VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - NGUYỄN THANH HUYỀN USING MOVIES TO INCREASE MOTIVATION AND LISTENING COMPREHENSION OF THIRD-YEAR EFL STUDENTS AT ACADEMY OF FINANCE (NGHIÊN CỨU HÀNH ĐỘNG VỀ SỬ DỤNG PHIM ĐỂ TĂNG HỨNG THÚ VÀ KHẢ NĂNG NGHE HIỂU CỦA SINH VIÊN NĂM THỨ KHƠNG CHUN TẠI HỌC VIỆN TÀI CHÍNH) M.A MINOR THESIS Field: English Teaching Methodology Code: 6014.0111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - NGUYỄN THANH HUYỀN USING MOVIES TO INCREASE MOTIVATION AND LISTENING COMPREHENSION OF THIRD-YEAR EFL STUDENTS AT ACADEMY OF FINANCE (NGHIÊN CỨU HÀNH ĐỘNG VỀ SỬ DỤNG PHIM ĐỂ TĂNG HỨNG THÚ VÀ KHẢ NĂNG NGHE HIỂU CỦA SINH VIÊN NĂM THỨ KHƠNG CHUN TẠI HỌC VIỆN TÀI CHÍNH) M.A MINOR THESIS Field: English Teaching Methodology Code: 6014.0111 Supervisor: Nguyễn Đức Hoạt, Ph.D Hanoi, 2014 ACKNOWLEDGMENTS First of all, my greatest thanks go to my supervisor, Dr Nguyen Duc Hoat, for his guidance and helping with professional advice and kindness Without his instructions and correction, this work would not have been accomplished I am also thankful for the staff and lecturers of Post-Graduate Faculty, University of Languages and International Studies for giving me assistance and providing me with valuable knowledge My gratitude is also sent to my students at Academy of Finance, who provided me with inspiration for the research topic and who helped me with the research data Finally, I am indebted to my family and my dear friends who constantly gave me support and encouragement during the time my study was carried out ABSTRACT For years, finding ways and materials to make the learning experiences for EFL students more inspiring and fruitful has been one of the most important tasks of English teaching Recently, it has become very popular among EFL teachers to use movies in class to teach English And many researchers have reported that authentic video is motivating and beneficial However, few studies have been conducted to investigate the relationship between students‟ movie preferences and effective learning Therefore, in the present study, the effectiveness of using films of the most popular movie genres was examined This study aims at finding out how the use of movie in class can help increase student‟s motivation and English listening comprehension To reach the aim of the study, an action research was conducted on 90 2nd year non-English majored students at Academy of Finance, Hanoi The study lasted for semesters from February to June, 2013 The researcher conducted a survey to collect data which were analyzed to evaluate participants‟ opinions on using movies to teach in EFL classrooms The findings indicate that the use of movies can significantly increase student‟s motivation and listening comprehension and make students have good attitude to the learning process Hopefully, the results of the survey will provide English teachers with useful information to teach EFL classrooms and add a small contribution to the ongoing process of renovation for English teaching and learning TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.Rationale of the study 2.Aims of the study 3.Research method 4.Research questions 5.Scope of the study 6.Significance of the study 7.Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 The importance of listening skill in English teaching and learning process 2.1.1 Definition of motivation 2.1.2 The importance of motivation in English teaching and learning process 2.1.3 The importance of listening skill in English teaching and learning process 2.2 Previous studies on the use of movies in English teaching 2.3 Advantages and disadvantages of movie viewing in classroom 10 2.4 Criteria to choose 11 2.5 How to exploit 14 CHAPTER 3: RESEARCH METHODOLOGY 18 3.1 Rationale for the use of action research 18 3.1.1 What is action research? 18 3.1.2 Advantages of action research 20 3.1.3 How is action research carried out in a language classroom? 21 3.2 Participants 22 3.3 Data Collection Instruments 23 3.4 Procedures 26 CHAPTER 4: FINDINGS AND DISCUSSION 28 4.1 Findings 28 4.1.1 Findings from questionnaire 28 4.1.2 Findings from questionnaire 30 4.1.3 Findings from observation sheet 32 4.1.4 Findings from interviews 33 4.1.5 Findings from tests 34 4.2 Discussion 35 4.2.1 Research Q1: To what extent does the use of movies in class increase students‟ motivation? 35 4.2.2 Research Question 2: What are the students‟ attitudes towards using movies in EFL classroom? 36 4.2.3 Research Question 3: To what extent does the use of movies improve students‟ listening comprehension? 