Raw marks in listening (post - test)
Rationale of the study
Listening is frequently regarded as the most difficult of the four English skills, particularly for students learning a second or foreign language, due to the intricate nuances involved in listening comprehension Progress in this skill demands significant time and effort At Hai Duong Medical Technical University, numerous students express their apprehension towards learning listening, often stating their reluctance to engage with this essential skill.
To address the challenge of transforming students' fear into interest during listening activities, it is crucial to understand that interest is influenced by various factors, including subject content, perceived necessity, teaching methods, and even external conditions like weather This complexity requires teachers to invest considerable effort in sustaining student engagement and minimizing boredom Research indicates that effective strategies to maintain interest include utilizing audio-visual aids, such as flashcards, pictures, and videos, alongside interactive language activities like games, songs, and storytelling Among these, English songs are particularly accessible and easy to implement Consequently, the author focused on using English songs to enhance motivation and learning outcomes for first-year non-English major students at Hai Duong Medical Technical University.
Aims and objectives of the study
This study explores the advantages of incorporating English songs into teaching listening skills to non-major students It identifies effective tasks that educators can design to enhance listening comprehension through music and discusses the criteria for selecting suitable songs for classroom instruction.
To be more specific, the objectives of this study are to:
- investigate the positives sides of using English songs in teaching listening skill to non-major students;
- find out the tasks teachers should design to teach students with the use of songs;
- work out criteria to choose appropriate songs in teaching listening in classroom.
Research questions
With these aims, the researcher carries out this study to answer the following questions:
(1) What are the benefits of using songs to teach listening skill to students?
(2) Which tasks should teachers design to teach listening to students with the use of songs?
(3) What are criteria to choose appropriate songs in teaching listening in classroom?
Scope of the study
This study explores the use of popular love songs as a tool for teaching listening skills to non-major pre-intermediate students at HMTU The research specifically emphasizes famous love songs characterized by soft melodies, simple lyrics, and catchy tunes, making them accessible and enjoyable for learners Various music genres, including classical, pop, jazz, rap, and traditional, are considered, but the focus remains on songs that facilitate effective listening practice.
Significance of study
This study aims to benefit students and others interested in enhancing their listening skills through the use of songs By incorporating music into their learning, students will be more motivated and able to memorize lessons more effectively, while also alleviating boredom associated with traditional learning methods Additionally, the findings offer valuable insights for teachers at HMTU on the advantages of utilizing English songs to improve listening skills in their classrooms.
Methodology
All comments, remarks, assumption and conclusion of the study were based on the data and analysis Data collection for analysis in the study was gained through the following resources:
- Survey questionnaires for teachers and students
Design of the study
The paper was designed with three parts as follows:
This article introduces the chosen topic by outlining its rationale, aims, and objectives It details the study's scope and significance while also describing the methods and design that will be employed in the research.
Part B: Development composes of three chapters:
Chapter 1: Literature review sets up some theoretical backgrounds that are relevant to the purpose of the study: the definition of listening skill, types of listening, the difficulties in learning listening skill, the definition of motivation, types of motivation and its importance in listening classes, songs as a motivator for students to listen Chapter 2: Method of the study mentions setting of the study and research design including participants and data collection
Chapter 3: This chapter includes data analysis and findings
Part C: Conclusion deals with major findings of the research Limitations of the study and some suggestions for further study were also included in this chapter.
LITERATURE REVIEW
Listening
Listening is defined as the ability to identify and comprehend spoken language, as highlighted by Howatt and Dakin (1974:34-36) This skill encompasses understanding a speaker's accent, pronunciation, grammar, and vocabulary, as well as grasping the overall meaning A proficient listener can effectively perform all these tasks at the same time.
According to Ronald and Roskelly (1985), listening is an active process that involves skills such as predicting, hypothesizing, checking, revising, and generalizing, similar to those required in writing and reading They propose specific exercises designed to help students become active listeners who are conscious of the internal dialogue experienced during writing.
Listening involves several essential skills, including the ability to differentiate sounds, recognize words, and identify grammatical structures It also encompasses understanding expressions and phrases that convey meaning, linking linguistic cues with non-verbal and paralinguistic signals, utilizing background knowledge to anticipate and verify meaning, and recalling key words and concepts.
According to Underwood (1989:187), listening is an active process that involves not just hearing words but also understanding their meaning in context Successful listening requires the ability to interpret what speakers intend to convey through specific word choices and situational nuances Unlike hearing, which is passive, listening demands a range of skills as listeners actively connect new information with their existing knowledge This complex interpretation process highlights the multifaceted nature of effective listening.
According to Wolvin& Coakley(1996) (cited in Goh 2000), five types of listening have been identified according to their purposes as follows:
Discriminative listening involves distinguishing between various sound and visual stimuli without focusing on their meanings At a basic level, this skill includes identifying the gender or number of speakers The primary goal is to train the ears to recognize different sounds, similar to how children initially respond to sound stimuli and learn to recognize their parents' voices among others As students progress, discriminative listening evolves from merely recognizing sounds to identifying individual words.
Comprehensive listening is essential for understanding messages, serving as the foundation for three other listening types However, comprehension can vary among students due to individual and social factors, leading to different interpretations of the same message Therefore, it is crucial to focus on enhancing students' comprehension skills in the classroom to address these challenges effectively.
Therapeutic listening involves a sympathetic listener who provides minimal verbal responses, allowing individuals to express their thoughts and emotions while navigating problems This approach is crucial for fostering strong interpersonal relationships, as it creates a safe space for open communication and emotional support.
Critical listening is the fourth type of listening, where individuals evaluate and respond to the message, forming their own opinions In contrast, appreciative listening emphasizes the enjoyment derived from what one hears For instance, students often listen to English music, finding joy in the experience even without full comprehension This highlights the concept of comprehensive listening as foundational to the other three types Typically, students will listen to a song once to grasp its essence before revisiting it with the lyrics, leading to a deeper appreciation during the second listening This process illustrates the connection between enjoyment and understanding in the listening experience.
The exploration of the five types of listening proved to be enlightening and stimulating, highlighting the saying that teaching is a pathway to learning.
Johna Kline (1996) identifies five distinct types of listening, each tailored to specific situations and purposes These types include listening to gather information, enhance relationships, appreciate experiences, make discriminations, and conduct critical evaluations While fundamental listening skills are essential across all types, each category demands unique abilities to effectively engage with the content.
Informative listening refers to the process where the listener's main goal is to comprehend the message being conveyed Success in this type of listening occurs when the listener's interpretation aligns closely with the sender's intended meaning This form of listening is prevalent in various aspects of our lives and plays a crucial role in our learning experiences.
Relationship listening focuses on enhancing individual well-being and improving interpersonal connections, with therapeutic listening being a specialized form This approach is often employed by counselors and medical professionals, enabling individuals to express their concerns However, it can also be beneficial in everyday conversations with friends and acquaintances Effective relationship listening emphasizes understanding rather than just gathering information, and it hinges on three essential behaviors: attending, supporting, and empathizing.
