Raw marks in listening (post - test)
Rationale of the study
Listening is often regarded as the most challenging of the four English language skills for students, primarily due to the complexities of listening comprehension in a second or foreign language Progress in this skill requires significant time and effort At Hai Duong Medical Technical University, many students express their reluctance to engage in listening activities, often stating their desire to avoid this aspect of language learning.
To effectively shift students' feelings from fear to interest during listening activities, it is essential to understand that interest is influenced by various factors, including subject content, necessity, teaching methods, and even external conditions like weather This variability makes it challenging for teachers to maintain student engagement and prevent boredom Research indicates that utilizing audio-visual aids and interactive language activities, such as games, songs, and storytelling, can significantly enhance student interest Among these, English songs are particularly accessible and easy to implement Consequently, the author focused on using English songs to improve 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 listening skill instruction for non-major students It identifies effective tasks that educators can design to enhance listening comprehension through the use of music Additionally, the research discusses essential criteria for selecting suitable songs to optimize classroom listening activities.
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 well-known love songs as a tool for teaching listening skills to pre-intermediate non-major students at HMTU The research highlights various music genres, including classical, pop, jazz, rap, and traditional, but specifically focuses on love songs characterized by soft melodies, simple lyrics, and catchy tunes that facilitate easy listening.
Significance of study
This study aims to benefit students and other interested individuals by enhancing listening skills through the use of songs, making lessons easier to memorize and reducing boredom in the learning process Additionally, it offers teachers valuable insights into the advantages of incorporating English songs into their teaching strategies at HMTU.
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 rationale behind selecting the topic, outlines the study's aims and objectives, and defines its scope and significance It also details the methods and design that will be utilized 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, as defined by Howatt and Dakin (1974), is the skill of recognizing and comprehending spoken language This intricate process requires the ability to interpret a speaker's accent, grammar, vocabulary, and overall meaning A proficient listener can effectively manage these four aspects at the same time, demonstrating a high level of auditory understanding.
According to Ronald and Roskelly (1985), listening is an active process that involves skills similar to those used in writing and reading, such as prediction, hypothesizing, checking, revising, and generalizing They emphasize the importance of specific exercises to develop students into active listeners, helping them become aware of the inner voice that accompanies the writing process.
Listening involves several key skills, including the ability to differentiate sounds, recognize words, and identify grammatical structures It also requires understanding expressions and phrases that convey meaning, linking linguistic cues to non-verbal and paralinguistic signals, and utilizing background knowledge to anticipate and verify meaning Additionally, effective listening entails recalling significant words and concepts.
According to Underwood (1989:187), listening is the active ability to comprehend and derive meaning from spoken language, requiring an understanding of context and intention beyond just the words themselves Unlike hearing, which is a passive experience, listening engages multiple skills and involves a complex interplay of interpreting sounds and aligning them with prior knowledge.
According to Wolvin& Coakley(1996) (cited in Goh 2000), five types of listening have been identified according to their purposes as follows:
Discriminative listening focuses on distinguishing sounds and visual stimuli without considering their meaning, primarily honing in on auditory cues In basic classes, this skill can involve identifying the gender or number of speakers The emphasis is on familiarizing the ears with various sounds rather than comprehension This process mirrors how children initially respond to sound stimuli, learning to recognize their parents' voices among others As students progress, discriminative listening evolves from merely identifying sounds to recognizing individual words.
Comprehensive listening is essential for grasping the intended message, serving as the foundation for the subsequent types of listening However, understanding can vary among students due to individual and social factors, leading to different interpretations of the same message Consequently, educators must focus on enhancing students' comprehension skills in the classroom to effectively teach listening.
Therapeutic listening is a supportive form of listening where the listener acts as a sympathetic presence, offering minimal verbal responses This approach enables individuals to express their thoughts and feelings while working through their problems By fostering an environment of understanding and empathy, therapeutic listening plays a crucial role in enhancing interpersonal relationships.
Critical listening is the fourth type of listening, requiring listeners to evaluate and respond to the message with their opinions In contrast, appreciative listening emphasizes the enjoyment derived from what one hears For instance, when students listen to English music, they may not fully understand the lyrics initially, but they still find joy in the experience Typically, students will listen to a song once to grasp its essence before revisiting it with the lyrics, which enhances their appreciation This process illustrates the connection between enjoyment and comprehension in listening.