37 4.3 Reflection 38 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 39 5.1 Summary of major findings 39 5.2 Recommendations 39 5.3 Limitations 42 5.4 Suggestions for further research 43 REFERENCES 44 APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX CHAPTER 1: INTRODUCTION Rationale of the Study Motivation is the key to any learning process If you not have motivation, you cannot learn well Motivation often performs two important characters in second language learning process; it firstly arouses people‟s interest and secondly helps people keep their enthusiasm Also in English learning process, it takes time and effort to be able to master the language The question is that, how can teachers increase motivation for students? How can students be motivated during the class? Another aspect that catches the attention of educators in Vietnam is that many students complain they can read very well, but they cannot hear anything from native speakers when they talk Rost (1994) appreciates the importance of listening in second and foreign language learning and states that listening is vital in the language classroom because it provides input for learners Without understanding input at the right level, any learning simply cannot begin Nevertheless, teaching listening is a challenging job It takes much time and energy to make progress in this skill For teachers, it is difficult tasks to get students participate in listening lessons For students, they often feel fed up with activities in listening lesson In Vietnam, most students have taken English classes for at least years before they enter college However, most of them remain insufficient in their ability to use the language Many surveys conducted by language educators and scholars have revealed that films in video format should be utilized as teaching aids because movies provide exposures to the real language used in authentic settings and the culture in which the foreign language is spoken They also have found films that draw the learners‟ interest can positively affect their motivation to learn (Sommer, 2001; Kusumarasdyati, 2004; Luo, 2004) The fact is that in Vietnam, not much attention has been paid to this way of teaching foreign languages Most of teachers use textbook and materials as their main tools to teach in class With a view to making some changes, a study entitled "Using movies to increase motivation and listening comprehension of third year EFL students at Academy of Finance: An action research study" is carried out to investigate the effects of the movies to be used in EFL class to support the students and help them feel more comfortable with the approach of learning a language through movie viewing and thus facilitate learning Aims of the Study Firstly, the study aims to find out possible explanations for the weak competence of the students in listening comprehension skills and their passiveness when participating in listening activities Besides, the researcher aims to figure out how the use of movies in EFL classroom increases students‟ motivation and their listening comprehension As a result, recommendations are made to further improve the effectiveness of the use of movies in EFL classes at Academy of Finance, Hanoi Research Method This is an action research study, with the use of a number of data collection instruments, namely observation, questionnaires, tests and interviews The data are then analyzed to figure out the findings for the research Action research has proved to be the best choice for this study because the study is aimed at improving the students‟ motivation and their listening comprehension within a certain context The combination of different instruments used in this research would help to gain reliable data and help the researcher have a close investigation into the problems that the students may find challenging Research Questions The research questions are posed as follows: - To what extent does the use of movies in class increase students‟ motivation? - What are the students‟ attitudes towards using movies in EFL classroom? - To what extent does the use of movies improve students‟ listening comprehension? Scope of the Study The focuses of the study are levels of motivation, students‟ attitudes to the use of movies in classroom and changes in their listening comprehension The researcher used only class and two movies to carry out an action research study on the topic of using movies as a teaching aid instrument in EFL classroom at AOF for six-week period The research was conducted on third-year accounting students at AOF Regarding its scope, the research was only aimed at justifying the effect of movie viewing on the students‟ listening comprehension Other aspects of English skills would not be investigated Significance of the Study The study highlights the important role of using movies in English teaching and learning process at AOF The findings of the study are believed to be useful for both teachers and students to be aware of the essential role of movies with the aim to prepare students for listening lessons and increase their motivation Furthermore, this study also helps teachers to upgrade their teaching activities in relation with the process of renovation for teaching Structure of the Study The thesis is divided into five chapters: Chapter 1: Introduction, Chapter 2: Literature Review, Chapter 3: Methodology, Chapter 4: Results and Discussion, Chapter 5: Conclusion Chapter 1: Introduction This chapter provides an overview of the study such as background to the study, the aims and objectives of the study, the research questions and the outline of the study Chapter 2: Literature Review This chapter includes the importance of motivation and also