LEARNING STYLES AND THEIR INFLUENCE ON LISTENING...

VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

LEARNING STYLES AND THEIR INFLUENCE ONLISTENING SKILLS DEVELOPMENT AMONG 11TH-

FORM STUDENTS

Supervisor: L c Đình Quangụ Student: Tr nh Thanh Huy nị ề Year of enrolment: QH2009

Hanoi, May 2013

Đ I H C QU C GIA HÀ N IẠ Ọ Ố ỘTR NG Đ I H C NGO I NGƯỜ Ạ Ọ Ạ Ữ

KHOA S PH M TI NG ANHƯ Ạ Ế

KHOÁ LU N T T NGHI PẬ Ố Ệ

PHONG CÁCH H C VÀ S NH HỌ Ự Ả Ư NG C AỞ ỦPHONG CÁCH H C Ọ Đ N S PHÁT TRI N K NẾ Ự Ể Ỹ ĂNG

NGHE C A H C SINH L P 11Ủ Ọ Ớ

Giáo viên h ng d n: L c Đình Quangướ ẫ ụ Sinh viên: Tr nh Thanh Huy n ị ề Khoá: QH.2009

Hà N i – Năm 2013ộ

ACCEPTANCE

I hereby state that I: Tr nh Thanh Huy n, QH2009.F.1.E4, being a candidate for theị ề

degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to

the retention and use of Bachelor’s Graduation Paper deposited in the library.

In terms of these conditions, I agree that the origin of my paper deposited in the library

should be accessible for the purposes of study and research, in accordance with the

normal conditions established by the librarian for the care, loan or reproduction of the

paper.

Signature:

Tr nh Thanh Huy nị ề

April 25th , 2013

ACKNOWLEDGEMENTS

First of all, I would like to show my heartfelt appreciation and thanks to my supervisor

Luc Dinh Quang, M.A. whose careful instructions and useful advice certainly bring

about the birth of this rewarding thesis.

Secondly, the teachers of the Faculty of English Language Teacher Education deserve

my gratitude for their guidance and support during the conduct of my research.

Thirdly, I am heartily thankful to the students in the Foreign Language Specializing

School, ULIS, VNU for their willingness and co-operation during the completion of

my survey questionnaires and interviews.

Fourthly, I would like to express my deep appreciation to the authors of the books,

journal articles for their great ideas that have been reviewed in my paper.

Fifthly, my heartfelt thanks also go to my family and friends whose continuing

encouragement and support enabled me to develop my confidence and success of my

worthy thesis.

Last but not least, my sincere gratitude also goes to my readers for their constructive

comments on this paper.

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ABSTRACT

This study investigates learning styles and their influence on listening skills

development. Specifically, the researcher focuses on the difficulties experienced by the

targeted students and their styles adapted in learning listening comprehension. In

addition, the research site and subject is 195 students in 11 th-form in the Foreign

Language Specializing School, ULIS, VNU, Hanoi. The data collection instruments

were survey questionnaires, and interview. It was firstly revealed from the results that

five most typical obstacles barrier the targeted students from effective listening

comprehension, they are psychological factors, limited vocabulary, speaker’s speech,

long listening texts, and difficult grammatical structures in listening texts. Secondly, in

terms of the students’ learning styles adapted in developing listening skills, four

underlying styles are unveiled, they are reflective, global, visual, and sensing. Basing

on these finding, the researcher offers some pedagogical suggestions for the sake of

the effectiveness of 11th-form students’ adaptation of suitable learning styles in

developing listening skills.

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TABLE OF CONTENTSACKNOWLEDGEMENTS......................................................................................................iABSTRACT...............................................................................................................................iiTABLE OF CONTENTS.........................................................................................................iiiLIST OF TABLES.....................................................................................................................vLIST OF FIGURES.................................................................................................................viLIST OF ABBREVIATIONS.................................................................................................viiCHAPTER 1: INTRODUCTION............................................................................................1

1.1. Statement of the problem and rationale of the study 11.2. Aims and objectives of the study 3 When conducting the study, the researcher’s primary aim is to find out the difficulties experienced by 11th-form students in the Foreign Language Specializing School (FLSS), ULIS,VNU in listening. In addition, the researcher would like to investigate styles of those students in learning listening. Furthermore, the relationship between learners’ learning styles and listening comprehension development will be revealed. When these aims are achieved, the research would bring significant implications for better listening skills development in the teaching and learning context. It should be noted that the objectives of this study is 11th-form students in FLSS, ULIS, VNU, no matter what language they major in. 31.3. Research questions 31.4. Significance of the study 31.5. Scope of the study 4

CHAPTER 2: LITERATURE REVIEW................................................................................52.1. Overview of listening skills 5

2.1.1. Listening comprehension..........................................................................................52.1.2. Listening micro skills................................................................................................82.1.3. Real-world listening and in-class listening.............................................................102.1.4. Students’ difficulties in listening skills development..............................................11

2.2. Overview of learning styles 122.2.1. Definitions of learning styles..................................................................................122.2.2. Distinctions among learning styles, learning strategies, and learning skills...........132.2.3. The formation of learners’ styles.............................................................................152.2.4. Types of learning styles...........................................................................................16

2.3. Learning styles adopted in developing listening skills 182.3.1. Ways to change a learning style..............................................................................182.3.2. Ways to adapt a learning style in developing listening skills..................................19

CHAPTER 3: METHODOLOGY.........................................................................................203.1. Research design 203.2. Participants and the selection of participants 213.3. Data collection instruments 223.4. Data collection method and procedure 243.5. Data analysis method and procedure 24

3.5.1. Data analysis method..............................................................................................24

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3.5.2 Data analysis procedure...........................................................................................25CHAPTER 4: FINDINGS AND DISCUSSION...................................................................26

4.1. Findings 264.1.1. Students’ difficulties in listening comprehension...................................................264.1.2. Students’ perceptions of real-life listening and in-class listening...........................354.1.3. Students’ learning styles adopted in developing listening skills.............................39

4.2. Discussion of the results 444.2.1. Students’ difficulties in listening comprehension...................................................444.2.2. Students’ learning styles adopted in developing listening skills.............................46

CHAPTER 5: CONCLUSION...............................................................................................485.1. Summary of the major findings 495.2. Pedagogical suggestions 495.3. Limitations of the study 525.4. Suggestions for further studies 52

REFERENCES........................................................................................................................53APPENDICES.........................................................................................................................57

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LIST OF TABLES, FIGURES, AND ABBREVIATIONS

LIST OF TABLES

Table 1. Classes allocated with survey questionnaires..............................................................21Table 2. Structure of students’ survey questionnaire.................................................................23Table 3. Structure of students’ interview...................................................................................23Table 4. Outstanding difficulties in listening comprehension...................................................28Table 5. Factors related to the speaker’s speech.......................................................................29Table 6. Students’ responses when having listening problems.................................................34Table 7. The differences between real-life listening and in-class listening...............................37Table 8. Methods to improve listening skills............................................................................41Table 9. Students’ preferred methods to improve listening skills in each class........................41Table 10. Students’ expectation from the teachers’ method to help adopt learning styles........43Table 11. Students’ preferred methods to improve listening skills and the corresponding styles...................................................................................................................................................46

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LIST OF FIGURES

Figure 1: Listening types classified by John A. Kline (1996).....................................................7Figure 2 : Relationship among learning styles, learning strategies, and learning skills...........14Figure 3 : Kolb’s learning style model (Adopted from http://www.nwlink.com/~donclark/hrd/history/kolb.html).......................................................17Figure 4 : Learning styles classified by Felder and Silverman (1988).....................................18Figure 5. The difficulty of listening period (Question 1, Appendix 1A)..................................27Figure 6. Outstanding difficulties in listening comprehension.................................................28Figure 7. Frequency of students’ problems in class 11G with regard to the speaker’s speech (Question 2, Appendix 1A).......................................................................................................29Figure 8. Frequency of students’ problems in class 11B with regard to the speaker’s speech (Question 3, Appendix 1A).......................................................................................................31Figure 9. Frequency of students’ problems in class 11D with regard to the speaker’s speech (Question 3, Appendix 1A).......................................................................................................31Figure 10. Frequency of students’ problems in class 11E with regard to the speaker’s speech (Question 3, Appendix 1A).......................................................................................................32Figure 11. Types of listening exercises causing troubles for students (Question 4, Appendix 1A)............................................................................................................................................33Figure 12. Students’ responses when having listening problems (Question 5, Appendix 1A). 34Figure 13. Students’ choices of listening to a conversation (Question 6, Appendix 1A).........35Figure 14. Students’ choices of listening to a lecture (Question6, Appendix 1A)....................35Figure 15. Students’ choices of listening to both a conversation and a lecture (Question 6, Appendix 1A)............................................................................................................................35Figure 16. Students’ perceptions of the differences between real-life listening and in-class listening(Question 7, Appendix 1A).........................................................................................37Figure 17. Students’ perceptions of the easiness in regard to real-life listening and in-class listening(Question 8, Appendix 1A).........................................................................................38Figure 18. Importance of learning styles in developing listening skills(Question10, Appendix 1A)............................................................................................................................................39Figure 19. Students’ preferred methods to improve listening skills(Question 11, Appendix 1A)...................................................................................................................................................40Figure 20. Students’ expectation from the teachers’ method to help adopt learning styles to better learning listening comprehension (Question 12, Appendix 1A).....................................43

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LIST OF ABBREVIATIONS

CLT: Communicative Language Teaching

FSLL: Foreign Language Specializing School

Int: Interviewer

S: Student

ULIS: University of Languages and International Studies

VNU: Vietnam National University

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CHAPTER 1: INTRODUCTION

This chapter, which includes rationale of the study, aims, research questions,

scope and significance of the study, would hopefully provide readers with an overview

of the whole paper.

1.1. Statement of the problem and rationale of the study

In recent years, the needs to study foreign languages of Vietnamese people have

increased significantly. Besides the needs for other languages such as Chinese, French,

German; English has been the most popular language that Vietnamese learners want to

master. With its position as a global language in the context of globalization, English is

thought to bring many people the opportunity to have good jobs, the chance to study

abroad and to do business with foreigners, and the chance to live in English speaking

countries. Thus, English has become more important than ever to many people in

general and Vietnamese people in particular.

Having realized the importance of English, English teaching and learning have been

paid much attention to by many schools and universities in Vietnam. The shift from

traditional teaching methods to communicative language teaching (CLT) which “sets

as its goal the teaching of communicative competence” (Richards, 2006:2) has brought

significant results to teaching and learning English. It has a huge focus on language

proficiency development. In other words, a good command of communicative English,

especially listening skills, is the burning concern of almost all Vietnamese learners to

achieve high language proficiency since “listening comprehension is at the heart of

language learning” (Kurita, 2012:30).

Despite its importance, listening skills are still a big challenge for Vietnamese learners

and they find them the most difficult skill to learn. As far as the researcher is

concerned, there have been a great number of studies on the factors that influence

listening skills acquisition; for example, Fan Yagang (1993:16) states that there are

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four main factors affecting listening skills acquisition, i.e. the message, the speaker,

the listener and the physical setting; Vandergrift (in Kurita, 2012:30) assumes that it is

the teachers that affect learning listening process of students as they do not teach

students the effective ways to learn listening.

Among many factors, the researcher’s prior concern is learning styles; in other words,

leaners’ characteristics in learning because of three main reasons. First, different

learners have different attributes, different responses to the learning environment, so

understanding of these differences is an useful means to fulfill almost every need of

students and enhance the learning outcomes, accordingly. Second, there are a great

number of researches on learning styles and learners’ styles but the researches on the

relationship between learners’ learning styles and listening skills acquisition are rather

small in number. Therefore, investigating this relationship, in the researcher’s mind, is

very necessary and practical. Last but not least, learners’ styles are not paid much

attention to and even neglected by Vietnamese teachers, especially high school

teachers. Since teachers do not understand students’ styles, most teachers do impose

many things on students in learning process; gradually, students’ motivation would

decrease.

Because of these reasons, the researcher has decided to research into “Learning

styles and their influence on listening skills development among 11 th-form students in

the Foreign Language Specializing School, ULIS, VNU”. Hopefully, the research

would make contributions to develop a deeper understanding of the relationship

between learners’ styles and listening comprehension development as well as to

enhancing teaching and learning English, accordingly.

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1.2. Aims and objectives of the study

When conducting the study, the researcher’s primary aim is to find out the

difficulties experienced by 11th-form students in the Foreign Language

Specializing School (FLSS), ULIS, VNU in listening. In addition, the researcher

would like to investigate styles of those students in learning listening.

Furthermore, the relationship between learners’ learning styles and listening

comprehension development will be revealed. When these aims are achieved, the

research would bring significant implications for better listening skills

development in the teaching and learning context. It should be noted that the

objectives of this study is 11th-form students in FLSS, ULIS, VNU, no matter

what language they major in.

1.3. Research questions

This study is carried out to answer two following questions:

1. What are the difficulties experienced by 11th-form students in listening

comprehension in the Foreign Language Specializing School, ULIS, VNU?2. What learning styles have those students developed or adapted in developing

their listening skills?

1.4. Significance of the study

In general, significant picture of students’ current situation will be revealed, i.e.

their difficulties in learning listening. In addition, the study is of great importance

when it somehow lights up the overall view of students’ psychology and differences.

Because of these, big benefits will come to teachers, students and other researchers.

First, with regard to teachers, this research is the source of information to understand

students’ difficulties in learning listening better as well as their styles in learning

listening, teachers may find out many interesting points about students’ attributes.

Only when teachers have in-depth understanding of students’ differences can they

adjust appropriate methods, and strategies to fulfill almost every need of them and

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push them forwards in their learning process. That will improve the efficiency of

teachers’ tasks and enhance learning quality.

Second, as for students, finding out the relationship between their styles and listening

skills development is of substantial help in finding the key to successful learning.

Specifically, because the research will broaden the knowledge of learning styles,

students will have a sharp insight into their psychology, attributes, as well as styles,

which are related to listening acquisition development. From that point, students will

be able to adjust themselves according to their listening development purposes and

make progress.

Last but not least, as for other researchers who may have interests in doing research in

the same field, this research can provide them with reliable source for references.

Added to this, the researcher is going to suggest further studies, so others may find it

useful to decide their scope of study.

1.5. Scope of the study

As previously mentioned, the study puts focus on learners’ learning styles.

Specifically, the researcher would like to find out the difficulties of students as well as

their styles in learning listening. In addition, the matter of the relationship between

learning styles and listening skills acquisition will be revealed. Furthermore, the

research site and subject is 11th-form students in FLSS, ULIS, VNU, Hanoi.

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CHAPTER 2: LITERATURE REVIEW

This chapter has been designed to review the literature related to the thesis’s

issues. Hopefully, it would provide readers with background knowledge to understand

the rest of the paper better.

2.1. Overview of listening skills

2.1.1. Listening comprehension

2.1.1.1. Definitions of listening

There have been a great number of definitions of listening. Nordquist (n.d.)

considered listening as a process: “the active process of receiving and responding to

spoken (and sometimes unspoken) messages”. Sharing the same viewpoint, Kanu

(n.d.) added more detail, i.e. listening is “an active process”, which comprises three

main stages: “receiving, processing, and interpreting aural stimuli”. According to Goh

(2002), listening involves understanding a speaker’s accent or pronunciation, the

speaker’s grammar and vocabulary, and comprehension of meaning.In this light, the process of listening is not merely of “receiving, responding,

processing, and interpreting”. It is the receptive skill, which requires listeners to

understand four factors: accent or pronunciation, grammar, vocabulary, and meaning.

