the effects of using completion dictation technique on improving students listening comprehension ability

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS THE EFFECTS OF USING COMPLETION DICTATION TECHNIQUE ON IMPROVING STUDENTS’ LISTENING

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS THE EFFECTS OF USING COMPLETION DICTATION TECHNIQUE ON IMPROVING STUDENTS’ LISTENING

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

Supervisor Name : HO THI HIEN, M.A.

Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion. It also has not been accepted as part of a submission to another

purpose elsewhere. I accept heavy penalty for any cheating or plagiarism.

Date submitted : ………

Word count : ... words

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ABSTRACT

Listening is considered a significant skill and a prerequisite to develop other skills but in the foreign language classes, it is a neglected skill since teachers and learners pay too much attention to grammar and other skills. In this study, the researcher aimed at exploring the effects of using completion dictation technique on enhancing students’ listening comprehension ability. The quantitative data was collected from 121 English-majored students from the Faculty of Foreign Languages at Industrial University of Ho Chi Minh city. Conclusions drawn from the questionnaire data have shown that the majority of participants agree with the benefits that completion dictation technique brings, besides, there is a strong correlation between using completion dictation technique and students’ listening skill improvement. And this is well-demonstrated by observing the results of the students' weekly assignments. There are still some remained difficulties, but the study only focuses on the assessment, so it does not offer any solutions. However, a few suggestions for future researchers have been proposed.

Keywords: completion dictation, dictation, listening comprehension.

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Second, I would like to express my sincere gratitude to my supervisor - Mrs. Ho Thi Hien for guiding me enthusiastically, cheering me and my team members up when encountering

challenges. She always brings positive energy to the group so working with her turns out to be easy. She also shared her valuable experience to help the group perfect the research paper. Without her help, I would not have been able to complete this graduation thesis.

Third, I am honored to work with Vo Thi Hoa, Nong Hoang Huynh, the best group members I could ever ask for. They are super creative, dynamic, and always encourage me throughout the process of doing my graduation thesis.

Furthermore, I would like to thank the 121 students of the Listening 3 classes for their

enthusiastic contributions to the survey and thanks to that I was able to have very reliable and valid data.

Last, I am exceptionally grateful to my family for their endless love. My parents always support me and take care of me during my process of graduation thesis, thanks to them I feel more energized and motivated.

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TABLE OF CONTENTS

MINISTRY OF INDUSTRY AND TRADE ... 3

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY ... 3

CHAPTER I: INTRODUCTION ... 1

1.1RATIONALE ... 1

1.2RESEARCH OBJECTIVES... 1

1.3RESEARCH QUESTIONS ... 2

1.4SIGNIFICANCE OF THE RESEARCH ... 2

1.5SCOPE OF THE RESEARCH ... 3

CHAPTER II: LITERATURE REVIEW ... 4

2.1DEFINITIONS OF KEY TERMS. ... 4

2.1.1 Definition of listening skills ... 4

2.1.2 Definition of dictation technique ... 4

2.1.3 Definition of completion dictation technique. ... 5

2.1.4 Definition of evaluation. ... 5

2.1.5 Definition of learning styles ... 5

2.1.6 Definition of Google Classroom. ... 6

2.1.7 Definition of Bookwidgets. ... 6

2.2LISTENING SKILLS. ... 6

2.2.1 Importance of listening skills. ... 6

2.2.2 How to learn listening skills? ... 8

2.2.3 Difficulties in listening ... 10

2.2.4 Listening 3 course ... 11

2.3DICTATION TECHNIQUES ... 12

2.3.1 Benefits of dictation techniques ... 12

2.3.2 Difficulties in using dictation techniques ... 14

2.3.3 How to dictate? ... 15

2.3.4 Completion dictation technique ... 18

2.5LEARNING STYLES: ... 19

2.5.1 Types of learning styles. ... 19

2.6RESULTS OF PREVIOUS STUDIES ... 20

CHAPTER III: RESEARCH DESIGN ... 22

4.2.2 The improvements in the listening comprehension ability of the participants. ... 40

4.2.3 The obstacles that the students encountered while using completion dictation technique. ... 42

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CHAPTER V: CONCLUSIONS ... 44

