An investigation into the effects of extensive listening on Pre-Intermediate learners' vocabulary learning and their attitudes towards extensive listening at The Asian International School

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY GRADUATE SCHOOL

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NGUYEN NGOC LY

AN INVESTIGATION INTO THE EFFECTS OF EXTENSIVE

LISTENING ON PRE-INTERMEDIATE LEARNERS’ VOCABULARY

LEARNING AND THEIR ATTITUDES TOWARDS EXTENSIVE

LISTENING AT THE ASIAN INTERNATIONAL SCHOOL

MASTER OF ARTS IN TESOL

Ho Chi Minh City, May 2019

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY GRADUATE SCHOOL

-------------------------------------------------------

NGUYEN NGOC LY

AN INVESTIGATION INTO THE EFFECTS OF EXTENSIVE

LISTENING ON PRE-INTERMEDIATE LEARNERS’ VOCABULARY

LEARNING AND THEIR ATTITUDES TOWARDS EXTENSIVE

LISTENING AT THE ASIAN INTERNATIONAL SCHOOL

Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

Major code: 60140111

MASTER OF ARTS IN TESOL

Supervisor: NGUYEN THUY NGA (PhD.)

Ho Chi Minh City, May 2019

i

STATEMENT OF AUTHORSHIP

I certify that the thesis entitled ―An Investigation into the Effects of

Extensive Listening on Pre-Intermediate Learners’ English Vocabulary

Learning and Their Attitudes towards Extensive Listening at The Asian

International School‖ is my own work.

Except where reference is made in the text of the thesis, this thesis does not

contain material published elsewhere or extracted in whole or in part from a thesis

by which I have qualified for or been awarded another degree or diploma.

No other person‘s work has been used without due acknowledgement in the

main text of the thesis.

This thesis has not been submitted for the award or any degree or diploma in

any other tertiary institution.

Ho Chi Minh City, May 2019

NGUYEN NGOC LY

ii

ACKNOWLEDGEMENTS

I am using this opportunity to express my special thanks to everyone who

supported and encouraged me throughout the time I worked on this thesis. Without

their help, I could hardly finish this research.

First and foremost, I am thankful for the assistance given by my supervisor,

Dr. Nguyen Thuy Nga. Without her assistance and dedicated involvement in every

step throughout the process, this thesis would have never been accomplished. As a

novice researcher, I am fortunate to have worked with her. She has not only helped

me gain more knowledge but also encouraged me to overcome the difficulties in

conducting this research.

Second, I would like to show gratitude to all my teachers who have given

extremely interesting lectures and all the staff of the postgraduate school and

librarians during the Master course at Ho Chi Minh City Open University. I am

motivated to widen my knowledge continuously in this field thanks to their advice

and encouragement.

Third, I am deeply indebted to all my colleagues and my students at The

Asian International School for all their enthusiastic help and support that gave me

the best condition to conduct my research.

Most importantly, none of this could have happened without my family and

friends. Getting through my dissertation required more than academic support, and I

have many people to thank for listening to and, at times, having to tolerate me over

the past three years. Hence, I would like to give my heartfelt thanks to my family

and friends for their unconditional love and sacrifice.

NGUYEN NGOC LY

iii

ABSTRACT

Vocabulary is considered one of the most important things in second

language learning. Hence, vocabulary has been taught to students at The Asian

International School right from their start of learning English. Nevertheless, in truth,

the students have to struggle with difficulties in vocabulary learning. Therefore, the

research aimed to investigate whether extensive listening affected vocabulary

learning of the students in this school and their attitudes towards extensive listening

practice. Eighty students were selected non-randomly as a control group and an

experimental group. After taking Listening Vocabulary Levels Test as a pretest,

besides studying the formal English curriculum of the school, the control group

received intensive listening practice while the experimental group practiced

extensive listening. During listening practice, both the two groups were all required

to do one listening journal per week as their listening practice report. After 12

weeks, the participants in the two groups took a posttest (Listening Vocabulary

Levels Test). Then, the survey was delivered to the experimental group to

investigate their attitudes towards extensive listening practice.