In this study, the term “listening” should be understood as the receptive skill, which

consists of understanding four main factors: accent or pronunciation, grammar,

vocabulary, and meaning.

2.1.1.2. Models of the listening process

So far, there have been a great number of works on the models of the listening

process. According to Flowerdew and Miller (2005), there are three well-known

models, i.e. the bottom-up model, the top-down model, and the interactive model.

First, the bottom-up model refers to the understanding the message

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by starting with the smallest units of the acoustic message: individual sounds,or phonemes. These are then combined into words, which, in turn, togethermake up phrases, clauses, and sentences (Fowerdew and Miller, 2005:24).

Sharing the same viewpoint, Richards (2008:4) agreed that bottom-up processing starts

with “successive levels of organization – sounds, words, clauses, sentences, texts –

until meaning is derived”. Therefore, in teaching and learning context, according to

this model, teachers should begin teaching lexical and grammatical aspects first, and

then these components will be used to “work out the relationship between elements of

sentences” (Richards, 2008:4), which, in turn, facilitate listening comprehension.

Regarding the top-down model, this model emphasizes on having prior knowledge in

listening comprehension process. Breaking utterances down into components is not an

effective way to process comprehension. Richards (2008:7) distinguished the bottom-

up model from the top-down model: “Whereas bottom-up processing goes from

language to meaning, top-down processing goes from meaning to language”. The third

model is the interactive model; this model is the combination of the bottom-up

processing and top-down processing. Flowerdew and Miller (2005:27) made known

that this model enables listeners for “individual variation in linguistic processing”. In

other words, depending on factors such as listeners’ purposes, topic or content of a

text, teaching purposes; bottom-up model or top-down model may predominate each

other for better listening comprehension.

2.1.1.3. Types of listening

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The researcher could find various ways of classifying listening types. From the

viewpoint of Kline (1996), listening falls into five types. The following figure shows

in detail these five types:

In the context of teaching and learning, Cooper (n.d.) divided listening into four main

types, which, in the researcher’s mind, is very popular. In fact, some types of listening

classified are similar to that of Kline (1996) that have been discussed above; the

distinction here lies on the nature of listening in the classroom environment. The first

type is critical listening, Cooper made known that critical listening happens when

students have judgments, opinions, or critical responses while listening. In other

words, a student analyzes information while listening to sieve the best information.

This type requires many efforts on the part of students because it is not “an automatic

response to what is said”, Cooper stated. Fortunately, critical listening can be achieved

by learning to listen critically. When students’ critical listening skill develops, their

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Figure 1: Listening types classified by John A. Kline (1996)

critical thinking skill also expands, and that will promote their learning process. The

second type is dialogic listening; this type is linked to mutual comprehension. That

means, students or teachers interact with each other, exchange ideas to understand

thoroughly certain issues. By way of mutual interaction, students’ problems in their

study will be solved remarkably. Regarding the third type: informative listening, this is

listening to understand the message. Cooper said, “If the listener misunderstands or

does not pay close attention, informative listening is affected”. Thus, in order to

improve informative listening, students need to pay much attention to what is

conveyed to understand it better. The fourth type refers to appreciative listening.

Appreciative listening happens when students enjoy a speech, a lecture of the lecturer.

Those students have special interests and concerns about the subject matter discussed

by the lecturer. The higher appreciative listening develops, the better it is for students

to enhance their motivation. Seeing that each type of listening has its own advantages, it is advisable that students

should take advantages of various listening types, co-ordinate them appropriately to

improve their learning process.

2.1.2. Listening micro skills

So far, the writer of this paper has found various researches on listening micro

skills. According to Rost (1991) (in Saha and Talukdar, n.d.), listening comprises some

component skills such as “discriminating between sounds, recognizing words,

identifying expressions and sets of utterances that act to create meaning”. Clearly,

these skills mentioned require listeners to identify components from the small units

such as sounds, words, grammatical word groupings, to larger components such as sets

of utterances, verbal or non-verbal cues that create meaning. Therefore, we can infer

that those skills are somehow like bottom-up processing to listening comprehension.

Largely, Willis (1981: 134) provided more micro skills: predicting what people are going to talk about guessing at unknown words or phrases without panic

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using one's own knowledge of the subject to help one understand identifying relevant points; rejecting irrelevant information retaining relevant points (note-taking, summarizing) recognizing discourse markers, e.g., Well; Oh, another thing is; Now,

finally… recognizing cohesive devices, e.g., such as and which, including linking

words, pronouns, references, etc. understanding different intonation patterns and uses of stress, etc., which

give clues to meaning and social setting understanding inferred information, e. g. , speakers' attitude or intentions

In contrast to Rost (1991), Willis (1981) emphasized the top down processing to

listening comprehension. In other words, listeners should have micro skills of

prediction, identification, recognition, the use of prior knowledge to understand the

messages conveyed. However, there is a shortcoming in both Rost and Willis’s

viewpoint: they just provided too general listening micro skills, they did not point out

whether these skills belong to real life listening or classroom listening. In fact,

different contexts require different micro skills, thus, it is vital to distinguish those in

real life and those in academic setting. This shortcoming is improved in Richard

(1983)’s journal article named “Listening comprehension: Approach, Design,

Procedure” in which he classified micro skills into two types: the first type is skills in

“conversational listening” and the second one comprises those in “academic listening”.

According to Richard (1983:228-229), in conversational listening, listeners should

have some micro skills such as “retaining chunks of language for short periods,

discriminating sounds, recognizing stressed words and rhythm, identifying unstressed

words and reduced forms of words, recognizing vocabulary used in certain topics,

process speech at different rates”. Meanwhile, academic listening includes some micro

skills such as “identifying purpose, scope, and topic of lecture, infer relationship,

deduce meanings of words from context, detect speakers’ attitude, recognizing

irrelevant matter, knowledge of classroom conventions” (Richard, 1983:229-230)

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In the researcher’s point of view, micro skills are essential to develop listening skills.

When a person’s micro skills are excellent, there is no doubt that he/she can mater

listening comprehension. In addition, it is useful for listeners to develop those skills in

certain context, i.e. conversational, academic setting.

2.1.3. Real-world listening and in-class listening

As a matter of fact, real-life listening is very different from in-class listening. As

mentioned in the previous part, real-life listening requires different micro skills from

in-class listening. Thus, adapt suitable micro skills in certain context is a matter of

overriding concern for every skillful learner. However, the differences between real-

life listening and in-class listening is not just about micro skills. As far as the writer of

this paper is concerned, there are many works on those differences which characterize

outstanding features of real-life listening. Tsinghong Ma (2010:465-466) in the

research “Communicative Listening Training in English— Features, Strategies and

Methods” said that:In normal life we have reasons for listening, and interests and purposes, whichour listening serves. We are quite capable, in listening as in reading, ofskimming over some bits of message which are not germane to our currentpurposes and then of paying particular detailed attention to those parts whichseem to us most relevant

From Tsinghong Ma’s ideas, we know that real-life listening has two main features.

First, listeners have interests in and attention to what they are listening to because they

have reasons for listening. In daily life, we often listen for many purposes such as to

understand instructions, to discuss problems, to follow other people’s advices or just

relaxing by listening to music. Another point that has been stated is that we are free to

choose specific piece of information we like and ignore other information that we do

not like to hear. In this point, the researcher is falling into the same lines with

Tsinghong Ma. Largely, Ur (1984: 3-9) investigated more knowledge of real-life listening, i.e.

purpose, noises, immediate response, short chunks of heard discourse, interaction,

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redundancy, colloquialisms. In fact, these features are not presented in all situations,

and certain circumstances may be short of some of these features.From the researcher’s point of view, listening in real-life also depends on speakers’

nonverbal cues such as facial expressions, gesture, eye-contact, movements. Basing on

those cues, listeners can obtain significant meaning of the messages. It interesting that

in real-life listening, students have chances to listen to many people with different age,

gender, voice tone. Added to this, they may listen to speakers’ improper grammar,

incomplete sentences, repetition, and overlap. As for in-class listening, in fact, there have been no studies which clearly discuss the

characteristics of in-class listening. In the researcher’s viewpoint, there are three main

features of in-class listening in many High Schools in Vietnam. First, most students

have little or no interests in what they are listening to. They listen to fulfill their

responsibilities, to complete tasks to avoid bad marks or teacher’s punishment. In

some cases, they feel very bored and tired but they must listen to complete the

assignments. As can be inferred from that point, students are actually listening under

pressure. Second, teachers do not care much about students’ needs, they just assign as

much as listening exercises as possible in order to complete the course, and they just

check students’ answers, if students get wrong answers, teachers assume that those

students are very bad at listening, lazy in studying. Thus, in fact, those teachers do not

teach students to develop listening skills. Last but not least, most listening materials

are very old fashioned, grammar-oriented, and poor technical quality.As can be absorbed, there is a huge gap between real-world listening and in-class

listening. The negative characteristics of in-class listening will decrease students’

motivation. In order to avoid that, teachers should adapt real life listening features in

listening periods to enhance students’ interests, motivation, and interaction to what

they are listening to as well as to increase successful lessons, accordingly.

2.1.4. Students’ difficulties in listening skills development

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For many English learners, listening is the most challenging skill compared with

other three skills: reading, speaking, and writing. The reasons for listening obstacles

can be found in many researches. According to Underwood (1989) cited in the journal

article of Nobuko Osada named “Listening Comprehension Research: A brief review

of the past thirty years” (2004), there are some difficulties in listening comprehension,

i.e. “speakers’ speed, limited vocabulary, lack of contextual knowledge, lack of

concentration, learning habits”.In the research “An Investigation of Factors Influencing English Listening

Comprehension and Possible Measures for Improvement”, Naizhao Guo and Robin

Wills analyzed 3 factors that influence listening comprehension of Chinese students:

“students’ psychological obstacles, grammar knowledge, and cultural background

knowledge”. With a more general view, Fan Yagang (1993) identified four sources of listening

obstacles in the classroom: “the message, the speaker, the listener, and the physical

setting”. In this research, sources of listening obstacles revealed by Underwood (1989),

Naizhao Guo and Robin Wills, Fan Yagang (1993) will be taken as bases.

2.2. Overview of learning styles

2.2.1. Definitions of learning styles

As far as the researcher is concerned, there has been a myriad of definitions of

learning styles. For some time ago, the term “cognitive style” was used rather than

learning style. Chastain (in Mandana Yousefi, 2011:71), stated that “the term cognitive

style refers to the predispositions individuals have for using their intellect in specific

ways to learn”; and field independence (FI) and field dependence (FD) are two

variables of cognitive style. Zang (in Mandana Yousefi, 2011:71) stated FI/FD “as a

reflection of the extent to which an individual uses external or internal cues for

conduct organization”. Ellis (in Shiela kheirzadeh and Zohreh Kassaian, 2011:189)

defined cognitive style as “the manner in which people perceive, recall, and organize

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information”. Tennant (1988:89) asserted cognitive style is “an individual’s

characteristic and consistent approach to organizing and processing information”In general, cognitive styles are more related to theoretical or academic research, while

learning styles are more related to practical applications. Keefe (in Reid, 1987:87),

learning styles are “cognitive, affective, and psychological traits that are relatively

stable indicators of how learners perceive, interact with, and respond to the learning

environment”. Dunn and Dunn (in Reid, 1987: 89), defined learning style is “a term

that describes the variations among learners in using one or more senses to understand,

organize, and retain experience”. More (in Emma Violand Hainer el al., 1990), defined

learning style as “the usual or characteristic manner in which a learner goes about the

task of learning”. Dunn (in Selma Kara, 2009), defined learning style as “the way in

which individuals begin to concentrate on, process, internalize and retain new and

difficult information.”As can be seen, different definitions of learning styles provide different dimensions

and scopes. In this study, the definition of Dunn and Dunn (1979) (in Reid, 1987): “a

term that describes the variations among learners in using one or more senses to

understand, organize, and retain experience” will be used to refer to learning style

related to language learning.

2.2.2. Distinctions among learning styles, learning strategies, and learning skills

Learning styles, learning strategies, and learning skills are different in scope and

depth. According to Oxford (2003:2), “Learning styles are the general approaches”

that learners adapt or adopt in learning, and those styles influence students’

achievement in the learning process. In the researcher’s point of view, learning styles

are related to personalities, behaviors of individuals in learning. Dunn and Griggs (in

Oxford, 2003) pointed out that “Learning style is the biologically and developmentally

imposed set of characteristics that make the same teaching method wonderful for some

and terrible for others”. Therefore, different students have different characteristics, and

these should be considered thoroughly in the teaching process to fulfill students’ needs.

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Meanwhile, in language learning, “Strategies are the mental and communicative

procedures learners use in order to learn and use language” (Tsinghong Ma, 2010:466).

An appropriate strategy would help learners develop greater self-confidence and

motivation. Scarcella and Oxford (in Oxford, 2003) asserted learning strategies are

“specific actions, behaviors, steps, or techniques – such as seeking out conversation

patterns, or giving oneself encouragement to tackle a difficult language task – used by

students to enhance their own learning”. In fact, every learning task has strategies, the

matter lies on learners whether or not they realize and apply effective strategies to

complete the tasks. A proper strategy would facilitate language learning. Since

strategies can be taught, it is vital that several strategies should be taught for students

to complete the tasks successfully, and that strategies should be incorporated in every

lesson. In the researcher’s viewpoint, particular learners’ styles would lead to

particular learning styles that fill learners’ needs and affect their performance in

school. In addition, learning styles would be changed when students are more

experienced; however, the core style would remain unchanged. As for learning skills, Kolb and Boyatzis (1995:4) claimed that “A skill is a

combination of ability, knowledge, and experience that enables a person to do

something well”. They discussed three aspects of learning skills, i.e. “skills are

domain-specific and knowledge-rich, a skill describes an integrated transaction

between the person and the environment, skills are developed by practice”. In the

researcher’s mind, learning skills are developed significantly through the process of

practice. Only when a student learns from experiences, his/her skills would develop

exponentially. The following

diagram shows the

relationship among them:

14

Figure 2 : Relationship among learning styles, learningstrategies, and learning skills

In general, learning styles, learning strategies, and learning kills are in one process of

learning in spite of the fact that they are different to some extent. Good skills are vital

to solve a specific task well, good strategies are important to set a proper direction to

compete a task, an appropriate style would direct the whole process of learning.

2.2.3. The formation of learners’ styles

As a matter of fact, different learning styles are created by different learners’

styles. These individual differences have been examined by researchers for a long

time. Kolb and Boyatzis (1999) discussed five factors that shape learners’ styles:

“personality types, early educational specialization, professional career, current job

role, and adaptive competencies”. Specifically, as for personality types, Kolb and

Boyatzis (1999:7) asserted that “learning styles result from individuals’ preferred ways

for adapting in the world”. Sharing the same viewpoint, Jacob Woods (2010) stated

“this generally regards introversion or extroversion or whether a person wants to be

personable or slightly shy”. In the researcher’s mind, personality plays an essential or

even decisive role in determining learners’ differences. Early educational

specialization can result in different learning styles as well. Kolb and Boyatzis

(1999:8) judged “This specialization in the realms of social knowledge influences

individuals’ orientations toward learning, resulting to particular relations between

learning styles and early training in an educational specialty or discipline”. In other

words, students with different majors, or fields in their study would have different

learning styles. Regarding the third factor, professional career choice, Kolb and

Boyatzis (1999:9) made known that the different choice in professional career can

15

form learning style via the process of professional training. That means, people with

different professions would have different styles, and certain professions would result

in one common style. The fourth factor: current job role can influence learning styles

significantly. Kolb and Boyatzis (1999:10) stated that job requirements force a person

to adapt suitable styles to meet those requirements. Adaptive competencies also

influence learners’ styles. Kolb and Boyatzis (1999:10) agreed that “the specific task

or problem the person is currently working on shapes learning styles”, and that “each

task we face requires a corresponding set of skills for effective performance”; thus,

“the effective matching of task demands and personal skills results in an adaptive

competence”.