REFERENCES ... 46

APPENDICES... 50

SUPERVISOR’S EVALUATION FORM ... 50

STUDENT’S NAME: NGUYỄN HOANG MY MY STUDENT ID NO.: 17035321 ... 50

SUPERVISOR’S NAME: HO THI HIEN ... 50

SIGNATURE ... 51

EXAMINER’S EVALUATION FORM ... 52

STUDENT’S NAME: NGUYEN HOANG MY MY STUDENT ID NO.: 17015471 ... 52

EXAMINER’S NAME: ... 52

SIGNATURE ... 53

UPDATED IN JULY 2017 ... 53

PREPARED BY: LE THI THUY, M.A. ... 53

HEAD OF THE DIVISION: TRAN KIEU MY AN, PH.D. ... 53

RUBRICS FOR WRITTEN GRADUATION THESIS (70%) ... 54

RUBRICS FOR ORAL PRESENTATION (10%) ... 58

RUBRICS FOR TEAMWORK (10%) ... 61

1. RUBRICS FOR SUPERVISOR’S APPRAISAL (5%) ... 61

RUBRICS FOR TEAMWORK (10%) ... 62

2. RUBRICS FOR PEER EVALUATION (5%) ... 62

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CHAPTER I: INTRODUCTION

In this chapter, the researcher is going to clarify the reasons why this topic was chosen for researching and mention several points such as the research questions, the aims, and the significance of the study. Besides, the limitations of the study are also raised in this chapter.

1.1 Rationale

Listening plays an important role in daily life, we cannot communicate with one another without listening, it is also crucial in classroom settings, especially in foreign language classrooms. However, in English classrooms, listening seems to be ignored because language teachers focus so much on grammar and reading. Students spend years in secondary and high schools studying

grammar structures and reading skills, rarely practicing either speaking or listening.

Since listening is so important, students need time to practice. With a listening course in IUH which includes 30 in-class periods, aside from instructing learners to do exercises, teachers need to introduce new words so there is obviously not enough time for learners to practice and improve their listening skills. Besides, next semester the participants in this research will attend the translation classes so spending more time on enhancing their listening skills at this point is necessary.

This leads to the next reason why we conduct this research. In case the students want to practice more at home, they may be confused about finding the appropriate method that suits their abilities and is accessible. And the completion dictation technique is one of the best and reachable techniques to enhance listening skills. It is a useful way to recognize different sounds and realize visual forms of English words and their spoken counterparts.

From the above reasons, this study concentrates on the effects of using completion dictation techniques on enhancing students’ English listening comprehension ability in the context of IUH.

1.2 Research objectives

This research centers around three main objectives. First, we aim at discovering the students’ opinions of the effectiveness of using completion dictation technique to improve their listening skills. Second, we also want to see how much the participants have improved their listening skills 1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability

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over time using completion dictation technique. Last, we want to figure out what kinds of obstacles the students may confront when they apply completion dictation technique to improve their listening skills.

1.3 Research questions

- What are the participants’ attitudes toward the effectiveness of using completion dictation technique to improve listening comprehension ability?

- Are there any improvements in the listening comprehension ability of the learners?

- What are the obstacles that the students may encounter while using completion dictation techniques?

1.4 Significance of the research

The research is critical for improving listening skills in learning English. Based on the findings of the study, advantages can be acquired as below:

- To students: For those who have not known about the completion dictation technique, the results of the study will furnish the learners with some information on this technique and students can apply the completion dictation technique in their improvement of listening skills. Moreover, students who have known this technique beforehand would adjust their learning methods to enhance listening skills more effectively due to the perspective they have on the benefits and limitations of the completion dictation techniques.