From the results of this study, extensive listening could help to enhance the

students‘ receptive vocabulary knowledge significantly, especially word meanings

and word aural forms. Moreover, the more the students practiced extensive

listening, the higher improvement they somewhat had on receptive vocabulary

knowledge. In addition, the students in general had positive attitudes towards

extensive listening. Overall, due to the impressive contributions of extensive

listening brought to most students‘ vocabulary learning, it is aspired for this study to

suggest implications and recommendations for future studies within the aims to help

students enhance their vocabulary learning significantly.

iv

TÓM TẮT

Từ vựng được xem như là một trong những điều quan trọng nhất trong việc

việc học ngôn ngữ thứ hai. Do đó từ vựng được dạy cho các em học sinh ở trường

Quốc Tế Á Châu ngay từ lúc các em bắt đầu học tiếng Anh. Tuy nhiên, trên thực tế

các em phải đối diện với những khó khăn trong việc học từ vựng. Chính vì thế, bài

nghiên cứu này nhằm mục đích điều tra xem việc nghe theo sở thích có ảnh hưởng

đến việc học từ vựng của các em hay không và thái độ của các em này với việc

luyện nghe theo sở thích. Tám mươi em học sinh được chọn không ngẫu nhiên vào

hai nhóm: nhóm kiểm soát và nhóm thực nghiệm. Sau khi làm bài kiểm tra Nghe Từ

Vựng Theo Các Cấp Độ, cùng với việc học tiếng Anh theo chương trình học, nhóm

kiểm soát luyện nghe theo yêu cầu và nhóm thực nghiệm luyện nghe theo sở thích.

Trong quá trình luyện nghe, tất cả học sinh của hai nhóm đều được yêu cầu làm một

nhật kí nghe mỗi tuần để báo cáo việc thực hành nghe. Sau 12 tuần, những học sinh

này thực hiện lại bài kiểm tra Nghe Từ Vựng Theo Các Cấp Độ. Cuối cùng, các học

sinh trong nhóm thực nghiệm làm một bài khảo sát để điều tra thái độ của các em

đối với việc luyện nghe theo sở thích.

Từ kết quả của bài nghiên cứu, việc nghe theo sở thích có thể giúp học sinh

tăng cường khả năng nhận biết nghĩa của từ khi nó xuất hiện trong văn nói. Hơn

nữa, việc luyên nghe theo sở thích càng nhiều thì học sinh sẽ càng cải thiện được

phần nào về kiến thức nhận biết từ vựng. Thêm vào đó, phần lớn các học sinh đều

có thái độ tích cực đối với việc luyện nghe theo sở thích. Nhìn chung, do những

đóng góp ấn tượng mà việc nghe theo sở thích mang lại cho việc học từ vựng của

hầu hết các em học sinh, bài nghiên cứu mong muốn đưa ra những gợi ý và đề xuất

cho những nghiên cứu tiếp theo có cùng mục đích giúp học sinh cải thiện việc học

từ vựng đáng kể.

v

TABLE OF CONTENTS

Page

STATEMENT OF AUTHORSHIP ..............................................................................i

ACKNOWLEDGEMENTS .........................................................................................ii

ABSTRACT................................................................................................................iii

TÓM TẮT ...................................................................................................................iv

TABLE OF CONTENTS.............................................................................................v

LIST OF FIGURES...................................................................................................viii

LIST OF TABLES ......................................................................................................ix

LIST OF ABBREVIATIONS......................................................................................x

Chapter 1: INTRODUCTION ..................................................................................1

1.1. Background of the study ......................................................................................1

1.2. Statement of the problem.....................................................................................3

1.3. Purposes of the study and research questions......................................................6

1.4. Significance of the study......................................................................................7

1.5. Scope of the study................................................................................................7

1.6. Outline of the study..............................................................................................8

1.7. Definitions of key terms.......................................................................................9

Chapter 2: LITERATURE REVIEW....................................................................10

2.1. An overview of listening comprehension ..........................................................10

2.2. Intensive listening and extensive listening ........................................................11

2.2.1. Intensive listening ..........................................................................................11

2.2.1.1. Definition of intensive listening ...............................................................11

2.2.1.2. Intensive listening purposes and characteristics.......................................12

2.2.2. Extensive listening .........................................................................................14

2.2.2.1. Definition of extensive listening...............................................................14

2.2.2.2. Extensive listening purposes and characteristics......................................14

2.2.3. The differences between intensive listening and extensive listening .............16

2.3. Vocabulary and its crucial issues.......................................................................19

2.3.1. The importance of vocabulary in second language learning ........................19

2.3.2. Distinguishing between second language vocabulary learning and

acquisition................................................................................................................19

2.3.3. Vocabulary learning ......................................................................................20

2.3.3.1. Word repertoire.........................................................................................20

2.3.3.2. Receptive vocabulary knowledge .............................................................21

2.3.3.3. Review of receptive vocabulary knowledge tests ....................................22

2.4. The relationship between types of extensive listening practice and

vocabulary learning...................................................................................................27

2.5. Previous studies..................................................................................................30

2.5.1. The effects of extensive listening on vocabulary learning .............................30

2.5.2. Learners’ attitudes towards extensive listening practice ..............................38

2.6. Research gaps.....................................................................................................39

vi

2.7. Research framework of the study ......................................................................40

2.8. Summary of Chapter 2 .......................................................................................43

Chapter 3: METHODOLOGY...............................................................................44

