MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY NGUYEN HAI LINH EXPLOITING ENGLISH PODCASTS AS LEAD-IN ACTIVITIES TO ENHANCE NON-ENGLISH-MAJORED FRESHMEN’S INTEREST IN LEARNING ENGLISH MASTER THESIS IN ENGLISH LINGUISTICS Hanoi – 2024 MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY NGUYEN HAI LINH EXPLOITING ENGLISH PODCASTS AS LEAD-IN ACTIVITIES TO ENHANCE NON-ENGLISH-MAJORED FRESHMEN’S INTEREST IN LEARNING ENGLISH Major: English Linguistics Code: 8220201 MASTER THESIS IN ENGLISH LINGUISTICS SUPERVISOR: Dr. Nguyen Thi Huong Hanoi – 2024 i DECLARATION I, Nguyen Hai Linh, declare that the minor thesis paper <Exploiting English podcasts as lead-in activities to enhance non-English-majored freshmen’s interest in learning English= is my own work. It is submitted to the Faculty of Post-graduate Studies, Hanoi University of Industry for the Degree of Master in English Linguistics only and has not been published anywhere else. Date: Hanoi, March 22nd, 2024 Author’s signature Nguyễn Hải Linh ii ABSTRACT Technological advancements consistently influence pedagogical approaches in the dynamic field of foreign language education.
As technology increasingly becomes a fundamental component of learning a foreign language, it is essential to investigate and utilize novel methods. This study explores the impact of integrating podcasts as lead-in activities in English listening and speaking classes for non-English-majored freshmen at Hanoi University of Industry. Mixed-methods approach combining surveys and semi-structured interviews was carried out to gather comprehensive insights into students’ interest in learning English, perceptions, and attitudes toward the integration of podcasts into English speaking and listening lessons. The survey component involved a group of 119 non-English major freshmen who were requested to assess their overall interest in learning English before and after the podcast integration.
The findings revealed overwhelmingly positive experiences, with students expressing increased interest and engagement in learning English. The thematic content of podcasts and real-life conversations emerged as key contributors to enhanced English language learning experiences. The study also highlighted the role of podcasts in overcoming language challenges, promoting cultural exploration, and fostering a student-centric learning environment. Pedagogical implications include the importance of incorporating authentic materials, providing pedagogical support, promoting student-centric approaches, and integrating cultural dimensions into language learning.
The research suggests that podcasts serve as a versatile and accessible tool to enrich language learning experiences, connecting classroom instruction with real- world communication. iii ACKNOWLEDGEMENT I would like to express my sincere gratitude to all those who have contributed to the completion of this thesis. This academic journey has been a challenging yet immensely rewarding experience, and I am thankful for the support and guidance I have received along the way. First and foremost, I extend my deepest appreciation to my supervisor, Dr.
Nguyen Thi Huong, for her expertise, encouragement, and invaluable feedback. Her commitment to academic excellence and passion for the subject matter have inspired and guided me throughout this endeavor. I am also indebted to lecturers and faculty members of the School of Languages and Tourism, and the Faculty of Post-graduate Studies at Hanoi University of Industry for their insightful comments and constructive guidelines during the various stages of this research. Heartfelt thanks go to the participants of this study, without whom this research would not have been possible.
Their willingness to share their experiences and insights has enriched the depth and authenticity of this thesis. To my friends and family, I am deeply grateful for their great support, understanding, and encouragement. Their belief in my abilities has been a constant source of motivation. Special thanks to my family and my friends, Mr.
Dinh Van Sang, Mrs. Le Duc Hanh and Ms. Nguyen Thi Luong, whose support has made a significant impact on the completion of this project. iv TABLE OF CONTENTS DECLARATION.
iii TABLE OF CONTENTS. iv LIST OF TABLES. vii LIST OF CHARTS. viii LIST OF ABBREVIATIONS.
Aims and objectives of the study. Scope of the study. Significance of the study. Structure of the thesis.
6 CHAPTER 1: LITERATURE REVIEW. LEARNERS’ INTEREST IN FOREIGN LANGUAGE LEARNING. Definition of interest in foreign language learning. Types and aspects of interest.
Factors affecting students’ interest in foreign language learning. LEAD-IN ACTIVITY. Definitions and purposes of lead-in activities. Role of lead-in activities in foreign language education.
Lead-in strategies in foreign language education. TECHNOLOGY INTEGRATION IN ENGLISH EDUCATION. English education and technology integration. Roles of technology in English language education.
Definitions of podcasts. Types of podcasts. Advantages and disadvantages of using podcasts in foreign language education. Criteria for the selection of podcasts.
DATA COLLECTION INSTRUMENTS. DATA COLLECTION PROCEDURES. 43 CHAPTER 3: FINDINGS AND DISCUSSION. Students’ initial interest in learning English and experience in using podcasts.
Students’ interest in learning English and experiences in using podcasts after the podcast intervention. Changes in the students’ interest in learning English and experiences in using podcasts. Students’ perceptions and attitudes towards the podcast integration in English listening and speaking lessons. Students’ initial interest in learning English and experience in using podcasts.
Students’ interest in learning English and experiences in using podcasts after the podcast intervention. Changes in the students’ interest in learning English and experiences in using podcasts. Students’ perceptions and attitudes towards the podcast integration in English listening and speaking lessons. Limitations and suggestion for further studies.
