Rationale
Listening is an essential skill in language learning, especially when acquiring English as a foreign language (Kurita, 2012) This crucial input skill facilitates effective communication and information exchange among speakers Mastering listening enables students to engage in conversations, articulate their thoughts, and share information successfully (Rost, p 94).
Many learners strive to enhance their English listening skills, yet a significant number struggle to comprehend dialogues, recordings, or native speakers even after extensive study Research by Kurita (2012) highlights the various factors contributing to the low achievement of these students, indicating a pressing need for effective strategies to improve listening competence in English.
Learning a language, particularly through listening, is a complex process influenced by various factors including attitude, motivation, age, intelligence, and the learning environment Research has shown that these variables significantly impact an individual learner's ability to acquire a second language (L2).
Attitude, defined as a positive or negative disposition toward an object, situation, or behavior, significantly influences the success or failure of language learners As noted by Burstall (1975) and highlighted in Gardner's work (1985), learner attitude has emerged as a critical factor in language acquisition and has been the focus of numerous studies over the years.
In Vietnam, English is an essential component of university curricula, as proficiency in the language is viewed as a crucial skill for effective communication in the workplace Mastering English not only enhances understanding among colleagues but also provides students with a competitive edge in the job market.
At Hanoi University of Business and Technology (HUBT), English is a mandatory subject for all students across various faculties However, many freshmen may not fully understand the significance of learning English, particularly in developing their listening skills The transition from the first to the second academic year does not appear to significantly improve students' listening abilities or performance Additionally, the listening assessment results, which are intended to gauge students' progress, often fall short of teachers' expectations and course objectives Consequently, a deeper exploration of the underlying reasons for these issues is necessary.
Recent studies in Vietnam have focused on motivation and attitudes in education (Đỗ, 2011; Nguyễn, 2011, et al), yet the link between learners' attitudes towards listening and their actual listening performance remains unexplored Additionally, the Department of English at Hanoi University of Business and Technology has not addressed this issue Given the significant relationship between attitude and language learning, it is crucial to conduct in-depth research on this topic.
As an English teacher at HUBT, the writer is motivated to investigate the relationship between learners' attitudes toward listening and their listening performance This research aims to deepen the understanding of these attitudes, improve English teaching and learning at the institution, and provide a basis for future studies.
Aims of the study
This study explores the relationship between learners' attitudes towards listening and their listening performance, focusing on first-year and second-year students The primary aim is to identify their overall attitudes towards learning English, with a specific emphasis on listening skills Additionally, the research investigates differences in attitudes between the two student groups and seeks to determine whether these attitudes correlate with their listening performance.
Research questions
In order to achieve the above-mentioned aims, the following research questions are raised in the study:
1 What are students‟ attitudes in/ towards listening?
2 How do different groups of students differ in their attitudes?
3 To what extent do students‟ attitudes correlate with their performance?
Scope of the study
This thesis focuses on the specific attitudes of students towards learning English listening skills and explores the relationship between these attitudes and their listening performance While learning attitudes and listening performance are expansive subjects, this study narrows its scope to provide a targeted investigation within these areas.
This study focuses on 130 non-English major students at the Department of Accountancy and Management at HUBT, who are developing their listening skills through the Communicative Language Teaching approach Consequently, the findings of this research can be generalized to apply to all Vietnamese non-English majors.
Method of the study
This study employs both qualitative and quantitative research methods in order to get a more detailed and comprehensive picture about what is investigated
A survey was conducted with 130 students, comprising 65 freshmen and 65 second-year students from the Faculties of Accountancy and Management, to assess their attitudes towards learning English and listening skills The study also aimed to collect recommendations for effective listening learning strategies.
The qualitative research method focuses on developing and validating a questionnaire, beginning with a comprehensive literature review that analyzes relevant theories and research on English Language Teaching (ELT) listening and attitudes Additionally, teachers at HUBT contributed their insights in a panel discussion to refine the questionnaire prior to its implementation for survey purposes.
Design of the study
This study is composed of three following parts:
Part A: Introduction presents the background, aims, research questions, the significance, the scope, and the design of the study
Part B: Development is organized in three chapters as follows
Chapter 1- Literature review, conceptualizes the framework of the study through the discussion of issues and ideas on theories of learners‟ attitudes towards listening and listening performance
Chapter 2 - Methodology, presents the context, the methodology used in this study including the context, the subject, the data collection instruments, data collection procedure, and data analysis
Chapter 3 – Findings and Discussions consists of a comprehensive analysis of the data and a discussion on the findings of this study
Part C: Conclusion offers a summary of the findings, recommendations, limitations, and future directions for further study.
Literature Review
Learner factor/ (Affective factors which affect English learning performance)
Learning a language, particularly English as a foreign language, presents various challenges for learners Success in language acquisition is influenced by multiple factors, including attitudes, motivation, age, learning style, and aptitude (Petrides, 2006) Research has primarily focused on how these learner variables impact proficiency levels and individual responses to learning a second language (L2) (Ellis, 1985) The concept of "affect," defined by Arnold (1999) as the emotional aspects that influence behavior, plays a crucial role in shaping learners' attitudes towards the target language Dickinson (1987) further emphasizes that these affective factors contribute to the overall performance of learners Collectively, these scholars highlight the significant elements that affect language learning outcomes.
Though contributing to learners‟ success, each of these factors is not a
“unitary construct but a complex of features” (Ellis, 1985) However, this part provides definitions of some factors that have been seen as contributing causes to learner‟s performance
Aptitude plays a crucial role in language learning, defined by Ellis (1985) as the specific intellectual ability necessary for acquiring a new language Carroll and Sapon further describe it as a combination of fundamental skills essential for effective foreign language learning (cited in Dửrnyei, 2005: 23) This inherent aptitude, often referred to as a "knack" for languages, allows top language learners to grasp and understand languages more swiftly than their peers (Lightbown and Spada, 2006).
