VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES OS BI NGUYEN THI BUOL DEMOTIVATING FACTORS IN LISTENING LESSONS OF THE SECOND YEAR NON-ENGLISH MAJOR STUDE AT HANOI UNIVERSITY OF INDUSTRY (Nghiên cửu về các yếu tô gị ìy mắt hứng thủ trong các bải học nghe của sinh viên không chuyên năm thứ hai trường dại học Công Nghiệp Hà Nội ) M. Minor Programme Thesis Field: English Language Teaching Methudulogy Code: 60140111 HANOI 2015 VIETNAM NATIONAL,UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYÊN THỊ BƯỞI DEMOTIVATING FACTORS IN LISTENING LESSONS OF TITE SECOND YEAR NON-ENGL IST MAJOR STUDE AT HANOI UNIVERSITY OF INDUSTRY (Nghiên cửu về các yếu.tố gây mật hứng thú trong các bài học nghe của sinh viên không chuyên năm thứ hai trưởng dại học Công Nghiệp Hà Nội ) M. Minor Programme Thesis Field: English Language Teaching Methodology Code: 60140111 Supervisor: Dr. Nguyen Thi Thu Ha HANOI 2015 DECLARATION I, hereby, vorlify the thesis outilled “Demotivating factors in listening lessons of the second year non-English major students at Hanoi University of Industry” is the result of my own research for ihe Minor Degres of Master of Aris at Faculty of Post- Graduate Studies, University of Languages and [otemational Studies, Vietnam National University, Hanoi, and that this thesis has not, wholly or partially, been submitted for any degree al any other universities or institutions.
1ianoi, October 2", 2015 Nguyen Thi Buoi ACKNOWLEDGEMENTS T would like to express my deepest gratitude to my supervisor Dr. Nguyen Thi Thu Ila for her inspiring me to do this research. If it had not been for her invaluable guidance, insightful comments and kind support, my thesis would nol, have been accomplished. My special thanks also go to all the professors and lecturers of the Faculty of Postgraduate Studies at the University of Languages and Intemational Studies — Viemam National University, Hanoi for their valuable lectures, which have laid the foundation for this Uhesis, T am indebled 10 my friends and my colleagues for their suggestions and encowagement to fulfill the study.
Finally, 1 owe the completion of this study to my family, especially my husband who gave me encouragement throughout the study.3, ‘the frequency of teaching techniques and activities used by teachers in listening lessons .4, Teachers’ opinion on solutions helping students to revive their motivation in listening lessons .3 Major findings and discussion - - 3 3.1 Demotivating factors from students’ perceptions.2 Demotivating factors from teachers’ perceptions - .3 Solutions suggested by teachers 37 3.4 Summary of the chapter. „37 PART THREE: CONCLUSION - 38 1.-cccc set con eevee 3B 3. Limiation of the sludy 40 4. Suagestion for further study.3, ‘the frequency of teaching techniques and activities used by teachers in listening lessons .4, Teachers’ opinion on solutions helping students to revive their motivation in listening lessons .3 Major findings and discussion - - 3 3.1 Demotivating factors from students’ perceptions.2 Demotivating factors from teachers’ perceptions - .3 Solutions suggested by teachers 37 3.4 Summary of the chapter.
„37 PART THREE: CONCLUSION - 38 1.-cccc set con eevee 3B 3. Limiation of the sludy 40 4. Suagestion for further study. TẠC 6 ABSTRACT This study is an attempt to investigate factors demotivating the second year non Fnglish major students in isloning lessons at Hanoi university of Industry.
The main purposes of the study are to find out: the main demotivating factor affecting students’ motivation in Listening lessons and some suggested solutions by teachers to stimulate students to arouse their interest in listening lessons. The study data were collected by means of questionnaire for students and teachers, informal interviews with teachers and class observation. The results indicated that four demotivating factors were [ound in dhis study: (1) unfavorable teaching and leaming condition, (2) the difficulty of listening section in the coursebook,(3) learner’s lack of background knowledge and reduced inleresi, and (4) icachers’ teaching slyles. However, there still existed the gap between teachers’ perception and students’ perception as a source of demotivation.
The students mostly blamed on unfavorable teaching and learning condition, whereas, teachers thought that it was the students’ low English proticiency and laziness in learning. Some suggestions were provided by the teachers to motivate students in listening lessons. ACKNOWLEDGEMENTS T would like to express my deepest gratitude to my supervisor Dr. Nguyen Thi Thu Ila for her inspiring me to do this research.
If it had not been for her invaluable guidance, insightful comments and kind support, my thesis would nol, have been accomplished. My special thanks also go to all the professors and lecturers of the Faculty of Postgraduate Studies at the University of Languages and Intemational Studies — Viemam National University, Hanoi for their valuable lectures, which have laid the foundation for this Uhesis, T am indebled 10 my friends and my colleagues for their suggestions and encowagement to fulfill the study. Finally, 1 owe the completion of this study to my family, especially my husband who gave me encouragement throughout the study. Aanoi, October 2015 ABSTRACT This study is an attempt to investigate factors demotivating the second year non Fnglish major students in isloning lessons at Hanoi university of Industry.
The main purposes of the study are to find out: the main demotivating factor affecting students’ motivation in Listening lessons and some suggested solutions by teachers to stimulate students to arouse their interest in listening lessons. The study data were collected by means of questionnaire for students and teachers, informal interviews with teachers and class observation. The results indicated that four demotivating factors were [ound in dhis study: (1) unfavorable teaching and leaming condition, (2) the difficulty of listening section in the coursebook,(3) learner’s lack of background knowledge and reduced inleresi, and (4) icachers’ teaching slyles. However, there still existed the gap between teachers’ perception and students’ perception as a source of demotivation.