the essential role of listening skill in English language learning The researcher also states previous studies on the use of movies in English teaching and learning process In addition, the criteria to choose the movies and how to exploit them in the best ways are also mentioned in this chapter Chapter 3: Methodology In this chapter the researcher points out the methodology used to collect the data including learners‟ questionnaire and observation sheet The setting and the procedures are also stated clearly in this part 10 attention to only those areas that affect students‟ comprehension most, they can use the limited teaching time more profitably Moreover, the teachers can help students improve their listening skills by providing them with practice in perception of the selected sounds, content word pronunciation of new words and intonation features However, the practice in perception alone will not be sufficient for preparing students to deal with listening for meaning Therefore, it is essential that students should learn to adopt listening strategies which can help or enhance their comprehension Moreover, the following suggested listening strategies also can help students achieve more success in listening comprehension - Giving background information As a whole, students will take a listening session more effectively if they are given some background information about the topic, situation or context of the listening text The technique is usually performed by the teacher in pre-listening stage because in while-listening, students may encounter some potential problems For example, it can be confusing for students to distinguish the words which have similar sounding like bed and bad, see and sea, pat and pet, knew and new, etc The homophones and homonyms in the language are not many but as existing in listening, they may lead students to mishear what the speaker saying Therefore, if the students are provided the background information as an overall view of the listening text, they will place the context into the consideration while listening; this will help them to understand the listening text with less confusion However, the technique employed by the teacher should be simple, brief and realistic to students which can both draw students‟ attention and arouse their interest as well as the curiosity from the listening text The time for giving background information can be from two to five minutes depends on the students‟ English knowledge level and the difficulty of the listening text - Giving dictations Giving dictations to students is considered as one of the most effective and suitable techniques to improve listening skills of students Some teachers think giving dictation as an old-fashioned technique that should not be used nowadays In fact, 47 giving dictations is like a bridge between written and spoken English through listening It not only helps students consolidate written structures, vocabulary but also is a useful test of students‟ listening comprehension The technique can be applied effectively when the teacher carries out the following steps: Firstly, the teacher prepares the text which suits the students‟ level It is inadvisable to choose a text with too many new and difficult words for students to dictate Students may be bored with dictating the text which is strange and irrelevant to their learnt lessons They often desire to widen their knowledge based on the general knowledge and what they are interested in Before giving dictation, it is important for the teacher to present the new words or essential items by speaking out and writing them on the board Moreover, the teacher must be sure that all students know what they are supposed to Secondly, the teacher should let students hear the text at least three times The first time, the teacher reads the text aloud at rather high speed; students listen only and get the general idea of the listening text The second time, the teacher reads the texts, sentence by sentence at normal speed, students listen and take notes When dictating the passage to the students, the teacher should go round and see how their students write it The thirst time, the teacher can read the whole text through again This helps students correct their dictation themselves After the dictation, the teacher should check students‟ work and encourage them by giving mark for the best ones In addition, students also need to know the ways to improve listening skill by themselves It is necessary for them to know some steps to improve English listening skills: - Learn English pronunciation rules Many people think that pronunciation is all about speaking But in fact, learning the rules of English pronunciation allows students to understand native speakers better This is because listeners need to know how the language is being changed if it doesn‟t come naturally to them (the way those changes are comprehended naturally by children) - Watch a video or listen to audio in English with a transcript 48 There are plenty of free English podcasts that you can listen to often, so that you can “train” your ears to the different sounds and musical patterns of English