- To teachers: Data produced from the research will inform the teachers about the learners’ attitudes towards completion dictation technique and their common obstacles. This empowers the teachers to apply appropriate teaching methods, create interesting activities so that the students can acquire the knowledge productively.

- To further researchers: This research can be a helpful reference for researchers in the future. It will assist them with revealing crucial spheres related to this issue that many researchers could not investigate.

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1.5 Scope of the research

There is a limited number of participants since the study is conducted only in the context of the Industrial University of Ho Chi Minh City. The research focuses on a group of 121 English-majored students from the Faculty of Foreign Languages. Next, the research only concentrates on the relationship between listening comprehension and the completion dictation techniques so the thesis will not specify any resolution for the given issues. Last, the results which show the improvements of the participants will be compared only between pretest and post-test results. 1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability

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CHAPTER II: LITERATURE REVIEW

This chapter attempts to provide definitions of key terms related to the research such as listening skills, dictation techniques, completion dictation technique, evaluation, learning styles, Google Classroom, Bookwidgets. Furthermore, the significance, benefits, drawbacks of listening skills, as well as the completion dictation technique, are also discussed in this chapter. Last, the researcher carefully reviews the relevant literature and research related to the topic of applying completion dictation techniques in enhancing listening comprehension ability for learners.

2.1 Definitions of key terms. 2.1.1 Definition of listening skills

According to Vandergrift (1999), listening comprehension is “a complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the larger sociocultural context of the utterance” (p. 168). Underwood (1989) supported this concept by describing that “Listening is the activity of paying attention to and trying to get meaning from something we hear.” (p.1.). Listening is also indicated as the way toward comprehending speech in a second or foreign language (Richards, 1999).

In general, listening can be perceived as a process of catching the sounds with your ears, identifying those sounds (stress, pauses, rhythm, and letter), and making an interpretation of them into meaningful messages immediately.

2.1.2 Definition of dictation technique

Oller (1979) defined “Dictation is a task which requires the processing of temporally constrained sequences of material in the language, divided up the stream of speech and then refers down what is heard requires understanding the meaning of the material”. According to Davis and Rinvolucri (1993) dictation is to decode the sounds of [English] and recode them in writing.

Additionally, Richards and Schmidt, (2010) noted that dictation technique is a process in which a paragraph is read out loud to learners or examinees and they need to write down what they heard as precisely as possible during pauses. It is a method that can be used to teach or test a language. 1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability

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In short, dictation is a process of decoding continuous sound sequences and reconstructing them into a written form such as words, phrases, and sentences.

2.1.3 Definition of completion dictation technique.

Marzban and Abdollahi (2013) indicated that completion dictation can also be called partial dictation. Completion dictation is illustrated as a text where words, phrases, or chunks of language

are blanked out and students are expected to fill in the missing words (DeFilippo & Sadow, 2006). This supported the study of Nation and Newton (2009) since they also considered completion dictation as a text with missing words and students are required to fill in those words while listening to the audio. Many instructors used completion dictation to test listening skills of students and Thrasher (2000) also emphasized that completion dictation is considered a great test of listening comprehension.

2.1.4 Definition of evaluation.

Evaluation can be defined as the systematic gathering of information for the purpose of making decisions (Weiis, 1972). This is supported by Kizlik (2012) who demonstrated that evaluation is a complex and hard-to-understand term and what we are doing is collecting the information to make a judgment about a situation. Besides, evaluation also requires gathering and interpreting evidence on changes in the behavior of students as they progress through school. It means evaluation cannot be done within a day, but it takes a process to evaluate something. Similarly, Scriven (1991) noted that “Evaluation is the process of determining merit, worth, or significance; an evaluation is a product of that process”.

In summary, these studies indicate that evaluation is a procedure of collecting data, analyzing, and making judgements or decisions in given situations.