The students mostly blamed on unfavorable teaching and learning condition, whereas, teachers thought that it was the students’ low English proticiency and laziness in learning. Some suggestions were provided by the teachers to motivate students in listening lessons.1 Definition of motivation.2 Definition of demotivation 1.3 Previous studies in the world and in Vietnam of demotivation .4 Studies of demotivating factors in listening .2 Participants of the study 2.3 Metheds of the study 2.5, Data collection and data analysis. CHAPTER 3: RESEARCH FINDINGS AND DISCUSSION. Data analysis of discussion of students’ survey questionnaire 3.2 Student- related demotivating factors 3.3 Teacher- relaled demolivating factors 3.4 Teaching and learning conditions.
SThe demotivating items in rank order.2 Dala analysis and discussion of teachers’ survey questionnaire and interview. Teachers’ opinion on the role of fistersing comprehension, Iasks, students’ proficiency in listening and students’ motivation in listening. Teachers’ opinion on demotivating factors in listening lessons. ABSTRACT This study is an attempt to investigate factors demotivating the second year non Fnglish major students in isloning lessons at Hanoi university of Industry.
The main purposes of the study are to find out: the main demotivating factor affecting students’ motivation in Listening lessons and some suggested solutions by teachers to stimulate students to arouse their interest in listening lessons. The study data were collected by means of questionnaire for students and teachers, informal interviews with teachers and class observation. The results indicated that four demotivating factors were [ound in dhis study: (1) unfavorable teaching and leaming condition, (2) the difficulty of listening section in the coursebook,(3) learner’s lack of background knowledge and reduced inleresi, and (4) icachers’ teaching slyles. However, there still existed the gap between teachers’ perception and students’ perception as a source of demotivation.
The students mostly blamed on unfavorable teaching and learning condition, whereas, teachers thought that it was the students’ low English proticiency and laziness in learning. Some suggestions were provided by the teachers to motivate students in listening lessons. LIST OF TABLES AND CHARTS Table: Table 1: Students’ opinions on listening comprehension section in the course book Table 2: Students’ opinions on student- related demotivating factors Table 3: Suudents’ opinions on tcacher- related demolivaling [actors ‘Table 4: Students’ opinions on teaching and learning conditions Table 5: The rank order of 30 items of Agroups of demotivating factors Table 6: Teachers’ opinions on students’ demotivation in listening lesson Table 7:Frequency of teaching techniques and activities used by the teachers Chart: Chart 1: ‘Teachers’ opinions on the importance of listening skill Chart 2: Teachers’ opinions on the tasks in the coursebook Chart 3: Teachers’ opinions on students’ proficiency in listening Chart 4: Teachers’ opinions on students’ motivation in listening lessons 1.1 Definition of motivation.2 Definition of demotivation 1.3 Previous studies in the world and in Vietnam of demotivation .4 Studies of demotivating factors in listening .2 Participants of the study 2.3 Metheds of the study 2.5, Data collection and data analysis. CHAPTER 3: RESEARCH FINDINGS AND DISCUSSION.
Data analysis of discussion of students’ survey questionnaire 3.2 Student- related demotivating factors 3.3 Teacher- relaled demolivating factors 3.4 Teaching and learning conditions. SThe demotivating items in rank order.2 Dala analysis and discussion of teachers’ survey questionnaire and interview. Teachers’ opinion on the role of fistersing comprehension, Iasks, students’ proficiency in listening and students’ motivation in listening. Teachers’ opinion on demotivating factors in listening lessons.
ABSTRACT This study is an attempt to investigate factors demotivating the second year non Fnglish major students in isloning lessons at Hanoi university of Industry. The main purposes of the study are to find out: the main demotivating factor affecting students’ motivation in Listening lessons and some suggested solutions by teachers to stimulate students to arouse their interest in listening lessons. The study data were collected by means of questionnaire for students and teachers, informal interviews with teachers and class observation. The results indicated that four demotivating factors were [ound in dhis study: (1) unfavorable teaching and leaming condition, (2) the difficulty of listening section in the coursebook,(3) learner’s lack of background knowledge and reduced inleresi, and (4) icachers’ teaching slyles.
However, there still existed the gap between teachers’ perception and students’ perception as a source of demotivation. The students mostly blamed on unfavorable teaching and learning condition, whereas, teachers thought that it was the students’ low English proticiency and laziness in learning. Some suggestions were provided by the teachers to motivate students in listening lessons. ABSTRACT This study is an attempt to investigate factors demotivating the second year non Fnglish major students in isloning lessons at Hanoi university of Industry.
The main purposes of the study are to find out: the main demotivating factor affecting students’ motivation in Listening lessons and some suggested solutions by teachers to stimulate students to arouse their interest in listening lessons. The study data were collected by means of questionnaire for students and teachers, informal interviews with teachers and class observation. The results indicated that four demotivating factors were [ound in dhis study: (1) unfavorable teaching and leaming condition, (2) the difficulty of listening section in the coursebook,(3) learner’s lack of background knowledge and reduced inleresi, and (4) icachers’ teaching slyles. However, there still existed the gap between teachers’ perception and students’ perception as a source of demotivation.
The students mostly blamed on unfavorable teaching and learning condition, whereas, teachers thought that it was the students’ low English proticiency and laziness in learning. Some suggestions were provided by the teachers to motivate students in listening lessons. ABSTRACT This study is an attempt to investigate factors demotivating the second year non Fnglish major students in isloning lessons at Hanoi university of Industry. The main purposes of the study are to find out: the main demotivating factor affecting students’ motivation in Listening lessons and some suggested solutions by teachers to stimulate students to arouse their interest in listening lessons.
The study data were collected by means of questionnaire for students and teachers, informal interviews with teachers and class observation.