Take advantage of all of the resources on the internet - Watch TV shows in English with no subtitles in your native language or in English Without a transcript, you need to be an active listener Think about what you are hearing, and if you don‟t understand, replay the audio and make an effort to figure out how the speech is being changed - Talk to native English speakers - Write down the sounds of sentences that you didn’t understand and try to figure them out later on your own or consult with your teachers - Replace native language activities with English activities Ask your friends to hang out with you in English Watch or listen to the news on the internet in English instead of your first language There are SO many free resources online and they really have no excuse not to replace some of our first language activities with second language activities 5.3 Limitations Firstly, the research has been done with a rather small number of participants and shortage of time for an action research The number of students participating in the research was only 30 and the study lasted for only two months with movies and lessons, thus it may limit the generalization of certain conclusions drawn from findings Therefore to make it more reliable the study should be conducted with a larger number of participants, with more time for observation and experiment In addition, it is shown that some students make more progress than others during the research This may come from other factors, which is their interest, the amount of time they practice pronunciation, their attention directed to other classes, not only in English The researcher could not control those factors Thus, whether watching movies under teacher‟s instructions alone can have a significant effect on the students‟ performance is still questionable Finally, the study only focused on the use of movies that affect students‟ motivation and listening comprehension The thesis has not yet fully discussed other 49 pedagogical aspects covered in a movie such as cultural awareness and the variety of English accents as well as connected speech in normal English 5.4 Suggestions for further research For the limitation of the study, it is highly recommended that further study should be conducted to gain a better understanding of how effective English movies can help increase students‟ motivation and listening comprehension As for the Accounting students at Academy of Finance, in their very first semesters, they are only required to have relatively correct grammar lessons, not much listening However, they have studied grammar for years at high school and they expect to learn something new and more exciting for their jobs in the future Therefore, more research should be done in order to justify students‟ desire to be able to speak English and understand what native speakers say Moreover, this is an action research so it is not as good as an experimental research in terms of evaluating how much students are motivated and how much they can understand English speeches It is suggested that an experimental research would be a trustworthy one to measure how much students can make progress in English skills Last but not least, as listening is a vital part of any attempt to master a foreign language, it can be combined with the teaching of other language skills such as speaking, writing or reading More research should be carried out in this field so as to benefit the students to the most 50 REFERENCES Allan, M (1985) Teaching English with video London: Longman Anne, A., & Lynch, T (1988) Listening Oxford University Press Austin, S (1970) Speaking and Listening: A Contemporary Approach Harcourt, Brace & World, Inc USA Champoux, J E (1999) Film as a teaching resource Journal of Management Inquiry 8(2): 240-251 Corey, S M (1953) Action Research to Improve School Practices New York: Teacher College Press Crooks, G., & Schmidt, R (1991) Motivation: Reporting the Research Agenda Language Learning, 41/4, 468-512 Dunkel, P (1991) Listening in the Native and Second/Foreign: Toward an Integration of Research and Practice TESOL Quarterly Ellis, R (1997) Second Language Acquisition Oxford: Oxford University Press Ferrance, E (2000) Action Research Providence, RI: Brown University 10 Gardener, R C (1985) Social Psychology in Second Language Learning: The Role of Attitudes and Motivation London: Edward Arnold 11 Gebhard, J (1996) Teaching English as a foreign or second language: a teacher self-development and methodology guide Ann Arbor: University of Michigan Press 12 Gliksman, L (1982) The Role of the Integrative Motive on Students’ participation in the French Classroom Canadian Modern Language Review, 38, 625-647 13 Harmer, J (1991) The Practice of English Language Teaching Longman, Singapore 14 Herron, C., & Seay, I (1991) The effect of authentic oral texts on student listening comprehension in the foreign language classroom Foreign Language Annals, 24(6), 487-495 15 Hopkins, D (1985) A Teacher’s Guide to Classroom Research Milton Keynes: Open University 51 16 Howatt, A., & Dakin, J (1974) Language Laboratory Materials J P B Allen, S P B Allen, and S P Corder 17 