The personality traits of learners play a significant role in their success or failure in language acquisition Key characteristics such as extroversion versus introversion, willingness to take risks, empathy, tolerance for ambiguity, self-esteem, and a desire for excitement can greatly influence the language learning process.
Foreign Language Learning theories emphasize the significance of motivation in influencing students' learning performance, which is shaped by two key factors: learners' needs and their attitudes toward the second language and its community Learners are driven to acquire a new language when they have specific goals to achieve or a desire to communicate with native speakers and explore the culture associated with the language (Nakanishi, 2002) Furthermore, motivation is interconnected with various aspects of personality and emotion.
Though both motivation and attitudes have been taken into consideration, this study focuses on learning attitudes Learning attitudes will be discussed in more details in the section that follows.
Learning attitudes
Savignon (1976:295) claims that “attitude is the single most important factor in second language learning” This learning attitude is defined from different angles ranging from the psychological to educational ones
Attitudes, from a psychological perspective, are evaluative and emotional responses that reflect the level of like or dislike towards an object, encompassing three key components: affect, cognition, and behavior According to Allport (1954), these elements work together to shape our overall attitude toward various subjects.
45) states that “an attitude is a mental and neural state of readiness, organized though experience, exerting a directive or dynamic influence upon the individual‟s response to all objects and situations with which is related” It is said that attitudes have cognitive, affective, and behavioral components (cf Harding et al 1954) in which the cognitive component refers to the individual‟s belief structure, the affective to emotional reactions, and the behavioral to the tendency to behave toward the attitudinal object, respectively
From an operational perspective, an individual's attitude can be defined as an evaluative response to a specific referent or attitude object, which is derived from the person's beliefs or opinions regarding that referent (Gardner, 1985).
Attitudes are defined as responses to specific objects, shaped by personal experiences or observations According to Allport, these attitudes, developed from past experiences, create a mental readiness that influences how individuals react to the attitudinal object.
These different views on attitudes have resulted in different ways to classify attitudes which are presented in the next section
Research has identified various learning attitudes, with Stern (1983) categorizing them into three main types: attitudes towards the community and speakers of the second language (L2), attitudes towards the learning process itself, and attitudes towards languages and language learning overall These attitudes are shaped by the learner's personality traits, such as being ethnocentric or authoritarian, and are also influenced by the social environment in which the learning occurs Notably, different attitudes can emerge in monolingual versus bilingual settings This study specifically examines the bilingual context in which learners acquire English as a foreign language.
Gardner (1985) identified three methods for classifying attitudes related to second language learning The first classification distinguishes between specific attitudes, which are closely tied to particular language learning experiences, and general attitudes, such as a broad interest in foreign languages Additionally, attitudes can be categorized based on their relevance to language achievement, with some directly influencing success in learning Finally, attitudes are divided into educational and social categories; educational attitudes pertain to perceptions of teachers, courses, and the learning process, while social attitudes focus on the cultural aspects of acquiring a new language This classification framework informed the design of a questionnaire that assesses attitudes towards teachers, course content, and the relevance of language learning to students' linguistic proficiency.
Stern (1992:88) illustrates varying levels of student attitudes towards the target language in Figure 1, categorizing them from very positive to very negative, with three sub-levels that align with this continuum.
Very positive Positive Neutral Negative Very negative
Feel good and confident about L2
Have no marked sense of discomfort or disorientation
Find it hard to accept L2
Feel uncomfortable and disoriented about most aspects of L2
Feel L2 is odd, annoying, and ugly
Figure 1 Range of student attitudes towards target language (Stern, 1992: 88)
He also describes learning attitudes to L2 as learning performance
Very positive Positive Neutral Negative Very negative
Tackle L2 with confidence and enjoyment
Be willing and co-operative
Handle difficulties in a positive spirit
Treat L2 as an unpleasant task
Figure 2 Range of attitudes to learning L2 expressed as learning outcomes (Stern, 1992)
Students' attitudes towards teachers and course materials significantly impact their learning experience Gardner emphasizes that these attitudes encompass various aspects of the learning environment, including feelings towards the teacher, classmates, and course resources Underwood (1989) highlights the crucial role of teachers in creating a safe and relaxed atmosphere for effective lesson delivery Learners often have specific expectations, such as guidance on test formats and thorough revisions, which influence their attitudes if unmet Additionally, Koch (1975) notes that the way information is presented in teaching materials can shape learners' development Therefore, it is essential for teachers to adapt course content to meet diverse student needs, as both teaching effectiveness and engaging materials are vital for fostering positive learning attitudes.
In summary, this section has explored various aspects of learners' attitudes toward learning English, highlighting the significant differences in their general perceptions as well as their specific views on teaching materials and instructors.
Differences between motivation and attitude
Numerous studies have explored the connection between motivation, attitudes, and learners' performance in essential skills such as reading and speaking While motivation and attitudes are often viewed as intertwined concepts, there remains no consensus on their precise relationship This section focuses on comparing motivation and attitude to better understand their roles in the learning process.
Research indicates a strong relationship between attitudes, motivation, and achievement in second language learning Gardner (1979) posits that attitudes support learners' overall motivation, while Gardner and Smythe (1981) in their Attitude/Motivation Test Battery (AMTB) identify various motivational variables that include attitudes as a key component Their framework outlines four categories: the first is motivation, which includes the desire to learn a language, the intensity of effort, and attitudes towards the learning process The second category, integrativeness, focuses on attitudes towards the target language group and incorporates the affective aspect of ethnocentricity The third category addresses attitudes towards language teachers and the course itself, highlighting the interconnectedness of these factors in language learning.