2.2.4. Types of learning styles

Every student has his/her own learning style in educational context. These

differences affect learners’ motivation, attitudes towards the lessons. As related to

individual differences, learning styles, which result in different learning outcomes,

reflect the students’ different interaction, reaction, and experience in the learning

environment. Thus, there is a need to balance these individual differences to raise

students’ learning results. In order to do that, individual learning styles are identified. There have been a great number of works and studies which determined different types

of learning styles. David Kolb (1984)’s book named “Experiential learning:

Experience As The Source Of Learning And Development” is a brilliant book that

clarifies learning styles. He set an appropriate learning style model. The following

diagram shows this model:

16

Figure 3 : Kolb’s learning style model (Adopted fromhttp://www.nwlink.com/~donclark/hrd/history/kolb.html)

Kolb’s model of learning style includes four stages of learning, i.e. concrete

experience (CE-feeling), reflective observation (RO-watching), abstract

conceptualization (AC-thinking), and active experimentation (AE-doing). In addition,

the combination of two stages: CE/RO, AC/RO, AC/AE, CE/AE, creates four types of

learning styles: Diverging, Assimilating, Converging, and Accommodating,

respectively.Fleming (2001) provided another model of learning style: VARK, which stands for

Visual (V), Aural (A), Read/Write (R), and Kinesthetic (K). According to Fleming

(2001), visual learners prefer visual aids such as pictures, charts, graphs, colors. Aural

learners prefer to listen to a tape recorder, discuss in groups, explain ideas to others.

Read/Write learners prefer to read textbooks and handouts, take notes, write essays.

Kinesthetic learners like involving in action, and experiment. Felder and Silverman (1988) discussed eight types of learning styles. They are shown

in the following figure:

17

Figure 4 : Learning styles classified by Felder and Silverman (1988)

Another learning style model introduced by Duff (2004) is the Revised Approaches to

Studying Inventory model named RASI. This model includes three approaches to

studying: deep, surface, and strategic. Duff (2004) pointed that students with a deep

approach to studying enjoy the learning activity, make connections to previous

learning, and use logic and evidence well. They are often critical learners. In contrast,

students with a surface approach to studying merely learn by heart, they use

memorization to learn, make fewer connections to previous learning, and they are not

good at critical thinking. With a strategic approach to studying, students set their own

strategies to learning: organizing learning routines, managing time to study, achieving

highest grades. As it can be seen, the types provided above vary in terms of scope and depth. In this

study, the type provided by Felder and Silverman (1988) and Fleming (2001) will be

taken as bases.

2.3. Learning styles adopted in developing listening skills

2.3.1. Ways to change a learning style

As a matter of fact, what makes each person’s style of learning unique is that

people are found to have preferences for certain elements or options involved in the

18

process of learning over other elements or options. In order to make the most of a

learning style, it is necessary to think about a learning style, and then adapt a suitable

way in study to make the learning style more effective and efficient. This view is also

shared by Andrea Buckner Schoenherr (n.d.) in the article named “How to change a

student’s learning style”. In this article, Andrea points out four steps to adapt a learning

styleStep 1: “identifying the student’s learning style”. Basing on suitable survey

questionnaires, this identification can be made to see the results.Step 2: After discovering an outstanding learning style, the teachers should “discuss

ways the students can use his dominant learning styles to help him succeed in the

class”. Importantly, secondary learning styles should also be planned to develop.Step 3: The teachers create a list of activities for students to practice in order to

“increase a targeted learning style”.Step 4: The teachers monitor a progress to see whether a student is succeeded in

modifying new learning styles.In the researcher’s view, the changes in learning styles require continuous

efforts on the part of students and teachers, especially students to adapt suitable styles

to enhance the learning outcomes.

2.3.2. Ways to adapt a learning style in developing listening skills

In fact, there have been no studies which clearly discussed the adaptation of

learning styles in developing listening skills. In the researcher’s view point, students

should identify their learning style before adapting it in developing listening skills.

Due to the fact that different people have different ways to learn things, it is important

to adapt certain style in studying.In terms of visual style, Jessica Hart (n.d.) suggested that students should “use

pens in various colors and create figures, symbols, graphs, and pictures” to facilitate

learning. In the researcher’s viewpoint, it is important for students to underline or

highlight key words, and ideas, and practice doing listening exercises having pictures

or charts attached in learning listening. In addition, studying with flash cards and

19

writing down a set of questions and then writing out the responses (Jessica Hart, n.d) is

wise ways in the learning listening process.In terms of aural style, from the researcher’s point of view, since aural learners prefer

to listen to tape recorder, and work in groups, it is important to choose a suitable

location in the classroom where a student can best hear the recording and focus

attention. Added to this, students should form a listening club to discuss any listening

problems with friends as learning from others is a excellent way to acquire knowledge.As for Read/Write style, as the name suggested, Read/Write learners prefer to read

books, or write essays. In doing listening exercises, students should read the

instructions thoroughly and take notes while listening to a lecture. With regard to kinesthetic style, Jessica Hart (n.d) recommended that students should

“study using the whole body, making hand gestures and moving around the room” in

learning. In the researcher’s viewpoint, to strengthen kinesthetic learning, it is useful to

sit at the front of the class to help students focus on the lessons. Also, taking notes

while listening to a lecture is a good way to develop listening skills.In the researcher’s point of view, learning is a continuous process, students

should adapt their learning styles in this process to match the learning environment. It

is useful for students to develop various types of learning styles to become flexible

learners, and to achieve the best results, accordingly.

CHAPTER 3: METHODOLOGY

This chapter has been made to discuss all the detailed information about

methodology concerning employing the two data collection instruments.

3.1. Research design

The researcher utilizes both quantitative and qualitative methods comprising

survey questionnaire and interview to collect data to the research for three main

reasons. First, survey questionnaire is familiar to nearly everyone, especially students,

they must have experienced completing some kinds of questionnaires, and therefore,

they do not make students embarrassed. Second, to quickly collect data from a large

20

number of student participants, survey questionnaire is the most suitable way to

employ. Also, survey questionnaire helps the researcher save time and effort to collect

information about students’ self-report on their own difficulties and styles in listening

comprehension development. Third, interview is implemented among student

participants to receive more reliable and intensive data about the research’s issue.

In the analysis stage, the data collected from both quantitative and qualitative

method would be calculated and transferred into numerical form. After that, these data

would be presented in charts, tables, and graphs for better visualization, better

understanding, accordingly.

3.2. Participants and the selection of participants

This research’s participants are 11th-form students in the Foreign Language

Specializing School (FLSS), ULIS, VNU. Concretely, four classes named 11B

(English major), 11D (Japanese major), 11E (Chinese major) and 11G (German major)

which consist of 195 students in total are going to be selected to complete the survey

questionnaires. The researcher chooses these classes no matter what language they

major in with a hope of investigating the relationship between language major and

learners’ learning styles. In other words, discovering whether language major affects

learners’ styles is of the researcher’s interest. In addition, due to having a relative who

is 11th-form student in this school, it will be much easier and convenient to contact and

get information from these participants. Furthermore, the number of participants,

which accounts for 39% of the 11th-form students in this school, could be considered

reasonable enough for the real condition and scope of the study.

The following table shows in detail the number of students in each class allotted with

the survey questionnaires

Table 1. Classes allocated with survey questionnaires

Classes Number of students11B (English) 48

21

11D (Japanese)

11E (Chinese)

11G (German)

48

46

53

Importantly, four students were invited to participate in the face-to-face interview.

Therefore, the researcher could have more reliable and in-depth understanding of the

research’s issue.

3.3. Data collection instruments

The researcher employs both quantitative and qualitative method including

survey questionnaire and interview to collect data.

Survey questionnaire

This method is utilized for three main reasons. First, this instrument is the least

time and effort consuming method. Specifically, the researcher is able to quickly

collect data from a large number of participants thanks to its typical short close-ended

question types that are fast and easy to complete. Thus, the data collected will possess

the high representativeness. Second, many students are familiar with questionnaires, so

survey questionnaires do not make them apprehensive. Third, this instrument is quite

fair compared to face-to-face interview because “When completing a questionnaire,

there are no verbal or visual clues from an interviewer that may influence the person

surveyed” (Catherine Jones, (n.d.)).

Importantly, to avoid the respondents’ mistakes which result in a large number of

valueless data, the researcher decided to use simple words, and expressions to make

sure that the respondents could understand thoroughly what they had to do. In

addition, the researcher was prepared willing to give explanation and answer all the

questions asked by the respondents.

The researcher employed both close-ended and open-ended questions in the survey

questionnaire. Among those questions, close-ended questions outnumber open-ended

ones. While the questionnaire for students in class 11B (English major) was written in

22

English, that for students in class 11D, 11E, and 11G was translated into Vietnamese to

avoid students’ misunderstanding and confusion; accordingly, to guarantee the

accuracy of the outcomes. The following table presents the details about the structure

of the survey questionnaire:

Table 2. Structure of students’ survey questionnaire

Section Range of questionsStudents’ questionnaire (Appendix 1A and

1B)1. Students’ difficulties in listening

comprehension

Question 1 to question 5

2. Students’ perceptions of real-life

listening and in-class listening


3. Students’ learning styles adopted in

developing listening skills


Interview

Face-to-face interview is used in the data collection process for a number of

reasons. First, this instrument will create more interaction between the researcher and

the participants, they may have a chance to ask any questions they are not sure about

and the researcher will clarify the ambiguities for them. Second, personal feelings,

perceptions and shares are directly obtained; therefore, the issue is investigated in an

in-depth way. Third, for each particular situation, interview allows the researcher to

ask more detail questions if suitable, and enhance the data’s precise and validity,

accordingly.

In terms of the structure, the interview consisted of both close-ended and open-ended

questions, and open-ended questions were bigger in number. Further details are shown

in the following table:

Table 3. Structure of students’ interview

Section Range of questions

23

Students’ interview (Appendix 2)1. Students’ difficulties in listening

comprehension


2. Students’ perceptions of real-life

listening and in-class listening

Question 3

3. Students’ learning styles adopted in

developing listening skills


3.4. Data collection method and procedure

Stage 1: Contacting the participants

In this stage, the researcher will contact the participants and arrange suitable time for

them to do the survey.

Stage 2: Introducing

The researcher and the survey questionnaires will be introduced and so does the

purpose of the study.

Stage 3: Doing the survey

After asking the participants to do the survey, the researcher will be willing to give

them instructions if they raise any questions.

Stage 4: Collecting data

After collecting the data, the researcher will saying thanks to the participants, evaluate

the data to ensure the degree of accuracy and completeness.

3.5. Data analysis method and procedure

3.5.1. Data analysis method

The researcher employs two methods to analyze the data:

- Quantitative method: survey questionnaire

- Qualitative method: interview

24

For quantitative data, the researcher will synthesize and interpret the statistics.

Specifically, the data will be calculated and transferred into numerical form.

For qualitative data, the researcher will summarize or quote in the analysis stage.

3.5.2 Data analysis procedure

Data from instrument 1 – the Questionnaire

Step 1: Before collecting the data, the researcher checks the accuracy and conciseness

of the questionnaires’ questions and answers to guarantee the data’s validity

Step 2: The statistics will be analyzed in percentage and grouped into different

categories

Step 3: Presenting the data in the form of charts, tables, and graphs for better

visualization

Data from instrument 2 – the Interview

Step 1: Transcribing

The interview contents will be transcribed in written text for later reference.

Step 2: Analyzing

The researcher will check the results carefully beforehand and choose suitable

methods to analyze the data.

Step 3: Reporting

The findings will be revealed and the conclusion will be made.

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CHAPTER 4: FINDINGS AND DISCUSSION

This chapter shows the readers the results of analysis process after following six

phases in the data analysis procedure.

4.1. Findings

4.1.1. Students’ difficulties in listening comprehension

4.1.1.1. Students’ perceptions of the difficulty of listening periods

In order to investigate the difficulties experienced by 11-form students in the

FLSS in listening comprehension, the researcher found out their general judgments

about listening periods. The data are shown in the following chart.

26

Figure 5. The difficulty of listening period (Question 1, Appendix 1A)

As can be seen from the chart, there is a variety in the students’ perceptions of

the difficulty of listening periods. The vast majority of students consider listening as

difficult to very difficult. Recognizably, class 11G has the largest number of students

judging listening difficult, while the students in class 11D are almost unanimous about

the extreme level of listening difficulty. In contrast, there is a number of students

assess listening very easy or easy. However, those students are small in number,

ranging from 2.2% to 8.1%.

4.1.1.2. Students’ outstanding difficulties in listening comprehension

As discussed, that almost all target students value listening difficult to very

difficult. Indeed, their outstanding difficulties are revealed in question number 2

shown in the following chart:

27

Figure 6. Outstanding difficulties in listening comprehension

Table 4. Outstanding difficulties in listening comprehension

a. Speaker’s speech

b. Limited vocabulary

c. Lack of contextual knowledge

d. Lack of grammar knowledge

e. Your psychology: nervous, bored, tired, worried, etc.

f. Long listening text

g. Listening texts which have difficult grammatical structures

h. Others

As seen in the chart, speaker’s speech and limited vocabulary is considered to

be the outstanding difficulties with the largest percentages compared to other choices,

28.5%, and 28.3% respectively. Following, the difficulties related to psychological

factors, long listening texts, and difficult grammatical structures in listening texts are

chosen by 21.7%, 25.1%, and 19.4% corresponsively. One of those students shared

that psychological factors were so important that they could influence successful

listening; uncomfortable feelings such as nervousness, or boredom made him unable to

28

listen any longer (S2, Appendix 3B). When being asked about the causes of

uncomfortable feelings, that interviewed students blamed on the fact that his teacher

was so strict and that he had few interesting activities to motivate students. Another

student shared that a long listening text caused tiredness and monotonousness, and a

student could not continuously grasp much information for a long time (S3, Appendix

3C).

In brief, the chart shows the various perceptions concerning listening obstacles

among the respondents. There are five most outstanding factors unveiled:

psychological factors, limited vocabulary, speaker’s speech, long listening texts, and

difficult grammatical structures in listening texts.

4.1.1.3. Frequency of students’ problems with regard to the speaker’s speech

The answers to the questions related to the frequency of students’ problems

concerning the speaker’s speech are illustrated in the chart below. There are four charts

corresponding to each class’s answers.