The exploration of the five types of listening proved to be both informative and thought-provoking, highlighting the adage that teaching enhances learning.
Johna Kline (1996) identifies that various situations necessitate distinct types of listening, each serving different purposes such as acquiring information, enhancing relationships, appreciating content, making distinctions, or conducting critical evaluations While fundamental listening skills are essential across all types, each category demands specific skills tailored to its unique requirements Kline categorizes listening into five distinct types, highlighting the importance of adapting listening strategies to meet diverse communicative needs.
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, essential for understanding, 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 that involves professionals like counselors allowing individuals to express their issues This approach can also be applied in casual settings, enabling friends to share their thoughts While relationship listening involves gathering information, the primary goal is to understand the speaker Effective relationship listening hinges on three essential behaviors: attending, supporting, and empathizing.
Appreciative listening is the act of enjoying music, engaging with speakers whose style resonates with you, and selecting your favorite forms of entertainment such as theater, television, radio, or film This type of listening is characterized by the listener's response rather than the message's source The effectiveness of appreciative listening is significantly influenced by three key factors: presentation, perception, and prior experience.
Critical listening is vital in a democracy and plays a significant role in various aspects of life, including work, community engagement, and family interactions It is essential for understanding messages from politicians, the media, and other influencers while addressing our diverse needs To listen effectively, one must evaluate the credibility and expertise of the speaker, as ethos—speaker credibility—is a crucial element in the process However, it is important to recognize that ethos alone is insufficient without the support of logical reasoning (logos).
Discriminative listening is a fundamental type of listening that underpins the other four types It involves being attuned to variations in a speaker's rate, volume, force, pitch, and emphasis, enabling listeners to discern subtle differences in meaning This sensitivity enhances appreciative listening, such as recognizing the distinct sounds of instruments in an orchestra or the harmonies in a cappella performances Additionally, attentiveness to pauses and other vocal and nonverbal cues equips critical listeners to better evaluate 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 language acquisition Penny (1996) emphasizes the complexity of defining motivation, suggesting it is better understood through the lens of motivated learners who actively engage in learning activities She notes that motivation enhances the teaching and learning experience, making it more enjoyable and effective Additionally, psychologists differentiate between intrinsic and extrinsic motivation, highlighting the various sources that drive learners.
Motivation is challenging to define; however, it is more effective to consider the motivated learner as someone eager to engage in learning and activities, as noted by Penny (2004: 375) When learners are motivated, teaching becomes significantly easier, more enjoyable, and ultimately more productive.
According to Williams and Burden (1997: 120), motivation is defined as a cognitive and emotional arousal that prompts 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 seen 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 they all agree that it encompasses effort and desire, along with positive attitudes This phenomenon arises from a blend of both internal and external factors.
Engaging with students' interests and the figures they admire is crucial for fostering a strong teacher-student connection This approach facilitates open dialogue about topics that resonate with students, enhancing their motivation to learn The author aligns with Gardner's definition of motivation, emphasizing the importance of personal relevance in education.
According to Gardner (1985), motivation comprises four key aspects: setting a goal, exerting effort to achieve that goal, having the desire to attain it, and maintaining a positive attitude towards the goal While a goal is not always a measurable element of motivation, it serves as a crucial stimulus that ignites the motivational process.
Self-determination theory identifies two primary types of motivation: intrinsic motivation, which arises from a genuine interest in the activity, and extrinsic motivation, which is driven by external rewards associated with the activity (Deci & Ryan, 1985, as cited in Lucas, 2010).
Intrinsic motivation arises from personal interests and the desire to achieve personal goals Individuals who are intrinsically motivated engage in activities not for external rewards, but because the process of engaging in the activity itself is fulfilling and rewarding (Dörnyei, 1998).
According to Dörnyei (2001: 55), students driven by intrinsic motivation engage in learning primarily for the inherent enjoyment it brings, the knowledge it facilitates, and the sense of achievement it fosters.
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 arises from external factors, such as the anticipation of rewards like praise, awards, and evaluations, or the fear of punishment Students driven by extrinsic motivation engage in activities primarily to achieve these external rewards or to avoid negative consequences, rather than out of genuine interest in the task itself (Williams and Burden, 1997).