Appreciative listening is the act of enjoying music, speakers, or various forms of entertainment like theater, television, radio, or film based on personal preference It is characterized by the listener's response rather than the content itself The effectiveness of appreciative listening is influenced by three key factors: the quality of the presentation, the listener's perception, and their prior experiences.
Critical listening is vital in a democracy and is essential in various aspects of life, including the workplace, community, and family settings It enables individuals to navigate messages from politicians, the media, and other influential figures while addressing personal needs To engage in effective critical listening, one must evaluate the credibility and expertise of the speaker, as ethos plays a crucial role in this process However, relying solely on ethos is insufficient; a balance with logical reasoning (logos) is necessary for comprehensive understanding and informed decision-making.
Discriminative listening is a crucial type of listening that serves as a foundation for the other four types By being attuned to variations in a speaker's rate, volume, pitch, and emphasis, listeners can pick up subtle differences in meaning This skill is essential for distinguishing sounds from various instruments in an orchestra or different parts in a cappella performances, thereby enhancing appreciative listening Additionally, recognizing pauses and other vocal and nonverbal cues enables critical listeners to better assess the speaker's message and intentions.
Motivation
Motivation is defined in different ways by different researchers
Motivation, as defined by Gardner (1985), is a combination of effort, desire to learn a language, and a positive attitude towards the learning process Penny (1996) emphasizes that rather than defining motivation, it is more productive to focus on motivated learners who actively engage in learning activities to improve She notes that the presence of motivation can significantly enhance the teaching and learning experience Psychologists further categorize motivation into intrinsic and extrinsic types, highlighting the complexity of this concept in educational contexts.
Motivation in learners is challenging to define, but it is best understood through the concept of the motivated learner—someone who is eager to engage in learning and activities, thereby making progress According to Penny (2004: 375), when learners are motivated, the teaching and learning process becomes significantly easier, more enjoyable, and ultimately more productive.
According to Williams and Burden (1997), motivation is defined as a cognitive and emotional state that triggers a conscious decision to take action, resulting in a sustained period of intellectual or physical effort.
Motivation plays a crucial role in learning a second language (L2), as it encompasses the attitudes and emotional states that affect the effort learners invest in their studies According to Brown (2000), motivation can be understood as an internal drive that compels individuals to take action towards achieving their language learning goals.
Research indicates that motivation is defined in various ways by different scholars, yet there is a consensus that it encompasses effort, desire, and positive attitudes This complex phenomenon arises from a blend of internal and external factors.
Understanding students' interests and role models is crucial for fostering a connection with them When educators engage with topics that resonate with students, it encourages open communication and deeper discussions This approach aligns with Gardner's definition of motivation, emphasizing the importance of relevance in the learning process.
According to Gardner (1985), motivation encompasses four key aspects: having a goal, engaging in effortful behavior to achieve that goal, possessing a desire to attain it, and maintaining a positive attitude towards it Notably, while a goal serves as a stimulus for motivation, it does not necessarily have to be measurable.
Self-determination theory identifies two primary types of motivation: intrinsic motivation, which arises from genuine interest in the activity, and extrinsic motivation, driven by external rewards associated with the activity (Deci & Ryan, 1985; Lucas, 2010).
Intrinsic motivation arises from personal interests and the desire to achieve personal goals Individuals driven by intrinsic motivation engage in activities not for external rewards, but because the process of doing the activity itself provides fulfillment and satisfaction.
According to Dörnyei (2001: 55), intrinsic motivation drives students to engage in their learning primarily for the joy it brings, the knowledge it fosters, and the sense of achievement it generates.
Richard Ryan and Edward Deci (1985: 201) believe that intrinsic motivation is founded upon innate needs for competence and self-determination (cited in Lucas, (2010: 6))
Extrinsic motivation is driven by external factors such as rewards, praise, and the fear of punishment Students motivated extrinsically engage in activities primarily to earn rewards or avoid negative consequences, rather than out of genuine interest in the task itself This type of motivation highlights the importance of external incentives in learning situations (Williams and Burden, 1997).
Foreign language teachers must recognize that students come to class with diverse attitudes and interests shaped by various psychological and sociological influences It is the teachers' responsibility to effectively channel these emotional factors to enhance the learning experience (Girard, 1997).
Apart from intrinsic and extrinsic motivation, Ellis, R (1997: 76) adds another type of motivation, which is resultative motivation In his opinion, motivation is result of learning
Gardner and Lambert (1972) first made the most famous distinction between two types of motivation: integrative and instrumental
Integrative motivation refers to the desire to learn a language in order to successfully integrate into the target language community Garner and Lambert (1972, cited in Ellis, 1997:509) emphasize that motivation in language learning is significantly influenced by an integrative orientation This orientation reflects a genuine interest in the people and culture associated with the language, driving learners to pursue their studies with sincerity and personal connection.
Instrumental motivation refers to the practical benefits of learning a new language, emphasizing its value for academic or career advancement As noted by Lambert (1974) and further discussed by Penny (1996) and Hudson (2000), this type of motivation drives learners to acquire a language for specific, utilitarian goals, such as employment, travel, or passing exams Essentially, instrumental motivation focuses on the tangible outcomes that can be achieved through language study.
Both integrative and instrumental motivation play crucial roles in achieving success in learning a second language, but integrative motivation is particularly effective for long-term success, as noted by Ellis (1997) Early research by Gardner and Lambert emphasized the importance of integrative motivation in formal learning environments over instrumental motivation While integrative motivation is often seen as a stronger predictor of success in second language acquisition, Dornyei (1996, cited in Vaezi, 2008) argued that instrumental motivation holds significant value, especially for learners with limited exposure to the target language culture.
Songs as a motivator for students to listen
Motivation is a crucial factor in second language teaching and learning, as it significantly influences students' engagement and interest in the subject Motivated learners tend to participate actively in class and invest considerable effort in their studies However, fostering motivation can be challenging due to its personal nature Creating a supportive and non-threatening classroom environment can enhance students' motivation to learn Incorporating songs into lessons can be an effective strategy to achieve this goal, making the classroom a more enjoyable place for students.
Songs uniquely capture students' attention in ways that other media cannot, appealing even to those who may not have musical talent Despite language barriers, individuals can still enjoy the essence of a song Current pop music significantly influences today's youth, resonating with their diverse emotions and experiences, including love, hate, joy, loneliness, and sadness This emotional connection makes songs particularly compelling for young people.
Learning a new language can be challenging and stressful for many students, but incorporating songs into the learning process can alleviate these feelings The heartfelt lyrics, combined with rhythm and melody, resonate with listeners, making it easier for students to engage with the language As students sing along, they become more familiar with the language, facilitating their learning experience According to McDonald (1984:187), using songs in the English classroom allows shy students to feel more comfortable, as they can express themselves through music without the pressure of direct attention This approach helps to reshape students' perceptions, making the language seem less daunting.
Playing songs in the classroom enhances group spirit, significantly aiding students in developing their language skills Additionally, students can share these songs with family and friends outside of class, which further strengthens their interest in learning English.