Figure 7. Frequency of students’ problems in class 11G with regard to the speaker’sspeech (Question 2, Appendix 1A)

Table 5. Factors related to the speaker’s speech

1. Accent

2. Intonation

29

3. Redundancy

4. Stuttering

5. Pronunciation

6. Dialect

7. Volume

8. Colloquial expressions

9. Stress

As can be seen from the chart, students’ problems with regard to the speaker’s

speech is recognized by a significant frequency. Concretely, 37.9% of respondents

acknowledge that they sometimes face problems related to these factors, i.e. accent,

intonation, redundancy, stuttering, pronunciation, dialect, volume, colloquial

expressions, and stress. This percentage has made the highest proportion compared

with other frequencies. Recognizably, the idea that students usually and always have

problems related to these factors is chosen by a small number of students, 3.8%, and

4.8% respectively. By and large, it could be inferred that the speaker’s speech does not

cause many troubles for those target respondents.

Concerning class 11B, the answers for the same question are shown in the

following figure.

30

Figure 8. Frequency of students’ problems in class 11B with regard to the speaker’sspeech (Question 3, Appendix 1A)

In contrast to class 11G, class 11B admits that they often or usually have

listening obstacles due to the speaker factor. Specifically, the highest frequency that

can be observed from the chart is “often”. The percentage of respondents choosing this

frequency is 52.7%. Besides, standing at the second highest overall is “usually” –

chosen by 19.3% of respondents. As a rule, one of the main sources of listening

obstacles of students in class 11B is the speaker’s speech.

The chart below illustrates the answers for the same questions of class 11D.

Figure 9. Frequency of students’ problems in class 11D with regard to the speaker’sspeech (Question 3, Appendix 1A)

Overall, the number of students approving that they often or usually face

listening difficulties due to the speaker’s speech occupies the large percentages, 41.3%

for “often” and 24.6% for “usually”. One of those respondents said that the speaker’s

31

redundancy and pronunciation were big barriers preventing them from easily

perceiving the point of an argument (S4, Appendix 3D). Additionally, the number of

students choosing the frequency “never” accounts for a significant percentage, i.e.

17.6%. This fact, to some extents, indicates the mixed attitudes of those target

students.

With regard to class 11E, the answers are shown in the following chart.

Figure 10. Frequency of students’ problems in class 11E with regard to thespeaker’s speech (Question 3, Appendix 1A)

Concerning the frequency of students’ problems in class 11E related to the

speaker’s speech, the given chart shows various attitudes. As can be seen, the number

of those who choose the frequency “never” and “seldom” is nearly the same, 14% and

18.3% respectively. However, those students who choose the frequency “usually”

outnumber the others, occupying 27.8%. Noticeably, the number of students choosing

“always” accounts for a significant percentage, i.e. 12.3%. This fact, once again,

indicates the mixed attitudes of those target students.

4.1.1.4. Types of listening exercises causing troubles for students

The figure below represents the data about types of listening exercises causing

troubles for students.

32

Figure 11. Types of listening exercises causing troubles for students (Question 4,Appendix 1A)

As shown, in general, advocates of sentence completion, wh-questions, and

gap-filling account for 79%, 99%, and 100% respectively – the large percentages

overall. However, another students find multiple choice and matching difficult,

accounting for 61% and 60% corresponsively.

Specifically, there is a wide range of differences among the four target classes.

Sentence completion does not cause many troubles for class 11B (8.6%), and it is four

types named multiple choice (22.9%), matching (22.9%), wh-questions (17.1%), and

gap-filling (28.6%) that create overriding matters for those students. Class 11D,

however, consider multiple choice to be no big problem, and the problems result from

matching (15.8%), sentence completion (22.8%), wh-questions (26.3%), and gap-

filling (26.3%). With regard to class 11E, the vast majority of students claim multiple

choice, sentence completion, wh-questions, and gap-filling as problematic, making up

a total of 90% overall. Matching, in their view, is not the big challenging exercise

(10.1%). Class 11G, however, reveal that three exercise types, i.e. sentence

completion, wh-questions, and gap-filling, cause problems, and more than half of the

surveyed students (73.9%) admit the difficulty of these exercise types. Multiple choice

and matching, 13.8% and 12.3% respectively, do not create big problems for those

surveyed students.

33

4.1.1.5. Students’ responses when having listening problems

The following chart demonstrates the students’ responses when having listening

problems revealed by the student participants.

Figure 12. Students’ responses when having listening problems (Question 5,Appendix 1A)

Table 6. Students’ responses when having listening problems

a. Stop listening

b. Feel disappointed and lower yourself

c. Neglect those problems and continue to listen

d. Lose motivation

e. Note down the problems and improve them

gradually

f. See the script to understand when problems occur

g. OthersAs inferred from the chart, the students who neglect the problems and continue

to listen accounts for the largest percentage compared with other responses among four

classes, 40%. Besides the positive trend, there are a number of students see the script

34

to understand the message when problems occur, accounting for 23.6%. Other choices

are also chosen, however, these are small in number, and among of which the option b

“Feel disappointed and lower yourself” is selected by the least number of students.

4.1.2. Students’ perceptions of real-life listening and in-class listening4.1.2.1. Students’ preferences between listening to a conversation and listening to a lecture

The collected data about students’ preferences between listening to a

conversation and listening to a lecture are represented in the following pie charts.

35

Figure 13. Students’ choices oflistening to a conversation (Question 6,

Appendix 1A)

Figure 14. Students’ choices of listeningto a lecture (Question6, Appendix 1A)

Figure 15. Students’ choices of listeningto both a conversation and a lecture

(Question 6, Appendix 1A)

B

DE

GB

DE

G

B

DE

G

As inferred from the three pie charts, there exist varieties in the students’

perceptions.

With regard to class 11B, 27% of respondents prefer listening to a conversation.

However, the number of students putting interests in listening to a lecture is fairly

modest, making up 11% overall. Additionally, 29% of surveyed students advocate both

listening to a conversation and listening to a lecture. Although these percentages are

not large enough, it can be inferred that those subjects would like to listen to both a

conversation and a lecture.

As for the results of class 11D, 29% of students admit that they get more interests in

listening to a conversation. When being asked about the reasons why listening to a

conversation creates such interests, one student made known that the accents in a

conversation were very interesting, and it was easy to listen and understand the

information conveyed; since it brought such interests, his concentration was enhanced

(S1, Appendix 3A). The number of subjects prefer listening to a lecture is not modest

yet, accounting for 25%, 4% less of the students approve of listening to a conversation.

However, only 15% of those targeted students prefer listening to both a conversation

and a lecture.

Regarding class 11E, the researcher gets surprised when the majority of respondents

express their preferences of listening to a lecture, 40% overall compared with those

choosing to listen to a conversation, only 18%. In addition, 32% of subjects would like

to listen to both a conversation and a lecture.

Class 11G, noticeably, shows unclear preferences. Specifically, 26% of students

choose option a “Listening to a conversation”, while those choosing option b

“Listening to a lecture” and option c “Listening to both a conversation and a lecture”

are equal in percentage, 24%, respectively.

36

4.1.2.2. Students’ perceptions of the differences between real-life listening and in-class listening

The collected data from students about their perceptions of the differences

between real-life listening and in-class listening are shown in the following chart.

Figure 16. Students’ perceptions of the differences between real-life listening andin-class listening(Question 7, Appendix 1A)

Table 7. The differences between real-life listening and in-class listening

a. In real-life listening, we have reasons and interests to listen

b. We are free to choose those parts which are more relevant to us in real-world

listening

c. In-class listening creates much pressure to students

d. Real-world listening enhances more interactions between people

e. The materials in in-class listening are often old-fashioned, grammar-oriented, and

poor technical quality

In general, five options are all chosen by a number of students. Noticeably, the

idea that in real-life listening, we have reasons and interests to listen is chosen by a

37

great number of students, ranging from 21.7% to 29.7% - the largest percentages

overall. On the contrary, a few students think that in-class listening creates much

pressure to students, accounting for from 13% to 21.7%.

Specifically, the number of students in class 11.1 advocating for option a, c, and d is

the same with 21.7%. Only 15.2% of respondents assume that the materials in in-class

listening are often old-fashioned, grammar-oriented, and poor technical quality. On the

contrary, the majority of students in class 11.2 pleading option a and e, 24.7% and

23.7% corresponsively. Class 11.3, however, shows different perceptions, i.e. 19.8% of

respondents choosing both option b and e, and 29.7% advocating for option a. Most

students in class 11.4 choose option a and b, accounting for 22.8% respectively.

4.1.2.3. Students’ perceptions of the easiness with regard to real-life listening and in-class listening

Regarding students’ perceptions of the easiness with regard to real-life listening

and in-class listening, it is shown in details in the following chart.

Figure 17. Students’ perceptions of the easiness in regard to real-life listening andin-class listening(Question 8, Appendix 1A)

38

In response to the question about the easiness with regard to real-life listening

and in-class listening, as inferred from the chart, the vast majority of respondents,

which account for from 62.2% to 86.7%, state that real-life listening is easier than in-

class listening. One of those surveyed students claimed that since we were free to

choose the parts we like to listen, real-life listening was easier for us (S1, Appendix

3A). Meanwhile, the students consider in-class listening to be easier are small in

number, making up from 5.4% to 10% overall. In addition, from 3.3% to 32.4% of

those surveyed students judge both real-life listening and in-class listening difficult. In

general, it could be inferred that real-life listening is easier and more interesting to

those targeted students.

4.1.3. Students’ learning styles adopted in developing listening skills4.1.3.1. Students’ perceptions of the importance of learning styles in developing listening skills The data about students’ perceptions of the importance of learning styles in

developing listening skills are shown in details in the following figure.

Figure 18. Importance of learning styles in developing listening skills(Question10,Appendix 1A)

39

Recognizably, this chart shows the positive attitudes of students towards the

importance of learning styles in listening skills development. The vast majority of

respondents consider learning styles as important to very important. Specifically, many

students are all unanimous about the importance of learning styles, accounting for

45.3% - the largest percentage. Moreover, the extreme level of importance is chosen

by the great number of surveyed students, making up 35.3%. Positively enough, those

who appreciate highly the importance of learning styles outnumber those who

depreciate it.

4.1.3.2. Students’ preferred methods to improve listening skills The collected data concerning students’ methods to improve listening skills are

shown in the following figure.

Figure 19. Students’ preferred methods to improve listening skills(Question 11,Appendix 1A)

40

Table 8. Methods to improve listening skills

a. Form a listening group to help each other

b. Do listening exercises well by understanding the requirementsfirst

c. Ask and discuss any listening problems with teachers

d. Teachers give step-to-step instructions to do listeningexercises

e. Set the clear goal and try to reach the end results

f. Practise listening to theories rather than to conversations

g. Do listening exercises having pictures or charts

h. Practise listening to numbers or data

i. Others

As can be seen from this chart, there exist varieties in students’ preferred

methods to enhance listening skills, and four options: b, e, g, and h are chosen by most

of the surveyed students.

Concretely, 18.7% of the informants voice that understanding the requirements first is

essential to complete listening exercises. Besides, “set the clear goal and try to reach

the end results” is chosen by 12.5% of the students. In addition, two options g and h

are preferred by 15.1% and 12.8% of the students respectively. Interestingly, 7.3% of

the informants show other methods to improve listening skills such as watching

foreign films, listening to foreign music, watching cartoons on the Disney Channel,

listening to news on BBC.

In order to better understand the results, the researcher investigates the data in each

class. The following table shows in details the collected data.

Table 9. Students’ preferred methods to improve listening skills in each class

41

Methods 11B 11D 11E 11Ga. Form a listening group to help each other 24.3% 16.7% 16.9% 11.1%

b. Do listening exercises well by

understanding the requirements first

32.4% 33.3% 32.2% 33.3%

c. Ask and discuss any listening problems with

teachers

13.5% 7.1% 10.2% 23.8%

d. Teachers give step-to-step instructions to do

listening exercises

2.7% 16.7% 23.7% 14.3%

e. Set the clear goal and try reach the end results

27.0% 26.2% 16.9% 17.5%

f. Practise listening to theories rather than to conversation

10.8% 11.9% 15.3% 15.9%


18.9% 38.1% 25.4% 23.8%

h. Practise listening to numbers or data 16.2% 35.7% 23.7% 14.3%i. Others 5.4% 16.7% 11.9% 17.5%

As can be seen from the table, concretely, most of the informants in class 11B

(32.4%) voice that understanding the requirements firstly is essential to complete

listening exercises. Besides, there are relatively equal figures (24.3% and 27%)

representing the students’ view that “form a listening group to help each other” and

“set the clear goal and try to reach the end results” are indispensable to reinforce

listening skills. Admittedly, this class seems to be extremely independent in learning

since just one student (2.7%) needs teachers’ step-to-step instructions to do listening

exercises. On a different trend, however, class 11D mostly prefers to do listening

exercises which have pictures or charts, and practice listening to numbers or data –

occupying for 38.1% and 35.7% respectively. The idea that understanding the

requirements firstly to do listening exercises is chosen by 14 students, making up

33.3%. However, few students choose option c “Ask and discuss any listening

problems with teachers” (7%). Class 11E, however, shows mixed attitudes when the

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percentages presented are relatively equal. The most striking feature shown is option b

“Do listening exercises well by understanding the requirements firstly” – chosen by

32.2% of informants. Additionally, three other options d, g, and h are chosen by

approximately equal number of students, occupying for 23.7%, 25.4%, and 23.7%

corresponsively. Remarkably, six students prefer to ask and discuss any listening

problems with teachers, accounting for 10.2% - the lowest proportion. Similarity, class

11G also shows mixed attitudes since there are approximately equal percentages.

However, it can be seen that most of the students (33.3%) choose option b “Do

listening exercises well by understanding the requirements firstly”. Besides, two other

ideas, i.e. ask and discuss any listening problems with teachers and do listening

exercises having pictures or charts, are chosen by 23.8% of respondents. Noticeably,

only seven students prefer to form a listening group to help each other to improve

listening skills, occupying the lowest proportion (11.1%).

In brief, four options: b, e, g, and h are chosen by most of the surveyed

students.

4.1.3.3. Students’ expectation from the teachers’ method to help adapt learning

styles to better learning listening comprehension

Regarding students’ expectation from teachers to help adopt learning styles to

better learning listening comprehension, it is shown in detail in the following chart.

Figure 20. Students’ expectation from the teachers’ method to help adopt learningstyles to better learning listening comprehension (Question 12, Appendix 1A)

Table 10. Students’ expectation from the teachers’ method to help adopt learning styles

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a. Access the dominant learning style of mine and the secondary styles that work for

me

b. Integrate activities to help me strengthen learning skills in different styles

c. Lessen the number of activities that use the dominant learning style and increase the

amount of other activities that use the less dominant style

d. Monitor progress to make sure that I am succeeding in adapting new learning styles

that work for me

e. Others

In general, as shown, the choice that teachers should integrate activities to help

students strengthen learning skills in different styles is expected by the highest

proportion of the students, 40.2%. Additionally, the choice that the teachers should

monitor progress to make sure that the students are succeeding in adapting new

learning styles that work for them is chosen by 27.5% of the students. In one word,

those target students prefer teachers to create various activities to help them fully

develop learning skills in different styles. That would be beneficial for the

development of listening skills, accordingly.

To sum up, this chapter has shed light on the two research questions. Firstly, it

reveals five outstanding difficulties experienced by those students, i.e. psychological

factors, limited vocabulary, speaker’s speech, long listening texts, and difficult

grammatical structures in listening texts. Secondly, since most of the students choose

options b, e, g, h in answering question 10, Appendix 1A; it can be inferred that the

most underlying styles of those surveyed students are reflective, global, visual, and

sensing. The matters will be discussed in more details in the discussion part.