Lifrieri (2005:14) emphasizes the significance of attitudes in language learning, yet he argues that they are inadequate as standalone factors for achieving linguistic success He asserts that attitudinal tendencies must be coupled with motivation to effectively influence student engagement and attainment in language studies Therefore, both attitude and motivation are essential and interconnected elements that contribute to learner performance.
Understanding students' motivation and attitudes is crucial for curriculum and instruction designers to create effective language teaching programs that foster positive attitudes and motivation, ultimately leading to more successful learners (Gardner & Lambert, 1972; Midraj, 1998, 2003) The researcher aims to explore the attitudes of students from two different school years and their relationship with learning performance, allowing for necessary adjustments to better meet the needs of learners at her university.
The distinctions between attitude and motivation in language learning are highlighted by various scholars Schumann (1987) categorizes attitude as a social factor influenced by variables like group size, while motivation is an effective factor associated with challenges such as culture shock Gardner and Lambert (1972) define motivation based on L2 learners' overall goals and describe attitude as the persistence in pursuing these goals, suggesting a lack of correlation between motivation types and attitudes towards learning tasks Brown (1981) further differentiates motivation into three types: global motivation, situational motivation, and task motivation He defines attitudes as the beliefs learners hold about the target language group and their own culture, emphasizing the absence of consensus on the definitions of these concepts.
“motivation” or “attitudes” consist of, nor of the relationship between the two
More evidence seems to suggest that attitudes and motivation are two different traits with different components although they may overlap and correlate in determining students‟ achievement.
Learning performance
1.4.1 Learning performance in English Language Teaching
Learning performance is closely linked to learning competence, as explored in research by Ellis (1997) in his book "Understanding Second Language Acquisition." He distinguishes between competence, which refers to the internalized grammar and mental representation of linguistic rules (Chomsky, 1965), and performance, which encompasses the actual comprehension and production of language Brown (1980) offers a different perspective, defining competence as an individual's unobservable knowledge of a system or ability, while performance is the observable manifestation of that competence Consequently, competence can be assessed through performance evaluations, often conducted via tests.
“examinations” He also notes that performance is “actual production” which encompasses speaking and writing, and comprehension which involves listening and reading
The more specific view on learning performance in listening will be discussed more in the next part
Listening performance, as defined by Brown, pertains to listening comprehension, a multifaceted process of decoding that begins with data reception and analysis, ultimately leading to meaning perception To achieve comprehension, listeners engage in both bottom-up processes, which rely on linguistic knowledge, and top-down processes that utilize prior knowledge Richards explains that bottom-up processes focus on incoming input for message understanding, while top-down processes draw on background knowledge This listening performance is evident in learners' contributions during lessons, tasks, and activities Lessons encompass a comprehensive three-part sequence—pre-listening, while-listening, and post-listening—that generates tasks and activities, as noted by Field (1998), linking bottom-up and top-down listening strategies effectively.
Along with tests, tasks and activities are made use of to observe learners‟ listening performance The subsequent discussion will be about the assessment of listening performance
Assessing learner performance is commonly done through tests, which Buck (2001) defines as having test items that require a scorable response from participants While testing aims to make inferences about a learner's abilities, some procedures, especially in performance assessments, rely on direct observation Even when tests mimic real-world behaviors—such as reading a newspaper, engaging in role-play, or listening to a lecture—their value lies not in the performances themselves but in how well they predict a person's ability to execute similar tasks in real-world situations.
Rost (2002) identifies six key methods for assessing listening performance, but this discussion focuses on the four most prevalent in research The first method is discrete-item tests, which include multiple-choice questions with true/false scoring and open-ended questions evaluated for correctness and completeness, as seen in standardized tests like TOEFL and TOEIC Long (1983) supports using discrete-point tests to observe classroom learning effects The second method, integrative tests, involves summarizing listening texts through open questions, cloze tasks, and dictation, with scores based on accuracy and fact inclusion The third method, communicative tests, consists of written tasks that assess listening comprehension through successful task completion, such as writing a complaint letter based on an audio description Lastly, interview tests involve direct interactions with teachers or peers, scored on criteria like appropriate responses and clarification use, or through extended oral interviews assessed on scales of native-like proficiency.
In Vietnamese universities, performance-based testing is widely used to evaluate students' learning achievements over time At HUBT, the two primary types of tests identified by Rost are commonly administered to first and second-year students, focusing on assessing their listening skills and overall performance Additionally, students participate in placement tests designed to measure their learning progress throughout a one-credit course.
The subsequent discussion is about some theories and studies into the relation between attitudes and performance.
Theories on the relation between attitudes and performance
Gardner (1985) proposed that L2 learners who hold positive attitudes towards the target culture and its people achieve greater success in language learning compared to those lacking such attitudes Earlier research by Gardner and Lambert (1959) identified aptitude and motivation as the key factors linked to L2 achievement Building on decades of research, Gardner and MacIntyre (1993) synthesized these findings to create Gardner's "socioeducational model of second language acquisition."
Figure 3 Representation of Socioeducational Model of SLA (Gardner & MacIntyre, 1993)
The SLA model proposed by Gardner and MacIntyre (1992, 1993) highlights the significance of individual-difference variables, such as cognitive and affective factors, which are shaped by antecedent influences like biological aspects (e.g., age) and prior language training experiences These variables interact with language acquisition contexts, ultimately affecting both linguistic and non-linguistic outcomes, including students' responses to their learning experiences Notably, attitudes, as a key affective variable, are closely linked to language acquisition and performance As illustrated in Figure 3, language attitude serves as a crucial experiential factor that enhances motivation, thereby playing a vital role in improving language performance.