Katchen, J E 2003 Teaching a Listening and Speaking Course with DVD Films: Can It Be Done? In H C Liou, J E Katchen, and H Wang Eds.), Lingua Tsing Hua Taipei: Crane, 221-236 [online] (15 Jan 2011) 18 King, J (2002) Using DVD Films in the EFL classroom ELT Newsletter Article 88, February 2002.Retrieved from http://www.eltnewsletter.com/back/February2002/art882002.htm 19 Krashen, S.D (1985) The input hypothesis: issues and implications London: Longman 20 Kusumarasdyati, (2004) Listening, Viewing and imagination: Movies in EFL Classes.”Paper presented at the 2nd International Conference on Imagination and Education Vancouver, Canada 21 Lewin, K (1946) Action research and minority problems Journal of Social Issues 34 22 Lewis, M (1993) The Lexical Approach Hove: Language Teaching Publications 23 Lin, Yun-Chu (2009) The Effects of Visual Aids and Text Types on Listening Comprehension MA Thesis Taipei: Taiwan Normal University 24 Linebarger, D (2001) Learning to read using television: The effects of captions and narration Journal of Educational Psychology, 93, 288-298 25 Luo, Jia-Jen (2004) Using DVD Films to Enhance College Freshmen's English Listening Comprehension and Motivation MA thesis Taiwan: National Tsing Hua University 26 McDonough, S H (1981) Psychology in Foreign Language Teaching London: George Allen and Unwin 27 Mills, G (2003) Action research: A guide for teacher researcher Prentice Hall, New Jersey, 2000 28 Mishan, F (2004) Designing authenticity into language learning materials Bristol: Intellect Books [online] (29 March 2011) 52 29 Nunan, D (2001) Research methods in language learning, 9th ed Cambridge University Press 30 Oxford, R L., & Shearin, J (1994) Language Learning Motivation: Expanding the theoretical framework The Modern Language Journal, 78, 12-38 31 Roell, C (2010) Intercultural Training with Films English Teaching Forum (2), 1–14 32 Rost, M (1994) Listening in Language Teaching London: Longman 33 Sagor, R (1992) How to Conduct Collaborative Action Research USA: Association Supervision and Curriculum Development 34 Saricoban, A (1999) The Teaching of Listening The Internet TESOL Journal, Vol V (12) 35 Secules et al, (1992) The Effect of Video Context on Foreign Language Learning The Modern Language Journal 76, iv, 481-490 36 Sherman, J (2003) Using Authentic Video in the Language Classroom Cambridge: Cambridge University Press 37 Skinner, E., & Belmont, M (1991) A Longitudinal Study of Motivation in School: Reciprocal Effects of Teacher Behavior and Student Engagement Retrieved from http://www.nwrel.org/scpd/sirs/9/c017.html 38 Sommer, P (2001) Using Film in the English Classroom: Why and How Journal of Adolescent and Adult Literacy, 44(5), 485-487 39 Stoller, F (1988) Films and Videotapes in the ESL/EFL Classroom Paper presented at the annual meeting of the Teachers of English to speakers of other languages 40 Sufen, H (2006) On teaching Non-English Majors Listening and Speaking through Videos CELEA Journal 29 (2) 41 Tsui, A B (1993) Helping Teachers to Conduct Action Research in Their Classrooms In D Freeman, with S Cornwell (Eds) New Ways in Teacher Education Alexandria VA: TESOL 42 Underwood, M (1989) Teaching Listening London and New York: Longman 43 Weyers, J (1999) The Effect of Authentic Video on Communicative Competence 53 APPENDIX 1: Questionnaire This questionnaire aims to help you understand your English learning background and in that way help you to learn even better It can also help you and your teacher to plan your course in English I would appreciate it if you can fill up the questionnaire All the information will be kept confidential! I have studied English for ……….year(s) in …………….… ………………………………… What were the listening activities that your teacher(s) employed in class? (You can choose more than one options) Listening to songs Listening to talks Listening to conversations Listening for gist Completing cloze (fill-in) exercises Listening with visuals How you feel about your English listening lessons at AOF? Very interesting Interesting Boring Very boring Because ………………………………………………………………………………………… ……… What are your listening problems? Understanding conversations is so difficult Understanding talks is so difficult Accents, intonation, word stress and sentence rhythm are so difficult to listen to Others Have your teachers ever used movies in your listening lessons? Yes, they have No, they haven‟t Do you wish to watch movies in class under the guidance of your teacher? Please put a tick () before your specification Yes, No, because because They are motivating and encouraging I can learn many things from the movies Listening through movies is better than other ways of listening It is too difficult to listen to the speakers I not have good knowledge about English speaking culture I not have motivation to listen to English 54 What kinds of English movies you think are beneficial in learning English? (You can choose more than one) □ Musicals □ Comedy □ Thriller □ Walt Disney Movies □ Science Fiction □ Action movie □ Animated movie THANK YOU FOR YOUR COOPERATION! 