Rationale of the study
Listening skills are vital for effective communication and significantly impact language acquisition, accounting for approximately 45% of communication activities, as noted by Rivers and Temperley (1978) Mastering listening requires a comprehensive understanding of phonology, vocabulary, semantics, and cultural context, as well as the ability to predict and respond appropriately However, many college and university students struggle with listening comprehension despite years of English education, often feeling stressed and disengaged during listening lessons Enhancing listening skills remains a critical challenge for English learners.
Numerous studies by international educators have highlighted the critical role of motivation in language learning success Research indicates a strong positive correlation between motivation and student achievement in language acquisition According to Oxford and Shearin (1996, cited in Ha 2009: 163-164), motivation significantly impacts students' effort levels, the frequency of L2 learning strategy use, interaction with native speakers, language input received, performance on achievement tests, overall proficiency, and the retention of language skills post-study Specifically, motivation is essential for developing listening skills in foreign language education, particularly in learning English.
After six years of teaching English at the College of Industrial Techniques (CIT), the researcher observed a significant lack of motivation among students, particularly in developing their listening skills Many students approach listening tasks with a passive attitude, often due to previous experiences that led them to believe listening is difficult, resulting in boredom and demotivation during classes Additionally, students tend to underestimate the importance of listening skills, compounded by challenges such as large class sizes and inadequate facilities Their low proficiency levels in vocabulary, grammar, and pronunciation further hinder their learning Listening is often treated equally to other skills in terms of time, with a predominant focus on grammar aimed at passing exams rather than fostering genuine language acquisition These insights motivated the researcher to conduct a study titled “Factors Affecting Non-English Major Students' Motivation in Learning English Listening Skills at CIT,” aiming to enhance student engagement in listening activities and ultimately improve their success in learning English.
Aims of the study
This survey is conducted in order to investigate the factors affecting non-English major students‟ motivation in learning English listening skills at CIT
Objectives of the study are summarized as follows:
- To investigate the non-English major students‟ level of motivation in learning English listening skills at CIT
- To identify the factors affecting non-English major students‟ motivation in learning English listening skills at CIT.
The research questions
To achieve the aims mentioned above, the following research questions were proposed:
1 How motivated are the non-English major students in learning English listening skills at CIT?
2 What are the factors affecting non-English major students‟ motivation in learning English listening skills at CIT?
Scope of the study
This study examines the factors influencing the motivation of non-English major students at CIT in developing their English listening skills Due to time constraints and the limitations of a minor thesis, the research focuses solely on assessing the current level of motivation among these students and identifying the key factors that affect their motivation in learning English listening skills Other aspects of the study are beyond its intended scope.
Method of the study
This research utilized two methods for data collection: a survey questionnaire administered to 55 randomly selected first-year students from a pool of approximately 300 at CIT, and semi-structured interviews conducted with 5 students who participated in the survey.
Design of the study
This study consists of three main parts: the introduction, the development and the conclusion
This thesis introduction outlines the rationale behind selecting the topic, detailing the objectives, scope, methodologies, and overall design of the study.
Part B is the Development It consists of three chapters:
Chapter 1: Literature Review presents the theoretical background of motivation, the theoretical background of listening skills and discussion of issues and aspects concerning the topic of the study
Chapter 2: Methodology gives the situation analysis, participants; instruments for collection data and data analysis method are discussed in this chapter
Chapter 3: Findings and Discussions present the results from the detailed analysis of
Part C is the Conclusion It summarizes the major findings and points out the limitations of the study Furthermore, some suggestions for further studies are also given in this part
LITERATURE REVIEW
Theoretical background of motivation
Motivation is a key factor in the success of learning English as a second language (L2), as highlighted by research from Dornyei (1994) and Oxford & Shearin (1996) It significantly impacts the effort students invest, their use of learning strategies, interaction with native speakers, and the amount of language input they receive Additionally, motivation influences students' performance on achievement tests, their overall proficiency levels, and the retention of L2 skills after formal study.
Motivation has been defined in various ways over the years, but it remains a crucial factor in second language learning Dornyei (2001) emphasizes that motivation is essential for both initiating and sustaining the often challenging process of learning a second language He argues that even highly capable individuals may struggle to achieve long-term goals without adequate motivation Conversely, learners with strong motivation can achieve significant success, regardless of their innate language skills or learning environment.