2.1.5 Definition of learning styles

“A learning style is the way in which a person sees or perceives things best and then processes or uses what has been seen. Each person’s individual learning style is as unique as a signature” as stated by Lefever (1995). MacKeracher (2004) describes learning styles as “the characteristic of cognitive, affective, social, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.”. Moreover, Celce-

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Murcia (2001) stated that learning styles are the general approaches that learners use to adopt a new language or to learn other subjects.

In conclusion, learning style, specifically in education, is a learning method or a way that a student finds it is easy to make sense of information, lessons, solve problems and learning style depending on an individual’s circumstances such as learning or living environment and experience.

2.1.6 Definition of Google Classroom.

Google Classroom was launched in 2004 and by 2021, it has approximately 150 million users. According to Wikipedia (2016), Google classroom is a free web service created by Google that helps schools plan to simplify, create, distribute, and grade assignments. The main goal of Google Classroom is to streamline the sharing process between teachers and learners. With a private code, students can join a class or be imported from a school domain automatically. Learners can submit work to be graded by the teacher, exercises can be organized by topics. Teachers can track individual student’s progress by reviewing the revision history of a document, and once graded, teachers can return work with comments and grades.

2.1.7 Definition of Bookwidgets.

As indicated by Eekhout Academy (2021), BookWidgets is an easy-to-use platform for creating interactive exercises like exit slips, games, timelines, photo- and video-based activities, and more. It integrates with other programs like Google Classroom. Depending on the purpose, widgets can be used as materials to test and review (exit slips, flash cards, quizzes, timelines, and worksheets), games (bingo, memory, and crosswords), pictures and videos, and math. Instructors can customize each of the widgets, and a wizard walks them through the building process. Finished widgets can be shared as a link or embed on any website or through Google Classroom. Teachers can monitor and assess learners’ activity through analytics.

2.2 Listening skills.

2.2.1 Importance of listening skills.

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in people’s daily life. This is supported by saying without listening skills, there is no communication (Cross, 1998). Similarly, Anderson and Lynch (2003) also mentioned that listening skills are as essential as speaking skills because, without one of these, communication cannot be performed. Highlighting the importance of listening, Peterson (2001) described that “no other type of language input is easy to process as spoken language, received through listening … through listening, learners can build an awareness of the interworkings of language systems at various levels and thus establish a base for more fluent productive skills” (p. 87).

Besides, listening is also significant in classroom settings. Rost (1994) noted listening provides the language input for the learners so without listening no improvement can be accomplished. Listening is the foundation for the other skills (speaking, reading, writing) and students usually spend 50% of their time practicing listening skills when they learn foreign languages (Nunan, 1998). Anderson and Lynch (2003) explained “we only become aware of what remarkable feats of listening we achieve when we are in an unfamiliar listening environment, such as listening to a language in which we have limited proficiency”.

Rost (1994) clarified the importance of listening in language classrooms as below:

1. Listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin.

2. Spoken language provides a means of interaction for the learner. Because learners must interact to achieve understanding. Access to speakers of the language is essential. Moreover, learners’ failure to understand the language they hear is an impetus, not an obstacle, to interaction and learning.

3. Authentic spoken language presents a challenge for the learner to understand language as native speakers actually use it.

4. Listening exercises provide teachers with a means for drawing learners’ attention to new forms (vocabulary, grammar, new interaction patterns) in the language (p. 141-142).

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In conclusion, listening skill is an indispensable part in daily life as well as in classroom settings. Without listening, no communication can be made between people, no information, knowledge or insights can be exchanged between students and teachers.

2.2.2 How to learn listening skills?

When it comes to the listening process, the two most common processes according to Flowerdew & Miller (2005) are top-down and bottom-up.

Top-down process refers to the process of “using our prior knowledge and experiences; we know certain things about certain topics and situations and use that information to understand” Brown (2006). To explain it more clearly, the top-down process means students need to use their previous knowledge to grasp the meaning.

