'VIETNAM NATTONAL, UNIVERSTTY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, FACULTY OF POST-GRADUATE STUDIES NGUYEN THT HA APPLYING LEARNING STRATEGIES TO IMPROVE TOEFL LISTENING SKILL OF ADVANCED PROGRAM STUDENTS AT THAI NGUYEN LNIVERSITY OF TECHNOLOGY SỬ DỤNG CÁC CHIẾN I.ƯỢC HỌC TẬP ĐỀ CÀI THIỆN KỸ NANG NGHI TOETL CÚA SINTII VIÊN CHƯƠNG TRÏNII TIẾN TIỀN TRƯỜNG ĐẠI HỌC KY THUẬT CÔNG NGHIẸP THÁI NGUYÊN M.A MINOR PROGRAMME THESIS FIELD: ENGLISIL TEACIING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL,UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN TIM TIA APPLYING LEARNING STRATEGIES TO IMPROVE TOEFL LISTENING SKILL OF ADVANCED PROGRAM STUDENTS AT TIIAI NGUYEN UNIVERSITY OF TECHNOLOGY SU DUNG CAC CHIEN I.ƯỢC HỌC TẬP ĐÉ CẢI THIỆN KY NANG NGHH TOEFL CUA SINH VIEN CHUONG TRÌNH TIÊN TIỀN TRƯỞNG DẠI HỌC KỲ THUẬT CONG NGIOMP TILAI NGUYEN M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 41140111 Supervisor: DUONG DUC MINH, PhD. Hanoi, 2014 DECLARATION This thesis is a presentation of my orginal research work. Wherever contributions of other sare involved, cvery effort is made to indicate this elearly, with due reference to the literature, and acknowledgement of collaborative research and discussions. The work was done under the guidance of my supervisor, Dr Duong, Due Minh, at the University of Languages and Intemational Studies, VNU Student’s signature Nguyen Thi Lia In my capacity as supervisor of the candidate's thesis, I certify that the above statements are truc Lo the best of my knowledge Hanoi, August 18" 2014 Supervisor Duong Duc Minh, Ph.
ABSTRACT The purpose of the current study was to examine the frequency of listening strategies use by Advanced Program students at Thai Neuven University of ‘Technology and the relationship between listening strategy use and their language proficiency level. A total of 40 students were involved in this study. The results of OHEL test were employed tơ identify the learners’ listening, proficiency levels and a survey was developed and administered in which questionnaires were used lo invesligale the frequency of listening strategies use by Advanced Program students. The reported listenmg strategies usc for this study arc limuted to metacognitive.
cognitive, social and affective strategies. The findings of this study show that Advanced program students reported employmg 1nela-cogrnlive strategies more frequently and actively, followed by cognitive and socio-affective listening strategies. The results of the Analysis of Variance (ANOVA) showed thal there was signilieant difference between lislening strategy usc and language proficiency levels of students. Based on the results obtained from the study, it is recommended that teachers should aware of listening strategies and should have elTective teaching metliods to help students mmprove their listening skill when doing TOHFL listening test.
TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS.lE LIST OF ABBREVIATIONS. si 1 2S 020 011 eerenÌV LIST OF CHARTS AND TABILBS.- 220 10121 xerV TABLE OF CONTENTS.eereeeVE PART A: INTRODUCTION. RationaleoŸ the study. Aims of the study 3.
4, Seope of the nên. Mcthods of the sfudy,. Design of the ghuđy,.à-- (5ì tee eeeess ie e ieeesnicaesiceensecaneicses CHAPTER 1: LITERATURE REVIEW. Definition of Learning Strategies.
Classification of Leaming Strategies. O'Malley's (1985) Classificalion of Language Learning Strategies. Rubin's (1987) Classification of Language Tearing Strategies 7 1. Oxford's (1990) Classification of Language Learning Strategies 8 1.
Sterns (1992) Classilicalion of Language Learning Strategies 9 1. Definitions of Listening by Different Researchers u 2. The importance of listening 12 2. Overview of listening siralegies 13 vi ACKNOWLEDGEMENTS Writing thesis, especially in such a limited time, was one of the most challenging things I have ever gone through.
In this demanding process, I was lucky enough to have the support of several people. First and foremost, I would like to express my deep thank to my advisor, Dr. Duong Due Minh for all his efforts, for not only being a very hardworking advisor, but also an understanding counselor. Ile never left me without an answer to my never-ending questions: he was always so quick lo give feedback that T could finish my thesis on time thanks to him.
T also would like to thank the Faculty of Post Graduate Studies, University of Languages and International Studies, Hanoi National University for granting me the opportunityto pursue my studies and my research. I am grateful to my collegues and my friends, wha are always willing to share with me any kinds of work, documenils or experience m doing a thesis. They also symphathize with with my difficulties as well as my fault in life. Last but not least, I owe my genuine, deepest gratitude to my family for their everlasting belief in me, for always encouraging me.
They have been the stronges! motivation for me to pursue my degree. 1 am indebted to my family, especially my parents who are always ready to look after my little daughter. Without the support from my family members, I would not have finished my thesis. ABSTRACT The purpose of the current study was to examine the frequency of listening strategies use by Advanced Program students at Thai Neuven University of ‘Technology and the relationship between listening strategy use and their language proficiency level.
A total of 40 students were involved in this study. The results of OHEL test were employed tơ identify the learners’ listening, proficiency levels and a survey was developed and administered in which questionnaires were used lo invesligale the frequency of listening strategies use by Advanced Program students. The reported listenmg strategies usc for this study arc limuted to metacognitive. cognitive, social and affective strategies.