3.1. Research site ......................................................................................................44

3.2. Participants.........................................................................................................46

3.3. Research design..................................................................................................47

3.4. Instruments.........................................................................................................52

3.4.1. Receptive Vocabulary Knowledge Test..........................................................53

3.4.2. Listening journal............................................................................................55

3.4.3. Questionnaire.................................................................................................56

3.4.4. Reliability and validity of Listening Vocabulary Levels Test and

Questionnaire...........................................................................................................60

3.4.4.1. Reliability and validity of Listening Vocabulary Levels Test..................60

3.4.4.2. Reliability and validity of questionnaire ..................................................61

3.5. Listening activities for both the control group and experimental group ...........62

3.5.1. Criteria to set up extensive listening practice ...............................................62

3.5.2. Activities plans for both the control group and experimental group ............63

3.6. Data collection ...................................................................................................65

3.7. Data analysis......................................................................................................66

3.7.1. Research question 1 .......................................................................................66

3.7.2. Research question 2 .......................................................................................67

3.8. Summary of Chapter 3 .......................................................................................68

Chapter 4: FINDINGS AND DISCUSSIONS .......................................................69

4.1. Participants‘ listening habits..............................................................................69

4.1.1. Control group’s listening habits....................................................................69

4.1.2. Experimental group’s listening habits...........................................................70

4.2. Participants‘ receptive vocabulary knowledge test scores.................................76

4.2.1. Pretest and posttest results ............................................................................76

4.2.2. The relationship between listening practice and receptive

vocabulary knowledge test scores............................................................................79

4.3. Participants‘ listening difficulties......................................................................86

4.4. Participants‘ attitudes.........................................................................................88

4.5. Discussion of findings........................................................................................90

4.5.1. Participants’ listening habits.........................................................................90

4.5.2. Participants’ receptive vocabulary knowledge .............................................92

4.5.3. Participants’ listening difficulties..................................................................94

4.5.4. Participants’ attitudes....................................................................................94

4.6. Summary of Chapter 4 .......................................................................................96

Chapter 5: CONCLUSIONS...................................................................................97

5.1. Main conclusions of the research.......................................................................97

5.2. Contributions of the research .............................................................................99

5.3. Pedagogical implications of the research...........................................................99

5.3.1. Pedagogical implications for administrators..............................................100

5.3.2. Pedagogical implications for teachers........................................................100

vii

5.3.3. Pedagogical implications for students.........................................................100

5.4. Limitations of the research...............................................................................101

5.5. Recommendations for further research............................................................101

5.6. Summary of Chapter 5 .....................................................................................102

REFERENCES.........................................................................................................103

Appendix 1 – Listening Vocabulary Levels Test.....................................................112

Appendix 2 – Questionnaire ....................................................................................116

Appendix 3 – Listening practice for the CG and EG...............................................120

Appendix 4A – Listening Journal Template for the EG ..........................................122

Appendix 4B – Listening Journal Template for the CG ..........................................123

Appendix 5 – Lesson Plans......................................................................................124

Appendix 6 – Material‘s resources for the treatment of EL ....................................130

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LIST OF FIGURES

Figure 2. 1. Theoretical framework .............................................................................. 41

Figure 3. 1. Comparison of gender distribution between the CG and EG.................... 47

Figure 4. 1. The relationship between listening practice and RVK in the CG ............. 81

Figure 4. 2. The relationship between listening practice and the improvement of RVK

in the CG....................................................................................................................... 83

Figure 4. 3. The relationship between listening practice and RVK in the EG ............. 84

Figure 4. 4. The relationship between listening practice and the improvement of RVK

in the EG ....................................................................................................................... 85

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LIST OF TABLES

Table 2. 1. Differences between intensive listening and extensive listening ............... 18

Table 2. 2. Summary of Receptive Vocabulary Knowledge tests................................ 26

Table 2. 3. Summary of EL‘s effects on vocabulary in previous studies..................... 36

Table 3. 1. Schedule for teaching and treatment each week......................................... 49

Table 3. 2. The research design .................................................................................... 51

Table 3. 3. Results of the pilot of the LVLT ................................................................ 54

Table 3. 4. The items in the questionnaire.................................................................... 57

Table 3. 5. The difference between the mean scores of two pilot groups.................... 61

Table 3. 6. Timetable of data collection ....................................................................... 66

Table 4. 1. The time the CG spent on IL ...................................................................... 70

Table 4. 2. The frequency of the EG‘s listening habits................................................ 71

Table 4. 3. The total time the EG spent on EL ............................................................. 73

Table 4. 4. The percentage of the EL materials used.................................................... 74

Table 4. 5. The percentage of not suggested and suggested materials......................... 74