Motivation is a crucial factor in education, as it influences why individuals choose to engage in learning, the effort they exert, and the duration of their commitment Dornyei (2001) emphasizes that motivation determines the decision to pursue activities, while Woldkowski (1998) describes it as a fundamental value and desire for learning Ultimately, motivation encompasses a student's willingness to engage in the learning process and the underlying goals that drive their participation in educational activities.
Motivation, as defined by Crooks and Schmidt (1991), encompasses students' interest and enthusiasm for teaching methods, persistence in listening tasks, and their levels of concentration and enjoyment This definition aligns perfectly with the focus of this study, which investigates the levels of student motivation during listening lessons, specifically examining how interest and enthusiasm contribute to high concentration and enjoyment in listening tasks.
1.1.2 Types of motivation in foreign language learning
Motivation can be classified into various types, primarily intrinsic and extrinsic motivation In the context of foreign language learning, it is further divided into integrative and instrumental motivation Additionally, motivation can be categorized into global, situational, task, and resultative motivation However, this study focuses specifically on intrinsic and extrinsic motivation.
Intrinsic motivation is driven by personal interests and the desire to achieve personal goals Individuals who are intrinsically motivated engage in activities not for external rewards but for the inherent satisfaction and enjoyment that the activities provide, as noted by Dornyei (2001:51).
According to Dornyei (2001), students who are intrinsically motivated engage in learning primarily for the inherent joy it brings, the knowledge they gain, and the sense of achievement they experience.
Extrinsic motivation refers to the drive to engage in an activity due to external rewards or the avoidance of punishment, rather than an inherent interest in the task itself According to Williams & Burden (1997), this type of motivation is evident in learning situations where students are motivated by factors such as praise, awards, and evaluations, rather than by the enjoyment of the learning process.
Intrinsic motivation aims for lasting positive learning effects, while extrinsic motivation is driven by external incentives, as noted by Ur (1996) Many sources of extrinsic motivation, such as parental influence, are beyond control, but teachers can significantly impact motivation through rewards for success, penalties for failure, authoritative demands, tests, and competition By leveraging extrinsic motivation, teachers can effectively stimulate learning and guide student performance, making it one of the most powerful forms of motivation, as it focuses on outcomes related to the activities students engage in.
Motivation plays a crucial role in this study, as it highlights the importance of both intrinsic and extrinsic factors By analyzing these motivations, teachers can enhance student engagement and participation through innovative teaching methods.
1.1.3 The role of motivation in second language learning
Learner motivation has become more and more commonly recognized as one of the major defining factors for success in learning English
Motivation plays a crucial role in the process of learning a second language, as highlighted by Reece & Walker (1997) They emphasize that a highly motivated student, even with lesser abilities, can outperform a more intelligent but unmotivated peer Additionally, Finegan (1994) notes that the type of motivation a learner possesses significantly influences their mastery of a second language.
Motivation plays a vital role in second language learning, influencing whether a learner engages in a task, the effort they invest, and their persistence (Littlewood, 1984) Additionally, motivation is essential in the classroom environment, impacting learners' initial drive and their ability to cultivate motivation through educational experiences (Hedge, 2000).
According to Dornyei (2001), motivation plays a vital role in second language (L2) acquisition, as a motivated learner is more likely to achieve proficiency, regardless of their language aptitude or cognitive traits Conversely, even the most talented students may struggle to attain meaningful language skills without sufficient motivation Thus, understanding the motivations of students is essential for effective L2 learning.
Theoretical background of listening skills
In second language learning and teaching, listening is defined as the process of understanding speech in a second or foreign language
Listening is an essential component of our social interactions, accounting for up to fifty percent of our daily communication It is recognized as the most utilized language skill both in professional settings and at home, highlighting its importance in effective communication.
Listening is a crucial component of effective communication, as highlighted by Rost (1994) It plays a vital role in interaction, enabling learners to express themselves verbally However, without the ability to comprehend spoken English, they will struggle to engage meaningfully with others.
According to Grant (1987), listening skills encompass everything from recognizing specific sounds to understanding complex messages, making them essential for effective communication Without proficient listening, communication can falter, highlighting the importance of the listener or receiver in the exchange of messages.