4.2. Discussion of the results

4.2.1. Students’ difficulties in listening comprehension

From the results of the two instruments, it looks to the researcher that almost all

those targeted students find listening difficult as well as very difficult. This vein is

44

falling in lines with some researches in which many researchers admit the challenge of

listening. Importantly, the researcher has found out five most outstanding difficulties

experienced by those students, i.e. psychological factors, limited vocabulary, speaker’s

speech, long listening texts, and difficult grammatical structures in listening texts.

These difficulties are also acknowledged by Underwood (1989), Naizhao Guo and

Robin Wills, and Fan Yagang. To make the matter clearer, the researcher deeply

investigated two factors: speaker’s speech and types of listening exercises causing

troubles for students.

In terms of the speaker’s speech, there are nine elements concerned, i.e. accent,

intonation, redundancy, stuttering, pronunciation, dialect, volume, colloquial

expressions, and stress. The students are asked to reveal the times or the frequencies

that they have problems related to this matter. Necessarily, the researcher paid

particular attention to each class to discover the differences among them. While the

speaker’s speech does not cause many troubles for many students in class 11G (37.9%

of the students admit that they sometimes have problems related to this), it could be

considered as one of the main sources of listening obstacles of students in class 11B,

11D, and 11E when the highest frequencies observed are “often”, and “usually”. In

fact, one question looming in the researcher’s mind is whether those students’ levels in

study are noticeably different. This question stems from the situation that there are a

great number of students never or seldom have problems related to the speaker’s

speech, while those who usually or always have these problems account for a

significant range of percentage. The researcher recognizes that the different levels in

study exist in three classes: 11B, 11D, and 11G; but they are clearer in class 11E when

12.3% of the students admit that they always have problems related to this matter.

In addition, the types of listening exercises causing troubles for students also draw the

researcher’s attention. Through the data results, the writer of this paper found out three

types named sentence completion, wh-questions, and gap-filling could cause problems

45

for the targeted students. Among those types, gap-filling is considered the most

difficult types to all four classes.

In terms of students’ responses when having listening problems, the idea of neglecting

the problems and continuing to listen accounts for the largest percentage compared

with other responses, 40% overall. This fact, to some extent, indicates the positive

attitudes during the learning process of the targeted students. Positively enough, this

choice reveals one more thing: students’ spirit goes beyond the difficulties.

4.2.2. Students’ learning styles adopted in developing listening skills

As analyzed in section 4.1.3.1, the surveyed students in this school appreciate

highly the importance of learning styles in developing listening skills. This positive

attitude may help improve the learning quality in which students are enthusiastic to

adopt learning styles in their learning progress. In the researcher’s mind, by way of

integrating hardworking and suitable learning style, not only students’ needs will be

satisfied but also their learning results will be improved significantly.

As for students’ preferred methods to improve listening skills, in fact, the

researcher has given clear examples for students to choose from to elicit the

information about their learning styles. Basing on students’ choices, to some extent,

outstanding learning styles could be revealed. The table below shows in details each

method and the corresponding styles.

Table 11. Students’ preferred methods to improve listening skills and the corresponding styles

Methods Learning stylesa. Form a listening group to help each other Active style

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b. Do listening exercises well by understanding the

requirements first

Reflective style

c. Ask and discuss any listening problems with teachers Verbal style

d. Teachers give step-to-step instructions to do listening

exercises

Sequential style

e. Set the clear goal and try to reach the end results Global style

f. Practise listening to theories rather than to conversations Intuitive style

g. Do listening exercises having pictures or charts Visual style

h. Practise listening to numbers or data Sensing style

As analyzed in section 4.1.3.2, the number of students who advocate for options b, e,

g, h outnumber others. This fact indicates that the noticeable learning styles of those

targeted students are reflective, global, visual, and sensing. In order to further

understand the outstanding learning styles of those targeted students, the researcher

deeply investigated learning styles in each class to see the differences. With regard to

class 11B (English major), since many students advocate for two options b and e, it

could be inferred that reflective and global are their typical styles. Regarding class 11D

(Japanese major), however, two options g and h are mostly preferred. Therefore, those

students are more visual and sensing than those in class 11B. On the contrary, many

students in class 11E (Chinese major) choose options b and g, which means their

outstanding learning styles are reflective and visual. As for class 11G (German major),

their underlying learning styles are reflective, verbal, and visual since many students

advocate for three options b, c, and g.

In fact, it should be note that learning styles are also formed from real-life listening as

the researcher found out that some students share other preferred methods besides the

given methods such as listening news on BBC, listening to foreign music, watching

foreign films as well as cartoons on the Disney Channel. Hence, it could be inferred

47

that the environment for students to study and entertain could help to form their

learning styles.

Admittedly, learning styles could be changed as students grow up from time to time,

however, at the time conducting this research, the outstanding learning styles of those

targeted students are typically reflective, global, visual, and sensing.

In terms of students’ expectation from the teachers’ method to help adapt learning

styles to better learning listening comprehension, many students observed would like

their teachers to integrate various activities to help them strengthen learning skills in

different styles. In the researcher’s opinion, this expectation is understandable for

some reasons. One of the main reasons is that various activities certainly create more

interests and motivation on the part of students, and enhance the teachers’ teaching

quality accordingly. In fact, no students prefer a monotonous lesson in which teachers

have no activities to encourage them to learn. The second reason lies in the fact that

the integration of various activities help students to familiarize with different ways to

complete different activities. In other words, different styles could be develop during

the completion of different activities.

To sum up, the answers to each research question in this chapter has been shed

light on through the analysis process and discussion of the results. In the next chapter –

conclusion, summary of the major findings, evaluation of the limitations of the paper,

and some suggestions will be presented.

CHAPTER 5: CONCLUSIONIn the previous chapters, the introduction to the whole paper, the literature

review, the methodology, the results and discussion of the collected data have been

covered in details. In this chapter, summary of the major findings, pedagogical

suggestions, evaluation of the limitations of the paper, and suggestions for further

studies will be exhibited.

48

5.1. Summary of the major findings

After analyzing all the collected data, the major findings which shed light on

the two research questions are unveiled as follows:

Firstly, as for the outstanding difficulties experienced by the targeted students, five

most typical factors have been revealed: psychological factors, limited vocabulary,

speaker’s speech, long listening texts, and difficult grammatical structures in listening

texts.

Secondly, the question about the students’ learning styles adapted in developing

listening skills has also been answered satisfactorily. Since students’ most preferred

methods are understanding the requirements first to do listening exercises well, setting

the clear goal and trying to reach the end results, doing listening exercises having

pictures or charts, practicing listening to numbers or data; their outstanding learning

styles adopted in fostering listening skills are typically reflective, global, visual, and

sensing.

5.2. Pedagogical suggestions

Basing on the collected results, the researcher would like to offer some

pedagogical suggestions for the sake of the effectiveness of 11th-form students’

adaptation of suitable learning styles in developing listening skills in particular and all

students studying foreign language in Vietnam.

In terms of 11th-form students’ difficulties in listening comprehension in FLSS, some

significant points could be made. Firstly, through one student’s sharing about how they

feel uncomfortable (nervous, or bored) to listen for a long time, the researcher is

heartily expected that teachers should create friendly and comfortable environment for

students to decrease the psychological factors that barrier students from effective

listening comprehension. That means teachers should not be so strict since rigid

disciplines could distance them and their students. Added to this, because it is true that

no students prefer a monotonous lesson in which teacher does nothing except teaching

49

the knowledge, many interesting activities creating curiosity and motivation should be

integrated in a lesson. Admittedly, although the limitation of time in one lesson

decreases the number of activities involved, it does not mean that teachers cannot have

interesting activities for students; that barrier could be solved in advance. In order to

fully build up the teachers’ work, teachers should learn how to allot time successfully.

This requirement, accordingly, reminds teachers of producing lesson plans carefully in

which teachers have to estimate the time distribution to every single activity. In one

word, teachers should do everything useful to increase students’ motivation, interests,

comfort, and that is the key point in promoting successful lessons. Secondly, students’

limited vocabulary obstacle could be resolved significantly. It is always true that the

teaching of vocabulary in listening periods is extremely important for students to better

understand the messages conveyed and to enrich their lexical resources. Teachers

should bear in mind about the CLT approach they are applying so that not only three

aspects of vocabulary (form, meaning, usage) but also the presenting and checking

techniques of vocabulary are paid close attention to and integrated in listening periods.

Thirdly, concerning students’ difficulties related to the speaker’s speech (accent,

intonation, pronunciation, stress) it is important for teachers to teach pronunciation

(sound, stress, intonation, connected speech) in a lesson. According to Harmer (2003),

there are four choices to include pronunciation teaching into a lesson: whole lesson,

discrete slots, integrated phases, and opportunistic teaching. Considering the most

suitable way and the limitation of time, every teacher could tackle pronunciation in

their lessons, and good pronunciation will lead to good listening comprehension on the

part of students. Fourthly, when long listening texts cause students’ tiredness and

monotonousness (as one student stated), teachers should break the texts into pieces for

students to listen, or let them listen to another text which is shorter. Teachers should

bear in mind about one core principle of listening texts: listening texts should not be

too long since a student could not continuously grasp much information for a long time

(as one student shared). Fifthly, another obstacle about difficult grammatical structures

50

in listening texts could be solved in some ways. First, before listening, teachers present

grammatical points that may be difficult for students to understand the messages while

listening. Second, to clarify the difficult structures, teachers let students carry out a

communicative task without focusing too much on form, and at the end, teachers focus

on grammar. In one word, teachers should clarify difficult grammatical structures

before listening for students to listen better.

In terms of students’ learning styles adapted in developing listening skills, the

researcher would like to suggest that teachers need to pay close attention to every

student’s attributes as well as differences to satisfy their needs in study. Through

students’ sharing about their expectations from the teachers’ methods to help adopt

learning styles, the researcher would like to emphasis the importance of the integration

of activities to help students strengthen learning skills in different styles. Added to this,

it is advisable for teachers to monitor progress to make sure that their students are

succeeding in adapting new learning styles working for them. Due to the fact that

some students’ learning styles are formed from real-life listening, it is advisable for

teachers to create real-life environment in listening to make students feel interested

and help them foster suitable learning styles, and accordingly, that will increase the

students’ learning outcomes and the teachers’ teaching quality, as well. Importantly, to

discuss the issue in the broader scale which concerns not only learning styles but also

anything related to the improvement in the efficiency of a listening lesson, the

researcher would like to propose that listening skill should be included as part of the

foreign language exams in high school’s syllabus. From the researcher’s opinion, since

high schools in Vietnam focus too much on language for exams (grammar, reading,

writing), the matter of grades has implanted in the psychology of most of the students,

and certainly, students will have little or no stimulus to learn listening lessons which

are not for exams. Consequently, lack of attention from both teachers and students to

this skill is a common occurrence. Therefore, it is advisable to add listening skill into

the list of the subjects for exams to make teachers and students put more effort and

51

focus on this skill. Only when more efforts are put seriously are teachers and students

motivated to do every useful thing to enhance the teaching and learning quality; as a

result, students’ learning styles as well as needs in learning listening lessons are paid

close attention to by high school teachers.

5.3. Limitations of the study

It is unavoidable that there are some limitations of the research due to some

factors.

Firstly, there seems to be a small number of participants. If the researcher had been

able to collect data from more students’ responses, the representativeness of data could

have been increased.

Secondly, it would be better if the researcher had utilized adequate classroom

observations to understand more about students’ learning styles. However, that

instrument must take a lot of time because the research matter related to students’

psychology. Fortunately, the survey questionnaire and the interview were conducted

very carefully; thus, the validity of the collected data could still be obtained and

guaranteed.

Since limitations are unavoidable, most of the findings were considered initial

findings. Therefore, it should be noted that these limitations should be considered

carefully when related studies are conducted in the future to further value the findings.

5.4. Suggestions for further studiesAfter conducting this study, the researcher would like to propose some

suggestions for further studies for other researchers who may have interests in doing

research in the same field.

Firstly, changing in scope of study would help to tackle the same issue with

different perspectives. Concerning participants, further studies could employ a larger

number of participants to increase the validity and representativeness of the data. Since

this study’s participants are 11th-form students, other researchers may wish to

52

investigate the issue in another grades (10th-form, or 12th-form). Added to this, the

selected participants may be of different levels such as elementary, secondary, or

university with different specializations of students. Another choice of participants

could be of a large group such as 11th-form students in Hanoi, or in Vietnam.

Secondly, in terms of content, there exist some other directions. Learning styles and

listening skills could be investigated separately for deeper understanding. Moreover,

other researchers may wish to explore the influence of learning styles on other skills

such as reading, speaking, or writing. In different way, the idea of investigating the

changes of learning styles is another perspective that others may wish to explore.

Thirdly, with regards to instruments for data collection, adequate classroom

observations should be utilized in a long time (three months, or more) for deeper

understanding of the issue and to further validate the findings.

Hopefully, such aforementioned suggestions are useful for further related

studies.

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http://www.ehow.com/info_8379103_types-listening-classroom.html#page=1

WILLS, N. G. A. R. An Investigation of Factors Influencing English Listening

Comprehension and Possible Measures for Improvement [Online]. Available:

https://docs.google.com/viewer?

a=v&q=cache:0LKPJt4wNWQJ:publications.aare.edu.au/05pap/guo05

88.pdf+&hl=vi&gl=vn&pid=bl&srcid=ADGEESjT66utLay6qIkPVz5tKzFAJ9nCLQb

chuw7if60ifNEbwqA8f7G

BHwQsxGv8kUcsZbjSKTxzLhCwL_eIvMTAFrPXebh8PwWMvVwUGzvRJ07J-

b9zpEvbHKQD9uQDKrmvoIP

U3&sig=AHIEtbQUlKOV9qZtI29PkoNLxk99kS3Apg [Accessed 16th November

2012].

WOODS, J. 2010. Factors that influence learning styles [Online]. Available:

http://www.helium.com/items/1939166-teaching-styles-factors-that-influence-

leraning-s

yle-learning-style-personality-and-learning [Accessed 20th November 2012].

APPENDICESAPPENDIX 1

SURVEY QUESTIONNAIRES

Appendix 1A: Survey Questionnaire for Students – English version Appendix 1B: Survey Questionnaire for Students – Vietnamese version

(Please turn to the next page)

57

http://www.helium.com/items/1939166-teaching-styles-factors-that-influence-leraning-style-learning-style-personality-and-learning



https://docs.google.com/viewer?a=v&q=cache:0LKPJt4wNWQJ:publications.aare.edu.au/05pap/guo05%0D88.pdf+&hl=vi&gl=vn&pid=bl&srcid=ADGEESjT66utLay6qIkPVz5tKzFAJ9nCLQbchuw7if60ifNEbwqA8f7G%0DBHwQsxGv8kUcsZbjSKTxzLhCwL_eIvMTAFrPXebh8PwWMvVwUGzvRJ07J-b9zpEvbHKQD9uQDKrmvoIP%0DU3&sig=AHIEtbQUlKOV9qZtI29PkoNLxk99kS3Apg







APPENDIX 1A

SURVEY QUESTIONNAIRE FOR STUDENTS

I am a fourth-year student at English Department, University of Languages and

International Studies, Vietnam National University, Hanoi. I am conducting a thesis

named “Learning styles and their influence on listening skills development among

11th-form students in the Foreign Language Specializing School, ULIS, VNU”. This

survey questionnaire is conducted to collect data for the thesis. Therefore, your

participation in completing this questionnaire is highly appreciated, and I would be

58

very grateful if you could help me answer this. It is guaranteed that all your personal

information and your answers will be kept confidential and used in this research only.

