BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------- KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH Sinh viên : Điệp Trường Giang HẢI PHÒNG – 2021 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- Using Flipped Classroom to develop listening skills for English major students at HPU KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH Sinh viên: Điệp Trường Giang Giảng viên hướng dẫn: TS. Trần Thị Ngọc Liên HẢI PHÒNG – 2021 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Điệp Trường Giang Mã SV: 1712751005 Lớp : NA2101A Ngành : Ngôn Ngữ Anh Tên đề tài: Using Flipped Classroom to develop listening skills for English major students at HPU NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp …………………………………………………………………………………. Các tài liệu, số liệu cần thiết ………………………………………………………………………………….
Địa điểm thực tập tốt nghiệp …………………………………………………………………………………. CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ và tên : Trần Thị Ngọc Liên Học hàm, học vị : Tiến Sĩ Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng Nội dung hướng dẫn: Using Flipped Classroom to develop listening skills for English major students at HPU Đề tài tốt nghiệp được giao ngày 12 tháng 07 năm 2021 Yêu cầu phải hoàn thành xong trước ngày 02 tháng 10 năm 2021 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Giảng viên hướng dẫn Hải Phòng, ngày tháng năm 2021 XÁC NHẬN CỦA KHOA CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên:. Họ và tên sinh viên:. Nội dung hướng dẫn:.
Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…). Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm. Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-B18 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên:.
Họ và tên sinh viên:. Đề tài tốt nghiệp:. Phần nhận xét của giáo viên chấm phản biện. Những mặt còn hạn chế.
Ý kiến của giảng viên chấm phản biện Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm. Giảng viên chấm phản biện (Ký và ghi rõ tến) QC20-B19 ACKNOWLEDGEMENT This is the final step of a long journey. I would not have begun this journey if it had not had the help of many people. First and foremost, I would like to express my special thanks to my supervisor, Mrs.
Tran Thi Ngoc Lien for her great guidance and valuable advices, encouragement and correction, without which my graduation paper would not have been accomplished. Besides, I truly appreciate all the teachers from Foreign Language Department of HPU, who taught me enthusiastically over the last 4 years. I am also grateful to all the second-year English major students at HPU for their dynamic and enthusiastic participation in my research. Their sharing, complementation immeasurably contributed to the majority data of the study.
Finally, my sincere thanks go to all my parents, friends who have given me much support both physically and mentally. I could not overcome all of this without them. ABSTRACT Of all four communication skills, listening skills plays a significant role in daily communication and in educational process. Understanding the need and the problems that learners face during learning listening skills, this research is conducted with the aim at improving English major students at HPU through Flipped Classroom Model technique.
By using such effective research instruments such as pre-test, post-test and questionnaire, the researcher hopes to figure out and helps students to overcome the difficulties of learning listening that they are dealing with. Also, the qualitative and quantitative methods were used to provide the most accurate data for the thesis. After the intervention of Flipped Classroom Model, it was found that students’ scores were considerably higher. Moreover, there were other achievements which improved students’ outcomes academically, socially and psychologically.
TABLES OF CONTENTS ACKNOWLEDGEMENT………………………………………………………….ii Chapter 1: INTRODUCTION……………………………………………………. Rationale for the study 2. Aim of the study 3. Scope of the study 5.
Structure of the study Chapter 2: LITURATURE REVIEW 1. Concepts of listening and listening comprehension 1. Definition of listening and listening comprehension 1. Listening comprehension process 1.
Difficulties in teaching listening comprehension 1.1 Difficulties for students 1. Difficulties for teachers 2. Concepts of Flipped Classroom 2. An overview of Flipped Classroom approach 2.
Definition of Flipped Classroom approach 2. Essential Components of Flipped Classroom 2. Teachers’ and students’ roles in Flipped Classroom approach 2. The structure of the EFL Flipped Classroom teaching model 2.
Advantage of Flipped Classroom Approach 2. Limitations of Flipped Classroom Approach 2. Previous studies Chapter 3: Methodology 3. Setting of the study 3.
Summary Chapter 4: FINDINGS AND DISCUSSION 4. Effectiveness of Flipped Classroom Model in developing students’ listening comprehension 4. Findings from tests 4. Finding from questionnaire 4.
Discussion of the findings Chapter 5: CONCLUSION 5. Suggestions for further studies Chapter 1: INTRODUCTION 1. Rationale for the study Nowadays, as the result of the growth of global economic integration, English has played a significance role in daily life. It is used as an international language and most of international updates, news, broadcasts are written in English.