In conclusion, incorporating songs into the classroom is an effective strategy for enhancing students' listening skills Teachers should leverage the motivational power of music to engage students and facilitate their learning process.
Review of related studies
In the context of Vietnam, there have been few studies on the use English songs and its effectiveness on learning English skills
Tran Thi Tuyet Mai (2010) at Duy Tien High school conducted a study titled
This article explores the effectiveness of using English traditional songs to enhance pronunciation skills among high school students It aims to determine whether these songs can significantly improve students' pronunciation and to identify the most effective methods for incorporating English songs into pronunciation teaching.
Tran Thi Oanh (2008) conducted a study titled "The Use of Song to Improve Listening Skills for Students at ITC Foreign Language Center in Hai Duong." The research primarily examined the effectiveness of integrating songs into the teaching of listening skills.
Bui Thi Thu (2011) demonstrated that using English songs can effectively motivate students to learn grammar She highlighted that these songs play a significant role in aiding students' ability to memorize grammatical rules more easily.
Not only in Vietnam, there have been so many foreign researchers investigating the teaching language methodology with the use of English songs
Andrew Yau Hau Tse, a teacher of English in Malaysia conducted a thesis on
This study explores Malaysian ESL teachers' perspectives on the use of songs in English language teaching, focusing on their beliefs about the pedagogical value and impact of songs Research indicates that songs are a significant feature of ESL programs, serving as effective listening materials and enhancing the language learning experience for young learners Moreover, songs are considered essential elements that contribute to a more engaging and relaxing learning environment.
In her 2006 study, Kwong, Suk-mun, Elsa explored the impact of English songs on students' motivation in learning English as a second language Recognizing that students often lack interest in traditional English songs but are drawn to popular music, the researcher aimed to leverage her dual expertise as an English and music teacher This approach seeks to identify the factors that enhance students' motivation to learn English through engaging songs.
Neil T Millington's thesis, "Using Songs Effectively to Teach English to Young Learners," highlights the significance of songs as valuable pedagogical tools The paper discusses the advantages of incorporating songs into language learning tasks to enhance their effectiveness and provides practical examples for implementation Additionally, it examines how traditional children's songs can be adapted, enabling teachers to utilize them more often for a broader range of topics in their lessons.
Hans Mol's research in Australia highlights the benefits of incorporating songs into English classrooms He emphasizes that songs enhance learners' understanding of word stress, intonation, and rhythm, which are crucial for effective communication Additionally, the use of music aids in memorization, making it a valuable tool for language acquisition.
As an English teacher, the author discovered that incorporating songs into lessons helps learners retain language chunks, enhancing their conversational and writing skills By utilizing songs, language educators can effectively practice listening, speaking, reading, and writing, making learning more engaging and memorable.
Summary
This chapter outlines the essential literature that shapes the theoretical and conceptual framework for the study of listening skills in communicative language teaching It defines listening skills, explores various types of listening processes, and discusses the challenges learners face in mastering these skills, drawing on insights from various authors Additionally, the chapter highlights the significance of motivation in listening classes, emphasizing the role of songs as effective motivators to enhance student engagement and listening practice.
METHODOLOGY
Setting of the study
Hai Duong Medical Technical University boasts a team of 11 dynamic and well-trained English teachers, both male and female Their youthful energy and expertise contribute significantly to the institution's educational environment.
At Ha Noi National University, Ha Noi University, and Ha Noi Open University, a diverse group of educators holds advanced degrees, with five possessing M.A qualifications Among them, eight teachers in their thirties bring over seven years of teaching experience, while three in their forties contribute more than 15 years Recognizing the critical role of listening skills, these educators are committed to enhancing their teaching methods to engage students and address challenges However, their approaches vary; some focus on providing background information and vocabulary, while others utilize authentic materials or tailored activities that resonate with their students' needs.
A study conducted at Hai Duong Medical Technical University involved forty first-year non-major students who faced challenges with their compulsory English course As technical students, they found English particularly daunting due to its perceived complexity and numerous rules The course emphasized four skills: listening, speaking, reading, and writing, which made it even more overwhelming for them Among these, listening proved to be the most difficult, as it was their first experience learning English through skills-based methods Consequently, many students frequently skipped classes or distracted themselves during listening lessons.
2.1.3 Teaching and learning condition at HMTU
Founded 45 years ago, HMTU is located in the heart of Hai Duong city The university introduced English as a subject 20 years ago, replacing Russian, which had been the primary foreign language taught prior to that time.
HMTU, established long ago, boasts ample classrooms equipped with modern technology, including projectors and two dedicated language labs for English instruction The school features a foreign language center staffed by 11 passionate English teachers However, challenges in teaching and learning primarily stem from the diverse language proficiency levels among students While most have been studying English since grade 6, a few from urban areas began in grade 3 Additionally, some students face difficulties due to their remote rural living and learning conditions.
Many students begin learning English at an early age but often struggle with low proficiency due to a focus on other subjects Before entering university, they typically take exams in three non-English subjects, leading to a negative attitude towards English and limited study time However, the English teachers at HMTU are young, well-trained, and energetic, creating a positive environment for language learning.
At HMTU, most teachers are accustomed to traditional language teaching methods that prioritize grammar and vocabulary, leaving limited time for listening skills When faced with a new syllabus, they struggle to implement activities and manage the classroom effectively However, these young educators are eager and motivated to enhance their knowledge of communicative competence for teaching English.
Research design
The study involved 60 first-year non-English major students at an elementary level, selected from two classes at HMTU Conducted during their first term, the research focused on the students' progress as they completed unit 6 of the New Headway Pre-Intermediate book.
A total of 11 English teachers, comprising 9 females and 2 males, participated in the survey, all of whom are responsible for teaching first-year students These educators hold degrees from either Hanoi University or Vietnam National University, specifically from the English Department Among them, 5 possess Master's degrees, while 3 are currently pursuing their Master's studies They are dedicated and enthusiastic professionals committed to assisting their students in overcoming challenges related to listening comprehension.
Both questionnaires and test were employed in this research so as to get the accurate data
At the end of the first term, a questionnaire was distributed to teachers to assess their use of songs in teaching listening skills The survey aimed to determine the frequency of song usage, gather teachers' opinions on the benefits and drawbacks of using songs, explore the types of tasks they design for teaching listening, and identify the criteria they use for selecting appropriate songs Comprising six questions, the questionnaire addressed the frequency of song usage, the perceived advantages and disadvantages, the tasks created for song-based lessons, the selection criteria for songs, and the sources from which teachers obtain songs for their lessons.
At the end of the first term, a questionnaire was distributed to students to assess their interest in learning through English songs, track their improvement, and gather their opinions on the benefits of this method Written in Vietnamese for better comprehension, the questionnaire consisted of five questions: the first question explored students' enjoyment of listening to songs; the second evaluated how songs contribute to their listening skills; the third sought opinions on the advantages of using English songs for learning; the fourth identified students' preferred activities while listening to these songs; and the fifth examined the reasons behind their choice to listen to English music.