Table 4. 6. Mean difference of the pretest scores of the two groups............................ 76

Table 4. 7. Mean difference of the posttest scores of the two groups .......................... 77

Table 4. 8. Mean difference between the pretest and posttest scores of the CG .......... 78

Table 4. 9. Mean difference between the pretest and posttest scores of the EG .......... 78

Table 4. 10. Results of the participants‘ RVK test scores............................................ 79

Table 4. 11. The amount of listening practice time of the two groups inside classrooms

....................................................................................................................................... 80

Table 4. 12. The relationship between listening practice and RVK in the CG ............ 81

Table 4. 13. The relationship between listening practice and the improvement of RVK

in the CG....................................................................................................................... 82

Table 4. 14. The relationship between listening practice and RVK in the EG............. 84

Table 4. 15. The relationship between listening practice and the improvement of RVK

in the EG ....................................................................................................................... 85

Table 4. 16. Difficulties affecting listening comprehension ........................................ 87

Table 4. 17. The participants‘ attitudes towards EL..................................................... 88

Table 4. 18. The participants‘ opinions towards EL..................................................... 89

x

LIST OF ABBREVIATIONS

CG control group

EG experimental group

EL extensive listening

IL intensive listening

LVLT Listening Vocabulary Levels Test

RVK receptive vocabulary knowledge

1

Chapter 1: INTRODUCTION

This chapter demonstrates the general introduction of the study with six

major sections. First, the background provides the context and the aims of this

present study. Second, the statement of the problem presents a short, succinct

explanation of problems related to vocabulary learning students are facing and

proposes a solution for these problems. Then, the purposes of the study illustrate

how the study will be conducted and draw out the research questions. Next, the

significance of the study describes which contribution the study will make to broad

literature. Then, the scope of the study covers the upper and lower limits of the area

the study involved. Finally, the thesis structure is mentioned to summarize all major

chapters in the study.

1.1. Background of the study

Every child starting to learn a language needs to begin with acquiring

vocabulary. It is necessary to study vocabulary firstly in the early stages of learning

a second language (Nation, 2002). The importance of learning vocabulary has been

proved by several researchers (Lado, 1955; Wilkins, 1972, as cited in Thornburry,

2002; Ferreira, 2007; Nation, 2008; Hyso & Tabaku, 2011; Larsson, 2014; Viera,

2017). Due to the importance of learning vocabulary, researchers suggested various

aspects of a word, which learners need to acquire. According to Nation (2001),

when students learned a word, they learned its aspects such as form-meaning

connection, written form, spoken form, word parts, collocation, and grammatical

functions. Most of these characteristics belong to word meaning, form, and use. In

addition, learners were recommended obtaining sufficiently both productive and

receptive vocabulary knowledge when they learned a word (Schmitt, 2000). Schmitt

proposed that receptive vocabulary knowledge was the ability to understand a word

in listening and reading while productive vocabulary knowledge highly required

learners to use a word in speaking and writing (2000). Due to a wide range of

2

vocabulary‘s aspects, it cannot be avoidable that learners got troubles with

mastering all of these. Hence, it is necessary to find an appropriate method to learn

vocabulary.

There are a lot of evidences that a new way to learn vocabulary – extensive

listening could improve vocabulary knowledge by encouraging learners to listen to

whatever they were interested in for pleasure and whenever they had convenience

(Waring, 2008; Ucán, 2010). Most studies examined the effects of extensive

listening on vocabulary learning both in receptive and productive knowledge but it

rarely got high achievements in productive vocabulary knowledge research. It may

be due to the reason that listening was a receptive skill, which provided spoken

information from a speaker to a listener rather than the listener produced language

(Tavil, 2010; Aguilera & Filologia, 2012). For example, Yuksel and Tanriverdi

found that watching captioned movie clip extensively influenced positively on

vocabulary knowledge, but it achieved more significantly in receptive vocabulary

knowledge than in productive vocabulary knowledge (2009). Therefore, the present

study aims to take the advantages of extensive listening on learners‘ receptive

vocabulary knowledge instead of covering both receptive and productive vocabulary

knowledge.

Extensive listening is a rather good way to help learners enhance vocabulary

knowledge, especially receptive vocabulary knowledge, but there are still

restrictions on research studies related to the effects of extensive listening on

vocabulary learning. First, previous studies paid little attention to directly construct

extensive listening practice enhancing vocabulary learning. For instance, Ucán

(2010) conducted a research study with the aim to find out the benefits of extensive

listening in a bigger issue – English language teaching. Another example is

Renandya‘s (2012) study whose main purpose was to suggest materials and methods

for extensive listening and mentioned briefly the effects of extensive listening on

vocabulary learning. Second, previous studies rarely combined several extensive