Listening can be defined as the ability to identify and understand what others are saying, as proposed by Yagang in 1993 This concept is further supported by Underwood's definition in 1989, which describes listening as the activity of paying attention to and trying to get meaning from something you hear, highlighting the importance of comprehension in the listening process.
Effective listening in spoken language, as noted by Underwood (1989), requires understanding the context in which speakers use specific words, rather than just grasping the words themselves This ability to interpret meaning based on the occasion and usage is crucial for successful communication.
All in all, listening involves a multiplicity of skills It is a complex, active processes of interpretation in which listener match what they hear with what they have already know
Teaching listening as well as learning listening is not simple, complex and difficult processes Teachers and students meet many challenges in this skill
Mendelsohn (1998) highlights the importance of fostering self-regulated learning in students during listening instruction He advocates for a shift in focus from viewing listening as a product to understanding it as a process According to Mendelsohn, teachers should prioritize teaching students the strategies for effective listening rather than merely assessing their proficiency in listening tasks.
Vandergrift (1999) developed a pedagogical sequence that clearly delineates the responsibilities of both teachers and students in listening lessons, enhancing teachers' understanding of the listening process and equipping students with the metacognitive skills necessary for successful listening comprehension This framework encompasses three key stages: planning for effective listening task completion, monitoring comprehension throughout the task, and evaluating both the methods used and the outcomes achieved.
Pre-listening activities are crucial for the successful completion of listening tasks, as they guide students in determining what to focus on while listening During this phase, teachers prepare students by activating their prior knowledge of the topic, understanding text organization, and considering relevant cultural contexts Establishing a clear purpose for listening is essential, allowing students to identify specific information and the level of detail needed By utilizing this information, students can make informed predictions about what they are likely to hear.
During listening activities, students actively assess their understanding and adjust their strategies accordingly They must continuously evaluate their comprehension against their predictions and the coherence of the spoken content Due to the fleeting nature of listening, teacher intervention is often impractical Regular practice in decision-making and strategy application enhances students' inferencing abilities and improves their monitoring skills.
Students should assess the outcomes of their decisions during listening tasks, with teachers fostering self-evaluation and reflection Encouraging group or class discussions about various strategies employed by students can enhance this reflective process Sharing personal success stories, such as how a student inferred the meaning of a word or adjusted a strategy, promotes valuable evaluation and learning among peers.
To enhance students' ability to plan, monitor, and evaluate their listening tasks, teachers can create performance checklists These tools not only assist students in preparing for listening activities but also enable them to assess their own performance effectively.
1.2.3 The factors affecting motivation in learning listening skills
Various factors impact learners' motivation, including students, parents, the community, the learning environment, teachers, subject matter, and teaching conditions This research primarily focuses on three key influences: student-related factors, teacher-related factors, and the overall learning conditions.
The personality of students plays a crucial role in their success or failure in language learning Research by Ellis (1997) indicates that extroverted students have an advantage in acquiring language skills related to interpersonal communication Similarly, Lightbown & Spada (1999) identify key personality traits that influence language learning, such as extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness Overall, traits like extroversion, relaxation, self-confidence, anxiety, and empathy significantly impact second language acquisition In the context of listening skills, these traits manifest in learners' awareness of listening's importance, their personal growth aspirations, cultural enrichment goals, practical objectives, and their overall effort and interest in enhancing their listening abilities.
Students often struggle with learning English due to a lack of essential background knowledge related to the subject matter This foundational knowledge is crucial for engaging in learning activities; without it, students may find it difficult to understand new concepts and could lose interest in their lessons To address this issue, teachers should supply appropriate background information tailored to each lesson, enabling students to utilize this knowledge effectively and enhance their learning experience.
Language elements, including vocabulary and grammar, significantly influence students' emotions and can hinder their comprehension and language practice As Underwood (1989) noted, encountering an unfamiliar word in a foreign language can create a barrier, causing listeners to pause and focus on deciphering its meaning, which may lead them to miss subsequent parts of the speech This concern over unknown vocabulary can distract students, preventing them from fully engaging with the material Therefore, it is essential for students to cultivate the ability to follow a speaker, even if it means allowing some parts they do not understand to pass by.