Two tests of listening (pre- test and post- test) were designed to assess students‘ listening skill in the first term
These tests were designed with the same form and level of difficulty There are two parts in these tests Part I: Listen to conversation and choose the best answer; part
II: Listen to short talk and tick true or false statements Time allowed for each test is fifteen minutes The aim of the tests is to answer the question whether teaching listening skill through the use of songs is effective or not
2.2.2.2 Data collection and analysis procedure
In the 2013-2014 school year, a researcher conducted a study involving two first-year student classes, each comprising 30 students with varying levels of English proficiency Class E1102.1 incorporated English songs during the listening exercises, while Class E1102.3 did not use songs Data collection for the study followed a systematic approach.
Step 1: Two classes (E1101.1 and E1101.3) were handed a listening test as a pre- test at the beginning of term
Step 2: At the end of the term, these two classes were given another listening test as the post – test to find out the effectiveness of teaching and learning listening through songs
Step 3: The survey questionnaire for students was delivered to the experimental class to find out the degree students like learning listening through songs, what extent can they improve their listening skill through songs, what benefits of learning listening skill through songs, what favorite activities while they are listening to songs and why they listen to English songs A survey questionnaire was also delivered to the teachers of English at HMTU to find out the frequency teachers use English songs to teach listening skill, teachers' opinions about advantages and disadvantages of using songs in class, the tasks that teachers design to teach with the use of songs, criteria to choose appropriate songs, and the sources they collect songs These two questionnaires were delivered at the end of the term
The results then were analyzed and presented in forms of tables and charts Data analysis and findings will be presented in the next chapter.
Summary
In this chapter, the author introduces the setting of the study and research design including participants, data collection and analysis procedure.
DATA ANALYSIS AND FINDINGS
Questionnaire for students
The questionnaire was used to explore students‘ attitude and opinion toward the use of English songs in teaching listening lesson
The participants of this survey questionnaire are 60 students in two classes who were taught with and without the use of songs
3.1.3.1 Students’ attitude towards English songs
Chart 1: Students’ attitude towards English songs
The pie chart illustrates students' attitudes toward English songs, revealing that a significant majority, 88%, enjoy listening to them Additionally, 73% of students expressed a strong preference for this teaching method Conversely, a small portion, 12%, indicated that they do not appreciate the use of English songs in their learning.
3.1.3.2 The improvement of students’ listening after they had been taught with the use of songs
Very little Much Very much
Chart 2: Students’ improvement after they had been taught with the use of songs
A recent study revealed that 86% of students experienced improvements in their listening skills after a term of learning with songs, with 67% reporting significant progress Many students noted that they could understand the lyrics sung by the artists However, 14% of students admitted they did not see any advancement in their listening abilities.
3.1.3.3 Students’ opinion about the benefits of learning listening through the use of English songs
Note: 1: Strongly disagree 2: Disagree 3: Don’t know 4: Agree 5: Strongly agree
Make the listening lesson more relaxing 5 5,7 8 37,3 44 Make the listening lesson more enjoyable 1 9 7.3 42 40.7 Develop my confidence in listening to English 11 19 17 22 31 Help me to listen to English better 3.3 10 16.6 50 20
Help me to recognize key words while listening
Help me pay greater attention to word stress 7 9 25.6 36.7 21,7 Help me to discriminate English sounds better 13.3 22.3 39 13.4 12
A recent survey highlights students' recognition of the positive impact of English songs on their listening lessons Notably, 81.3% of students agreed that English songs create a more relaxing atmosphere, with 44% expressing strong agreement Additionally, 82.7% of participants felt that songs enhance the enjoyment of listening lessons, contributing to a joyful and engaging learning environment This shift in mood fosters increased motivation, as students are more inclined to learn when they find lessons enjoyable and feel relaxed Moreover, over half of the students reported feeling more confident in their listening skills, with 53% strongly indicating a reduction in anxiety during listening tasks While these findings underscore the effectiveness of English songs in boosting motivation, it's important to note that 17% of students remained indifferent, citing that while they enjoyed the tasks involving songs, their nervousness persisted during actual listening exercises.
A significant 70% of respondents reported an improvement in their listening skills attributed to English songs, while 16.6% remained neutral and 13.3% did not perceive any progress in their listening abilities.
Guessing skill seems to be the most progressive one as 54.4 % students said that their guessing skill was improved through songs
Word recognition ranks second with 56.4%, closely followed by awareness of word stress at 58.4% In contrast, sound discrimination skill is the least favored, with only 25.4% of learners indicating that songs aided in improving their ability to discriminate sounds A significant number of students found this sub-skill challenging, as 39% showed no concern for it and 35.6% disagreed with the effectiveness of songs in enhancing this skill.
A significant percentage of students lack awareness regarding the impact of music on language learning, with 35.6% unsure if songs aid in recognizing keywords and 25.6% uncertain about their influence on word stress Additionally, 25.3% of students are unclear about the role of guessing skills in comprehension This lack of knowledge may indicate that these individuals have not observed improvement in their skills or have not prioritized their development.
Songs can significantly aid students in developing essential bottom-up listening skills, including word recognition and awareness of word stress, while also enhancing their listening attention.
3.1.3.4 Students’ favorite activities while they are listening to English songs
Tick True or False sentences 55%
Finding the words appeared in the song 52%
Discussing about the meaning of the song 33%
Table 2: Students’ favorite activities while they are listening to English songs
The data reveals that students' favorite activity is arranging jumbled lines, with a preference rate of 97.3% This popularity likely stems from the task's simplicity, requiring minimal focus Following closely, listening to songs and filling in the blanks ranks second at 91% Although this activity poses a greater challenge, it captivates students' attention, making it enjoyable as they eagerly anticipate writing down the correct words.
According to the survey, 55% of participants consider listening and answering True or False questions as their third favorite activity This task is relatively easy and allows them to enhance their concentration skills while listening.
One engaging activity for students is listening to songs and circling the words they hear, a method favored by 52% of participants Additionally, 43% of students enjoy the challenge of identifying and correcting mistakes in song lyrics, such as spotting extra or incorrect words.
Students demonstrate a keen interest in discussing the meanings behind songs, with 33% expressing a desire to explore the content This understanding enhances their appreciation of the music they enjoy, allowing for a deeper connection to the lyrics and themes.
Only 12% of students express interest in dictation, with an even smaller 6.3% finding multi-choice questions engaging while listening This lack of enthusiasm is understandable, as these tasks can be quite challenging and require significant time and various sub-skills to complete effectively.
3.1.3.5 Reasons that students listen to English songs
Table 3: Reasons that students listen to English songs
Over 80% of informants indicate that their primary motivation for listening to music is relaxation and pleasure, providing a sense of comfort after long hours of work or study Additionally, 59% of students report that they listen to songs to enhance their listening skills, while only 1-2% use music to stay awake or for other purposes.
Questionnaire for teacher
The purpose of the teacher questionnaire is to assess how often educators utilize songs in their teaching, the types of tasks they create that incorporate music, and their insights on the benefits and drawbacks of using songs to enhance listening skills Additionally, the questionnaire seeks to gather criteria that teachers consider when selecting suitable songs for instructional purposes.