Gardner and MacIntyre (1993) emphasize the significance of learning contexts, noting that factors such as teachers, instructional aids, and curricula significantly impact both the learning experience and student reactions Their model suggests that students' linguistic success influences their emotional responses, which in turn affects individual differences like language attitudes and motivation Ultimately, positive attitudes towards learning, educators, and educational materials play a crucial role in enhancing the learning process.
Nunan (1991:234) emphasizes that successful learning occurs when learners are encouraged to adopt positive attitudes, interests, and motivation towards the target language and culture, as well as their learning environment.
Research indicates a strong connection between attitude and learning performance, forming the foundation for subsequent studies The following section will explore various studies related to this topic.
Studies on the relation between attitudes and performance
Extensive research has explored the impact of attitudes and motivation on second or foreign language learning Lambert (1955) initiated this investigation by suggesting that emotional engagement with the target language community and personal interest in the language drive the desire to learn He identified two key variables: the learner's interest in acquiring a foreign language and their attitude towards the community associated with that language Although studies confirm that attitudes and motivation significantly influence successful second language acquisition, the specific mechanisms of their impact remain unclear.
John Oller and his colleagues conducted extensive research on the connection between attitudes and language success, focusing on Chinese, Japanese, and Mexican students' achievement in English Their studies revealed that students' attitudes towards themselves, their native language group, and the target language group, as well as their motivations for learning English, significantly influenced their language proficiency The researchers identified several key attitudinal variables that showed a positive correlation with achieved proficiency in English.
Petrides (2006) examined the relationship between attitudes, motivation, and the performance of young learners of English as a foreign language, particularly in listening and speaking The study revealed that motivated children with positive attitudes towards the language and enjoyment in the classroom tend to perform better academically To foster positive attitudes, the author suggests that teachers should focus on visually engaging lectures and provide communicative opportunities that align with learners' interests and proficiency levels Despite some limitations regarding the number of participants and unfamiliar test types, the study underscores the significant role of teachers in shaping learners' interests and attitudes towards language learning.
Burstall (1975) supplies evidence to suggest that attitudes might be somewhat dependent on prior achievement in the language She states (p 399)
Early success in learning French influences future attitudes towards the language, while those attitudes, in turn, impact later achievement in French This reciprocal relationship between attitude and achievement is crucial, as each aspect enhances the other To explore this dynamic, the researcher incorporated this concept into the questionnaire design of the study, aiming to determine its relevance in the specific context being examined.
Numerous studies have explored the connection between attitudes and learning performance, particularly in Vietnam where students' attitudes towards learning English have been examined However, research specifically focusing on the relationship between learners' attitudes and their listening performance remains scarce This study aims to investigate this relationship among first-year and second-year university students.
METHODOLOGY
In the previous chapter, we explored the theoretical aspects of the topic To understand their practical application in real learning environments, this research was conducted through a series of systematic steps.
2 Delivering the questionnaire to the pilot informants
3 Collecting the completed questionnaires and processing the data
5 Interpreting the results of the questionnaire
This chapter outlines the initial four steps of the research process, with the final step to be discussed in the next chapter Key topics covered include the study's context and subjects, research questions, data collection instruments, procedures for data collection, and data analysis methods Additionally, the chapter addresses the advantages and disadvantages associated with the chosen instruments and data analysis techniques.
This study was conducted at Hanoi University of Business and Technology (HUBT), a prominent private institution in Hoang Mai District, Hanoi, Vietnam, renowned for its strong training programs in business and technology The university offers various majors in the business field, including Banking and Finance, Accounting, Business Administration, and Commerce, with Accounting and Management being the most sought-after disciplines Each year, HUBT attracts thousands of new students to these faculties, highlighting their significance within the university.
At HUBT, English is a crucial subject for students, who study it for three and a half years Recognizing the importance of English and informatics in securing competitive jobs, HUBT continually seeks innovative methods to enhance English teaching and learning To adapt to global changes, new programs have been launched, including the "Learning to Speak English" initiative, which allows students to interact in a virtual reality environment This approach aims to help learners overcome shyness and improve communication skills with foreigners While HUBT students generally perform better in English compared to non-major students from other universities, their proficiency still falls short of educators' expectations, particularly in listening skills.
Freshmen receive English instruction three times a week, with each lesson comprising two parts: computer lab work and classroom activities focused on the four essential skills—reading, listening, speaking, and writing The program features 20 multimedia classrooms equipped with computers, projectors, and screens, along with high-quality resources such as players, tape recorders, and reference books Each week includes a video lesson designed to enhance students' listening skills and pronunciation With approximately 30 students per class, the class size is conducive to effective language learning However, despite the availability of interactive video and audio resources, many learners still struggle to fully engage with the listening lessons.
Second-year students attend three lessons each week, but they no longer utilize computers during class time due to the increased lesson load However, they still have access to computers in the library and can use their personal devices for studying at home.
At HUBT, teachers participate in an annual meeting prior to the school year to review the course book, schedule, and classroom principles Assessment methods include attendance tracking and mid-term and final evaluations The English faculty consists of graduates from various Vietnamese universities, with many being young, enthusiastic, and dynamic However, some teachers lack formal training, which can lead to challenges in classroom management and affect student attitudes and performance.
The study involved 130 students from HUBT, comprising 65 first-year and 65 second-year students across three classes in the Faculties of Accountancy and Management Most participants had studied English for at least eight years and were nearing the completion of their first and second years at HUBT, just four weeks before the academic year ended Consequently, these students were expected to be well-acquainted with the teaching and learning styles at the university.
