VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES whe THE EFFECT OF THE IMMERSION LANGUAGE LEARNING METHOD IN IMPROVING ACTIVE LISTENING SKILLS FOR 5-YEAR-OLD STUDENTS AT AN ENGLISH CENTER IN HAI PHONG (Tính hiệu quả của phương pháp tắm ngôn ngữ trong việc nâng cao kỹ năng nghe có chủ đích của học sinh 5 tuổi tại một trung tâm tiếng Anh ở Hải Phòng) M. MINOR PROGRAMME THESIS : English Teaching Methodology : 8140231.01 Hanoi — 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES k1 THE EFFECT OF THE IMMERSION LANGUAGE LEARNING METHOD IN IMPROVING ACTIVE LISTENING SKILLS FOR 5-YEAR-OLD STUDENTS AT AN ENGLISH CENTER IN HAI PHONG (Tính hiệu quả của phương pháp tam ngôn ngữ trong việc nâng cao kỹ năng nghe có chủ đích của hoc sinh 5 tuổi tại một trung tâm tiếng Anh ở Hải Phòng) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231. Hoang Van Van Hanoi — 2024 DECLARATION OF AUTHORSHIP I certify that the minor thesis entitled “The effect of the immersion language learning method in improving active listening skills for 5 — year — old students at an English center in Hai Phong ” is the result of my work and has not been submitted in any form for another degree or diploma at any universities or other institutions.
I am fully aware that should this declaration be found to be dishonest, disciplinary action and penalties by University policies and rules can be imposed. Hanoi, 2024 The researcher Nhu Thi Thanh Thuy Approved by SUPERVISOR (Signature and full name) Prof. Hoang Van Van |DY.) ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude to all those who have contributed to the completion of this research and made this thesis possible. First and foremost, I am deeply thankful to my thesis advisor, Pro.
Hoang Van Van whose guidance, support, and expertise were invaluable throughout this journey. Your unwavering dedication to my academic and research development has been a constant source of inspiration. I extend my sincere appreciation to the management and staff of Enspire English center in Hai Phong for granting me the opportunity to conduct this study with their young learners. Your cooperation and support were essential for the success of this research.
I wish to thank the 5-year-old students who participated in this study. Their enthusiasm and commitment to the immersion language learning program were instrumental in generating the data that forms the basis of this thesis. I am grateful to my friends and family for their understanding, encouragement, and unwavering support. Your belief in my abilities and your patience during the long hours of research are deeply appreciated.
I would also like to acknowledge the academic community for the wealth of knowledge and insights that shaped this research, particularly the authors and researchers whose work is cited throughout this thesis. Finally, I offer my profound thanks to all who, in ways both large and small, have been part of this academic journey. Your contributions have been instrumental in the successful completion of this research. Thank you all for your assistance, encouragement, and support.
Nhu Thi Thanh Thuy ABSTRACT This study aimed to explore the impact of applying immersion language learning on enhancing active listening skills among 5-year-old students attending an English center in Hai Phong. Additionally, the research uncovered the attitudes of these young learners toward the utilization of the immersion language learning method. The study's participant pool consisted of 30 students, all aged 5, who were engaged in the immersive language learning process. The research employed a pre-test, post-test, and a Likert scale questionnaire to assess students’ attitudes regarding the effectiveness of the immersion language learning approach.
The findings of this study spotlighted the positive influence of immersion language learning on the development of active listening skills in young students. The results demonstrated a statistically significant difference (p < 0.05) between the pre-test and post-test scores, favoring the post-test outcomes, thus affirming the efficacy of the immersion language learning method. Furthermore, the study unveiled that the 5-year-old students exhibited a favorable and encouraging attitude towards the use of immersion language learning as a means to enhance their active listening skills. il CONTENTS LIST OF TABLLES.
Gv vi LIST OF FIGURES. G1 HH nh VI CHAPTER 1.1 Rationale for the research. Aims of the in. Scope of the StUdÌy.--GL TS khe 3 1.
Method of the StUyy. Organization of the thesis. Review of relevant COTCDẨS. Active listening COTC€D.-- - Gv ng kg, 7 2.
Immersion Language Learning. Factors affecting active listening in 5-year-olds. Attitudes toward immersion language learnIng. Gaps in the existing literature.
Review of the previous studies and their research gap. RESEARCH DESIGN AND METHODOLOGY. Restatement of research QUeStiONS. Definition of an action research.
Principles of an action research.----- -- ---ssssssx+++sxseeeerrreess 25 iii 3. Models of an action research. Context of the SfUV.--GQ TQ ST re 34 3. Data collection instrUMeNts.
Pre-test and Post- t€SẨ. Data collection DfOC€đUTGS. Data analysis methods .--GG Q3 TT ng HH re 43 CHAPTER 4. FINDINGS AND DISCUSSION.ĂẶẶẰS «ke 45 AL.
Data analysis of the listening tests. Data analysis of questionnaire for the studenfs. SG Q1 HH nu nọ HH nh nh 54 4. The improvement of the students’ active listening skills through immersion language Ï€aTT1TE.
The attitudes of 5-year-old students at an English center in Hai Phong towards immersion language learning in English-listening lessons —. 56 “SN an ae eo.- - - - - - s1 E901 119111113 9311 ng vn vn rưy 61 1V 5. Enhancing educator TOÌÏ©S. Promoting immersion language learning acfIVItIes.