Foreign language teachers must recognize that students come to the classroom with diverse attitudes and interests shaped by various psychological and sociological factors, in addition to their intelligence Consequently, it is the teachers' responsibility to effectively channel these affective elements in the learning process (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 for the purpose of successfully integrating into the target language community According to Garner and Lambert (1972, cited in Ellis, 1997:509), this type of motivation is significantly influenced by an integrative orientation towards language learning, which entails a genuine interest in the people and culture of the language being learned.
Instrumental motivation refers to the practical benefits and advantages of learning a new language, as highlighted by Lambert (1974) and cited in Ellis (1997) This type of motivation is characterized by the desire to learn a language for specific purposes, such as academic advancement or career opportunities (Penny, 1996) Learners driven by instrumental motivation seek tangible outcomes from their language studies, including employment, travel, or exam success (Hudson, 2000) In essence, it reflects a utilitarian approach to language acquisition, focusing on real-world applications.
Integrative and instrumental motivations are both crucial for 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 contexts, suggesting it is a better predictor of success compared to instrumental motivation However, Dornyei (1996, cited in Vaezi, 2008) offers a contrasting viewpoint, arguing that instrumental motivation holds significant value for learners with limited exposure to the target language's culture or settings.
Songs as a motivator for students to listen
Motivation is crucial in second language teaching and learning, as it significantly influences students' engagement and interest in the subject Motivated learners tend to actively participate in class and dedicate more time to studying 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 has proven to be an effective strategy for achieving this goal.
Songs captivate students in a way that other media cannot, engaging even those who may not have musical talent The universal appeal of music allows individuals to appreciate melodies regardless of their understanding of the lyrics Current pop songs, in particular, significantly influence today's youth, resonating with their emotions and experiences, from love and joy to hate and sadness This emotional connection makes songs especially appealing to 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 rhyme, 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 participate without the pressure of being in the spotlight, helping to diminish their perception of the language's difficulty.
Playing songs in the classroom enhances group spirit, significantly aiding students in developing their language skills Furthermore, as students share these songs with family and friends outside of class, it reinforces their interest in learning English.
In conclusion, songs serve as an effective tool for teaching and motivating students to enhance their listening skills Therefore, educators should leverage music as a means to engage and support students in improving their auditory comprehension.
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 incorporating these songs into teaching methods significantly improves students' pronunciation abilities and identifies the most effective strategies for utilizing English songs in pronunciation instruction.
Tran Thi Oanh (2008) conducted a study on the effectiveness of using songs to enhance listening skills among students at the ITC Foreign Language Center in Hai Duong Her research primarily focused on how incorporating music into lessons can improve students' listening abilities.
Bui Thi Thu (2011) highlighted the effectiveness of using songs to enhance students' motivation in learning English grammar She demonstrated that English songs play a crucial role in aiding students 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 serve as effective listening materials and are recognized by young learners as a relaxing and beneficial language learning strategy Consequently, songs are considered essential components of ESL programs, enhancing the overall learning experience.
In her 2006 study, Kwong, Suk-mun, Elsa explored the influence of music on students' motivation to learn 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 both an English and music teacher By integrating English songs into the classroom, she sought to identify the key factors that enhance students' motivation to learn the language through music.
Neil T Millington's thesis, "Using Songs Effectively to Teach English to Young Learners," highlights the pedagogical value of songs in language education The paper argues for the integration of songs as language learning tasks to enhance their educational benefits, providing practical examples to illustrate this approach Additionally, it discusses the adaptation of classic children's songs, enabling teachers to utilize them more frequently across diverse topics in their lessons.
Hans Mol's research in Australia highlights the benefits of using songs in English classrooms He emphasizes that songs aid learners in understanding word stress, intonation, and the rhythm of spoken or sung language Additionally, incorporating music into lessons enhances memorization, making it an effective tool for language acquisition.
As an English teacher, the author recognized that songs can help students retain language chunks, which they can effectively use in both conversation and writing By incorporating music into lessons, language educators can enhance their students' listening, speaking, reading, and writing skills.
Summary
This chapter outlines the essential literature that shapes the theoretical and conceptual framework for the study, focusing on the definition of listening skills, various types of listening processes, and the challenges learners face in mastering these skills, as highlighted by several authors who emphasize the critical role of listening in communicative language teaching Additionally, it discusses the significance of motivation in listening classes and explores the use of songs as an effective motivator to engage students in listening activities.