Previous studies in the world and in Vietnam
The impact of motivation in foreign language learning has been recognized significantly by many educational researchers
Researchers such as Gardner (1985), Dornyei (2001), and Brown (1994) have explored the concept of motivation in foreign language learning, highlighting its significant effects and offering strategies to enhance learner motivation in the classroom Their findings provide valuable insights for educators on how to effectively motivate students for success, while also encouraging further research into various aspects of language teaching.
Sakai and Kikuchi (2009) explored six key factors contributing to de-motivation in learning by analyzing prior research, which included teachers, class characteristics, experiences of failure, class environment, class materials, and lack of interest They conducted a survey with 656 Japanese high school students using a 35-item questionnaire, revealing that the primary sources of de-motivation were learning contents and materials, teachers' competence and teaching style, inadequate school facilities, lack of intrinsic motivation, and test scores Unlike earlier studies, their findings indicated that teacher-related factors were not the most significant sources of de-motivation; instead, learning contents, materials, and test scores emerged as the most prominent issues affecting student motivation.
Kikuchi (2011) conducted a research among 1334 Japanese senior high school students at
A study conducted across seven high schools utilized questionnaires to identify factors contributing to student de-motivation, revealing that challenging learning experiences and a loss of interest were significant issues Additionally, teacher influence and the difficulty of reading materials and vocabulary were found to exacerbate feelings of de-motivation Kikuchi's research provides a comprehensive review of de-motivators based on previous studies, integrating key insights from scholars like Dornyei, Oxford, and Gardner While this study serves as a foundational background, it primarily relied on questionnaires; incorporating student interviews could yield more in-depth insights into their experiences.
In her 2012 study, Tuyen, N.T investigated the factors influencing students' motivation to learn English listening skills at An Lao High School Utilizing a two-part questionnaire and interviews for data collection, the research found that students struggled with listening strategies, which were not regularly taught by teachers Additionally, teachers faced challenges due to students' insufficient language knowledge and vocabulary The study also highlighted that the learning environment and facilities negatively impacted both teaching and learning outcomes in listening skills.
A study by Huong, N.T.T (2010) examined the motivational factors influencing English listening skills among 186 non-major students at Hai Phong Private University, all at TOEIC level 2 The research utilized a Likert Scale survey questionnaire to gather data from a total of 1,078 students across seven classes The analysis of five learner-related factors revealed varying impacts on student motivation, although responses were notably similar between participants from rural and urban areas.
Despite numerous studies on motivation in foreign language learning, there is a lack of research specifically addressing the factors influencing non-English major students' motivation in learning English listening skills at the College of Industrial Techniques This thesis aims to fill that gap by utilizing questionnaires and semi-structured interviews to contribute to the emerging body of research in this area.
Summary
This study addresses the overlooked issue of motivation among Vietnamese students and researchers, particularly focusing on non-English major students at CIT By examining the contextual factors influencing their motivation to learn English listening skills, the research aims to highlight the significance of understanding these motivational drivers.
In the context of teaching and learning English at CIT, key factors influencing the process include teacher-related elements, student-related aspects, and the overall learning conditions.
METHODOLOGY
Participants
A survey was conducted with 55 first-year non-major students at CIT, all of whom were required to study English for General Purpose as a foreign language during their first year, a common practice in Vietnamese colleges The participants, aged between 18 and 20, included 9 females and 46 males The majority hailed from rural and mountainous regions (25 students) and towns (18 students), while 12 students were from urban areas such as Lang Son, Quang Ninh, and Lao Cai This diverse background contributed to varied experiences in their English language learning.
In April 2014, the research focused on participants who were in their second term of their first school year, having studied English at CIT for a total of 87 periods over 9 weeks, with three sessions per week The study was conducted during the second semester, as the students had become familiar with university life and had gained valuable experiences in English learning and examination.
Students from Bac Giang city and other areas exhibit varying levels of English proficiency, with some demonstrating strong skills while others struggle As a result, only a limited number of students show genuine motivation to learn the language, while the majority feel significant pressure to pass their exams.