Thank you very much!

===========================================

Class: ....................

I. Students’ difficulties in listening comprehension

1. How do you judge the level of difficulty of listening periods? Circle the number

corresponding to the level you choose.

Very easy Easy Normal Difficult Very difficult

-------------------------------------------------------------------------------------------------------

>

1 2 3 4 5

2. What are your outstanding difficulties in listening comprehension? (You can

choose more than one option)

a. Speaker’s speech

b. Limited vocabulary

c. Lack of contextual knowledge

d. Lack of grammar knowledge

e. Your psychology: nervous, bored, tired, worried, etc.

f. Long listening texts

g. Listening texts which have difficult grammatical structures

h. Others: (please specify)................................................................................................

59

3. Regarding the speaker factor, how often do you have problems with these

following factors? Tick in the frequency you choose.

Numbers Factors FrequencyNever Seldom Sometimes Often Usually Always

1. Accent2. Intonation3. Redundancy4. Stuttering5. Pronunciation6. Dialect7. Volume8. Colloquial

expressions9. Stress

4. Which types of listening tasks are more difficult for you? (You can choose more

than one option)

a. Multiple choice

b. Matching

c. Sentence completion

d. Wh-questions

e. Gap-filling

f. Others: (please specify).................................................................................................

5. What do you often do when you have listening problems? (You can choose

more than one option)

a. Stop listening

b. Feel disappointed and lower yourself

60

c. Neglect those problems and continue to listen

d. Lose motivation

e. Note down the problems and improve them gradually

f. See the script to understand when problems occur

g. Others: (please specify).................................................................................................

6. Regarding listening to a conversation and listening to a lecture, which one

would you prefer?

a. Listening to a conversation

b. Listening to a lecture

c. I prefer both of them

7. What are the main differences between real-life listening and in-class listening?

(You can choose more than one option)

a. In real-life listening, we have reasons and interests to listen

b. We are free to choose those parts which are more relevant to us in real-world

listening

c. In-class listening creates much pressure to students

d. Real-world listening enhances more interactions between people

e. The materials in in-class listening are often old-fashioned, grammar-oriented, and

poor technical quality

8. Regarding listening in class and listening in real-life, which one is easier for

you?

a. Listening in class

61

b. Listening in real-life

c. Both are difficult for me

II. Students’ learning styles adapted in developing listening skills

9. How do you judge the importance of learning styles in developing your

listening skills? (You can choose more than one option)

a. Unimportant, it does not influence my listening skills

b. Not important much, it may influence my listening skills but not so much

c. Important, it influences my listening skills development

d. Very important, my learning styles decide my effective listening

10. What method would you prefer to do to improve your listening skills? (You

can choose more than one option)

a. Form a listening group to help each other

b. Do listening exercises well by understanding the requirements first

c. Ask and discuss any listening problems with teachers

d. Teachers give step-to-step instructions to do listening exercises

e. Set the clear goal and try to reach the end results

f. Practise listening to theories rather than to conversations


h. Practise listening to numbers or data

i. Others: (please specify) .................................................................................................

11. How do you judge the effectiveness of the following methods to improve

listening skills? Tick in the level you choose.

62

Numbers Methods Levels

Ineffective Neutral Quite

effective

Effective Extremely

effective

1. Form a

listening

group to help

each other

2. Do listening

exercises

well by

understandin

g the

requirements

firstly

3. Ask and

discuss any

listening

problems

with teachers

4. Teachers give

step-to-step

instructions

to do

listening

exercises

5. Set the clear

goal and try

63

to reach the

end results

6. Practice

listening to

theories

rather than to

conversations

7. Do listening

exercises

having

pictures or

charts

8. Practice

listening to

numbers or

data

12. What method would you expect from your teacher to help adapt your learning

styles to better learning listening comprehension? (You can choose more than one

option)

a. Access the dominant learning style of mine and the secondary styles that work for

me

b. Integrate activities to help me strengthen learning skills in different styles

c. Lessen the number of activities that use the dominant learning style and increase the

amount of other activities that use the less dominant style

d. Monitor progress to make sure that I am succeeding in adapting new learning styles

that work for me

64

e. Others: (please specify) ................................................................................................

===========================================

THANK YOU FOR COMPLETING THE QUESTIONNAIRE!

APPENDIX 1B

PHI U KH O SÁT DÀNH CHO H C SINHẾ Ả Ọ

Tôi là sinh viên năm th 4 t i khoa S Ph m Ti ng Anh, tr ng Đ i H c Ngo iứ ạ ư ạ ế ườ ạ ọ ạ

Ng , Đ i H c Qu c Gia Hà N i. Hi n t i, tôi đang th c hi n đ tài khóa lu n h cữ ạ ọ ố ộ ệ ạ ự ệ ề ậ ệ ử

nhân mang tên “Phong cách h c và nh h ng c a phong cách h c đ n s phátọ ả ưở ủ ọ ế ựtri n k năng nghe c a h c sinh l p 11, tr ng Trung H c Ph Thông Chuyênể ỹ ủ ọ ớ ườ ọ ổNgo i Ng , Đ i H c Ngo i Ng , Đ i H c Qu c Gia Hà N i”.ạ ữ ạ ọ ạ ữ ạ ọ ố ộ Phi u kh o sát nàyế ả

nh m thu th p s li u cho khóa lu n trên. Vì th , s đóng góp c a các em trong vi cằ ậ ố ệ ậ ế ự ủ ệ

hoàn thành phi u kh o sát này r t đáng đ c trân tr ng, và tôi r t bi t n các em khiế ả ấ ượ ọ ấ ế ơ

giúp tôi tr l i h t câu h i trong phi u này. Tôi xin đ m b o m i thông tin cá nhân vàả ờ ế ỏ ế ả ả ọ

câu tr l i c a các em s đ c gi bí m t và ch s d ng cho bài nghiên c u này.ả ờ ủ ẽ ượ ữ ậ ỉ ử ụ ứ

Xin chân thành c m n!ả ơ

===========================================

L p: ....................ớ

65

I. S khó khăn c a h c sinh trong vi c nghe hi uự ủ ọ ệ ể

1. Em đánh giá th nào v m c đ khó c a các gi h c nghe? Khoanh tròn vào sế ề ứ ộ ủ ờ ọ ốt ng ng v i m c đ mà em ch nươ ứ ớ ứ ộ ọ

R t d D Bình th ng Khó R t khóấ ễ ễ ườ ấ

------------------------------------------------------------------------------------------------------>

1 2 3 4 5

2. Nh ng khó khăn n i b t, thông th ng nh t mà em g p ph i trong vi c ngheữ ổ ậ ườ ấ ặ ả ệhi u là gì? (Em có th ch n nhi u ph ng án)ể ể ọ ề ươ

a. Cách nói c a ng i nóiủ ườ

b. T v ng h n chừ ự ạ ế

c. Thi u ki n th c theo ng c nhế ế ứ ữ ả

d. Thi u ki n th c ng phápế ế ứ ữ

e. Tâm lý: h i h p, chán n n, m t m i, lo l ng, v..v...ồ ộ ả ệ ỏ ắ

f. Bài nghe dài

g. Bài nghe có c u trúc ng pháp khóấ ữ

h. Nh ng khó khăn khác: .................................................................................................ữ

3. Xét v y u t ng i nói, em th ng g p nh ng v n đ sau đây th ng xuyênề ế ố ườ ườ ặ ữ ấ ề ườnh th nào? Đánh d u vào m c đ mà em ch nư ế ấ ứ ộ ọ

S th tố ứ ự Y u tế ố M c đứ ộKhông

bao giờHi mếkhi

Th nhỉtho ngả

Th ngườxuyên

R tấth ngườxuyên

Luôn

luôn

1. Gi ng nóiọ2. Ng đi uữ ệ

66

3. S r m ràự ườ4. S nói l pự ắ5. Phát âm6. Ti ng đ aế ị

ph ngươ7. Âm l ngượ8. L i di n đ tố ễ ạ

su ng sã ồ9. Tr ng âmọ

4. Em nh n th y lo i bài t p nghe nào khó v i mình? (Em có th ch n nhi uậ ấ ạ ậ ớ ể ọ ềph ng án)ươ

a. Nhi u s l a ch n A, B, C, Dề ự ự ọ

b. Ghép n iố

c. Hoàn thành câu

d. Tr l i câu h i ả ờ ỏ

e. Đi n vào ch tr ngề ỗ ố

f. Nh ng lo i khác: ..........................................................................................................ữ ạ

5. Khi g p khó khăn v nghe, em th ng làm gì? (Em có th ch n nhi u ph ngặ ề ườ ể ọ ề ươán)

a. D ng ngheừ

b. C m th y th t v ng và t h th p mìnhả ấ ấ ọ ự ạ ấ

c. B qua nh ng khó khăn và ti p t c ngheỏ ữ ế ụ

d. M t đ ng l cấ ộ ự

e. Ghi l i nh ng khó khăn và c i thi n nó d n d nạ ữ ả ệ ầ ầ

67

f. Xem k ch b n nghe khi g p khó khănị ả ặ

g. Nh ng cách làm khác: .................................................................................................ữ

6. Xét v nghe m t đo n h i tho i và nghe m t bài thuy t gi ng thì em thích ngheề ộ ạ ộ ạ ộ ế ảcái nào h n? (Em có th ch n nhi u ph ng án)ơ ể ọ ề ươ

a. Nghe m t đo n h i tho iộ ạ ộ ạ

b. Nghe m t bài thuy t gi ngộ ế ả

c. Em thích nghe c haiả

7. Nh ng s khác nhau chính gi a vi c nghe trong th c t cu c s ng và nghe trênữ ự ữ ệ ự ế ộ ốl p là gì? (Em có th ch n nhi u ph ng án)ớ ể ọ ề ươ

a. Trong th c t cu c s ng, chúng ta nghe có lý do và s thích thúự ế ộ ố ự

b. Chúng ta đ c t do l a ch n nh ng ph n có liên quan đ n chúng ta đ nghe trongượ ự ự ọ ữ ầ ế ể

th c t cu c s ng ự ế ộ ố

c. Nghe trên l p t o r t nhi u áp l cớ ạ ấ ề ự

d. Nghe trong th c t cu c s ng làm tăng s t ng tác gi a m i ng iự ế ộ ố ự ươ ữ ọ ườ

e. Các ph ng ti n, thi t b nghe trên l p th ng l i th i, n ng v nghe ng pháp, vàươ ệ ế ị ớ ườ ỗ ờ ặ ề ữ

kém ch t l ngấ ượ

8. Theo em, vi c nghe trên l p hay nghe trong th c t cu c s ng d h n?ệ ớ ự ế ộ ố ễ ơ

a. Nghe trên l pớ

b. Nghe trong th c t cu c s ngự ế ộ ố

c. C hai đ u khóả ề

II. Đi u ch nh phong cách h c c a h c sinh đ phát tri n k năng ngheề ỉ ọ ủ ọ ể ể ỹ

68

9. Em đánh giá th nào v s quan tr ng c a phong cách h c đ n vi c phát tri nế ề ự ọ ủ ọ ế ệ ểk năng nghe? (Em có th ch n nhi u ph ng án)ỹ ể ọ ề ươ

a. Không quan tr ng, nó không nh h ng đ n k năng nghe c a emọ ả ưở ế ỹ ủ

b. Không quan tr ng l m, nó có th nh h ng k năng nghe c a em nh ng khôngọ ắ ể ả ưở ỹ ủ ư

nhi uề

c. Quan tr ng, nó nh h ng đ n vi c phát tri n k năng nghe c a em ọ ả ưở ế ệ ể ỹ ủ

d. R t quan tr ng, phong cách h c c a em quy t đ nh k năng nghe hi u quấ ọ ọ ủ ế ị ỹ ệ ả

10. Em s làm gì đ c i thi n k năng nghe c a mình? (Em có th ch n nhi uẽ ể ả ệ ỹ ủ ể ọ ềph ng án)ươ

a. L p nhóm nghe đ giúp đ l n nhauậ ể ỡ ẫ

b. Hi u yêu c u c a đ bài tr c khi làm bài t p ngheể ầ ủ ề ướ ậ

c. H i và th o lu n v n đ nghe v i giáo viênỏ ả ậ ấ ề ớ

d. Giáo viên h ng d n t ng b c m t đ làm bài t p ngheướ ẫ ừ ướ ộ ể ậ

e. Đ t m c tiêu rõ ràng và c g ng đ t đ c m c tiêuặ ụ ố ắ ạ ượ ụ

f. Luy n t p nghe lý thuy t nhi u h n nghe h i tho iệ ậ ế ề ơ ộ ạ

g. Làm bài t p nghe có tranh nh, ho c bi u đ v..v...ậ ả ặ ề ồ

h. Luy n t p nghe v s , ho c d li uệ ậ ề ố ặ ữ ệ

i. Nh ng cách làm khác: ..................................................................................................ữ

11. Em đánh giá th nào v m c đ hi u qu c a nh ng ph ng pháp sau trongế ề ứ ộ ệ ả ủ ữ ươvi c c i thi n k năng nghe? Đánh d u vào m c đ mà em ch nệ ả ệ ỹ ấ ứ ộ ọ

Ph ng phápươ M c đứ ộ

69

S thố ứtự

Không

hi uệquả

Bình

th ngườKhá hi uệ

quảHi uệquả

R t hi uấ ệquả

1. L p nhóm nghe đậ ể

giúp đ l n nhauỡ ẫ

2. Hi u yêu c u c aể ầ ủ

đ bài tr c khiề ướ

làm bài t p ngheậ

3. H i và th o lu nỏ ả ậ

v n đ nghe v iấ ề ớ

giáo viên

4. Giáo viên h ngướ

d n t ng b c m tẫ ừ ướ ộ

đ làm bài t pể ậ

nghe

5. Đ t m c tiêu rõặ ụ

ràng và c g ngố ắ

đ t đ c m c tiêuạ ượ ụ

6. Luy n t p nghe lýệ ậ

thuy t nhi u h nế ề ơ

nghe h i tho iộ ạ

7. Làm bài t p ngheậ

có tranh nh, ho cả ặ

bi u đ v..v...ề ồ

8. Luy n t p nghe vệ ậ ề

s , ho c d li uố ặ ữ ệ

70

12. Ph ng pháp gì em mong ch t giáo viên trong vi c đi u ch nh phong cáchươ ờ ừ ệ ề ỉh c c a mình đ phát tri n t t h n k năng nghe? (Em có th ch n nhi u ph ngọ ủ ể ể ố ơ ỹ ể ọ ề ươán)

a. Đánh giá phong cách h c n i tr i c a em và nh ng phong cách h c khác phù h pọ ổ ộ ủ ữ ọ ợ

v i em ớ

b. K t h p nhi u ho t đ ng h c đ giúp em tăng k năng h c trong nhi u phong cáchế ợ ề ạ ộ ọ ể ỹ ọ ề

h c khác nhauọ

c. Gi m các ho t đ ng phát tri n phong cách h c n i tr i c a em và tăng các ho t đ ngả ạ ộ ể ọ ổ ộ ủ ạ ộ

khác đ giúp em phát tri n phong cách h c toàn di n h nể ể ọ ệ ơ

d. Theo dõi s ti n tri n đ đ m b o r ng em đang đi u ch nh thành công phong cáchự ế ể ể ả ả ằ ề ỉ

h c phù h p v i mìnhọ ợ ớ

e. Nh ng mong ch khác: ...........................................................................................ữ ờ

===========================================

C M N EM VÌ ĐÃ HOÀN THÀNH XONG PHI U KH O SÁT NÀY!Ả Ơ Ế Ả

71

APPENDIX 2

QUESTIONS FOR SEMI – STRUCTURED INTERVIEWS

Appendix 2: Interview Questions for Students(Please turn to the next page)

72

APPENDIX 2

INTERVIEW QUESTIONS FOR STUDENTS

1. Do you often have problems in learning listening?2. In your opinion, what are the main sources of listening obstacles? 3. What do you think about real-life listening and in-class listening?4. Do you often discuss listening problems with friends or teachers?