The study involves 130 students from the Faculties of Accountancy and Management, who are presumed to be more diligent than their peers in other faculties due to academic demands and future career expectations Consequently, this sample may not represent the entire university population The researcher aims to explore the students' attitudes toward learning listening through a questionnaire and to determine if there are differences in attitudes between the two groups of students.
To achieve the primary objectives of this study, a survey questionnaire was utilized as the main data collection tool, as it effectively gathers structured, numerical information without requiring the researcher’s presence, making analysis straightforward This method proved valuable for exploring subjects' attitudes toward learning listening, while also being relatively easy to administer, time-saving, and cost-effective According to Ellis (1985: 101), Schumann and Schumann noted that personal qualities such as aptitude, motivation, and attitude are challenging to observe, making questionnaires a viable solution to this methodological issue Despite some limitations associated with questionnaires, their benefits in data collection are significant.
Participants often respond to researchers in ways they believe are expected or to boost their own self-esteem This highlights that questionnaires can reveal valuable insights into the personal aspects of language learning, especially in classroom settings.
This study employs both quantitative and qualitative research methods, with the questionnaire serving as the primary instrument Qualitative data is collected through interviews with the supervisor and English teachers during the questionnaire's development and revision Following this, quantitative data is gathered from a self-report questionnaire, which is presented in both English and Vietnamese to ensure participants fully understand the content Clarifications are provided when necessary.
The questionnaire consists of 22 items sub-divided into 5 different categories regarding the attitudes towards listening and listening performance (See Appendix
The 22 questionnaire items are designed to address the first research question regarding students' attitudes toward learning English Additionally, these items serve as a basis for answering the second research question By correlating the questionnaire responses with the final-term listening test results, the researcher aims to uncover the relationship between learners' attitudes towards listening and their actual listening performance.
The questionnaire was initially piloted with 30 students to enhance its construct validity and reliability, ensuring clarity and relevance in the questions Feedback from students helped identify any complex wording, while input from the researcher’s supervisor and colleagues led to the refinement of the questionnaire items Three interview questions were eliminated, and one was adapted for the new format To further increase reliability, the original set of attitude and performance items was divided into four subsets, representing parallel forms After clarifying the wording, the refined questionnaire was administered to 130 students four weeks before the end of the 2012-2013 school year, expanding from 15 to 22 items categorized by learning attitudes, based on insights from the literature review.
Thanks to her colleagues‟ help, the author received all the questionnaire copies that had been distributed to the students
After collecting the completed questionnaires, the researcher utilized SPSS Statistics software, version 20, to analyze the data comprehensively This software facilitated the entire analytical process, applying various statistical methods relevant to the study.
- Bivariate statistics: Means Correlation (bivariate), Nonparametric Mann Whitney tests, and Spearman Rho Test
FINDINGS AND DISCUSSIONS
This chapter examines students' attitudes towards learning English and listening, as well as their listening performance, based on questionnaire data The analysis provides insights into the varying attitudes of students and their correlation with listening performance, establishing a solid groundwork for discussion and recommendations in subsequent sections of the study.
3.1 Students’ attitudes to learning listening (research question 1)
This article will explore five key categories related to English language learning: attitudes towards learning English, perceptions of listening lessons, views on tests, opinions about teachers and materials, and attitudes towards listening performance.
3.1.1 Attitudes to learning English and learning listening
As mentioned in the previous chapter, attitudes were classified into 5 groups Below are the results of the data analysis
3.1.1.1 Attitudes towards learning English and learning listening
The data reveals that nearly 37% of freshmen and second-year students enjoy learning English, slightly surpassing the percentage of those who disagree or strongly disagree with this sentiment Additionally, more students find English learning interesting compared to the 7% who do not In contrast, when asked about their preference for listening as a subject, a higher number of students expressed disagreement than agreement The responses to the third question showed no clear preference, with one-third of students remaining neutral and 1.5% not providing an opinion Notably, 30.8% of students indicated that their interest in learning listening is not solely driven by the desire to pass tests, representing one-third of the total respondents.
Figure 4 Atttitudes towards learning English and learning listening
Questions 4 to 10 focus on attitudes towards listening The researcher has reorganized the questions into three distinct groups: Group 1 includes questions 4 and 7, Group 2 comprises questions 5, 6, and 9, while Group 3 consists of question 8.
10 based on the ranks of likeness, the relevance of the listening lessons, and their difficulties, respectively
Below is the chart showing the results on questions 4 and 7
Figure 5 Attitudes towards listening lessons, question 4 and 7
The survey revealed that a significant number of students held neutral attitudes towards listening lessons and tasks, with 53.8% expressing uncertainty about their feelings Nearly half of the respondents hesitated to indicate whether the listening lessons excited them or if the tasks were engaging Additionally, 31.5% of participants reported a lack of interest in the lessons, while 12.3% strongly disagreed with the notion of finding the tasks engaging Overall, 43.8% of students exhibited either disagreement or strong disagreement regarding their interest in these activities, contrasting with just over 12% who had positive attitudes and 1.5% who remained undecided.
Figure 6 represents students‟ comments on the relevance of the listening lessons to the learners and the course (questions 5, 6 and 9)
Figure 6 Attitudes towards listening lessons, question 5, 6 and 9
According to the chart, a significant 40.8% of students indicated that the listening lessons did not align with their English proficiency, while 11.5% expressed strong disagreement with the lessons' suitability Additionally, 38.5% of students remained neutral on the matter, and nearly 1% chose not to share their opinions Overall, the findings suggest that a majority of students believe the listening lessons are not appropriate for their skill levels.