Moreover, knowing English brings you opportunities to get a good job in a multinational company in our country or a work broad. In order to communicate, the vital task is to understand what foreigner says. Without the ability to listen effectively, messages may be misunderstood. As a result, communication breaks down and the speaker can easily get frustrated or irritated.
That is why listening skills is the most important skill of the four basic language skills: speaking, writing, reading and listening. Language learners, especially those who learn English as a second language in non- native background, find it difficult to acquire good listening skills. And also, it requires a considerably long period of time to acquire, normally involving the student experiencing a variety of emotions ranging from depression and frustration, and the lack of interactions within the study class. Therefore, teaching listening skills is one of the most difficult tasks to the educators.
To overcome the boredom and difficulties of teaching listening skills, the use of a new teaching method – Flipped Classroom is necessary. Flipped Classroom brings in sweeter fruits of advantages for both teachers and students. One of the main advantages of Flipped Classroom is that is makes students move away from traditional learning method. It provides a more dynamic study environment wherein both teachers and students can collaborate actively.
Aim of the study The aim of this thesis is to figure out what difficulties that English major students at HPU are dealing with and the way to enhance their listening skills by using Flipped Classroom. Besides, since Flipped Classroom is quite a new and unfamiliar learning process in Vietnamese education system, I would like to clarify how the students and teachers would benefit from the application of Flipped Classroom in their English listening class and the way to apply it to the current study program. Research questions To fulfill the aim, the study raises two questions for exploration: • Question 1: To what extent does the Flipped Classroom Model affect students’ learning listening skills? • Question 2: What are the students’ attitudes toward the use of Flipped Classroom model for learning listening skills? 4. Scope of the study This study is conducted with the participation of first year English major students at HPU.
Research methods An action research has been conducted with an aim to find out the effect of using Flipped Classroom Model on K24 students’ learning listening skills. The study will be conducted by using qualitative and quantitative methods, including self-designed questionnaires in order to collect the most reliable data. Surveyed results will be the materials for the analysis tables and charts. Structure of the study This study is divided into 5 chapters: Chapter 1 - Introduction: Presents the rationale for the study, the aims to which study is conducted, the research questions, the scope, research method and the structure of the study.
Chapter 2 - Literature Review: Provides the definitions about listening comprehension and related information about the study. Chapter 3 - Research Methodology: Describes the research method, the participants, the textbook and the method to collect and analyze the data. Chapter 4 - Finding and Discussion: Illustrates the data tabulation and description, data analysis and discussion of the findings. Chapter 5 – Conclusion: Briefly summarizes the study; besides, some limitations of the study and recommendations for further research are also proposed.
Chapter 2: LITURATURE REVIEW 1. Concepts of listening and listening comprehension 1. Definition of listening and listening comprehension Despite the fact that listening has been now a subject for research for more than three decades, consensus on a definition of listening has never been reached among language researchers. According to Chastain (1971), listening comprehension is the ability to understand native speech at normal speed in unstructured situations.
Wipf (1984) defines listening as a complex mental process that requires receiving, interpreting and reacting to sounds being received from the sender and finally retaining what was gathered and relating it to the immediate as well as the broader sociocultural context of the utterance. Morley (1972) defines listening comprehension as the ability not only to discriminate auditory grammar, but also to reauditorize, extract essential information, remember it and relate it to everything that entails processing sound and construction of meaning. Neisser (1976) views listening comprehension as a temporally constant process in which listener anticipates what will come next. Goss (1982) defines listening comprehension as a mental process in which listeners attempt to construct a meaning out of the information given from the speakers.
Although these definitions differ to some extent, they basically consider listening as a mental process that requires a great deal of cognitive effort on the part of the listener such as interpreting the sounds, figuring out the meaning of the words and activating the background knowledge. However, a perfect match between input and knowledge does not always exist; comprehension gaps are frequent and special efforts to infer meaning are necessary for the second language learners in particular. Listening comprehension processes Listening comprehension is an intricate process in which different processes and factors are involved. According to Guo and Wills (2006):” Listening Comprehension is a complex psychological process of listeners’ understanding language by sense of hearing.
It is an interactive process of language knowledge and psychological activities”. Since listening comprehension involves different variables which is linguistic and non-linguistic, so it will be clear that any defect in these two variables will affect this process negatively. Difficulties in teaching listening comprehension People are assumed to be able to listen in their mother tongue with little or no effort. Learning to listen in a second language, on the other hand, is more challenging because it involves not just the skill of the listeners, but also can be affected by the speakers, the physical factors, the content of the listening text and the physical settings in the classroom.