For improvement in listening skill 59%
The survey involved 11 young, well-trained, and energetic teachers at HMTU, creating a positive environment for the institution Among them, five hold M.A degrees, and eight teachers are in their thirties with over seven years of teaching experience, while three are in their forties with more than 15 years of experience All participants share the same responsibilities, which include teaching the four essential language skills: listening, writing, reading, and speaking.
3.2.3.1 The frequency of using songs to teach listening skill
Always Usually Sometimes Realy Never
Chart 3: The frequency of using songs to teach listening skill
The pie chart illustrates the frequency of song usage among teachers, revealing that a significant majority (88%) enjoy English songs and regularly incorporate them into their listening skill lessons Only 12% of teachers reported using songs occasionally, with none stating they rarely or never use them Additionally, current textbooks feature at least five English songs, indicating that songs are frequently utilized in teaching English, particularly for enhancing listening skills.
3.2.3.2 Teachers’ opinion about advantages of using songs to teach listening skill
Pay attention to the pronunciation of the words 23%
Help students relax during the lesson 82%
Table 4: Teachers’ opinion about some advantages of using songs in class
The data reveals a consensus among teachers regarding the benefits of using songs in the classroom, with 90% agreeing that songs can alleviate boredom Additionally, 82% believe that songs help students relax during lessons, while 70% feel that they enhance listening skills However, only 23% of teachers support the notion that listening to English songs improves students' pronunciation, citing confusion caused by the speed and varying accents of singers.
3.2.3.3 Teachers’ opinion about disadvantages of using songs to teach listening skill
Teachers cannot find suitable songs 75%
Students are distracted by music 65%
The class becomes noisy and out of control 53%
The sounds are not clear because singers usually link sounds together
Table 5: Teachers’ opinion about some disadvantages of using songs in class
A significant challenge faced by teachers is the difficulty in selecting appropriate songs for their students, with 75% reporting this issue Additionally, 65% of educators struggle with student distractions caused by music, while 59% cite limited time for listening lessons as a concern Noise levels in the classroom also pose a problem, affecting 53% of teachers who find it hard to maintain control Furthermore, nearly one-third of teachers believe that songs are often unclear, as singers tend to link sounds together, making it hard for students to understand Lastly, over 20% of teachers express apprehension about their singing abilities, feeling embarrassed at the prospect of singing in front of their students.
3.2.3.4 Kind of task(s) the teachers usually designed to teach students with the use of songs
Chart 4: Kind of task(s) the teachers usually designed to teach students with the use of songs
According to the chart, 18% of teachers utilized songs for gap-filling tasks, while 36% opted for multiple-choice tasks Additionally, 33% of teachers indicated that mistake correction is the most effective approach for short and simple texts Furthermore, over 10% of teachers preferred alternative task types, including jumbled words, grammatical reviews, and vocabulary learning activities.
3.2.3.5 Criteria for selecting songs of the teachers
The songs should contain limited vocabulary 85 %
The songs should have positive contents 79 %
Topics of song should be within the experiences of students
The rhythm should be straightforward and repetitive 60 %
The songs should present a limited musical challenge 55 %
The songs should have refrain: a repeated stanza, between verses of the song
Table 6: Criteria for selecting songs of the teachers
Not all songs are suitable for classroom use, with vocabulary difficulty being a crucial factor in teachers' selections A significant 85% of educators agree that songs should feature limited vocabulary to prevent student disengagement Additionally, 79% prefer popular songs with positive themes that align with educational goals Teachers also emphasize the importance of song topics being relatable to students' experiences, with 65% supporting this idea Furthermore, 60% and 55% of teachers believe that songs should have straightforward, repetitive rhythms and present minimal musical challenges About 33% of educators suggest that songs should include refrains to boost students' confidence during listening and practice Other considerations for selecting appropriate songs include the classroom environment, song length, and cultural relevance.
3.2.3.6 The sources for teachers to select songs
Table 7: The sources for teachers to select songs
The table shows that a significant majority of teachers (95%) prefer using the internet to select songs, as it offers a quick and convenient way to find music that matches their students' proficiency levels Additionally, over half of the teachers (55%) find CDs and VCDs to be useful resources for song selection, allowing them to easily bring music to various locations Notably, none of the teachers utilize radio or television for this purpose.
Tests
The aim of the two tests (pre – test and post test) was to make it clear whether the using of English songs helps students to improve their listening skill
60 students of two classes E1101.1 and E1101.3 were involved in these tests Class E1101.1 was taught with the use of English songs and class E1101.3 was taught without songs
The test was conducted within a fifteen-minute timeframe for two classes, E1101.1 and E1101.3, which incorporated English songs into their teaching methods Students in both classes received the same pre-intermediate level test at the beginning and end of the term.
After collecting and grading the tests, the author analyzed the scores using frequency distribution to determine the range of marks achieved by each class, along with measures of central tendency to assess the progress trends of each class.
The post-test results were analyzed and compared to the pre-test scores, with standard deviation (s.d) being utilized as a key measure of dispersion This data allowed the author to assess how much the test scores deviated from the mean, ultimately revealing the impact of using English songs on students' listening skills.
3.3.4 1 Pre – test (At the beginning of the term)
Table 8: Frequency distribution (pre - test)
Chart 5: Raw marks in listening (pre - test)
The data indicates that marks for students range from one to eight, with classes E1101.3 and E1101.1 displaying distinct performance trends Class E1101.3 has a higher concentration of marks five and six, suggesting a more uniform level among its students In contrast, class E1101.1 features a greater number of students achieving marks seven and eight, indicating the presence of more exceptional performers Notably, the mode for class E1101.3 is six, surpassing the mode of five in class E1101.1, suggesting that E1101.3 may have a slight edge in overall performance.
Class N Mean Std Deviation Median
Table 9: Mean and Std Deviation (pre - test)
Class E1101.1 has a mean score of 5.3667, slightly outperforming class E1101.3, which has a mean of 5.1667, indicating that both classes are performing at an average level Notably, both classes share a median score of five, aligning closely with their respective means The standard deviations of 1.56433 for E1101.1 and 1.59921 for E1101.3 suggest a limited spread of scores, reflecting a narrow range of abilities among the students in both classes.
3.3.4.2 Post-test (At the end of the term)
Table 10: Frequency distribution (post - test)
Chart 6: Raw marks in listening (post - test)
The data reveals a significant shift in the mark ranges of two classes, with the lowest mark increasing from two to three and the highest mark rising to nine, indicating progress in listening skills The median score has also improved, being one point higher than in the pre-test, although the full mark of ten remains unachieved, suggesting a moderate test difficulty Class E1101.1 shows lower below-average marks compared to class E1101.3, yet it surpasses E1101.3 in above-average marks Notably, while class E1101.1 ranked second to E1101.3 in the pre-test with a mode of seven, it has now reversed positions.