Instrument for collecting data
The instruments used in this study were: a questionnaire and a semi structure interview with the students
Questionnaire 1: (See Appendix 1) was conducted at the first week of the research with 55 students The questionnaire aims to find out students‟ attitude towards listening skills and investigate the students‟ level of motivation in learning English listening skills The factors come from themselves and from their previous teachers that affect their participation, and their enthusiastic in listening activities The results from the questionnaire can help the researcher identify possible reasons for students‟ low motivation in learning English listening skills
Questionnaire 2: In order to find out study the factors affecting non-English major students‟ motivation in learning English listening skills at CIT after 5 weeks of implementation The research finds out factors that students‟ lack of basic knowledge and lack of confidence in learning English listening skills The other factor is those teachers‟ style and method in teaching English listening In addition, inadequate school facilities, lack of target language environment, and exam- orientation are also factors affecting that prevent students at College of Industrial Techniques from concentrating and motivating in their learning English listening skills
The researcher dedicated approximately thirty minutes to assist students in comprehending the questions, providing guidance and clarifying difficult terms while administering the questionnaire.
Moser and Kalton (1971) define interviews as a method for gathering relevant information and personal opinions from respondents The benefits of conducting interviews include the opportunity to analyze teachers' responses, document their insights, and explore their emotions regarding the learning of English listening skills.
Following the survey questionnaire, a semi-structured interview was conducted with five first-year students at CIT to gain deeper insights into the research questions and discuss items from the questionnaires The selected participants, who have studied English for at least three years in high school, represent various classes Each interview lasted approximately 15 to 20 minutes, during which the researcher provided explanations and clarifications for any unclear responses The students' answers are identified as Student 1 to Student 5 (S1, S2, S3, S4, S5), and their responses are detailed in the subsequent section.
The interviews were conducted in Vietnamese through informal conversations between the researcher and the students The collected data was recorded and subsequently translated into English for the study.
Data collection procedures
The data collection procedures were conducted six week before the ending of the second semester in April in 2014
Before administering the survey questionnaire, the researcher clarifies the study's purpose and instructs students to complete all questions within 20 to 25 minutes, based on their individual circumstances Participants are assured that their responses will remain confidential and will be used solely for research purposes.
After the research analyzed the questionnaires, five students were chosen to participate in the interview
The researcher initially reviewed all collected data to gain an understanding of its overall context and transcribed the interviews Findings were then organized into reflective notes and summaries of field notes for clarity, before being presented in tables and figures To ensure consistency and minimize biases, the data analysis was conducted solely by the researcher.
FINDINGS AND DISCUSSIONS
Findings
A survey questionnaire was conducted to assess students' motivation in developing their English listening skills The findings, presented in Chart 1, illustrate the responses to questions 1 through 3 from the survey.
3.1.1.1 Students’ attitudes towards the learning of listening English
Chart 1: Students’ attitudes towards the learning of listening English
Chart 1 above reveals that most of the students consider learning to listening English important while only (1.8%) students think that it is not important at all to learn listening English It is evident that the majority of them are aware of the importance of listening skill, (21.8%) students agree that the listening skill is very important and 26 out of 55 (47.3%) students thought that listening skill is rather important 16 out of 55 students (29.1%) accepted the little importance of listening skill in English
Many students recognize the significance of learning English listening skills, viewing it as a fundamental ability essential for navigating today's diverse society In interviews, a majority of students express that mastering listening comprehension is crucial for effective communication and understanding in various contexts.
English has become essential in today's world as it serves as an international language, utilized across various fields and aspects of life Mastering English is crucial for individuals seeking to secure good job opportunities after graduation.
According to Chart 1, a significant majority of students (78.2%) identified listening as the most challenging language skill, while 21.8% regarded it as equally difficult as reading, speaking, and writing Notably, none of the students perceived listening as an easy skill The primary reason for this difficulty is the lack of familiarity with listening skills Interviews revealed that students consistently expressed that listening poses the greatest challenge among all language skills.
