VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES | CHU THỊ SINH USING DICTOGLOSS TO ENHANCE ENGLISH LISTENING SKILLS FOR 7T?! GRADE STUDENTS AT AN ENGLISH CENTER Sử dung phương pháp nghe chép chính ta (dictogloss) dé nâng cao ki M. MINOR PROGRAMME THESIS : English Teaching Methodology : 8140231.01 Hanoi - 2024 VIETNAM NATIONAL UNIVERSTTY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES | CHU THỊ SINH USING DICTOGLOSS TO ENHANCE ENGLISH LISTENING SKILLS FOR 7**# GRADE STUDENTS AT AN ENGLISH CENTER năng nghe cho hoc sinh lớp 7 tại một trung tâm tiếng Anh M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231. Vũ Thi Thanh Nhã Hanoi - 2024 DECLARATION I hereby declare that the thesis is based on my original work except for quotations and citations which have been duly acknowledged.
I declare that this thesis has not been previously or concurrently submitted for any other Master degree at University of Languages and International, other university or institution. Approved by SUPERVISOR (Signature and full name) Dr. Vũ Thi Thanh Nhã Date:. ACKNOWLEDGEMENTS Working on this research has been an extremely invaluable and rewarding experience.
This was made possible by the support, encouragement and guidance from many people. This paper would not have been completed without the support from all of whom I am profoundly indebted. First of all, I would like to express my deepest thanks to my supervisor, Dr. Vu Thi Thanh Nha for her valuable comments, constant support and encouragement while I was doing this thesis.
I am really grateful to her for her precious advice and constant support. Secondly, I would also like to send my thanks to the teachers at University of Languages and International to whom I owe an enormous intellectual debt. Thirdly, my sincere thanks are due to Ms. Hanh — the manager of Monina English, for her enthusiastic support and encourage while I was doing this thesis.
I am also thankful to thirty 7" grade students for their responses to my survey questionnaires and acceptance for being samples in my tests. Last but not least, I am truly grateful to my family for their wholehearted care and support during the time I conducted the study. il ABSTRACT This action research project aims to evaluate the effectiveness of using dictogloss enhancing the 7" students’ listening skills at Monina English Center and their attitudes towards the benefits of dictogloss in learning listening and its application to other language skills. The subjects of the research were thirty grade 7 students who participated in one experimental group pretest and posttest design.
The main instruments utilized to collect data in this study were questionnaire and test. Moreover, students’ daily reconstruction notes were considered as an additional instrument to collect data to and measure students’ progress and performance with dictogloss. This action research project was based on the model by Kemmis and McTaggart (2011) and the data of the research was collected and analyzed by SPSS and Microsoft Excel. The data analysis indicated that students’ listening ability for details and for main ideas improved through dictogloss activities.
In addition, the findings of the research showed that students had a positive attitude on dictogloss. This technique motivated them to learn listening, helped increase speaking skill, reading skill, and writing skill. In conclusion, students’ listening skills and other language skills were improved through dictogloss and students had a good viewpoint on application of dictogloss in learning listening. lil TABLE OF CONTENTS DECLARATION 1n.
LH HH HH HH HH HH krh ii ABSTRACT. 11 LIST OF TABLES. - HH HT HH TH HH HH vii LIST OF FIGURES 111.-- HH HH HH nưệt 1 1. Background to the SUỈy.- c 1S 1111991119 1119 11H HH HH ng 1 1.
Aims of the Study ae. Significance of the SfUỈY. Methodology of the SfUdyy. Ăn HT TH HH HH HH nh Tnhh6 1.
Scope of the S{UY. - Làn TH HH TT TH TH Hà HH HH TH 7 1. Organization Of the StUY .- -- c1 SH HH HH tt 7 CHAPTER 2. Theoretical background of listening.
Definition of ÏISf€TITIE. Factors affecting listening SkIÌÌ.- --- c- «+ + xxx vn nh nh ngư9 2. Approaches to teaching listening skiÏÏ. Definition Of đICtOBÏOSS.
Standard dictogloss procedure. Dictogloss listening prOC€UTG. 5 6 1919119119 1 TH ng HH ệt 16 2. The link between the use of dictogloss and learning listening skills.
Q0 TT HT TH HH 20 “Xôan. Participants Of the Study. - 1xx vn TH TH TH TH HH ng ng 29 iV 3. Data collection InSfrUm€fIfS.
-- - - -GG E2 0013131210111 11111231 1111111 011111 111g 1 1 kg kg 31 3. Pre-test and PPOSf-E€SÍ. ch HH giết 33 3. Students’ daily reconstruction Notes.
Procedures of data COÏÏ€CfIOII.- 5 SE ng HH ng ệt 36 “hanh. Students’ daily reconstruction TOf€S. Procedures of data anaÏYS1S.- «xxx HT TH Hà HH nh ng 41 3. Questionnaire añaÌWS1S.
«càng HH HH ng 41 3. Pre-test and post-test añaÌÏWSIS.- cà HH HH HH Hưng ng 41 3. FINDINGS AND DISCUSSION. Findings from the results of the tests.
Findings from the questionnaires. Reconstruction notes a'iaÏYS1S. Major findings and. 2G 09g TT Họ Hư 63 CHAPTER 5.
CONCLUSION AND RECOMMENDA TIONS. - o5 s1 k0 901901191 901 00T nh HH nu niệt 66 2. To f€ACH€TS. ng TH HT TH HH 66 "cốc.