As so, it can be drawn out that class E1101.1 seems to overtake class E1101.3 on the way to improve their listening skill
Table 11: Mean and Std deviation (post - test)
The analysis of mean scores indicates that class E1101.1 significantly outperformed class E1101.3 in developing listening skills While class E1101.3 showed a slight improvement from 5.1667 to 5.300, class E1101.1 exhibited a substantial increase from 5.3667 to 6.3667 This notable difference in pre-test and post-test scores clearly demonstrates that incorporating songs into the listening skills curriculum has led to significant improvements in students' abilities.
Despite a shift in the mark range, the standard deviations of 1.62912 and 1.23596 indicate that the range of ability among students in both classes remains narrow.
In short, the better result of class E1101.1 can be considered the means to lead to the conclusion that English songs bring much efficiency to the listening skill.
Summary
This chapter has provided an analysis of the study's data, revealing that most students hold a positive attitude towards using English songs to enhance their listening skills The findings from the survey questionnaires and tests indicate that integrating English songs into the learning process can be beneficial Based on these results, the next chapter will propose suggestions for improving teaching and learning listening skills at HMTU.
Major findings from the research
1.1 Research question 1: What are the benefits of using songs to teach listening skill to students?
The analysis of data gathered through questionnaires and tests has yielded valuable insights, which have been thoroughly discussed In summary, these findings can be reaffirmed as follows:
A recent study highlights that incorporating songs into listening lessons significantly boosts student motivation and engagement The findings reveal that students become more active and involved, creating a lively and enjoyable classroom atmosphere Learners reported an increased desire to listen, with songs facilitating unprecedented levels of participation Additionally, songs effectively enhance essential bottom-up listening skills, including word recognition, awareness of word linking, and word stress As a result, students transition from passive listening to actively applying these skills in their tasks.
1 2 Research question 2: Which tasks should teacher design to teach listening to students with the use of songs?
The language level of selected songs significantly influences the listening tasks designed by teachers To effectively teach listening skills through music, educators should create various types of tasks tailored to the language proficiency of their students.
Listening comprehension tasks using song lyrics are highly effective for enhancing students' language skills, with 91% of students expressing a preference for this activity In this exercise, students receive song sheets with missing words, which may include prepositions, articles, verbs, or adjectives, allowing them to actively engage with the language and improve their recall abilities.
Before engaging with the song, students read a word and predict what fits in the blank While listening, they fill in the blank with the appropriate word (Refer to Appendix 5, Task 1.)
This exercise involves providing students with photocopied song lyrics that contain intentional errors in each line As they listen to the song, students must identify and correct these mistakes, making it an effective way to practice homophones and homonyms in English.
Teachers create multiple-choice questions based on the song's content, and students listen to the song to select the correct answers.
One of the students' favorite activities, enjoyed by 97.3% of them, involves arranging jumbled song lines In this engaging task, students receive copies of song sheets with mixed-up lyrics, and they must listen to the song to rearrange the lines in a way that restores the song's meaning.
Teachers can engage students by modifying song lyrics, either by changing specific words or inserting incorrect ones, and then asking students to correct them while listening This interactive activity captures students' attention and enhances their learning experience in the classroom.
1.3 Research question 3: What are criteria to choose appropriate songs in teaching listening in classroom?
To use the songs effectively to get the best teaching target, there are some criteria of songs that teachers should bear in mind
Teachers should select songs with limited vocabulary for non-English major first-year students at the elementary level, as these simpler songs are more suitable for their learning needs Complex songs with extensive vocabulary can overwhelm students, leading to disengagement during listening activities.
Incorporating popular English songs with positive messages into teaching can effectively enhance student learning These uplifting songs contribute positively to students' emotional and psychological development Conversely, exposure to music with violent themes may adversely affect their mental well-being, highlighting the importance of selecting appropriate content for educational purposes.
Furthermore, another criteria to choose appropriate songs is that the songs should be within the experiences of students The topics can focus on friendship, love, peace and nature
When selecting an appropriate song for students, it is essential to choose one with a simple and repetitive rhythm, as this fosters confidence and engagement in tasks Additionally, teachers should consider songs that feature a refrain and present minimal musical challenges to enhance the learning experience.
Limitations of the study
Despite many benefits, the use of songs in English language classroom also involves some attendant problems Below are some of problems relating to using songs
Noise in classrooms can create significant disturbances, leading to tension between teachers and negatively impacting the learning environment To address this issue, utilizing a language laboratory or library can provide a quieter space for instruction Alternatively, teachers can encourage students to gather closely around a tape recorder, allowing for lower volume levels and minimizing disruption to neighboring classrooms.
One challenge of using songs for teaching listening skills is the time-consuming process of selecting appropriate songs and designing related tasks Many educators lack a diverse collection of songs, making it difficult to find suitable options that align with educational goals Consequently, selecting songs with relevant content becomes a significant concern for teachers.
Suggestions for further study
The findings of this study highlight the significant curricular implications of using music in second language acquisition, positioning songs as more than just recreational tools and recognizing their instructional value The researcher emphasizes that English songs can provide valuable applications with further investigation While this study confirms the role of songs as motivators in teaching listening skills and their effectiveness in enhancing bottom-up listening skills—such as word recognition, awareness of word linking, word stress, attention, and comprehension—it also serves as a foundation for future research and innovative applications in language learning.
Further research should focus on:
- The use of English songs in teaching other aspects and skills such as pronunciation, writing, speaking etc
- The effectiveness of using English songs in improving learners‘ vocabulary and grammatical knowledge
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APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS
1 To what extent do you like listening English through songs?
2 To what extent can you improve your listening skill through songs?
3 What are the benefits of learning listening skill through the use of songs?
Make the listening lesson more relaxing
Make the listening lesson more enjoyable
Develop my confidence in listening to English
Help me to listen to English better
Help me to recognize key words while listening
Help me pay greater attention to word stress
Help me to discriminate English sounds better
Note: 1: Strongly disagree 2: Disagree 3: Don‘t know 4: Agree 5: Strongly agree
4 What are your favorite activities while you‘re listening to songs?
Discussing about the meaning of the song
Finding the words appeared in the song
5 Why do you listen to English songs?
B For improvement in listening skill
CÂU HỎI THĂM DÒ DÀNH CHO SINH VIÊN
1 Bạn thích học nghe Tiếng Anh qua bài hát ở mức độ nào?
A Không thích một chút nào
2 Kỹ năng nghe của bạn được cải thiện như thế nào qua bài hát?
3 Học tiếng Anh qua bài hát có những lợi ích gì?
Làm cho bài học nghe bớt căng thẳng
Làm cho bìa học nghe thêm thú vị
Thêm tự tin khi nghe
Làm cho nghe tiếng Anh tốt hơn
Giúp tôi phát hiện ra từ khóa trong khi nghe
Giúp tôi chú hơn tới trọng âm của từ
Phát triển kỹ năng đoán
Giúp phân biệt các âm tiếng Anh tốt hơn
Chú thích:1: rất không đồng ý , 2: không đồng ý , 3: không biết, 4: đồng ý , 5: rất đồng ý
4.Bạn thích các hoạt động gì trong giờ học Tiếng Anh qua bài hát?