I vii LIST OF TABLES Table 1.1: The multifaceted role of lead-in activities in foreign language education .2: Advantages of podcasts in foreign language education.1: Distribution of participants by gender .2: Data collection procedures .1: Comparison between results from pre- and post-intervention surveys. 50 viii LIST OF CHARTS Figure 3.1: Students’ initial interest in learning English and experiences in using podcasts before the podcast intervention .2: Students’ interest in learning English and experiences in using podcasts after the podcast intervention. 47 ix LIST OF ABBREVIATIONS Af after AMTB Attitude/Motivation Test Battery Be before EOP English for Occupational Purposes HaUI Hanoi University of Industry ICT Information and Communication Technology 1 INTRODUCTION 1. Rationale In today’s globally interconnected society, where English has become an official international language, acquiring a foreign language is an essential part of any higher education (Crystal, 2003).
However, non-English-majored students often face challenges in maintaining interest and motivation in learning English, leading to suboptimal language acquisition outcomes (Lamb, 2017). Gardner (1985) claims that many students perceive language learning as tedious and irrelevant to their chosen fields of study, resulting in disengagement and lackluster performance. As language educators, it is imperative to identify innovative and effective approaches to address these interest issues and promote active engagement among students. Podcasts have witnessed an exponential rise in popularity as a form of digital media, providing diverse content on a wide array of subjects (Quan- Haase & Young, 2010).
Integrating podcasts into language learning presents a unique opportunity to enhance students’ interest and motivation in English (Abdulrahman, Basalama, & Widodo, 2018). Despite the great deal of research on podcasts and their potential, limited research has been conducted on exploiting podcasts as lead-in activities to increase students’ interest, particularly in the context of non-English-majored freshmen. Thus, this research aims to bridge this gap by examining the use of podcasts as lead-in activities in English listening and speaking lessons for non-English-majored freshmen. The concept of integrating authentic and meaningful materials into language education has been advocated in pedagogical literature (Nunan, 1989).
Podcasts, being an authentic medium of communication, align with this 2 principle, providing opportunities for exposure to natural language use and diverse linguistic features (Brown, 2007). Moreover, podcasts’ audio format allows for focused listening, promoting the development of critical listening skills, and improving learners’ understanding of spoken English (Hew, 2009). By incorporating podcasts as lead-in activities, language instructors can create an engaging and interactive learning experience that fosters a sense of curiosity, enthusiasm, confidence, and better understanding of the lesson’s main concepts among students (Shahid & Ali, 2017). Almost every part of modern life, from business to leisure to education, has been touched by a form of information and communication technology (ICT) (Kern, 2006).
According to Prime Minister of Vietnam (2008), there is a supportive legislative framework for the integration of ICT in education in Vietnam, and the country’s ICT development is happening at an exponential rate. ICT tools in foreign language education, particularly podcasts which are easily accessible through mobile devices and computers, can be seamlessly integrated into language lessons, allowing students to access content at their convenience and pace. According to Zhang (2022), benefits from the autonomy in learning have been linked to increased motivation and self-efficacy, as students feel a sense of ownership in their language learning journey. By exploiting podcasts as lead-in activities, this research aims to promote active learning and self-directed language acquisition among non-English-majored freshmen.
Recently, podcasts have been exploited in listening and speaking lessons at Hanoi University of Industry (HaUI). However, the integration is predominantly for English-majored students, leaving non-English-majored students without access to this resource. It is the author’s own desire to carry 3 out a study on the influences of podcasts in listening and speaking lessons within a non-English-majored environment. By exploring the influence of podcasts on student interest, this study seeks to contribute to the advancement of teaching and learning listening and speaking skills to non-English-majored students at HaUI and promote effective and engaging foreign language learning experiences in higher education settings.
Aims and objectives of the study The study was conducted to examine the influence of podcasts utilized in lead-in activities on non-English-majored students’ interest in learning English. This leads to uncovering the extent to which podcasts as lead-in activities stimulate students’ engagement and curiosity for learning English. Moreover, this study was carried out with a view to investigating the perceptions and attitudes of non-English major students towards the utilization of podcasts as lead-in activities in English listening and speaking classes. The objective of this study is to collect student feedback on their podcast experiences and their perceptions of the medium’s impact on their language- learning journey.
Understanding students’ viewpoints can provide useful insight into the effectiveness of podcast integration as well as any perceived limitations or benefits. Ultimately, the study strives to foster an inclusive and engaging foreign language learning environment for non-English-majored freshmen. In an era where digital technologies are revolutionizing education, the goal is to harness the potential of podcasts as lead-in activities in English listening and speaking lessons. Research questions With a view to achieving the study’s aims and objectives, the questions are raised as follows: 1.
What are the perceptions and attitudes of non-English-majored students towards the integration of podcasts into lead-in activities in English listening and speaking lessons? 2. How does the integration of podcasts as lead-in activities in English listening and speaking lessons affect the interest of non-English-majored freshmen in learning English? 4. Scope of the study Despite the widespread usage of podcasts in the teaching and learning of English around the globe, this research emphasizes exploring the influence of podcasts as lead-in activities on non-English-majored freshmen’s interest in English listening and speaking skills. This study is conducted within an academic semester (10 weeks) and involves the active participation of 119 non-English-majored freshmen enrolled at Hanoi University of Industry (HaUI).
The participants are selected from various majors in four distinct classes. Among these classes, one is instructed by the primary researcher, while the remaining three are taught by experienced and enthusiastic colleagues of the researcher. To ensure a comprehensive representation of non-English-majored students’ interests and backgrounds, the majors of students are diverse, including Thermal Engineering Technology, Electrical and Electronic Engineering Technology, Control and Automation Engineering Technology, Electronic and Telecommunications Engineering Technology, Computer Networks and Data Communications, and Computer Engineering Technology. 5 These majors share the same English Courses during the first and second year at HaUI, named Basic English for Electrical and Electronic Engineering.