Whereas bottom-up is defined as a process of “using the information we have about sounds, word meanings, and discourse markers like first, then and after that to assemble our understanding of what we read or hear one step at a time” (Brown, 2006, p.2). Advanced listening skills can be achieved by using both top-down and bottom-up processes.

Top-down listening Bottom-up listening

Strategies

- Listening for the main idea - Predicting

- Drawing conclusion - Summarizing - Taking notes

- Listening for specific details - Recognizing word sounds - Recognizing cognates - Recognizing word-order patterns.

Activities - Students generate a set of

questions they expect to hear

- Students listen to positive and negative statements and

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about a topic, then listen to see if they are answered.

- Students generate a list of things they already know about a topic and things they would like to learn more about, then listen and compare.

- Students read one speaker’s part in a conversation, predict the other speaker’s part, then listen and compare.

- Students read a list of key points to be covered in a talk, then listen to see which ones are mentioned.

- Students listen to part of a story, complete the story ending, then listen and compare endings.

-Students read news headlines, guess what happened, then listen to the full news items and compare.

choose an appropriate form of agreement.

- Students listen to questions that have two possible information focuses and use stress to identify the

Conrad (1989), O'Malley and Chamot (1990), and Rost and Ross (1991) and Azmi Bingol, Celik, Yidliz, and Tugrul Mart (2014) said that there are three other strategies for students to advance 1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability

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their listening skills such as cognitive, metacognitive, socio-affective strategies (social and

affective strategies)

Cognitive listening strategies consist of inferring, predicting, interpreting, storing, and recalling

information, summarizing, translating, repeating, elaborating, resourcing, grouping, note‐taking, substituting, and drawing images.

They help learners observe and administer their mental processing, recognize understanding breakdowns and associate world information to listening content.

Metacognition is the process of "thinking about thinking." In other words, metacognitive strategies are techniques that assist students understand the manner in which they learn and

assimilate information. Metacognitive instruction is effective especially for less skilled listeners. These skills are used to oversee and regulate students’ strategies. They also help to arrange, check, and assess mental processes. These acts can be performed through three stages of listening, including pre‐listening, while‐listening, and post‐listening.

Affective strategies are related to administering feelings that can be either negative or positive. Social strategies, in the meanwhile, are concerned with learning by cooperation with others, for example, asking for help and confirmation. These two sorts can be gathered together as social‐affective listening strategies, which are applied to engage the interlocutors’ support to assist with

understanding and enable students to defeat negative feelings like anxiety.

Researchers also find that successful learning comes from the capability to combine various strategies to respond to various tasks and circumstances (Rahimi & Katal, 2012).

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Third, failure to recognize the “signals” which indicate that the speaker is closing one point and starting to move on to the next point.

Last, cultural differences, different cultural speech can be misinterpreted and may cause a vital effect on the students’ understanding, especially the students who learn foreign languages. Apart from the challenges referenced above, other researchers also discover various troubles. Regional accents can influence the message that is perceived by the listeners and familiar accents are better for learners to understand than unfamiliar accents (Bloomfield, 2010). Azmi Bingol, Celik, Yidliz and Tugrul Mart (2004) also brought up other obstacles which are length and quality of recorded materials. It is hard for students to listen to a long listening exercise and remember all the information. It will be easier and less exhausting for them to concentrate on short ones. The quality of the audio is also equally crucial since the speech is usually played on electrical equipment but not every school can provide good sound systems. Moreover, students who learn English as a foreign language live in a non-English speaking country is an issue towards their listening problem because their experience in real-life listening or conversation is insufficient.

2.2.4 Listening 3 course

A listening 3 course includes 30 in-class periods in 15 weeks and 4 periods each week for study. Students attend the course with 2 periods a week (one theory period and one practice period). At the beginning of the course, teachers will provide students with the coursebook, references and give them a quick introduction.

self-- Course book:

+ Freire, R., & Jones, T. (2015) Q: Skills for Success Listening and Speaking 4 (Second Edition),

New York: Oxford University Press. - References:

+ Richards, J. C. (2010). Expanding Tactics for Listening Expanding (Third Edition). New York: Oxford University Press.