A significant majority of students recognized the course requirements and their expected performance levels for the school year, although a notable portion expressed neutral opinions, with 48.5% for question 6 and 36.9% for question 9 The number of students who believed the listening tasks matched their academic level was nearly double that of those who disagreed Furthermore, both groups acknowledged the relevance of the tasks in listening lessons, with a much higher percentage agreeing compared to those who disagreed.
Information on the students‟ attitudes towards and the acknowledgement of the listening task difficulties are represented in the chart below:
Figure 7 Attitudes towards listening lessons, question 8 and 10
A significant 48.5% of students reported feeling irritated when confronted with challenging tasks, while 30.8% maintained neutral attitudes Conversely, only 20.8% of students expressed no emotional response to these difficult tasks.
Due to some difficult listening tasks, two-thirds of the participants acknowledged the difficulties of the listening exercises Neutral answers accounted for 14.6%, and 11.5% chose disagreement and strong disagreement
Questions 11 and 12 refer to attitudes to tests
Approximately one third of respondents found the test levels suitable, but only 11.5% believed the tests matched their abilities Nearly 41% expressed dissatisfaction with the test levels, while 9.2% strongly disagreed In contrast, over 52% were uncertain about the relevance of the tests to the course objectives, although around 27% agreed that they were relevant.
3.1.1.4 Attitudes to teachers and materials
Questions 13 to 19 refer to students‟ attitudes towards teachers and materials These are divided into two smaller categories, attitudes to teachers (statements 13 to
17), and attitudes to materials (questions 18 and 19)
Concerning the content of the teaching, the researcher grouped questions 13 and 16 as displayed in the following chart:
Figure 9 Attitudes to teachers in terms of teaching content
Approximately 33% of students expressed satisfaction or strong satisfaction with the lessons provided by their teachers, while over 17% felt that their expectations were not met.
In response to question Q16, a significant percentage of students expressed agreement that teachers consistently reviewed key content prior to tests However, 24.6% of students remained uncertain about whether revision lessons were provided, while approximately 15% felt that the amount of revision offered by teachers was insufficient.
Questions 14, 15 and 17 explore the atttitudes towards the teachers in terms of scoring
Figure 10 Attitudes to teachers regarding scoring
In response to question 14 regarding the adequacy of guidance received for upcoming tests, 38.5% of students expressed agreement, with an additional 1.5% strongly agreeing Conversely, 14.6% disagreed, and 5.4% strongly disagreed Notably, the proportion of students holding neutral opinions matched those in agreement, indicating a positive trend in satisfaction with their teachers' guidance.
In response to question 15, over 65 students confirmed their understanding of the test format provided by teachers, significantly outnumbering the 5.4% who strongly disagreed and 11.5% who disagreed Additionally, 1.5% of the respondents did not select any option.
Similarly, nearly 51% confirmed that their teachers explained the test scoring criteria Omitting 1.5% without selection, that percentage is ten times as much as that of either disagreement or strong disagreement
Concerning the attitudes towards materials, the below chart shows the data on questions 18 and 19
A notable contradiction emerges in students' responses to two questions regarding the adequacy of course book listening, with over 40% expressing that it is insufficient for their learning needs Meanwhile, around 40% remained neutral, and approximately 17% agreed that the course book listening is adequate.
Over half of the surveyed students believed there are valuable listening material sources beyond the course book Conversely, a small number either left the question unanswered or felt that the listening sections provided were sufficient for their needs and test preparation.
The three last survey questions from 20 to 23 are about the attitudes towards listening performance
Figure 12 Attitudes to listening performance
The findings of this study will be summarized as follows
Many students from both groups provided neutral responses in the survey, indicating that while they are interested in learning English, they struggle with listening skills, particularly when faced with challenging lessons They felt that the course objectives exceeded their current abilities and sought more support from teachers regarding test formats and scoring Additionally, nearly 25% of students relied solely on class materials for learning Despite this, they believed that improving their listening skills could positively impact their future performance, although they were uncertain about gradual progress Overall, students exhibited a lack of proper attitudes towards learning English and listening, highlighting the need for future studies to focus on raising learners' awareness and fostering the right mindset for effective language acquisition.
First-year and second-year students differ in their recognition of challenges in listening comprehension, the alignment of tests with course objectives, clarity of teachers' explanations regarding test scoring criteria, and their consensus on factors that contribute to effective listening outcomes influencing future performance.
The survey indicated a weak correlation between attitudes and listening performance, suggesting that other factors such as learners' aptitude, fundamental skills, test design, and teacher effectiveness may significantly influence listening outcomes.
Attitudes towards learning English, especially in listening skills, play a vital role in enhancing a learner's performance Recognizing students' attitudes towards different skills and related factors is essential for optimizing both learning and teaching strategies.
Teachers play a crucial role in enhancing students' English learning, particularly as listening skills often pose challenges To support their students effectively, educators should provide clear guidance for self-study and offer explicit instructions for assessments to alleviate any test-related concerns.
Listening lessons and tasks must align with students' proficiency levels, ensuring that activities are customized to meet both their abilities and the course objectives Additionally, teachers should remain adaptable to prepare learners for assessments while fostering positive attitudes towards learning.
Though the study is carefully and clearly designed and based on reliable data, some limitations are unavoidable
The study's findings are specific to the 130 participants from the Accountancy and Management faculties at HUBT, limiting their generalizability to these groups Attitude is a complex phenomenon that is challenging to categorize, with varying perspectives on its types Consequently, the researcher invested significant time in determining the relevant aspects of attitude to include in the questionnaire survey However, due to time constraints, only select aspects were explored in this study.