In addition, they always feel nervous and confused when they listen to English As one student claimed in the interview that:
“Although I have learnt English for nearly 8 years, I often feel nervous and confused when I listen to English.” (S1)
Chart 1 shows that (63.6%) of the respondents are not much interested in learning to listening English; while (18.2%) of the subjects are little interested in it and 3.6% are not interested in it at all The percentages above suggest that the teachers may have difficulty in teaching listening Though students know the importance of it but it is a difficult subject and students do not often have a chance to communicate in the real life to use listening skill When being asked why they were not very interested in learning English listening though they knew the importance of it, most of them said this is a difficult skill and they do not have a chance to communicate in the real life to use listening skill
The survey results indicate that while a majority of students recognize the importance of English listening skills and express a preference for learning them, they find this skill more challenging compared to speaking, reading, and writing.
3.1.1.2 Students’ motivation in learning listening English
Students' participation in listening activities in class
47.3% always often sometimes rarely never except when asked by the teacher
Chart 2: Students’ participation in speaking lessons
In response to question 4 regarding students' participation in listening lessons, the results are illustrated in Chart 2 Only 5.5% of respondents indicated they always listen during class, while 12.7% reported often listening A significant 47.3% of students listen rarely, and 9.1% never listen unless prompted by their teachers Additionally, 29.1% of students sometimes engage with listening activities when they find them interesting and appropriate During follow-up interviews, most students shared their perspectives on these listening experiences.
“I cannot get the information to take part in the activities; moreover the activities are not attractive” (S4)
Students' motivation in learning listening skills
Students‟ motivation plays an important role in deciding the level of their participation in class activities The statistics in chart 3 shows the students‟ motivation in learning listening skills
Chart 3: Students’ motivation on learning listening skills
(A =It is one of the compulsory skills in the textbook/English course; B= It will be helpful for my future job; C= It helps me enjoy English news, songs and films;
D= It helps me communicate with foreigners; E= other(s))
A significant majority of students (81.2%) believe that listening skills are essential for their future careers, while 67.3% study listening as it is a mandatory component of their English curriculum Additionally, 23.6% express a desire to improve their listening skills to enjoy English media such as news, songs, and films Conversely, only 16.4% focus on listening to enhance their communication with foreigners, and 7.3% cite other motivations for learning Among interviewees, over two-thirds recognize the utility of English, aiming to read English books and newspapers and to communicate with foreigners, especially as it relates to their academic requirements and exam preparations.
“If you don’t learn English, you can never pass the exams to leave this college” (S2)
A student says that: “I want to study at higher level of education The rest would go abroad after finishing the course, so I study listening English.”
The motivation levels of students in listening classes are notably low, leading to poor and unequal participation Many students find the lessons uninteresting and express reluctance to engage with English during class They tend to be passive learners, responding to questions only when prompted by teachers rather than participating voluntarily This raises important questions about the factors influencing student engagement in these classes.
„motivation in learning English listening skills
3.1.2 Factors affecting non-English major students’ motivation in learning English listening skills at CIT
3.1.2.1 The student-related factors affecting non-English major students’ motivation in learning English listening skills
I feel de-motivated in learning listening English because (of)…
(You can tick (√) more than one options)
A I find it difficult to understand the native speakers‟ accent on the tape 72.7%
C I lack some necessary grammar structures 47.3%
D I lack background knowledge about the topics in listening lessons 34.5%
E I can hear nothing in listening activities 43.6%
F I am not confident in listening lessons when I paticipate in listening activities
G I feel embarrassed in listening activities 25.5%
Table 1: The student-related factors
A significant 72.7% of students express a lack of enthusiasm for listening lessons, primarily due to difficulties in understanding native speakers' accents Additionally, 60.0% of these students report a limited vocabulary that hampers their ability to communicate effectively, while 47.3% struggle with insufficient grammar structures needed for proper expression.
In interviews, students expressed a strong consensus that a lack of foundational knowledge significantly hinders their learning and demotivates them Many believe that their difficulties stem from insufficient understanding of essential language components, such as vocabulary and grammar, acquired during high school As a result, when they transition to college, they struggle to keep pace with their classmates and follow their instructors' lessons effectively.
When being asked for further information in the interview, most of the students claim that:
“I cannot follow my teachers and catch up with my classmates although how hard I have tried I feel disappointed and do not want to learn English.”
As one student claimed in the interview that:
English pronunciation and stress pose significant challenges for me I struggle to replicate the sounds as my teacher demonstrates, often sounding more like Vietnamese than English Additionally, I find it difficult to remember where the stress falls in words.