+ Baker, L., & Geshon, S. (2012) Skillful Listening and speaking. London: Macmillan Education.

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This course promises to introduce to students vocabulary about 5 different topics like business, behavioral science, developmental psychology, fine arts, and nutrition. The course also allows students to practice specific listening strategies and helps them realize linking sounds and intonation.

After the completion of the course, students are expected to achieve the course learning outcomes as below:

- Be capable of grasping the main ideas as well as the details. - Recognize keywords and phrases.

- Be able to listen to presentations, reports, and lectures with long and complicated contents. - Be more positive when it comes to learning listening skills.

Throughout the Listening 3 course, students are required to take the following test: two regular tests, one mid-term test, and one final test.

- Two regular tests including one written test and a group assignment. They take up 20% of a student’s result.

- Thirty percent belong to the mid-term test. It is carried out in a written form in the 7th or 8th week of the course.

- Final test is also a written test and all English-majored students will take the test on the same day. This test is the most important one as it accounts for 50% of the result.

2.3 Dictation techniques

2.3.1 Benefits of dictation techniques

Dictation techniques are perfect for students to apply in practicing and enhancing listening skills, it also has implicit advantages in boosting other skills (speaking, reading, writing skills). Davis and Rinvolucri (1993) illustrated that dictation can be helpful in checking the spelling, punctuation, and pronunciation throughout the students’ advancement. According to Nation (2009), dictation is 1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability

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also considered a valuable language-focused educating and learning technique. The most widely recognized benefits are dictation can assist learners to diagnose and correct grammatical errors; it guarantees attentive listening and trains students to distinguish sounds; it helps to learn punctuation and foster aural comprehension.

Besides, Ruth Montalvan (2006) demonstrated an astonishing list of dictation benefits as follows: a) Dictation can help develop all four language skills in an integrative way.

b) As students develop their aural comprehension of meaning also of the relationship among segments of language, they are learning grammar.

c) Dictation helps to develop short-term memory. Students practice retaining meaningful phrases or whole sentences before writing them down.

d) Practice in careful listening to dictation will be useful later on in note-taking exercises. e) Correcting dictation can lead to oral communication.

f) Dictation can serve as an excellent review exercise. g) Dictation is psychologically powerful and challenging. h) Dictation fosters unconscious thinking in the new language. i) If the students do well, dictation is motivating.

j) Dictation involves the whole class, no matter how large it is. k) During and after the dictation, all the students are active. l) Correction can be done by the students.

m) Dictation can be prepared for mixed ability groups. n) Dictation can be prepared for any level.

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o) The students, as well as the teacher, can get instant feedback (if the exercise is corrected immediately).

p) The dictation passage can (and should) be completely prepared in advance (it also can be taped). q) Dictation can be administered quite effectively by an inexperienced teacher.

r) While dictating, the teacher can move about, giving individual attention.

s) Dictation exercises can pull the class together, for example, during those valuable first minutes. t) Dictation can provide access to interesting texts, by introducing a topic, for example, or summarizing it, as in a dicto-comp.

u) Research has shown that learning to write down what you hear can encourage the development of literacy. After reviewing the advantages and disadvantages of dictation, the influence of it on students’ achievement in mastering listening material will be discussed.

2.3.2 Difficulties in using dictation techniques

As mentioned earlier, dictation is simply a written paragraph read aloud to students so dictation doesn't help students much in understanding the difference between the spoken and written language. According to Alderson (1978), there are obstacles in using dictation technique as follows:

- If the dictation is conducted orally by a teacher instead of a tape, the results of the exam between classes will be untrustworthy, due to some differences, for example, the speed of the text, regional accents, etc.

- Next, the dictation test can be inappropriate because of the choice of material (not used for listening purposes) or improper dictation types (not to improve listening skills).