METHODOLOGY
Setting of the study
Hai Duong Medical Technical University employs 11 young, well-trained, and energetic English teachers, creating a positive environment for students The diverse team includes both male and female educators, all of whom are graduates from reputable institutions.
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 experience, while three in their forties boast over 15 years All recognize the significance of listening skills and strive to enhance their teaching methods to motivate students and address challenges However, their approaches vary; some focus on providing background information and vocabulary, while others incorporate authentic materials or additional activities tailored to their students' needs.
This study was conducted at Hai Duong Medical Technical University with the involvement of forty first-year non-major students from two different classes Although English was a compulsory subject, these technical students found it particularly challenging, expressing frustrations about its complexity and numerous rules The curriculum emphasized four skills: listening, speaking, reading, and writing, which made the learning process even more daunting Among these, listening posed the greatest difficulty, as it was their first experience learning English through skills, leading many students to disengage during listening lessons by skipping classes or focusing on other activities.
2.1.3 Teaching and learning condition at HMTU
HMTU, located in the heart of Hai Duong city, was established 45 years ago While English has been part of the curriculum for the past 20 years, the university previously focused on teaching Russian.
HMTU, a long-established school, boasts ample classrooms and modern equipment, including projectors in every classroom and two dedicated language labs for English instruction The school features a foreign language center staffed by 11 passionate English teachers However, teaching and learning challenges arise primarily 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 come from remote rural areas, facing difficult living and learning conditions.
Many students begin learning English at a young age; however, their proficiency remains low due to a greater focus on other subjects Prior to entering the university, they are required to take exams in three non-English subjects, which contributes to their negative attitudes toward learning English and limits their study time Despite these challenges, the English teachers at HMTU are young, well-trained, and energetic, creating a positive environment for language learning.
At HMTU, the majority of teachers predominantly utilize traditional teaching methods that focus heavily on grammar and vocabulary, leaving limited time for listening skills When faced with a new syllabus, they often struggle with initiating activities and managing the classroom effectively However, these young educators possess a strong desire and motivation to enhance their knowledge of communicative competence for improved English teaching.
Research design
A study involving 60 first-year non-English major students at an elementary level was conducted during their first term at HMTU The participants were selected from two classes and focused on completing 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 Each teacher is a graduate of either Hanoi University or Vietnam National University, specifically from the English Department Among them, 5 hold Master's degrees, while 3 are currently pursuing their Master's studies Their teaching experience ranges from 3 to 30 years.
18 enthusiastic teachers and willing to help their students to overcome their listening comprehension problems
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 how frequently teachers incorporate songs, their views on the advantages and disadvantages of this approach, the types of tasks they create using songs, and the criteria they use for selecting appropriate songs Comprising six questions, the questionnaire explored the frequency of song usage (Question 1), teachers' opinions on the benefits (Question 2) and drawbacks (Question 3) of using songs, the tasks designed for song-based teaching (Question 4), the criteria for song selection (Question 5), and the sources from which teachers obtain songs (Question 6).
At the end of the first term, a questionnaire was administered to students to assess their interest in learning through English songs, their perceived improvement in listening skills, and their opinions on the benefits of this method The questionnaire, written in Vietnamese for better comprehension, consisted of five key questions: the first measured students' enjoyment of listening to songs; the second evaluated how songs contribute to their listening improvement; the third sought insights into the perceived benefits of using English songs for learning; the fourth explored students' favorite activities while listening; and the fifth identified the reasons behind their choice to listen to English songs.
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 academic year, a study was conducted with two first-year student classes, each consisting of 30 students with varying English proficiency levels Class E1102.1 utilized English songs during the listening exercises, while Class E1102.3 was taught without incorporating songs Data collection followed a structured approach to assess the impact of using songs on language learning.
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 appreciation for using English songs as a teaching method Conversely, a minority of 12% indicated that they do not enjoy the use of English songs in their learning process.
