it is the most appropriate to you:
Question 1: How is listening skill important to you?
B as difficult as other skills
Question 3: How interested are you in learning English listening skills?
Question 4: How often do you participate in listening activities in class?
E never except when asked by the teacher
Question 5: Why do you learn listening skill? (You can tick more than one answer)
A It is one of the compulsory skills in the textbook/ English course
B It will be helpful for my future job
C It helps me enjoy English news, songs and films
D It helps me communicate with foreigners
Question 6: I feel de-motivated in learning listening English because (of)… (You can tick (√) more than one options)
A I find it difficult to understand the native speakers‟ accent on the tape
C I lack some necessary grammar structures
D I lack background knowledge about the topics in listening lessons
E I can hear nothing in listening activities
F I am not confident in listening lessons when I paticipate in listening activities
G I feel embarrassed in listening activities
Question 7: Which statement(s) is/are true about your previous teacher of English? (You can choose more than one option)
A Using old-fashioned teaching methods and materials
B Not giving clear enough instructions
D Neglecting to give any feedback
E Teachers‟ instructions were not clear enough
F Teachers always strict in class
APPENDIX 2: QUESTIONS FOR THE INTERVIEW
(A semi-structure interview is a conducted with five students choose randomly by the research)
1 Do you think learning English is important? Why?
2 In your opinion, is it easy or difficult to learn English listening skills? Why? Why do you learn listening skill?
3 How do you feel interest in learning English listening skills? What factors make you feel de-motivated? What factors make you feel motivated?
4 What do your teachers‟ teaching method attract you?
5 How do you feel about your class atmosphere? Why?
6 How many students in your class? Do the number of students affect to your learning English listening skills?
7 What do you think about your textbook/ English course (New English File Elementary)?