- Moreover, marking students’ work between classes can be inauthentic when a teacher takes error seriously and other teachers ignore the minor mistakes and focus on communication purposes. 1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability

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- Last, memorizing so many words while listening without understanding their meanings can be a challenge for short-term memory.

Despite the above disadvantages, dictation is still applied widely in testing and teaching foreign languages, many teachers and researchers believe it is an effective technique to improve learners’ listening skills.

2.3.3 How to dictate?

According to Oller (1979), before students do dictation exercises or test, there are some

requirements that teacher must follow:

a. Teachers must select suitable materials that are not too difficult for the students to be dictated. Teachers can use the material from the course book.

b. The words dictated should have been taught to the students before and students must understand the meaning of the words.

c. The words dictated should be selected or chosen from simple words.

d. Teachers must select suitable procedures which are appropriate in giving dictation tests. There are two ways of giving a dictation test; first is the teacher reads the words directly, and the second is the words dictated have been recorded before by the teacher.

e. After the teacher selects suitable procedures, it is time for the teacher to test students.

The teacher can read the material out loud or use a tape recorder. A dictation test can be administered following three steps as below:

1) First, the teacher read through the text at normal speed. Students do not allow writing anything. They just listen carefully to what the speaker’s say.

2) Second, the teacher gives pauses between phrases and word groups. During each pause, the students write down what they have just heard.

3) Third, the teacher plays or reads without pauses and at normal speed.

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There are 10 variations of dictation according to Nation and Newton (2009). They can be used as a preview or review activity depending on the purpose of the teachers/students.

1. Running dictation

In a running dictation, there will be different groups and one member of the group takes turns to run to a specific place where the teacher leaves the information, the student needs to read it, and then runs back to the team to report it. Another person in the group will write it down and then pass the note to the next person to write the following part. This can be used as a review activity.

2. One chance dictation

The traditional type of dictation allows learners to listen to a text multiple times but with one chance dictation, you only have one chance to catch everything. The reason is that in the real world, you can only listen to/hear something once. This type of dictation will help you form effective listening strategies and should be used as a review of a lesson rather than being used as a preview.

3. Dictation of long phrases

A text includes many long phrases and allows students to listen to it many times. This is not really different from the traditional type of dictation and the only purpose is focusing on nothing else but getting long phrases correctly.

4. Guided dictation

In guided dictation, teachers introduce new material (vocabulary, topics, etc.) to learners before proceeding with dictation exercises, this process also includes pausing and asking questions. Guided dictation can be used as a way to preview a lesson but should not be used as a review.

5. Dictation for a mixed class

A class includes learners at different levels and teachers apply a dictation technique to a mixed class by reading through or playing through the text quickly first for advanced students and the second time will be slower for lower-level students.

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6. Peer dictation

A passage read by students instead of a teacher. Peer dictation enables the students to speak at a slower pace and be more careful, so it helps them to practice their pronunciation and be more active in the class.

7. Completion dictation

Marzban and Abdollahi (2013) mentioned that completion dictation is aslo called partial dictation. Teachers blank out any word that they believe is vital in a well-written or well-typed text and students’ task is to fill in those blanks as they listen to the passage (quite similar to a dictation close exercise). It assists teachers in directing the attention of the students to the important points in the lessons.

10. Unexploded dictation

A listening task played by a tape recorder or students’ electrical devices and according to Nation (2008), unexploded dictation is “the text has no special pauses like ordinary dictation so the learners need to use the pause and replay buttons often” and the students can control the speed of speech.

Although there is a wide range of dictation types filling various needs and serving different types

of learners, in this research we only use completion dictation to enhance the listening skills of

students majoring in English at IUH.

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2.3.4 Completion dictation technique 2.3.4.1 The steps

Nation and Newton (2009) described that the completion dictation is conducted as follows: 1. The learners are given several printed copies of the text. One copy has a few words missing, the next copy has more words missing, and so on.

2. The learners listen to the text being read by the teacher phrase by phrase and fill in the words missing on their first copy.