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 enhancement Many of these students noted that they could understand the lyrics sung by the artists However, 14% of the participants acknowledged that they did not see any progress 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
Table 1: The benefits of learning listening through the use of English songs
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 study highlights the positive impact of English songs on students' listening lessons, revealing that 81.3% of students find these songs make their lessons more relaxing, with 44% strongly agreeing Additionally, 82.7% believe that songs enhance the enjoyment of listening lessons, transforming anxiety into joy and increasing motivation to learn Over half of the students, specifically 53%, reported feeling more confident in their listening skills, with many indicating a decrease in nervousness during tasks However, 17% of students remained unconvinced, citing that while songs generated excitement, they did not alleviate their nervousness during real listening exercises.
A survey revealed that 70% of participants believe their listening skills have improved due to English songs, while 16.6% remained undecided and 13.3% reported no progress in this area.
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 improved their ability to discriminate sounds Many students found this sub-skill challenging, as evidenced by 39% showing indifference and 35.6% disagreeing with the statement.
A significant percentage of students lack awareness regarding the impact of music on their listening skills, with 35.6% unsure if songs aid in recognizing key words and 25.6% uncertain about the importance of word stress Additionally, 25.3% of students are unclear about their guessing skills This lack of understanding may indicate that these students have not noticed any improvement in their abilities or have not prioritized their development.
Songs can significantly enhance students' bottom-up listening skills, including word recognition and awareness of word stress, while also improving their attention during listening activities.
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 may stem from the task's simplicity and low attention requirement Following closely is the activity of listening to songs and filling in missing words, which garnered 91% approval Although this task was more challenging, it captivated students' concentration and excitement, especially when they correctly identified the missing words.
According to the survey, 55% of participants identified listening and completing True or False sentences as their third favorite activity, highlighting its appeal This task is considered manageable and provides an opportunity for individuals to enhance their concentration skills while listening.
A popular activity among students is listening to songs and circling the words they hear, with 52% expressing interest in this task Additionally, many students enjoy listening to songs and identifying mistakes within the lyrics.
24 finding out the extra words or wrong words in the lyrics This is realized with the portion of 43%
Students express a strong interest in discussing the meanings of songs, with 33% eager to explore the content Understanding the lyrics enhances their appreciation and comprehension of the music they enjoy.
Only 12% of students express interest in dictation, with an even smaller percentage (6.3%) finding multi-choice questions while listening engaging This lack of interest can be attributed to the difficulty of these tasks, which 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 songs is relaxation and pleasure, as it helps them unwind after long hours of work or study Additionally, 59% of students report that they listen to music to enhance their listening skills, while only 1-2% use English songs to stay awake or for other purposes.
Questionnaire for teacher
The purpose of the teacher questionnaire is to assess the frequency with which educators incorporate songs into their teaching, the types of tasks they create using songs, and their insights on the advantages and disadvantages of using songs to enhance listening skills Additionally, the questionnaire aims 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, which contributes positively to the university's environment Among them, five hold an M.A degree, while eight are in their thirties with over seven years of teaching experience, and three are in their forties with more than 15 years of experience All participants share the same responsibilities, focusing on teaching the four essential 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 with which teachers incorporate songs into their lessons According to a questionnaire, 88% of teachers expressed a preference for English songs and reported using them regularly or often to enhance listening skills Only 12% indicated that they sometimes use songs, while none reported rarely or never using them Additionally, current textbooks include at least five English songs, highlighting the prevalent use of music in teaching English, particularly for developing 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 indicates a strong consensus among teachers regarding the benefits of using songs in the classroom, with 90% agreeing that songs can effectively reduce boredom Additionally, 82% believe that songs help students relax during lessons, while 70% find that songs enhance students' listening skills However, only 23% of teachers support the notion that listening to English songs aids in improving students' pronunciation, citing concerns about the speed and varied accents of singers that often lead to confusion.