Sự lựa chọn Đánh dấu lựa chọn
Chọn đáp án đúng sai
Câu hỏi lựa chọn Điền từ vào chỗ trống
Thảo luận về nghĩa của bài hát Đoán
Chọn từ xuất hiện trong bài hát
5.Tại sao bạn thích nghe bài hát tiếng Anh?
A Để thỏa niềm yêu thích
B Để cải thiện kỹ năng nghe
APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS
1 How often do you use English songs to teach listening skill?
2 What is your opinion about benefits of using songs in class?
B Help students relax during the lesson
D Help students pay more attention to the pronunciation of the words
3 What are disadvantages of using songs in class? (You can choose more than one choices)
B The class becomes noisy and out of control
D Students cannot pay attention by music
F The sound are not clear because singers usually link sound together
4 What kind of tasks do you usually design to teach your students with the use of song?
5 Which criteria do you often use to select songs? (You can choose more than one choices)
A The song should contain limited vocabulary
B The songs should have positive content
C The song should present a restricted musical challenge
D The rhythm should be straightforward and repetitive
E The songs should have refrain: a repeated stanza, between verses of the song
F Topics of the song should be within the experiences of students
6 Which sources do you often exploit to choose English songs?
APPENDIX 3: PRE – TEST Part I: Listen to Shona talks about her best friend Then choose the best answer (5 marks)
1 How many good friends does she have?
A two or three B three or four C two or four
2 When did Shona first meet Kirsty?
A When they were 12 B When they were 21 C When they were 20
A She is funny B She is small C She is tall
4 What does Kirsty do to Shona‘s problems
A She always listens B She gives Shona good advice C A and B are correct
5 Where does Kirsty live now?
A She lives in the same town with Shona
B She doesn‘t live near Shona
C She lives in different town but quite near Shona
Part II: Listen to the conversation then choose True or False for the following questions (5 marks)
1 Ben needs someone to help with the cooking
2 The show is going to take place in the park
4 Somebody from Kathy's family has already volunteered to help
5 Ben doesn't think Kathy's card tricks will work
6 Kathy can't dance very well
7 Kathy can't participate because she is helping Susan
8 Ben can‘t sing the national anthem quite well
9 The talent show starts at 4 o‘clock
10 Kathy can sing her song at the beginning of the show
Part I: I have three or four good friends, but I think my best friend is Kirsty We first met when we were 12, she started at my school, and the teacher asked me to look after her, we soon became friends, we look quite funny together, she very tall and I am quite small Because we grew up together we know everything about each other So Kirsty knows me better than anyone else She always listens and then give me good advice! I hope I do the same for her We are both married now and - er we live quite near each other, but in different towns We talk on the phone all the time, especially now, because we are both having a baby this summer!
Ben: Kathy, we need some help for the charity show on Saturday Do you think you can help?
Kathy: Sure, what do you want me to do? I can do some of the cooking if you need Ben: No, the cooking is taken care of
Kathy expressed her willingness to help with the cleanup, noting that she can collect litter from the ground She anticipates that the park will become quite messy due to the large number of people expected to attend.
Ben: John and Lindsay have volunteered to do all of that
Kathy: So what do you want my help for?
Ben expressed concern about the upcoming talent contest, noting that participation might be low without some initial sign-ups To encourage interest, he urged others to register and take part in the event.
Kathy: But I can't do anything!
Kathy: No, seriously Ben I am the last person you want for a talent show I don't have any
Ben: You don't have any what?
Ben mentioned that he asked Graham to start the show with a few jokes, but Kathy expressed her doubts about Graham's ability to tell jokes effectively, questioning who else might be available for the task.
Ben: Your mother agreed to play a piece of music on the clarinet Something from a film
Kathy: Oh, that will be nice She can play well
Ben: Alright! So now we need you to do something What can you do really well? Kathy: I can cook!
Ben: I don't think people are going to want to watch you cook, Kathy!
Kathy: I can do some card tricks That could be a nice idea
Ben: Do they always work?
Kathy: I can practice! They usually work!
Ben: Hmm! Is there anything else you can do?
Kathy: Well, I can't dance and I can't juggle
Ben: What about singing? Can you sing?
Kathy: My voice isn't too terrible! I can sing the national anthem quite well
Ben: Hey that's great It will only take a couple of minutes and with three volunteers already, I think other people will be less shy to sign up
Kathy: What time does the talent show start?
Ben: Around 3 in the afternoon
Kathy: Oh no! I'm on Susan's cookery stall until 4!
Ben: Can you escape for just 5 minutes?
Kathy: Not really but if you want, I can sing my song at the end of the show instead of the beginning
Ben: Yeah, that sounds perfect We will finish up at about 5pm
Kathy: OK, agreed Put me down as the last act in the talent show
Ben:Thanks a lot Kathy, I really appreciate it
Part I Listen to the conversation and then choose the best answer (5 marks)
1 How did Diana and the tourists travel to the canyon?
A by bus B by train C by car
2 Why did some of the tourists stay at the hotel today?
A They were ill B They were tired C They went to a different place
A A hotel manager B Diana's colleague C A worker at the canyon
4 What did Diana do for lunch?
A She didn't have time for lunch
B She ate something with the tourists
C She had lunch in the canyon café
5 What does Diana think about her job?
A The wages are good, but she hates the work
B They pay her poorly but at least she likes the job
C The wages are good and she likes the job too
Part II: Listen to the conversation then choose True or False for the following questions (5 marks)
1 Richard spent about two months in Thailand
2 This photo was taken near the beginning of his stay in
3 Richard was hiding because he doesn't like having his photo taken
4 Richard is still in touch with the girl from Manchester
6 Melanie's birthday is July 5th
7 Stephanie‘s memory is very good
8 Stephanie never knew Richard had been to Thailand
9 Carlos is sitting next to Sara
Alan: Hey Diana, how is your new job going?
Diana: Great I love driving those tourists around It's one of the best jobs I've ever had
Alan: Where did you take them today? Were you on the bus again?
Diana: Yeah, we had them on bus and we took them to the canyon
Alan: Wow, that must have been great Did you have many people with you today? Diana: There were a few empty spaces, so the bus wasn't full
Diana: I think a few people didn't feel too great today and decided to stay at the hotel
We did too many things yesterday and a lot of people were feeling tired in the morning when we picked them up from the hotel
Alan: Were you the only guide with the tourist group today?
Diana: No Mark was there and he helped me a lot When he's not there, I have too much to do so I really appreciate it when I'm not alone
Alan: Did you have time for lunch?
Diana mentioned that they had no time for lunch during their busy schedule, as the tourists managed to eat at a nearby cafe by the canyon entrance Instead, they focused on coordinating the day's activities with the park staff and only had a few minutes to quickly grab a sandwich later on.
Alan: That doesn't seem very fair You guys work too hard
Diana: They pay us well and the job's enjoyable so we can't complain
Alan: What time did you get back to the hotel? You look exhausted!
Diana: We got back at five and then we had a little time with the leader of the tourist group discussing tomorrow's itinerary
Alan: Where are you going tomorrow?
Tomorrow promises to be a simpler day as we plan to visit the city museum in the morning, followed by the aquarium after lunch, minimizing potential issues.