The findings of this study show that Advanced program students reported employmg 1nela-cogrnlive strategies more frequently and actively, followed by cognitive and socio-affective listening strategies. The results of the Analysis of Variance (ANOVA) showed thal there was signilieant difference between lislening strategy usc and language proficiency levels of students. Based on the results obtained from the study, it is recommended that teachers should aware of listening strategies and should have elTective teaching metliods to help students mmprove their listening skill when doing TOHFL listening test. ACKNOWLEDGEMENTS Writing thesis, especially in such a limited time, was one of the most challenging things I have ever gone through.
In this demanding process, I was lucky enough to have the support of several people. First and foremost, I would like to express my deep thank to my advisor, Dr. Duong Due Minh for all his efforts, for not only being a very hardworking advisor, but also an understanding counselor. Ile never left me without an answer to my never-ending questions: he was always so quick lo give feedback that T could finish my thesis on time thanks to him.
T also would like to thank the Faculty of Post Graduate Studies, University of Languages and International Studies, Hanoi National University for granting me the opportunityto pursue my studies and my research. I am grateful to my collegues and my friends, wha are always willing to share with me any kinds of work, documenils or experience m doing a thesis. They also symphathize with with my difficulties as well as my fault in life. Last but not least, I owe my genuine, deepest gratitude to my family for their everlasting belief in me, for always encouraging me.
They have been the stronges! motivation for me to pursue my degree. 1 am indebted to my family, especially my parents who are always ready to look after my little daughter. Without the support from my family members, I would not have finished my thesis. ACKNOWLEDGEMENTS Writing thesis, especially in such a limited time, was one of the most challenging things I have ever gone through.
In this demanding process, I was lucky enough to have the support of several people. First and foremost, I would like to express my deep thank to my advisor, Dr. Duong Due Minh for all his efforts, for not only being a very hardworking advisor, but also an understanding counselor. Ile never left me without an answer to my never-ending questions: he was always so quick lo give feedback that T could finish my thesis on time thanks to him.
T also would like to thank the Faculty of Post Graduate Studies, University of Languages and International Studies, Hanoi National University for granting me the opportunityto pursue my studies and my research. I am grateful to my collegues and my friends, wha are always willing to share with me any kinds of work, documenils or experience m doing a thesis. They also symphathize with with my difficulties as well as my fault in life. Last but not least, I owe my genuine, deepest gratitude to my family for their everlasting belief in me, for always encouraging me.
They have been the stronges! motivation for me to pursue my degree. 1 am indebted to my family, especially my parents who are always ready to look after my little daughter. Without the support from my family members, I would not have finished my thesis. LIST OF CHARTS AND TABLES.
CHARTS Chart 1: TOEFL score obtained by AP students TABLES Table 1: Content Validity of the Listening Strategies verified by 5 experts Table 2: Pre-listening Planning, Strategies. Table 3: While-listening Monitoring Strategies. Table 4: Post-listning Evaluation Stralogivs ‘Table 5; Cognitive Formal Practicing Strategies Table 6: Bottom-up Strategies Table 7: Top-down strategies. ‘Table 8: Social Strategies.
Table 9: Affective Strategies. Table 10: Variation in Fraqueney of Use of Listenmg Strategies According lo Language Proficiency Level. ABSTRACT The purpose of the current study was to examine the frequency of listening strategies use by Advanced Program students at Thai Neuven University of ‘Technology and the relationship between listening strategy use and their language proficiency level. A total of 40 students were involved in this study.
The results of OHEL test were employed tơ identify the learners’ listening, proficiency levels and a survey was developed and administered in which questionnaires were used lo invesligale the frequency of listening strategies use by Advanced Program students. The reported listenmg strategies usc for this study arc limuted to metacognitive. cognitive, social and affective strategies. The findings of this study show that Advanced program students reported employmg 1nela-cogrnlive strategies more frequently and actively, followed by cognitive and socio-affective listening strategies.
The results of the Analysis of Variance (ANOVA) showed thal there was signilieant difference between lislening strategy usc and language proficiency levels of students. Based on the results obtained from the study, it is recommended that teachers should aware of listening strategies and should have elTective teaching metliods to help students mmprove their listening skill when doing TOHFL listening test. Research quosuon1: What is the frequeney of listening strategies reported by ÁP stidonts at TNUT. Rescarch question 2, Do students’ choices of listening strategics vary significantly according to thew levels of proficiency? If they do, what are the main pattems of variation?.
Limitations of the study. Suggestions for further study .ccsassctiensneenseeutuneenenenieensmenaeeeen dB APPENDICBS. Research quosuon1: What is the frequeney of listening strategies reported by ÁP stidonts at TNUT. Rescarch question 2, Do students’ choices of listening strategics vary significantly according to thew levels of proficiency? If they do, what are the main pattems of variation?.
Limitations of the study. Suggestions for further study .ccsassctiensneenseeutuneenenenieensmenaeeeen dB APPENDICBS. T vill ACKNOWLEDGEMENTS Writing thesis, especially in such a limited time, was one of the most challenging things I have ever gone through. In this demanding process, I was lucky enough to have the support of several people.
First and foremost, I would like to express my deep thank to my advisor, Dr. Duong Due Minh for all his efforts, for not only being a very hardworking advisor, but also an understanding counselor. Ile never left me without an answer to my never-ending questions: he was always so quick lo give feedback that T could finish my thesis on time thanks to him. T also would like to thank the Faculty of Post Graduate Studies, University of Languages and International Studies, Hanoi National University for granting me the opportunityto pursue my studies and my research.