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 for teachers is the difficulty in finding suitable songs for their students, with 75% expressing this concern Additionally, 65% of teachers report that students are often distracted by music, while 59% cite limited time for listening lessons as a major issue Noise and lack of control in the classroom are also prevalent problems, affecting 53% of educators Furthermore, nearly one-third of teachers believe that songs lack clarity, as singers frequently blend sounds together Lastly, over 20% of teachers feel insecure about their singing abilities and are 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% preferred multiple-choice tasks Additionally, 33% of educators believed that mistake correction was the most effective method for handling easy and short texts Furthermore, over 10% of teachers opted for alternative tasks, 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 appropriate for the classroom, with vocabulary difficulty being the key factor in teachers' selection, as 85% believe songs should have limited vocabulary to prevent student disengagement Additionally, 79% of teachers prefer popular songs with positive themes that align with teaching objectives Furthermore, 65% emphasize the importance of song topics being relatable to students' experiences for greater appeal Over half of the educators (60% and 55%) agree that songs should have a straightforward, repetitive rhythm and present minimal musical challenges About 33% of teachers advocate for songs with refrains to boost student confidence during listening and practice Other important criteria mentioned include 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 reveals that a significant majority of teachers (95%) utilize the internet for selecting songs, as it provides a quick and efficient way to find music that suits their students' proficiency levels Additionally, over half of the educators (55%) find CDs and VCDs to be valuable resources for song selection, allowing them to conveniently choose appropriate tracks on the go Notably, no teachers reported using radio or television as a means for selecting songs.
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 duration was set at fifteen minutes, administered to two classes: E1101.1, which utilized English songs in its teaching approach, and E1101.3 Both classes received the same pre-intermediate level test at the start and conclusion of the term, allowing for a comparative analysis of student performance over time.
After collecting and grading the tests, the author analyzed the scores using frequency distribution to determine the range of marks achieved by each class Additionally, measures of central tendency were employed to clarify the progress trends of each class.
The post-test results were analyzed and compared to the pre-test outcomes, with standard deviation (s.d) utilized as a key measure of dispersion This analysis enabled the author to assess how much the test scores varied from the mean, ultimately revealing the impact of using English songs in teaching listening skills to students.
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 marks five and six being the most prevalent Class E1101.3 demonstrates a more uniform performance level, while class E1101.1 has a higher number of exceptional students Specifically, class E1101.3 shows a greater frequency of marks five and six, whereas class E1101.1 has more students scoring seven and eight Despite this, the mode comparison suggests that class E1101.3 outperforms class E1101.1, as its mode of six surpasses the mode of five in class E1101.1.
Class N Mean Std Deviation Median
Table 9: Mean and Std Deviation (pre - test)
The mean score of class E1101.1 is 5.3667, indicating a slight advantage over class E1101.3, which has a mean of 5.1667 Overall, both classes demonstrate average student performance, as reflected by their identical median scores of five, aligning closely with their means Additionally, the standard deviations of 1.56433 for class E1101.1 and 1.59921 for class E1101.3 indicate a minimal spread of scores, suggesting a narrow range of abilities among 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 notable shift in the mark ranges of two classes, with the lowest mark rising from two to three and the highest mark increasing to nine, indicating significant progress in listening skills The median score has also improved, showing an increase of one point compared to the pre-test However, the full mark of ten remains unachieved, suggesting the test's average difficulty level Class E1101.1 shows fewer below-average marks than class E1101.3 but surpasses it in above-average marks Furthermore, while class E1101.1 ranked second to class 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 comparison of mean scores reveals that class E1101.1 significantly outperformed class E1101.3 in listening skill development While class E1101.3 showed minimal progress, increasing from 5.1667 to 5.300, class E1101.1 demonstrated a substantial improvement, rising from 5.3667 to 6.3667 This notable difference in pre-test and post-test scores clearly indicates that utilizing songs in teaching listening skills has led to significant enhancement in students' abilities over the term.
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 outlined the data analysis and findings of the study, revealing that most students exhibited a positive attitude towards using English songs to enhance their listening skills Based on these findings, the next chapter will propose suggestions for improving the teaching and learning of listening skills for students 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 significant findings, which have been thoroughly discussed In conclusion, these results can be reaffirmed and summarized as follows:
A recent study highlights that incorporating songs into listening lessons significantly motivates students, leading to increased engagement and participation Learners reported feeling more enthusiastic about listening activities, creating a joyful classroom atmosphere Notably, songs facilitated maximum involvement from all students, a first in their learning experience Additionally, this approach effectively enhances essential bottom-up listening skills, including word recognition, awareness of word linking, and understanding word stress As a result, students transitioned 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 that teachers create To effectively teach listening skills, educators should design a variety of tasks that incorporate songs, catering to the diverse language abilities of their students.