It seems that many students lack intrinsic motivation to learn English at CIT, they just learn because of exams or as a condition to leave the university
Many students find English challenging to learn, with half expressing a loss of interest in studying the language at university Despite these difficulties, they believe they have the capability to learn English, and their personality traits are not significant factors in demotivating them.
Some others found difficulties in listening:
“I find listening is the most difficult skill I can understand my teacher in class but I cannot understand what is said in the tape.” (S1, S4)
The data indicates that 25.5% of students feel embarrassed during listening activities, while only 9.1% attribute their lack of motivation in learning English listening skills to other factors This embarrassment likely contributes to the students' lack of enthusiasm in participating in listening classes.
Discussions
This study aims to investigate the factors influencing non-English major students' motivation to learn English listening skills at CIT The findings reveal that while most students recognize the significance of mastering English listening, their interest in learning the language is limited Motivations for studying English vary, with some students viewing it as a compulsory subject and others focusing on exam success Furthermore, a disconnect exists between the teaching methods employed by educators and the preferences of the students.
Many students struggle with English listening skills due to a lack of basic knowledge, vocabulary, and self-confidence Insufficient understanding of pronunciation, grammar, and vocabulary negatively impacts their listening comprehension Consequently, students with weak foundational knowledge often feel insecure in their abilities In the classroom, teachers require active participation, but the presence of anxious and unconfident students makes fostering discussion challenging This reluctance to engage stems from the fear of being ridiculed by peers As a result, CIT students, under prolonged pressure, frequently experience stress and depression, leading to decreased motivation and interest in learning English.
Teachers' behaviors and methods have been impacted by outdated teaching practices, such as using old materials, providing unclear instructions, and neglecting to offer feedback These issues highlight the need for a reassessment of English teaching methods to better align with students' preferred learning styles Regardless of a teacher's dedication, the effectiveness of teaching and learning can be compromised if the methods employed do not resonate with how students learn best.
The study highlights the significant influence of the learning environment on students' interest in English listening skills Many students expressed that the lack of modern facilities in their schools negatively affects their motivation In today's technology-driven age, students show a preference for incorporating technological devices, such as TVs and computers, into their listening lessons The findings indicate that students feel demotivated due to their teachers' infrequent use of technology in English listening instruction.
Conclusions
This study aimed to explore the factors influencing non-English major students' motivation in learning English listening skills at the College of Industrial Techniques Through surveys and semi-structured interviews, the researcher identified several significant factors impacting motivation, categorized into student-related, teacher-related, and learning environment factors Key challenges faced by students included insufficient language knowledge, limited vocabulary, low self-confidence, personality traits, and personal beliefs Additionally, the research highlighted issues such as a lack of modern teaching facilities, a dull classroom atmosphere, large class sizes, and unengaging textbooks Teacher behaviors and teaching methods were also found to demotivate students To enhance English listening skills, students are encouraged to adopt diverse learning strategies, while teachers should focus on improving students' language proficiency by providing immediate feedback on pronunciation errors.
Recommendations
In the light of these findings, here are some recommendations for all teachers and students to overcome their problems in teaching and learning listening
To enhance their listening skills, students should engage more actively in listening activities, making the learning process enjoyable Additionally, it is crucial for them to carefully study the order of each task before listening, as this will help them predict the content based on the provided words or images.
To enhance their English skills, learners should focus on improving pronunciation and expanding vocabulary at home Careful preparation for listening lessons is essential, involving a review of previously learned vocabulary and structures, as well as studying accompanying visuals and questions to anticipate the listening content Engaging with related texts in English or Vietnamese can further enrich their background knowledge Daily practice is crucial, and students can benefit from listening to English songs or watching English news, which aids in familiarizing them with various accents, refining pronunciation, and boosting vocabulary.
Teachers should understand their students' psychologies, backgrounds, and personalities to create engaging multi-level listening activities that promote active participation By providing opportunities for real-life English communication, such as through English speaking clubs or outdoor activities, students can enjoy a change of pace while practicing their language skills Incorporating games and modern technology into lessons enhances student interest in listening activities Additionally, teachers should diversify listening materials beyond textbooks, exposing students to various levels of English through songs, films, and news broadcasts These strategies can foster enthusiasm for learning and improve students' listening skills in English.