Limitations and Suggestions of the sfUdy. ce cceecccessecsseeeseeesseessseeesseeesaeecseesesaeecsseeeseessseesenaeeesaees 67 APPENDICES .eceecceescceesseessceessneeesseeesaeeeseecseecseecssaeeeseeeseeeseessnaeesnaeeenas I APPENDIX 1: A SAMPLE DESCRIPTION OF A PROJECT. I APPENDIX 2: A SAMPLE OF TEST (PRE-POST).----‹<5 s5 IV A SAMPLE OF PRE-TIESÏTT.- -- G11 vn ng key IV A SAMPLE OF POSTT-TIESÏT. -- G 11H ngư, VỊ APPENDIX 3: QUESTIONNAIRES.- Ăn, VI LIST OF TABLES AND FIGURES LIST OF TABLES Table 3.
The program's curriculum for 5-year-old students. The results of pre-tests and post-test of 2 cycles. The mean score of the first CyCÌ€-. The p-value of the first CVCÏ€-.
The mean score of the first CyCÌ€-. The p-value of the first CVCÌ€-. The comparison between 2 CyCÏeS. 5-5 s**++xc+sssexs 50 LIST OF FIGURES Figure 3.
The 4-Stage Action Research Cycle by Burns (2010). The Two Cycles Kemmis Classroom Action Research Spiral Model (Kemmis, 2Ó7).--- ch nh rà 28 Figure 4. The mean scores Of two CYyCleS. The comparison between 2 CYyCleS.
Students’ attitudes on learning listening through immersion LAN QUae. eee eeeeccesnneeeesseeecesceecssneecesnaeeeesaeecesaeecessaeeesesaaeeesseeeessaeeeeenaee 52 Vi ABBREVIATIONS ILLM Immersion Language Learning Method Vii CHAPTER 1. INTRODUCTION This chapter offers a comprehensive introduction to the study, laying the foundation for the research. It presents the rationale for conducting the study, articulates the research aims and objectives, formulates the core research questions, delineates the scope of the investigation, highlights the study's significance, outlines the chosen research methods, and provides an overview of the thesis's organizational structure.1 Rationale for the research The research thesis entitled "Enhancing Active Listening Skills in 5- Year-Old Students at an English Center in Hai Phong through the Immersion Language Learning Method" is grounded in a multifaceted rationale that combined theoretical considerations with practical imperatives.
This section provides an insight into the key motivations driving the necessity of this research. Regarding the theoretical significance, in the contemporary global landscape, the pivotal significance of early language learning is accentuated, capitalizing on the extraordinary aptitude of young minds for language acquisition. Smith and Jones (2015) stress this significance, highlighting the cognitive advantages stemming from early language exposure and marking this developmental phase as paramount. Furthermore, the burgeoning demand for English proficiency in Vietnam, particularly in Hai Phong, necessitates pedagogical approaches aligning with the essential linguistic competence demanded in today's interconnected world.
Local studies, exemplified by the insightful research of Nguyen et al. (2016), shed light on the nuanced challenges faced by young learners in Hai Phong, especially in active listening within English language learning environments. The theoretical foundation supporting immersion language learning as a promising approach to language acquisition draws from international research, notably the contributions of Anderson et al. Their work substantiates the method's potential to expedite language learning and heighten active listening skills, seamlessly aligning with the theoretical underpinnings of this study.
In term of the practical implications, the distinctive educational milieu in Hai Phong, shaped by local culture, available resources, and educational infrastructure, introduces an additional layer of complexity to the research landscape. The palpable eagerness of local language centers in Hai Phong to embrace effective teaching methodologies acts as a tangible catalyst for this research. The study is poised to yield practice-oriented insights directly applicable within these centers, thereby elevating the landscape of language education. Beyond its pedagogical implications, this research aspires to wield broader practical impacts.
It holds the potential to inform localized educational policies and practices, contributing substantively to regional economic development and community advancement. By addressing both theoretical depth and practical exigencies, this study occupies a unique position to enrich the realms of language education and early childhood development, promising tangible benefits for local learners and the broader community. Aims of the study The overarching goal of this study is to assess the efficacy of the immersion language learning approach in enhancing the active listening abilities of 5-year-old students attending an English center in Hai Phong. Research questions In this thesis, the researcher investigated the effectiveness of the immersion language learning method in enhancing the active listening skills of 5-year-old students attending an English center in Hai Phong.
To achieve this overarching obJective, the researcher delineated two specific obJectives, each designed to provide a systematic framework for our research. These specific objectives will guide our exploration of the intersection between language education and early childhood development. 1) To what extent does the application of immersion language learning enhance active listening skills for 5-year-old students at an English Center in Hai Phong? 2) What are the attitudes of these students toward applying immersion language learning to improve their listening skills? These research questions form the core of the investigation, guiding the researcher through a comprehensive study of the immersion language learning method's impact on intentional listening skills in young learners. Scope of the study The thesis investigates the effectiveness of the immersion language learning method in improving the intentional listening skills of 5-year-old students at an English center in Hai Phong.
Hence, it meticulously explores the multifaceted dimensions of the immersion language learning method and its impact on enhancing intentional listening skills among 5-year-old students at a prominent English center situated in Hai Phong. The comprehensive scope of this research encapsulates the following key factors: Participants: The study focuses on a specific group of participants “5- year-old students”. These young learners form the core demographic whose active engagement in immersion language learning will be scrutinized. The participants, drawn from the English center in Hai Phong, represent a critical cohort in the early stages of language acquisition, offering valuable insights into the efficacy of the proposed method.
Location: Hai Phong, a dynamic city in Northern Vietnam, serves as the geographical focal point of this investigation. The unique cultural context and educational landscape of Hai Phong contribute a distinctive layer to the study, influencing the dynamics of language learning and shaping the outcomes of the immersion language learning method. Programs: The research investigates the specific language learning programs implemented within the English center. This includes an in-depth examination of the curriculum, teaching methodologies, and any additional support structures designed to facilitate intentional listening skills through the immersion language learning approach.
By scrutinizing these programs, the study aims to draw correlations between programmatic elements and enhanced language acquisition among young students.