This widely favored task enhances students' listening comprehension and language recall, with 91% of students expressing a preference for it In this activity, students receive song sheets that contain blanks, which they need to fill in with various parts of speech, including prepositions, articles, verbs, and adjectives.
Before engaging with the song, students will first read the provided words and make predictions about the missing terms As they listen to the song, their task is to accurately fill in the blanks with the correct words (Refer to Appendix 5, Task 1)
In this engaging exercise, students receive a photocopied version of song lyrics with intentional errors in each line As they listen to the song, their task is to identify and correct these mistakes This activity effectively helps students practice homophones and homonyms in English, enhancing their listening and language skills.
Teachers create multiple-choice questions based on the song's content, and students listen to the song to select the correct answers This engaging activity enhances listening skills and comprehension.
Arranging jumbled song lines is the most popular activity among students, with 97.3% expressing their preference for it In this engaging task, students receive copies of song sheets containing mixed-up lyrics They listen to the song and work to rearrange the lines, transforming them into a coherent and meaningful sequence.
In this engaging classroom activity, teachers modify song lyrics by changing or adding incorrect words, prompting students to listen closely and correct the mistakes This approach effectively captures students' attention and enhances their listening skills while making learning enjoyable.
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 lead to student disengagement during listening activities.
Incorporating popular English songs with positive messages into teaching can significantly enhance students' learning experiences These uplifting songs foster a beneficial impact on students, promoting a positive mindset Conversely, exposure to songs featuring violent themes can adversely affect students' mental and psychological development, highlighting the importance of carefully selecting music 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's crucial to choose one with a straightforward and repetitive rhythm, as this fosters confidence and engagement in tasks Additionally, teachers should consider songs that feature a refrain and present a limited musical challenge 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 neighboring classrooms can lead to disturbances and create tension among teachers To mitigate this issue, utilizing a language laboratory or library can be effective solutions Additionally, teachers can have students gather around a tape recorder to keep the volume low, reducing noise disruption.
One significant challenge in using songs for teaching listening skills is the time-consuming process of selecting appropriate songs and designing related tasks for students Many educators lack a diverse collection of songs, making it difficult to find suitable options that align with educational objectives Consequently, selecting songs with relevant content that meets teaching goals remains a major concern for teachers.
Suggestions for further study
The findings of this study highlight the significant curricular implications of using music in second language acquisition, demonstrating that songs should not be viewed merely as recreational tools but as valuable instructional resources The researcher emphasizes that English songs can have even greater educational applications with further investigation While this study confirms the motivational role of songs in teaching and learning listening skills, it primarily focuses on their ability to enhance bottom-up listening skills, including word recognition, awareness of word linking, word stress, attention, and comprehension Ultimately, the researcher hopes this paper serves as a catalyst for further exploration and innovative applications in the field.
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 offers to help with cleaning up by picking up litter from the floor, anticipating 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 concerns about the upcoming talent contest, noting that participation might be low unless there are already some sign-ups He encouraged immediate registration by suggesting that individuals should put their names down to perform.
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 However, Kathy expressed her doubts about Graham's comedic abilities, questioning whether he could actually tell jokes and asking if there was anyone else 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, as the tourists ate at a nearby cafe while she and her team focused on organizing the rest of the day with the park staff They only managed to grab a quick 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, which should go smoothly without any major 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 from a summer garden party in Thailand, where he taught English a few years ago, highlighting a memorable experience with friends.
Stephanie was surprised to learn that Richard had spent eight weeks in Thailand, where he had a wonderful and educational experience He fondly recalled their last evening before returning home, filled with great memories, and offered to share photos from 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 and was well-versed in her role, demonstrating a level of expertise that surpassed mine.
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 only a couple of days and was set to teach in the upcoming months His best friend, Rob, who he recently saw in LA, is sitting beside him in a gray shirt Rob invited Richard to teach with him in China, but Richard humorously declined the offer.
Stephanie noticed that a girl was acting very friendly with Rob and questioned if she was his girlfriend Richard clarified that the girl is actually Rob's wife, revealing that they have been married since they were both 17 He mentioned that her name is Maria Rita and that she is Spanish, explaining that they met while Rob was teaching in Barcelona.
In a conversation, Stephanie pointed out a man in a striped shirt standing at the back, while Richard clarified that he was part of the hotel staff and seemed to be attempting to engage Sara in conversation.
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