Why? (For those who often discuss listening problems with friends or

teachers) Why not? (For those who do not discuss listening problems with friends or

teachers)5. What do you think about learning to develop listening skills in a group? Do

you prefer this method to improve your listening skills?6. Do you like to do listening exercises which have pictures or charts attached?

Why? (For those who like) Why not? (For those who do not like)

7. Before doing listening exercises, do you need much time to think about the

requirements thoroughly? Or just a little time?8. Would you prefer to listen to a conversation which is practical or listen to a

lecture which is theoretical? Could you explain your choice?9. Do you agree that learning styles can influence the development of listening

skills? Why don’t you think so? (For those who disagree) In what way can learning styles influence your listening skills development?

(For those who agree)10. How do you change your style to better learning listening?

73

APPENDIX 3

STUDENTS’ INTERVIEW TRANSCRIPTS

Appendix 3A: Transcript of Interview with Student 1 Appendix 3B: Transcript of Interview with Student 2 Appendix 3C: Transcript of Interview with Student 3 Appendix 3D: Transcript of Interview with Student 4

(Please turn to the next page)

74

APPENDIX 3A

TRANSCRIPT OF INTERVIEW WITH STUDENT 1

Int: Chào em, ch mu n h i em m t chút liên quan đ n n i dung c a phi u đi u tra màị ố ỏ ộ ế ộ ủ ế ề

ch phát cho em hôm tr c.ị ướ

S1: D vâng , ch c h i đi .ạ ạ ị ứ ỏ ạ

Int: m, câu đ u tiên nhé, em có th ng g p khó khăn khi h c nghe không?Ừ ầ ườ ặ ọ

S1: Em có ch , em g p khó khăn khá nhi u trong vi c h c nghe c a em.ị ạ ặ ề ệ ọ ủ

Int: Th theo em thì khó khăn n i b t nh t là gì? Hay nói cách khác là nguyên nhânế ổ ậ ấ

chính gây khó khăn cho em trong vi c h c nghe là gì?ệ ọ

S1: Nguyên nhân chính thì nhi u l m ch , th nh t là tr ng thì em th ng đ c côề ắ ị ạ ứ ấ ở ườ ườ ượ

cho nghe v i t c đ r t nhanh, r i em thi u m t ít ki n th c v ng c nh, t v ng c aớ ố ộ ấ ồ ế ộ ế ứ ề ữ ả ừ ự ủ

em cũng h n ch , và em cũng không luy n nghe nhi u nhà nên là em th y khó ch ạ ế ệ ề ở ấ ị ạ

Int: m ch hi u r i, th đ phát tri n k năng nghe c a mình thì em có th ng th oỪ ị ể ồ ế ể ể ỹ ủ ườ ả

lu n v n đ nghe v i b n bè ho c giáo viên không?ậ ấ ề ớ ạ ặ

S1: Có ch , em v n th ng th o lu n v n đ v i b n bè ị ạ ẫ ườ ả ậ ấ ề ớ ạ ạ

Int: T i sao th em?ạ ế

S1: B i vì h c thông qua b n bè s nhanh h n là so v i giáo viên tr c ti p gi ng d yở ọ ạ ẽ ơ ớ ự ế ả ạ

mình. Th i gian h c v i b n bè nhi u h n nên b sung cho nhau đ c nhi u ki n th cờ ọ ớ ạ ề ơ ổ ượ ề ế ứ

b h ng h n .ị ổ ơ ạ

Int: Th … em nghĩ gì v vi c h c nhóm đ phát tri n k năng nghe?ế ề ệ ọ ể ể ỹ

75

S1: Em th y vi c h c nhóm r t h u ích , vì trong m t nhóm ch i v i nhau v a thânấ ệ ọ ấ ữ ạ ộ ơ ớ ừ

thi t l i v a hi u đ c ki n th c h ng c a nhau nên là b sung đ c cho nhau r t làế ạ ừ ể ượ ế ứ ổ ủ ổ ượ ấ

nhi u .ề ạ

Int: m, v y em có thích làm bài t p nghe mà có tranh nh ho c bi u đ minh h aỪ ậ ậ ả ặ ể ồ ọ

không?

S1: Có ch , n u bài nghe mà có tranh ho c bi u đ minh h a thì s giúp em tìm raị ạ ế ặ ể ồ ọ ẽ

đ c ch đ nhanh h n và giúp em t p trung l ng nghe t t h n ượ ủ ề ơ ậ ắ ố ơ

Int: Câu h i ti p nhé, tr c khi làm bài t p nghe thì em có c n nhi u th i gian đ hi uỏ ế ướ ậ ầ ề ờ ể ể

yêu c u đ bài m t cách c n k không? Hay là ch c n ít th i gian thôi?ầ ề ộ ặ ẽ ỉ ầ ờ

S1: Em c n nhi u , n u mà không có tranh nh thì em c n nhi u, m t kho ng th iầ ề ạ ế ả ẩ ề ộ ả ờ

gian dài dài đ em hi u đ c yêu c u đ bài ể ể ượ ầ ề ạ

Int: R i, th … em thích nghe m t đo n h i tho i th c t hay m t bài gi ng mang tínhồ ế ộ ạ ộ ạ ự ế ộ ả

ch t lý thuy t? ấ ế

S1: Em thích nghe … m t đo n h i tho i th c t h n ộ ạ ộ ạ ự ế ơ

Int: Vì sao th , em?ế

S1: B i vì em th y … đo n h i tho i th c t … gi ng đi u c a nó r t hay , r t đ iở ấ ạ ộ ạ ự ế ọ ệ ủ ấ ạ ấ ờ

th ng và d nghe, d hi u, r t thú v và giúp em t p trung đ c nhi u h n ườ ễ ễ ể ấ ị ậ ượ ề ơ ạ

Int: m, v y em nghĩ nh th nào v vi c nghe trong th c t cu c s ng và nghe trongỪ ậ ư ế ề ệ ự ế ộ ố ở

l p h c?ớ ọ

S1: Em th y nghe trong l p h c t o r t nhi u áp l c, chúng em ph i làm nhi u bài t pấ ớ ọ ạ ấ ề ự ả ề ậ

nghe r t khó, cô giáo l i r t nghiêm kh c n a nên áp l c l m ch . Còn nghe trongấ ạ ấ ắ ữ ự ắ ị ạ

th c t cu c s ng thì l i khác, mình đ c nghe t do và tho i mái h n, thích nghe gì thìự ế ộ ố ạ ượ ự ả ơ

nghe, thích nghe ph n nào thì mình ch n ph n y nghe, nó d h n, v i l i mình th ngầ ọ ầ ấ ễ ơ ớ ạ ườ

có lý do đ nghe ch ể ị ạ

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Int: m, ch hi u r i, ch mu n h i em n a là em có đ ng ý r ng phong cách h c cóỪ ị ể ồ ị ố ỏ ữ ồ ằ ọ

th nh h ng đ n s phát tri n k năng nghe không?ể ả ưở ế ự ể ỹ

S1: Có, em đ ng ý ồ ạ

Int: V y em có th nói rõ h n cho ch là b ng cách nào phong cách h c nh h ngậ ể ơ ị ằ ọ ả ưở

đ n s phát tri n k năng nghe?ế ự ể ỹ

S1: Em th y phong cách h c nh h ng r t nhi u , em … theo phong cách là có tranhấ ọ ả ưở ấ ề ạ

nh ho c bi u đ thì em m i d h c đ c, n u không thì em khó xác đ nh ch đ vàả ặ ể ồ ớ ễ ọ ượ ế ị ủ ề

khó nghe h n ch ơ ị ạ

Int: V y khi h c nh ng bài mà có tranh nh nhi u thì k năng nghe c a em phát tri nậ ọ ữ ả ề ỹ ủ ể

nh th nào?ư ế

S1: Em s t p trung nghe đ c t t h n, phát tri n t t h n ch ẽ ậ ượ ố ơ ể ố ơ ị ạ

Int: m ch hi u r i, câu cu i cùng nhé. Em s thay đ i phong cách h c c a mình nhỪ ị ể ồ ố ẽ ổ ọ ủ ư

th nào đ phát tri n t t h n k năng nghe?ế ể ể ố ơ ỹ

S1: Ngoài phong cách h c c a em v a nói thì em nghĩ là mình nên h c nhóm đ giúpọ ủ ừ ọ ể

đ nhau nhi u h n, r i nên h i và th o lu n v n đ nghe v i giáo viên, và đ t m c tiêuỡ ề ơ ồ ỏ ả ậ ấ ề ớ ặ ụ

rõ ràng và c đ t đ c m c tiêu đ y.ố ạ ượ ụ ấ

Int: R i, ch c m n em nhi u nhé. Chúc em h c t t.ồ ị ả ơ ề ọ ố

S1: Vâng , em chào ch .ạ ị ạ

Int: , chào em.Ừ

77

APPENDIX 3B


Int: Chào em, ch mu n h i em thêm v n i dung c a phi u đi u tra mà ch phát choị ố ỏ ề ộ ủ ế ề ị

em hôm tr c, em đ ng ý tr l i nhé.ướ ồ ả ờ

S2: Vâng ạ

Int: , câu h i đ u tiên nhé, em có th ng g p khó khăn khi h c nghe không?Ừ ỏ ầ ườ ặ ọ

S2: Khó khăn thì em g p c b n k năng v i m c đ khác nhau, v h c nghe thì emặ ở ả ố ỹ ớ ứ ộ ề ọ

th nh tho ng g p ch ỉ ả ặ ị ạ

Int: Theo em, nguyên nhân chính gây khó khăn cho mình là gì?

S2: Đ i v i em thì các y u t v tâm lý c n tr khá nhi u đ n vi c nghe. Y u t này r tố ớ ế ố ề ả ở ề ế ệ ế ố ấ

quan tr ng, có th nh h ng đ n vi c nghe hi u qu . Khi nghe mà g p nh ng tâm lýọ ể ả ưở ế ệ ệ ả ặ ữ

không tho i mái nh là h i h p, lo l ng hay chán n n làm em không th ti p t c ngheả ư ồ ộ ắ ả ể ế ụ

thêm đ c n a, nghe không hi u qu n a.ượ ữ ệ ả ữ

Int: Sao l i g p nh ng tâm lý không tho i mái h em?ạ ặ ữ ả ả

S2: B i vì cô giáo em nghiêm kh c l m, cô ch ng có nhi u ho t đ ng hay đ t o c mở ắ ắ ẳ ề ạ ộ ể ạ ả

h ng cho chúng em h c gì c , s ho t đ ng đ m trên đ u ngón tay thôi ch . ứ ọ ả ố ạ ộ ế ầ ị

Int: , v y đ phát tri n k năng nghe c a mình thì em có th ng th o lu n v n đỪ ậ ể ể ỹ ủ ườ ả ậ ấ ề

nghe v i b n bè ho c giáo viên không?ớ ạ ặ

S2: Em th ng th o lu n v i b n bè h nườ ả ậ ớ ạ ơ

Int: Vì sao th em?ế

S2: Vì b n bè g n gũi mình h n, d trao đ i thông tin h n ạ ầ ơ ễ ổ ơ ạ

Int: , câu h i ti p nhé, em nghĩ gì v vi c h c nhóm đ phát tri n k năng nghe?Ừ ỏ ế ề ệ ọ ể ể ỹ

S2: Em ch trao đ i v i b n bè thôi ch không h c nhóm đâu chỉ ổ ớ ạ ứ ọ ị

78

Int: Th ah em, v y ch h i câu khác nhé, em có thích làm bài t p nghe mà có tranhế ậ ị ỏ ậ

nh ho c bi u đ minh h a không?ả ặ ể ồ ọ

S2: Em thích c c ch (c i), vì nhìn tranh nh em th y r t thú v và d nghe d hi uự ị ạ ườ ả ấ ấ ị ễ ễ ể

h n. Em thì nói chung là h c gì cũng thích nhìn v t, nhìn t n m t, m t th y tai ngheơ ọ ậ ậ ắ ắ ấ

ch (c i).ị ạ ườ

Int: N u th thì phong cách h c chính c a em là visual đó (c i). Câu h i ti p này,ế ế ọ ủ ườ ỏ ế

tr c khi làm bài t p nghe thì em có c n nhi u th i gian đ hi u yêu c u đ bài khôngướ ậ ầ ề ờ ể ể ầ ề

hay ch c n ít th i gian thôi?ỉ ầ ờ

S2: Em ch c n ít th i gian thôi vì em đ c hi u nhanh mà ch , nhìn m t chút là em hi uỉ ầ ờ ọ ể ị ộ ể

đ bài mu n mình làm gì r i, em ph i đ c hi u đ bài nhanh đ t p trung nghe nhi uề ố ồ ả ọ ể ề ể ậ ề

h n.ơ

Int: m, th em thích nghe m t đo n h i tho i th c t hay m t bài gi ng mang tínhỪ ế ộ ạ ộ ạ ự ế ộ ả

ch t lý thuy t h n?ấ ế ơ

S2: Em thích nghe c hai ả ạ

Int: Vì sao th em?ế

S2: Vì em th y nghe h i tho i th c t hay bài gi ng lý thuy t đ u c n thi t, tuy nghe lýấ ộ ạ ự ế ả ế ề ầ ế

thuy t nhi u thì cũng h i chán m t chút nh ng nói chung thì em thích c hai (c i).ế ề ơ ộ ư ả ườ

Int: Em nghĩ th nào v nghe trong th c t cu c s ng và nghe trên l p h c?ế ề ự ế ộ ố ớ ọ

S2: Em th y nghe trong th c t cu c s ng làm mình phát tri n k năng nghe t t h n.ấ ự ế ộ ố ể ỹ ố ơ

Em hay nghe BBC news, nghe nh c n c ngoài, xem phim n c ngoài, xem ho t hìnhạ ướ ướ ạ

trên kênh Disney. Còn nghe trên l p thì không là m y vì th i gian ít quá, mình c nớ ấ ờ ầ

nghe trong th c t cu c s ng nhi u vì nó thú v h n và g n v i cu c s ng h n.ự ế ộ ố ề ị ơ ầ ớ ộ ố ơ

Int: m, ch cũng nghĩ v y đ y. Em có đ ng ý r ng phong cách h c có nh h ng đ nỪ ị ậ ấ ồ ằ ọ ả ưở ế

s phát tri n k năng nghe không?ự ể ỹ

79

S2: Em hoàn toàn đ ng ýồ

Int: V y b ng cách nào mà phong cách h c nh h ng h em?ậ ằ ọ ả ưở ả

S2: N u mình có phong cách h c t p t t và bi t khai thác phong cách n i tr i c a mìnhế ọ ậ ố ế ổ ộ ủ