To effectively enhance students' listening skills, teachers should implement specific methods while being attentive to their students' language knowledge Clear pronunciation is essential for students to follow along, and addressing the challenges of connected speech can alleviate potential stress during listening activities Educators should introduce the characteristics of connected speech throughout the learning process to prepare students Additionally, teachers can guide students to focus on key words rather than getting lost in details Creating a joyful classroom atmosphere, characterized by friendliness, enthusiasm, and humor, will motivate students and foster a comfortable learning environment.
To enhance English listening skills in college, it is essential to provide high-quality equipment such as CDs, CD players, loudspeakers, and projectors, along with alternative teaching materials These resources will create a more effective learning environment, facilitating better teaching and learning experiences.
To enhance learning experiences in overcrowded classrooms, it is essential to organize regular practice-based seminars or group meetings These gatherings allow students to exchange insights and discuss effective strategies for presenting listening lessons, fostering a collaborative learning environment.
Limitations of the study
The limitations of this research paper are primarily due to time constraints and the author's knowledge The study exclusively utilizes survey questionnaires and semi-structured interviews to explore factors influencing non-English major students' motivation in learning English listening skills at CIT, which may limit the generalizability of the findings to the entire student body Additionally, the focus is solely on listening skills, neglecting other essential skills such as reading, speaking, and writing While numerous factors impact students' motivation in learning English listening, this study addresses only a select few Furthermore, the reliance on questionnaires and interviews means that actual observations of student behaviors and teacher practices, which could enrich the findings, are not included Due to the limited timeframe, some errors and shortcomings are expected, and the researcher welcomes constructive feedback to enhance the quality of the research.
Suggestions for further research
To enhance the reliability of findings, future studies should involve a larger and more diverse student population, including those from first, third, and fourth years Improvements in data collection methods and semi-structured interviews are essential, allowing research to extend beyond college contexts to better understand listening skill development Additionally, exploring various strategies to motivate students in learning English listening skills will be beneficial This research framework can also be adapted for other language skills such as reading, writing, and speaking, enabling researchers to implement changes in coursework and gather valuable insights to enhance teaching and learning at the College of Industrial Techniques.
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APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE Dear my student,
This survey questionnaire is designed to gather information for my research into
This study investigates the factors influencing non-English major students' motivation to learn English listening skills at the College of Industrial Techniques The collected data will be kept confidential and utilized solely for research purposes.
Thank you very much for your cooperation!
FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’MOTIVATION IN
Please choose the answer(s) you think it is the most appropriate to you:
Question 1: How is listening skill important to you?
B as difficult as other skills
Question 3: How interested are you in learning English listening skills?
Question 4: How often do you participate in listening activities in class?
E never except when asked by the teacher
Question 5: Why do you learn listening skill? (You can tick more than one answer)
A It is one of the compulsory skills in the textbook/ English course
B It will be helpful for my future job
C It helps me enjoy English news, songs and films
D It helps me communicate with foreigners
Question 6: I feel de-motivated in learning listening English because (of)… (You can tick (√) more than one options)
A I find it difficult to understand the native speakers‟ accent on the tape
C I lack some necessary grammar structures
D I lack background knowledge about the topics in listening lessons
E I can hear nothing in listening activities
F I am not confident in listening lessons when I paticipate in listening activities
G I feel embarrassed in listening activities
Question 7: Which statement(s) is/are true about your previous teacher of English? (You can choose more than one option)
A Using old-fashioned teaching methods and materials
B Not giving clear enough instructions
D Neglecting to give any feedback
E Teachers‟ instructions were not clear enough
F Teachers always strict in class
APPENDIX 2: QUESTIONS FOR THE INTERVIEW
(A semi-structure interview is a conducted with five students choose randomly by the research)
1 Do you think learning English is important? Why?
2 In your opinion, is it easy or difficult to learn English listening skills? Why? Why do you learn listening skill?
3 How do you feel interest in learning English listening skills? What factors make you feel de-motivated? What factors make you feel motivated?
4 What do your teachers‟ teaching method attract you?
5 How do you feel about your class atmosphere? Why?
6 How many students in your class? Do the number of students affect to your learning English listening skills?
7 What do you think about your textbook/ English course (New English File Elementary)?