In addition, though the questionnaire delivery was monitored by the teachers who were asked to assist the students, reliability was not guaranteed to some extent
Due to these limitations, shortcomings are inevitable; all comments on the improvement are welcomed and appreciated
The research focused on a small group of students at HUBT, which limits the generalizability of the findings to the entire university Additionally, the questionnaire items may not consistently measure the same underlying variable, and while Cronbach's alpha is a useful tool for assessing internal consistency, it was not utilized in this study due to time constraints These limitations highlight areas for future research.
1 Allport, G.W (1954) The Historical Background of Modern Social Psychology in Lindzey, G (ed.) Handbook of Social Psychology Cambridge, Mass.: Addison-
2 Brown, H D (1980) Principles of Language Learning and Teaching
3 Brown, H D (2005) Principles of Language Learning and Teaching New
4 Buck, G (2001) Assessing Listening Cambridge, UK: Cambridge University
5 Burstall, C (1975) Factors Affecting Foreign Language Learning: A Consideration of Some Relevant Findings, Language Teaching and Linguistics Abstracts, 8: 5-125
6 Carroll, J.B (1965) The prediction of success in foreign language training in R.Glaser (ed), Training, Research and Education New York: Wiley
7 Chihara, T., & Oller, J (1978) Attitudes and Proficiency in EFL: A sociolinguistic study of adult Japanese speakers Language Learning, 28, 55-68
8 Dửrnyei, Z 2005 Psychology of the Language Learner: Individual Differences in Second Language Acquisition Mahweh ; London : Lawrence Erlbaum
9 Ellis, R 1997 Second Language Acquisition Oxford: Oxford University Press
10 Field, J (1998) The challenging face of listening English teaching professional, 6, 12-14
11 Gardner, R C., & W.E Lampert 1972 Attitudes and Motivation in Second
Language Acquisition Rowley, Mass.: Newburry House
12 Gardner, R 1985 Social Psychology and Second Language Learning: The Role of Attitudes and Motivation London: Edward Arnold
13 Lambert, W 1955 Measurement of the linguistic dominance of bilinguals
Journal of Abnormal and Social Psychology, 50, 197-200
14 Lightbown, P., & Nina Spada (1999) How Languages are Learned Revised
15 Long, M 1983 Does second language instruction make a difference? A review of the research TESOL Quarterly, 17, 359-82
16 Cohen, L., Manion, L., & Morrison, K (2007) Research Methods in Education London: Routledge
17 Kurita, T (2012) Issues in second language listening comprehension and pedagogical implications Accents Asia, 5(1), 30-44
18 Nakanishi, T (2002) Critical literature review on Motivation Journal of Language and Linguistics, 1, (3), 278-287
19 Oller, J., Hudson, A., & Liu, P (1977) Attitudes and attained Proficiency in ESL: A Sociolinguistic study of native speakers of Chinese in the United States
20 Oller, J., Baca, L., & Vigil, A (1978) Attitudes and attained Proficiency in ESL: A Sociolinguistic study of Mexican-Americans in the Southwest TESOL Quarterly, 11, 173-183
21 Oppenheim, A N (1992) Questionnaire Design, Interviewing and Attitude Measurement London: Printer
22 Rost, M., & Ross, S (1991) Learner use of strategies in interaction: Typology and predictability Language Learning, 41, 235-273
23 Rost, M (2001) Teaching and researching listening London: Longman
24 Savignon, S (1972) Communicative competence: An experiment in foreign language teaching Philadelphia: Center for Curriculum Development
25 Stern, H (1992) Issues and Options in Language Teaching Oxford: Oxford
26 Underwood, M (1989) Teaching Listening Longman, London and New York
27 Wilson, N., & McLean, S (1994) Questionnaire Design: A Practical Introduction Newtown Abbey, Co Antrim: University of Ulster Press
28 Gabillon, Z (2007) Learner beliefs on L2 attitudes and motivation: An exploratory study Lingua et Linguistica, 1.1, 68-90
29 Đỗ, Thị Hồng Hà (2011) 10 th grade students’ attitudes towards teachers’ error correction in classroom activities at Do Son Boarding High school Unpublished
30 Nguyễn, Thị Như Quỳnh (2011) Learners’ attitude towards learning the courseware “functioning in business” though Dyned software: a survey evaluation by the second year non-E major students at HUBT Unpublished M.A Thesis
31 Nguyễn, Thị Minh Huệ (2004) An Investigation into Vietnamese Upper Secondary School Student’s Attitudes towards Grammar Learning and Teaching: A Case Study Unpublished M.A Thesis
32 Phelan, C., & Wren, J (2005) Exploring reliability academic assessment
College of Humanities and Fine Arts Student Outcomes Assessment Retrieved from http://www.uni.edu/chfasoa/reliabilityandvalidity.htm
33 Ushida, E (2005) The Role of Students' Attitudes and Motivation in Second Language Learning in Online Language Courses Computer-Assisted Language
Instruction Consortium Journal, 23 Retrieved from https://calico.org/memberBrowse.php?action=article&id1
Questionnaire for 1 st year students
This survey aims to investigate the relationship between learners' attitudes towards listening and their listening performance Your participation in completing the survey is greatly appreciated, and rest assured that all information collected will be used exclusively for research purposes, ensuring your anonymity in any discussions of the data.
Thank you very much for your corporation!
