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VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS AN INVESTIGATION INTO THE CURRENT SITUATION OF USING MULTIMEDIA IN LEARNING LISTENING SKILLS OF THE FIRST-YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE KHẢO SÁT THỰC TRẠNG SỬ DỤNG CÔNG NGHỆ ĐA PHƯƠNG TIỆN TRONG HỌC KỸ NĂNG NGHE TIẾNG ANH CỦA SINH VIÊN NĂM THỨ NHẤT NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student: TO THI THUONG Student code: 621276 Major: ENGLISH Supervisor: NGUYEN THI HUONG, M.A Hanoi – 2021
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CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled "An investigation into the current situation of using multimedia in learning listening skills of the first-year English majors at Vietnam National University of Agriculture" submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language. Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis. Hanoi, 2021 To Thi Thuong Approved by SUPERVISOR (Signature and full name) Date: …………………… i
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ABSTRACT Listening comprehension plays an important role in the language teaching and learning process. In an attempt to enhance first year English majors' listening comprehension in English listening class at VNUA, this paper is practiced. The study aims to find out the current situation of first-year English majors at VNUA in using multimedia tools in learning English; then offer solutions to improve students' listening comprehension. The author used questionnaire and interviews as the principal sources of data. Analyze of these data indicated that the multimedia tools really helped enhance students' listening comprehesion. The students were found to have been attracted to the listening when the teachers used multimedia tools in teaching. Based on the findings of this study, some pratical recommendations in application of these tools for teaching listening skill were presented. ii
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TABLE OF CONTENTS PART I: INTRODUCTION.................................................................................. 1 1. Rationale for the study........................................................................................1 2. Aims and objectives of the study........................................................................2 3. Research questions..............................................................................................2 4. Scope of the study...............................................................................................3 5. Significance of the study.....................................................................................3 6. Design of the study .............................................................................................4 PART II: DEVELOPMENT.................................................................................. 5 Chapter 1: LITERATURE REVIEW................................................................... 5 1.1. REVIEW OF PREVIOUS STUDIES..............................................................5 1.1.1. Foreign research...........................................................................................5 1.1.2. Vietnamese research.....................................................................................9 1.2. DEFINITIONS OF LISTENING...................................................................11 1.3. FACTORS AFFECTING STUDENTS' LISTENING COMPREHENSION12 1.3.1. The linguistic factors..................................................................................13 1.3.2. The non-linguistic factors ..........................................................................14 1.4. DEFINITIONS OF MULTIMEDIA..............................................................15 1.5. THEORETICAL BASIS OF USING MULTIMEDIA TOOLS IN LANGUAGE TEACHING...................................................................................17 1.5.1. Constructivism ...........................................................................................17 1.5.2. Cognitive Psychology ................................................................................17 1.5.3. Krashen's Affective Filter Hypothesis .......................................................18 1.6. MULTIMEDIA TOOLS AND LANGUAGE TEACHING .........................20 1.6.1. Support for using multimedia tools in language teaching .........................20 1.6.2. Critiques of using multimedia tools in language teaching.........................22 iii
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1.7. TEACHERS' ROLE AND STUDENTS' ROLE IN MULTIMEDIA ENVIRONMENT .................................................................................................24 1.7.1. Teachers' role .............................................................................................24 1.7.2. Students' role..............................................................................................25 1.8. MULTIMEDIA AT VNUA...........................................................................26 1.9. SUMMARY...................................................................................................26 Chapter 2: METHODOLOGY............................................................................ 28 2.1. RESEARCH GOVERNING ORIENTATION..............................................28 2.1.1. Research question(s) ..................................................................................28 2.1.2. Research types:...........................................................................................28 2.1.3. Data analysis method .................................................................................29 2.2. RESEARCH METHODS ..............................................................................29 2.3. RESEARCH SETTING/CONTEXT.............................................................30 2.4. DATA COLLECTING PROCEDURES .......................................................31 2.5. SUMMARY...................................................................................................32 Chapter 3: FINDINGS AND DISCUSSION ...................................................... 33 3.1. STUDENT'S REAL SITUATIONS OF LEARNING ENGLISH LISTENING SKILL. ............................................................................................33 3.2. FINDINGS OF A QUESTIONNAIRE SURVEY.........................................33 3.3. FINDINGS FROM INTERVEWS ................................................................46 3.4. DISCUSSION OF FINDINGS......................................................................49 3.5. SUMMARY...................................................................................................51 PART 3: CONCLUSION ..................................................................................... 52 1. Recapitulation ...................................................................................................52 2. Concluding remarks..........................................................................................53 3. Limitation of the current research.....................................................................54 iv
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4. Recommendations for using multimedia tools in teaching listening effectively ...............................................................................................................................55 5. Suggestions for further study............................................................................59 REFERENCES...................................................................................................... 60 APPENDIX 1 ......................................................................................................... 66 APPENDIX 2 ......................................................................................................... 70 v
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PART I: INTRODUCTION 1. Rationale for the study As an international language, English plays a vital role in the modern society. It is needed for all areas in life. In Viet Nam, English has been taught from primary school to higher education levels in recent years. It is well known that listening comprehension plays a key role in foreign language learning. Listening is one of the skills that form the basis of one’s communicative competence. Vietnam National University of Agriculture (VNUA) is a multidisciplinary training school, a key national university. The English training program for students is one of the key and long-term strategies of VNUA. In the training program of VNUA, English is compulsory for each student. The first-year English major students are between the ages of eighteen and nineteen. They have learnt English for many years at secondary and high school. However, they mainly focused on grammar and writing but not listening. They seem to feel unfamiliar with listening lessons and many students say that they feel difficult when doing the listening test on the computer. They only study listening in the class with the CD player and text and say listening is boring and hard to study. As a student in this school, the author questioned herself whether using multimedia tools will motivate the students in learning listening as well as improve their listening skills. At VNUA, teachers use the textbook Starting Skills to teach English to English major students. Usually, teachers would come to class, play the CDs and students would listen and do the listening tasks in this book with no additional activities and exercises. Therefore, listening lessons are usually boring and students do not like these lessons. 1
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