đ h c thì mình h c ch c ch n s t t. Ví d nh em, em h c t t h n khi đ c m t th yể ọ ọ ắ ắ ẽ ố ụ ư ọ ố ơ ượ ắ ấ

tai nghe, v y em luôn luôn khai thác nó, h c gì cũng thích nghe nhi u nhìn nhi u, vàậ ọ ề ề

k t qu là em h c luôn đ t h c sinh gi i ch .ế ả ọ ạ ọ ỏ ị ạ

Int: Th thì t t quá em, chúc m ng em nha. Câu h i cu i cùng dành cho em, đ phátế ố ừ ỏ ố ể

tri n toàn di n k năng nghe thì em s thay đ i phong cách h c c a mình nh th nào?ể ệ ỹ ẽ ổ ọ ủ ư ế

S2: Em nghĩ em không nên thay đ i mà nên b sung nhi u phong cách h c m i, ví dổ ổ ề ọ ớ ụ

là l p nhóm đ giúp đ nhau phát tri n t t h n k năng nghe, và đ t m c tiêu rõ ràngậ ể ỡ ể ố ơ ỹ ặ ụ

và c đ t đ c m c tiêu đ ra.ố ạ ượ ụ ề

Int: m, ch hi u r i. C m n em nhi u nhé.Ừ ị ể ồ ả ơ ề Chúc em ngày càng h c t t nha.ọ ố

S2: (C i) em c m n ch . Không có gì, chào ch nhé.ườ ả ơ ị ạ ị

Int: , chào em.Ừ

80

APPENDIX 3C


Int: Chào em, hôm tr c ch phát phi u đi u tra cho em đ y, bây gi ch h i em thêmướ ị ế ề ấ ờ ị ỏ

v n i dung c a phi u đó nhé.ề ộ ủ ế

S3: Vâng ch ị ạ

Int: , em có th ng g p khó khăn khi h c nghe không em?Ừ ườ ặ ọ

S3: Em th ng xuyên g p khó khăn, nh t là môn nghe này.ườ ặ ấ

Int: Theo em, khó khăn n i b t nh t c a mình là gì?ổ ấ ấ ủ

S3: Em nghĩ là bài nghe quá dài vì nó gây s m t m i và quá đ n đi u. H n n a, m tự ệ ỏ ơ ệ ơ ữ ộ

h c sinh không th ti p thu quá nhi u thông tin trong m t th i gian dài.ọ ể ế ề ộ ờ

Int: , th đ phát tri n k năng nghe c a mình thì em có th ng th o lu n v n đỪ ế ể ể ỹ ủ ườ ả ậ ấ ề

nghe v i b n bè ho c giáo viên không?ớ ạ ặ

S3: Em th ng th o lu n v i b n bè.ườ ả ậ ớ ạ

Int: T i sao em?ạ

S3: Vì em có nhóm h c t p riêng nên chúng em th ng th o lu n v i nhauọ ậ ườ ả ậ ớ

Int: , v y h c nhóm đ phát tri n k năng nghe có l i ích gì không em?Ừ ậ ọ ể ể ỹ ợ

S3: Có nhi u l m ch , ví d là mình đ c h c h i thêm t b n bè, h c t p nh ng bíề ắ ị ạ ụ ượ ọ ỏ ừ ạ ọ ậ ữ

quy t hay đ c chia s , b n bè hi u mình và gi i đáp th a đáng nhi u câu h i.ế ượ ẻ ạ ể ả ỏ ề ỏ

Int: Câu h i ti p theo nhé, em có thích làm bài t p nghe mà có tranh nh ho c bi u đỏ ế ậ ả ặ ể ồ

minh h a không?ọ

S3: Em không thích ch ị ạ

Int: Sao th em?ế

81

S3: Em th y không c n thi t ph i có minh h a b ng tranh nh gì đâu.ấ ầ ế ả ọ ằ ả

Int: Tr c khi làm bài t p nghe, em có c n nhi u th i gian đ hi u yêu c u đ bài m tướ ậ ầ ề ờ ể ể ầ ề ộ

cách c n k không? Hay là ch c n ít th i gian thôi?ặ ẽ ỉ ầ ờ

S3: Em c n t ng đ i th i gian ầ ươ ố ờ ạ

Int: C th và rõ ràng h n đi em!ụ ể ơ

S3: T c là em c n không nhi u mà cũng không ít th i gian, n u nhi u quá thì m t th iứ ầ ề ờ ế ề ấ ờ

gian quá trong khi ph n nghe m i là ph n c n nhi u th i gian, n u c n ít quá thì khôngầ ớ ầ ầ ề ờ ế ầ

n m rõ đ c yêu c u đ bài đ làm, nh v y th i gian v a đ là h p lý r i ch ắ ượ ầ ề ể ư ậ ờ ừ ủ ợ ồ ị ạ

Int: , ch hi u r i. Câu h i ti p nhé, em thích nghe m t đo n h i tho i th c t hayỪ ị ể ồ ỏ ế ộ ạ ộ ạ ự ế

m t bài gi ng mang tính ch t lý thuy t?ộ ả ấ ế

S3: Em thích nghe đo n h i tho i th c t h nạ ộ ạ ự ế ơ

Int: Em nghĩ th nào v nghe trong th c t cu c s ng và nghe trên l p h c?ế ề ự ế ộ ố ớ ọ

S3: Em nghĩ nghe trong th c t cu c s ng s thú v h n. Em hay nghe nh c ho c xemự ế ộ ố ẽ ị ơ ạ ặ

phim n c ngoài đ c i thi n k năng nghe. Em th y mình h c đ c r t nhi u ngônướ ể ả ệ ỹ ấ ọ ượ ấ ề

ng và l i nói hàng ngày c a ng i b n đ a, t đó mà em nói t nhiên và hay h n ch ữ ố ủ ườ ả ị ừ ự ơ ị ạ

Int: , ch hi u r i. Th em có đ ng ý r ng phong cách h c có th nh h ng đ n sỪ ị ể ồ ế ồ ằ ọ ể ả ưở ế ự

phát tri n k năng nghe không?ể ỹ

S3: Em nghĩ nó nh h ng ả ưở ạ

Int: V y nó nh h ng b ng cách nào em?ậ ả ưở ằ

S3: Em đ a ví d đ d nói nha chư ụ ể ễ ị

Int: Đ c, em.ượ

S3: Em ph i th a nh n r ng em h c r t hi u qu trong nhóm v i b n bè. Em c m th yả ừ ậ ằ ọ ấ ệ ả ớ ạ ả ấ

mình không t gi i quy t v n đ m t cách tr n v n n u mình không h p nhóm, vì thự ả ế ấ ề ộ ọ ẹ ế ọ ế

82

m i khi có v n đ nghe gì x y ra thì chúng em h p nhóm v i nhau đ gi i quy t. Trongỗ ấ ề ả ọ ớ ể ả ế

nhóm em h c đ c r t nhi u th . Th nên n u không h c nhóm thì em s khó phátọ ượ ấ ề ứ ế ế ọ ẽ

tri n k năng nghe h n ch .ể ỹ ơ ị ạ

Int: , câu h i cu i nhé, em có mu n thay đ i phong cách h c c a mình không? N uỪ ỏ ố ố ổ ọ ủ ế

có thì em s thay đ i nh th nào đ phát tri n t t h n k năng nghe?ẽ ổ ư ế ể ể ố ơ ỹ

S3: Em nghĩ là em không thay đ i mà ch đ n gi n là t p thích nghi v i nhi u cách h cổ ỉ ơ ả ậ ớ ề ọ

m i khác đ phát tri n toàn di n h n.ớ ể ể ệ ơ

Int: , đã xong r i, ch c m n em nhi u nhé.Ừ ồ ị ả ơ ề

S3: Vâng, em chào ch .ị

Int: , chào em nhé.Ừ

83

APPENDIX 3D


Int: Chào em, hôm tr c ch có nh em làm phi u đi u tra, hôm nay ch mu n h i emướ ị ờ ế ề ị ố ỏ

m t chút liên quan đ n n i dung c a phi u đi u tra đ y, em s n sàng tr l i nhé.ộ ế ộ ủ ế ề ấ ẵ ả ờ

S4: Vâng ch h i gì thì c h i đi ị ỏ ứ ỏ ạ

Int: Câu h i đ u tiên, em có th ng g p khó khăn khi h c nghe không?ỏ ầ ườ ặ ọ

S4: Em cũng th nh tho ng g p khó khăn.ỉ ả ặ

Int: Th theo em, khó khăn n i b t nh t c a mình là gì?ế ổ ậ ấ ủ

S4: Em th y khó khăn n i b t nh t c a em là t v ng h n ch , tâm lý không tho i mái,ấ ổ ậ ấ ủ ừ ự ạ ế ả

và cách nói c a ng i nói. Em c m th y khó ch u khi nghe m t ng i mà nói r m rà.ủ ườ ả ấ ị ộ ườ ườ

Em nghĩ s r m rà và phát âm c a ng i nói là rào c n l n khi n em khó lĩnh h iự ườ ủ ườ ả ớ ế ộ

quan đi m c a m t lý l . Đúng là ch ng ai n t ng v i ng i nói r m rà, nó v a t nể ủ ộ ẽ ẳ ấ ượ ớ ườ ườ ừ ố

th i gian và làm cho ng i nghe khó lĩnh h i thông tin ch .ờ ườ ộ ị ạ

Int: , ch hi u r i, câu ti p theo em nhé, đ phát tri n k năng nghe c a mình thì emỪ ị ể ồ ế ể ể ỹ ủ

có th ng th o lu n v n đ nghe v i b n bè ho c giáo viên không?ườ ả ậ ấ ề ớ ạ ặ

S4: Em không th ng th o lu n đâu ch . Khi g p khó khăn em luôn t tìm ra nguyênườ ả ậ ị ặ ự

nhân và gi i quy t nó. Em thích s đ c l p t ch và làm vi c m t mình nên em luônả ế ự ộ ậ ự ủ ệ ộ

làm nh v y khi g p khó khăn ch .ư ậ ặ ị ạ

Int: V y em có thành công không?ậ

S4: Thành công và th t b i luôn đi kèm v i nhau mà ch , có ai luôn luôn th t b i và cóấ ạ ớ ị ấ ạ

ai luôn luôn thành công đâu ch . Em cũng v y, em có g p th t b i nh ng nó ít l m, emị ậ ặ ấ ạ ư ắ

thành công nhi u h n b i vì em có chi n l c h c riêng. Th t s em luôn t h c làề ơ ở ế ượ ọ ậ ự ự ọ

chính và em thích h c m t mình l m.ọ ộ ắ

Int: Em r t gi i đ y (c i). V y ch c là em không thích h c nhóm r i, đúng không?ấ ỏ ấ ườ ậ ắ ọ ồ

84

S4: tr ng chúng em th ng t t ch c h c nhóm nh ng em không tham gia đâuỞ ườ ườ ự ổ ứ ọ ư

ch .ị

Int: , ch cũng đoán th . Em có thích làm bài t p nghe mà có tranh nh ho c bi u đỪ ị ế ậ ả ặ ể ồ

minh h a không?ọ

S4: Em có, vì tranh nh giúp mình có h ng thú h c h nả ứ ọ ơ

Int: , th tr c khi làm bài t p nghe thì em có c n nhi u th i gian đ hi u yêu c u đỪ ế ướ ậ ầ ề ờ ể ể ầ ề

bài m t cách c n k không hay ch c n ít th i gian thôi?ộ ặ ẽ ỉ ầ ờ

S4: Em ch c n ít th i gian thôi ch . May m n cho em là ngày tr c em có tham giaỉ ầ ờ ị ắ ướ

m t khóa h c đ c hi u nhanh, th nên bây gi đ c cái gì em cũng đ c nhanh và hi uộ ọ ọ ể ế ờ ọ ọ ể

nhanh. Cũng chính vì th mà ch c n ít th i gian là em đã hi u yêu c u đ bài c n kế ỉ ầ ờ ể ầ ề ặ ẽ

r i.ồ

Int: Em thông minh và nhanh trí th t đó. Ch h i n a nhé, em thích nghe m t đo n h iậ ị ỏ ữ ộ ạ ộ

tho i th c t hay m t bài gi ng mang tính lý thuy t?ạ ự ế ộ ả ế

S4: Em thích nghe m t đo n h i tho i th c t h n, nghe lý thuy t không thú v b ngộ ạ ộ ạ ự ế ơ ế ị ằ

đâu ch .ị

Int: , em nghĩ gì v nghe trong th c t cu c s ng và nghe trên l p?Ừ ề ự ế ộ ố ớ

S4: Nghe trên l p ít l m, b n em ch y u nghe th c t , ví d nghe các ch ng trìnhớ ắ ọ ủ ế ự ế ụ ươ

n c ngoài h nói, hay là nghe nh c n c ngoài, nó v a thú v mà mình l i h c đ cướ ọ ạ ướ ừ ị ạ ọ ượ

r t nhi u t ng thông d ng đ giao ti p t nhiên h n. Nh nghe trong th c t cu cấ ề ừ ữ ụ ể ế ự ơ ờ ự ế ộ

s ng nhi u mà k năng nói c a em cao l m ch .ố ề ỹ ủ ắ ị ạ

Int: Em gi i th t đ y (c i). Em có đ ng ý r ng phong cách h c có nh h ng đ n sỏ ậ ấ ườ ồ ằ ọ ả ưở ế ự

phát tri n k năng nghe không?ể ỹ

S4: Em quá đ ng ý, đ ng ý hai tay (c i)ồ ồ ườ

Int: V y nó nh h ng b ng cách nào em?ậ ả ưở ằ

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S4: M t ng i có phong cách h c t t và bi t phát huy phong cách h c đó thì h c s t t.ộ ườ ọ ố ế ọ ọ ẽ ố

Em theo cách h c là h c m t mình, h c đ c l p, em luôn luôn phát huy tinh th n tọ ọ ộ ọ ộ ậ ầ ự

h c đ c l p, luôn c g ng, luôn có trí ti n th , và em nh n đ c nhi u k t qu h c t pọ ộ ậ ố ắ ế ủ ậ ượ ề ế ả ọ ậ

đáng n tr ng. ể ọ

Int: m, câu h i cu i cùng dành cho em nhé, em có mu n thay đ i phong cách h cỪ ỏ ố ố ổ ọ

c a mình không? N u có thì em s thay đ i nh th nào đ phát tri n t t h n k năngủ ế ẽ ổ ư ế ể ể ố ơ ỹ

nghe?

S4: Em nghĩ là mình nên thay đ i đ phát tri n toàn di n h n. ổ ể ể ệ ơ

Int: Em thay đ i nh th nào?ổ ư ế

S4: Ngoài cách h c n i tr i thì em s t p nghe lý thuy t nhi u h n là nghe h i tho iọ ổ ộ ẽ ậ ế ề ơ ộ ạ

nhi u, t p nghe nhi u v s ho c d li u .ề ậ ề ề ố ặ ữ ệ ạ

Int: R i, đã xong, ch c m n em nhé.ồ ị ả ơ

S4: Vâng, không có gì. Em chào chị

Int: , chào em.Ừ

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