Alan: I didn't even know there was an aquarium in the city!
Diana: Maybe you should join us tomorrow!
Alan: Well, have a nice day and say "hi" to all the fish for me
Stephanie: What's that you're looking at, Richard?
Richard shares a nostalgic photo with Stephanie, recalling a summer garden party in Thailand from a few years ago when he was teaching English.
Stephanie expressed surprise at Richard's trip to Thailand, asking how long he stayed Richard shared that he spent about eight weeks there, highlighting that the experience was both enjoyable and educational He reminisced about their last evening before returning home, recalling the great memories they made during the trip.
Stephanie: Where are you? I can't see you
Richard: I know, what a shame That's me in the back, almost hidden Can you see me? I'm sitting next to Carlos wearing the pink shirt I'm wearing a white shirt
Stephanie: That could be anyone!
Richard: I didn't know they were taking the photo That was a wonderful group of people I'm listening to Sara tell a joke She was from Manchester in England
Richard: Yes, I still hear from her sometimes She sent me an e-mail only last week Now she's working in advertising in London
Stephanie: The guy sitting next to you is Carlos, you said?
Richard: Yes, a very shy person but really friendly once you get to know him a bit He was from Bogotá Where's that, Peru?
Richard: And he was one of the best teachers there He gave me so much help
Stephanie: What about the girl sitting in front of you drinking a Coke?
Richard: Oh what was her name? Melissa, I think She was from San Francisco and our birthday was the same day
Stephanie: Erm, July the 5th
Richard: The eighth! Your memory is awful Melanie, she's called, not Melissa She just wanted to sunbathe every day, I remember
Stephanie: What about the girl in the flowery top who's laughing She looks like a really friendly person Those white shoes of hers are gorgeous
Jackie, an experienced English teacher and team leader, had been teaching for two years, demonstrating a strong understanding of her role and responsibilities, which surpassed my own knowledge and skills.
Stephanie: Did you like teaching English? Were you teaching kids or adults?
Richard: It was fun and we were teaching the kids out there, but I only wanted to do it for a few months
Stephanie: Who's that good looking guy on the right wearing the sandals?
Richard mentioned that a new arrival, who he believes was Irish, was present for just a couple of days and was set to teach for the upcoming months His best friend, Rob, who was sitting next to him in a gray shirt, recently met him in Los Angeles and invited Richard to teach in China, which he humorously declined.
Stephanie remarked on how friendly a girl was with Rob, questioning if she was his girlfriend Richard clarified that the girl was actually Rob's wife, revealing they had been married since they were both 17 He added that her name is Maria Rita and that she is Spanish, explaining they met while Rob was teaching in Barcelona.
Stephanie pointed out that Richard overlooked a man in a striped shirt located at the back right of the group Richard clarified that the man was part of the hotel staff and seemed to be attempting to engage in conversation with Sara.
Task 1: Listen to the song and fill in the blanks with one word
Say you will, say you will be (1) …………
I feel so(3) …………., I feel so alone
I just don't dare to open my(4) ………
Into deep, going in too deep
I can't get(5) ……… out of my mind
Baby no (6)……… just how hard I try
I don't(7) ………to be alone tonight
Won't you be my guiding (8)………
Lead the way to be by your (9)………
Won't you be my star tonight
Say you will, say you will be mine
I just keep missing you tonight
I feel so unsure, I feel so alone
I just don't dare to open my eyes Into deep, going in too deep
I can't get you out of my mind Baby no matter just how hard I try
I don't want to be alone tonight Won't you be my guiding light Lead the way to be by your side Won't you be my star tonight
I need more than a neon light Say you will…
Task 2: Listen carefully to the song, find out five mistakes from ten underlined words and correct them
Yesterday, all my (1) love seemed so far away,
Now it looks as though they're here to (2) say ,
Suddenly, I'm not (3) help the man I used to be,
There's a (4) shadow hanging over me,
Why she had to go I don't know she wouldn't (6) stay
I said something (7) strong , now I long for yesterday
Yesterday love was such an (8) easy game to (9) play ,
Now I need a (10) house to hide away,
Yesterday, all my troubles seemed so far away, Now it looks as though they're here to stay,
Suddenly, I'm not half the man I used to be, There's a shadow hanging over me,
Why she had to go I don't know, she wouldn't say
I said, something wrong, now I long for yesterday Yesterday, Love was such an easy game to play, Now I need a place to hide away,
Task 3: Listen to the song and circle the best answer for these following questions
1 What did the girl do when she was young?
2 Did she love the songs?
3 When she sang along with the song, It made her…………
4 What kind of song would she sing to them?
5 All her best memories come back clearly to her, it can make her
When I was was young I'd listen to the radio Waiting for my favourite songs
When they played I'd sing along
Those were such happy times and not so long ago How I wondered where they've gone
But they're back again Just like a long lost friend all the songs I love so well
Ev'ry sha-la-la-la, ev'ry wo-o-wo-o still shines
Ev'ry shing-a-ling-a-ling That they're starting' to sing so fine
When they get to the part where he's breaking her heart
It can really make me cry just like before It's yesterday once more
Lookin' back on how it was in years gone by And the good times that I had makes today seem rather sad
It was songs of love that I would sing to them And I'd memorize each word
Those old melodies still sound so good to me
As they melt the years away
All my best memories come back clearly to me Some can even make me cry
Just like before it's yesterday once more
Task 4: Listen carefully to the song and rearrange the jumbled lines in the correct order
1 This year, to save me from tears
2 Last Christmas, I gave you my heart
3 I‘ll give it to someone special
4 I know you‘d fool me again
5 Tell me baby, do you recognize me?
6 Once bitten and twice shy
7 I meant it, now I know what a fool I‘ve been
8 I keep my distance, but you still catch my eye
9 With a note saying ‗I love you‘
10 Well, it‘s been a year It doesn‘t surprise me
11 But if you kissed me now
12 Merry Christmas, I wrapped it up and sent it
13 But the very next day, you gave it away
The order of lines number: ………
1 Last Christmas, I gave you my heart
2 But the very next day, you gave it away
3 This year, to save me from tears
4 I‘ll give it to someone special
5 Once bitten and twice shy
6 I keep my distance, but you still catch my eye
7 Tell me baby, do you recognize me?
8 Well, it‘s been a year It doesn‘t surprise me
9 Merry Christmas, I wrapped it up and sent it
10 With a note saying ‗I love you‘
11 I meant it, now I know what a fool I‘ve been
12 But if you kissed me now
13 I know you‘d fool me again
Task 5: Listen carefully to the song, find out the mistakes words and correct them Goodbye - Air Supply
1 I can see the pain living in your hair
And I know how hard you do
You deserve to have so much more
I can feel your love and I sympathize
All you've ever meant to my life
I don't want to let you go
I don't want to lead you on
I don't want to hold you back
10 From where you might belong
You would never ask him why
My heart is so disguised
I just can't live alone anymore
15 Than to ever make you cry
There's nothing left to say but goodbye
You deserve the chance at the kind of love
Losing you is painful to me