Limitations to the study and recommendations for future research.EEEETEEAAEHieiiip I APPENDIX 1: PRE-QUESTIONNAIRE FOR STUDENTS. eens I APPENDIX 2: POST-QUESTIONNAIREE.-- 2 5 ng ien II [Ydjds)à))ĐP. Vv APPENDIX 4: POSTT- TIESTTT.-- G1 TH ng HH ng ng crờ IX APPENDIX 5: STUDENTS’ PRE-TEST RESULT.- --- 5-55 «5+ <++<++ec++ XIV APPENDIX 6: STUDENTS’ POST-TEST RESULT.--- 5< c+c+<ceec+ XV APPENDIX 7: STUDENTS’ PROGRESS AFTER THE IMPLEMENTATION XVI [1335009000000 6. XVII APPENDIX 9: MATERIAL SOURCES.---- Ăn Hi, XVII APPENDIX 10: DETAILED LESSON PLAN o.oo ee ceceeeeeeeesetseeseeaeeaeens XIX APPENDIX 11: MATERIAL FOR WEEK 6.- Gà Tnhh XXII APPENDIX 12: TEACHER’S NOTE 2.
ce cececceeceseeseeseeseeseeseseeseeesseseneeseeaeeas XXII APPENDIX 13: STUDENTS’ RECONSTRUCTION PRODUCTS. XXIV VI LIST OF TABLES Table 3. cc cescceescesseceseceseecescecssceseaeceseeceaceceaeessaecseeceaeeseeeesaeeenees 43 Table 3. The improvement of mean score of the students’ listening ability in PFetest aNd POSttESt 0000.
Paired Samples Statistics .- cà SH HH HH HH rưệt 45 Table 4. Paired Samples “TT €SK.-- - - G5 c1 311v TH HH HH, 46 Table 4. Students’ attitude on dictOglOss. Students’ view on the benefits of dictogloss on their listening skills.
Students’ attitudes towards the benefits of dictogloss technique to other language SK IÏÌS.- - -- -- << + 1x 193 01x TH Họ ng tr ưe 44 LIST OF FIGURES Figure 2. Action Research Framework adapted from Kemmis and McTaggart 2050 —. Action research model by Kemmis and McTaggart (as cited in Wulandari, 2011). The significant difference among the tasks of pretest and posttest.
INTRODUCTION This first chapter is arranged with the aim of bringing to readers an introduction to the study. The background, specific objectives, significance, and methodology are going to be presented in turn. In addition, the organizational structure of the whole research is also included in this chappter. Background to the study Language has four skills, listening, speaking, reading, and writing.
The ability to listen is an essential language skill in acquiring any new language. As Rost (1994:107) points out of the four language skills; speaking, listening, reading and writing, listening is the most critical for language learning at the beginning stages. Large amounts of listening practice before speaking or reading may prepare the learner to acquire a second language with a greater efficiency than if she or he was taught all the skills simultaneously. Listening is the process of receiving language input, where the main focus lies in comprehending the meaning rather than the language itself.
This makes it a fundamental aspect of language learning, as listening skills serve as a basis for language acquisition and facilitate spoken communication, leading to the development of other language skills. Listening skill has salient in not only the first but also second language learning (Boszorgian, 2012). Listening serves as the bridge to speaking and writing because it is an activity to gain information. Therefore, it is critical for learners to hone their listening skills.
A student with proficient listening skills can actively engage in their environment. However, mastering this skill can be challenging for students, as it requires a high level of concentration and attention to comprehend the listening material. In fact, there are several different kinds of listening which we call sub- skills such as listening for gist, listening for details, listening for specific information, listening for text/ discourse patterns (listening comprehension), and so on, but three of them are often practised in the language classroom: listening for gist, listening for specific information, and listening in detail. Listening for gist is an extensive listening for skimming.
This happens when we listen to get a general idea about a topic. We do not want or need to understand every word. Listening for specific information happens when we listen to something to get a general idea. For example, we listen to a summary of the day’s news on the radio.
In listening for specific information, we listen to something because we want to discover a particular piece of information. We know in advance what we are hoping to find out and we can ignore other information which does not interest us. For example, we listen to a weather report to find out about the weather in your birthday part of your country. For listening in detail, it is also called intensive listening for scanning.
This sub-skill happens when we listen very closely, paying attention to all the words and trying to understand as much information as possible. For example, a professor of a university teaching on the radio, and his students will be listening everything in detail. Listening is also the important process in communication because it is one of four fundamental skills that are done by human beings in daily life. Effective communication involves the exchange of thoughts and ideas through oral means.
Feyten (1991) posits that the listening process accounts for 45% of communication, with speaking, reading, and writing accounting for the remaining 55%. Studies show that people spend 80% of their waking hours communicating, and 45% of that time is spent for listening (Lawson, 2007). This assertion underscores the crucial role of listening in the communication process. In teaching learning listening skills, especially in teaching English as a second and foreign language, listening becomes very crucial.
In order to avoid missing out on important information, it is imperative for students to possess strong listening skills. These skills enable students to comprehend the input they receive while learning. However, most students struggle with listening to English words and struggle to identify grammatical structures, which leads to difficulties in understanding speakers. While good listening is characterized by the ability to comprehend information, many students fail in this regard.
Additionally, good listening entails understanding the intended meaning behind what speakers say, yet many students are unable to identify the expressions and sets of utterances that contribute to meaning and interpreting messages from what they hear. It is anticipated that students will pay close attention to gain insight into the proper use of the target language in both written and verbal communication, with specific emphasis on grammar. However, it is often the case that students dismiss this practice. Many educators and language researchers have been seeking to find methods to improve the listening skills for students in both second and foreign language contexts (Fitri Khoirunnisah, 2018; Rizky Novika Dzulfikar, 2015; Luh Ketut Sri Widhiasih, 2017; Mai Lan, 2014; Nguyen Thi Hong Minh and Tran Thi Lan, 2021).