55 APPENDIX 2: Questionnaire (Adapted from Gliksman et al, 1982, p.95) This questionnaire aims to assess the value of movie viewing in listening lessons and not to assess the performance of you at all Your thoughtful assistance in completing the following items is highly appreciated All the information provided will be used for research purposes only Thank you very much for your co-operation! Please circle one number for each statement below to indicate your choice from question to and tick the answer in question to Overall impression: On the whole, the listening lessons are: Un-enjoyable 2 very enjoyable Impressions of individual components of listening lessons: (1) The pre-viewing stage is: Not useful at all very useful very useful (2) The while-viewing stage is: Not useful at all (3) The post-viewing stage is: Not useful at all very useful Mark how involved in the movie class you are: Not very involved very involved You find the teaching method appropriate for you Not really very so much Listening by movie watching is suitable for students Not really very so much Did taking the lessons in which the teacher uses movie as a teaching aid increase your motivation? □ Substantially □ Somewhat □Not much □ Not at all Do you think these films are useful in learning English? □Strongly Agree □Agree □Disagree □Strongly Disagree Do you agree you have improved your listening ability? □ Strongly Agree □Agree □Disagree □Strongly Disagree THANK YOU VERY MUCH!!! 56 APPENDIX 3: Interview Questions Interview 1: What are your listening problems? What are the reasons for those problems that you can think of? Do you find your listening lessons at AOF motivating enough? Why or Why not? Have you ever heard about the application of movies in teaching listening comprehension? If yes, where did you hear about that? Interview 2: What have you learned from the movies? Can you write down any words and sentences? □Yes □No _ _ _ _ What problems have you made progress with and what you haven‟t? Please justify your answers What you expect more about the application of movies in teaching listening comprehension? 57 APPENDIX 4: Observation Sheet: Overall Class Motivation (Adapted from Nunan 1989, p.110) Observer: ………………………………………… Date: …………………………………… Teacher: …………………………………………… Time of class: …………………………… Number of students: ……………………………… Level of class: …………………………… Observation focus: Levels of student motivation generated by the teaching materials in use is an average mark for any one item This sheet is for observing the class as whole Complete this sheet when the activity is drawing to a close Circle one number for each statement below Add final comments at the bottom of the sheet if you wish (1) Mark how involved in the learning task the students are Not very involved very involved (2) Mark the level of student concentration on the learning task Low high very so much (3) The students are enjoying the activity Not really (4) The students are paying persistent attention to the learning task Not really very so much (5) Mark the students‟ activity level (effort/intensity of application) Low high (6) The students find the teaching materials interesting Not really very so much (7) Learning through movie viewing is challenging for students 58 Not really very so much (8) The applied method is appropriate for the students Not really very so much Comments: …………………………………………………………………………………… ……… …………………………………………………………………………………… ……… …………………………………………………………………………………… ……… 59 APPENDIX 5: SAMPLE LESSON PLAN Week 1: High School Musical (part 1) Class Teachers’ activities Students’ activities CQ48/21.03 Pre – listening/viewing stage: - Teacher provides Ss with new words and pronounce help them them to Listen and pronounce together correctly before watching: scholastic decathlon musicale single audition callback Teacher gives Ss plot summary Read the summary and then of HSM part and asks them to - retell to their partners on their own words work in pairs While-listening/viewing stage: Teacher shows the movie to the whole class with caption-off - Asks Ss to listen and then retell the actions Continuous in tense Present of the Listen and note down Present Continuous actions characters in the session - Pause to understanding check by Ss‟ asking questions such as: What is he talking about? What are they 60 Listen and answer the questions going to next? Listen and fill in the gaps - Play the songs in the session Post-listening/viewing stage Teacher asks Ss to works in pairs to Work with partner and compare what they could note down prepare to share ideas about Present Continuous actions Then call or Ss to speak to the whole class and correct the fill-in Correct the fill-in exercise exercise 61 ... STUDENTS AT ACADEMY OF FINANCE (NGHIÊN CỨU HÀNH ĐỘNG VỀ SỬ DỤNG PHIM ĐỂ TĂNG HỨNG THÚ VÀ KHẢ NĂNG NGHE HIỂU CỦA SINH VIÊN NĂM THỨ KHƠNG CHUN TẠI HỌC VIỆN TÀI CHÍNH) M.A MINOR THESIS Field: English... questionnaire 30 4.1 .3 Findings from observation sheet 32 4.1.4 Findings from interviews 33 4.1.5 Findings from tests 34 4.2 Discussion 35 4.2.1 Research... comprehension? 37 4 .3 Reflection 38 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 39 5.1 Summary of major findings 39 5.2 Recommendations 39 5 .3 Limitations