Which school year are you in? 1 2
In the following table, you will find statements about your attitudes towards learning English Please tick (v) in the column to show your opinion
2 Of four skills, listening skill is of my interest
3 I like listening not because I want to pass the tests
4 Listening lessons always interest me
5 Listening lessons suit to my ability
6 Listening tasks are up to the level where I am supposed to be
7 Listening tasks in the classroom always excite me
8 Listening to some difficult tasks irritates me
9 Listening tasks are relevant to the course objectives
10 I acknowledg e difficulties in listening exercises
11 Levels of the tests are suitable for me
12 Tests are relevant to the course objectives
Attitudes to teachers and material
13 My teacher always meets my expectations when delivering lectures
14 My teacher always meets my expectations giving guidance on tests
15 My teacher explains test format (types of the test)
16 My teacher revises the most important contents before the tests
17 My teacher explains test scoring criteria
18 Listening to course books is enough for my listening skill
19 Besides a good resource of materials from course books and teachers, other sources like the Internet and magazines are important to me in listening
Attitudes to listening performa nce
20 Good results in listening test encourage me to do better for the next one
21 My past listening scores are always up to my expectations
22 My listening performanc e improves over time THANK YOU VERY MUCH FOR YOUR CORPORATION!
Bảng khảo sát này nhằm nghiên cứu mối quan hệ giữa thái độ nghe và kết quả nghe của sinh viên Chân thành cảm ơn các bạn đã tham gia hoàn thiện bảng khảo sát Tất cả thông tin cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu Cảm ơn sự đóng góp của các bạn!
Bạn đang học năm thứ mấy? 1 2
Dưới đây là bảng thể hiện thái độ của người học đối với việc học tiếng Anh, đặc biệt là kỹ năng nghe và nói Hãy tích (v) vào cột mà bạn cảm thấy phù hợp với quan điểm của mình.
No Statements Strongly disagree Disagree Neutral Agree Strongly agree Thái độ với việc học tiếng
1 Tôi thích học tiếng Anh
2 Trong 4 kĩ năng, tôi yêu thích kĩ năng nghe
3 Tôi thích học nghe không chỉ bời vì tôi muốn vượt qua bài kiểm tra
Thái độ với bài học nghe
4 Các bài học nghe luôn cuốn hút tôi
5 Các bài học nghe phù hợp với khả năng của tôi
6 Các nhiệm vụ trong bài học nghe ở mức độ mà khóa học đề ra
7 Tôi luôn thấy hào hứng với các hoạt động nghe trong lớp
8 Các bài tập nghe khó làm tôi khó chịu
9 Các nhiệm vụ trong bài học nghe phù hợp với mục tiêu khóa học
10 Tôi thừa nhận những khó khăn khi làm bài tập nghe
Thái độ với bài kiểm tra
11 Mức độ bài kiểm tra nghe phù hợp với tôi
12 Các bài kiểm tra phù hợp với mục tiêu khóa học
Thái độ với giáo viên và tài
13 Giáo viên của tôi luôn đưa ra những bài giảng như tôi mong đợi
14 Giáo viên luôn đưa ra chỉ dẫn cho bài kiểm tra như tôi mong đợi
15 Giáo viên giải thích dạng bài liệu học kiểm tra
16 Giáo viên ôn lại những phần quan trọng trước bài thi
17 Giáo viên giải thích cách thức tính điểm
18 Việc nghe theo giáo trình là đủ cho kĩ năng nghe của tôi
Ngoài việc sử dụng sách giáo trình và sự hướng dẫn từ giáo viên, tôi còn tìm kiếm các nguồn tài liệu khác như Internet và tạp chí, vì chúng đóng vai trò quan trọng trong việc cải thiện kỹ năng nghe của tôi.
Thái độ với kết quả nghe
20 Kết quả tốt ở bài kiểm tra nghe khuyến khích tôi đạt kết quả tốt hơn trong những bài kiểm tra tiếp
21 Những bài kiểm tra nghe của tôi luôn như mong đợi của tôi
22 Khả năng nghe của tôi cả thiện theo thời gian Điểm thi nghe của bạn kì 1 năm 2012-2013:………
CẢM ƠN SỰ HỢP TÁC CỦA CÁC BẠN!
This survey aims to explore the relationship between learners' attitudes and their listening performance Your participation is greatly valued, and rest assured that all responses will be used exclusively for research purposes Your identity will remain confidential in any analysis or discussion of the findings.
Thank you very much for your corporation!
In the following table, you will find statements about your attitudes towards learning English Please tick (v) in the column to show your opinion
Disagree Undecided Agree Strongly agree
3 I learn English because it is a compulsory subject at
English English lessons are very interesting
English only to pass the exams at HUBT
6 I feel good and comfortable in the listening examinations
7 Listening s in the classroom always excite me
8 When listening to some difficult tasks, I find them unpleasant
9 I acknowledge differences and difficulties in listening exercises in a positive way
10 I find levels of the tests suitable for me
11 The tests designed should be adjustable to my actual level, not at a level where I am
12 My teacher always meet my expectations when delivering lectures and giving guidance on tests
13 Good results in listening test encourage me to do better for the next one
14 When equipped with positive attitudes I can improve my listening results
15 My listening performance changes over time
THANK YOU VERY MUCH FOR YOUR CORPORATION!
1 In which year are you in the university?
2 How did you feel before/ during/ after the tests?
3 Do you think you should work harder to change the results?
* Correlation is significant at the 0.05 level (2-tailed)
** Correlation is significant at the 0.01 level (2-tailed)
I like listening English not because I want to pass the tests
I like listening English not because I want to pass the tests
** Correlation is significant at the 0.01 level (2-tailed)
Listening lessons always interest me mark
Listening lessons always interest me
* Correlation is significant at the 0.05 level (2-tailed)
Listening lessons suit my ability mark
Listening lessons suit my ability
** Correlation is significant at the 0.01 level (2-tailed)