3. Then the teacher reads the text again and the learners fill in the missing words on the next copy which has more words missing than the first copy.

4. This continues until the learners are writing the whole dictation.

2.3.4.2 Benefits

According to Patel and Jain (2008), there are a few advantages as below: - It enables students to understand the part of each sentence and words phrases - It develops the habit of listening attentively in students

- It trains students to reproduce in writing what they listen (especially the missing words, phrases) Besides, it can be conducted in different levels of English classes, teachers can focus on the areas that they believe are crucial and it is easier for scorers.

2.3.4.3 Drawbacks

Marzban and Abdollahi (2013) indicated that completion dictation can be seen as a reading comprehension tasks, in other words, in some situation the students can fill in the missing words without listening to the text. Besides, the completion dictation task can be boring since there is no interaction between learners.

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2.5 Learning styles:

2.5.1 Types of learning styles.

The concept of learning styles became popular in the 1970s. In 1987, Neil Fleming developed a VARK model to help students and others learn more about their individual learning preferences. Fleming (2005) illustrated that VARK stands for visual, auditory, reading/writing and kinesthetic. Psychologist Howard Gardner (1983) based on the VARK model and came up with a model of 7 learning styles.

2.5.1.1 Visual (Spatial):

- Visual learners need to observe things such as pictures, diagrams, charts, maps to process information better, they also use visual symbols to explicate ideas, concepts, knowledge, and the connections between them.

2.5.1.2 Aural (Auditory -Musical):

- Aural learners acquire knowledge better when they approach verbal presentations (lectures,

speeches, etc.) than written ones. They can notice audible signals (tone, pitch), and an incredible way for aural learners to get a handle on groundbreaking ideas is through group discussions. Aural students tend to seek after vocations like musician, recording engineer, or language teacher.

2.5.1.3 Verbal (Linguistic):

- Verbal learners express themselves easily both by speech and writing. They love participating in activities that involve speaking, debating and journalism. Mnemonics,scripting and role playing are techniques that work out well for verbal learners since they love to read and write.

2.5.1.4 Physical (Kinesthetic)

- The process of absorbing the information for physical learners takes place when physical

activities are carried out. They love to tinker and figure things out by themselves with hands-on approaches. Listening to a lecture and watching a demonstration are not really their thing.

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2.5.1.7 Solitary (Intrapersonal)

In contrast to social learners, solitary learners feel they work best alone. They are independent, introspective, and self-motivated, and they especially need a quiet environment to focus on thinking and studying. Authors and researchers tend to have a solitary learning style.

2.6 Results of previous studies

The title of this study is The Effects of Using Completion Dictation Technique on Improving Students’ Listening Comprehension Ability. To support this thesis, the researcher scrutinized

previous studies with related topics.

The first one is from Hariswan Putra Jaya, Nova Lingga Pitaloka and Alhenri Wijaya (2020), they

conducted the research with the title: Running Dictation to Develop Students’ Listening

Comprehension Ability. The research focused on finding out the improvement on students’

listening comprehension by using running dictation technique and their insights about running dictation method. This study focused on 19 second-semester students from Class II B of FKIP Sriwijaya University who were taking the Intermediate Listening course. The data were collected by using a listening test and a questionnaire. The listening materials were from ready-made TOEFL-like tests. A listening test consisted of 50 questions which were divided into 3 parts including short conversations, long conversations, and monologues. Students’ perceptions on the 1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability1The effects of using completion dictation technique on improving students’ listening comprehension ability

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use of running dictation were discovered by using a questionnaire. The researchers used quantitative data analysis by using SPSS, descriptive statistics, percentages, normality test, and paired sample t-test. The findings of the research showed that there were significant improvements of the second-semester students after they applied the running dictation technique. Besides, the results of the questionnaire demonstrated that a majority of students reported that this method was beneficial to their listening comprehension ability.

The next study is from Merie Gustiani and Heny Yulia (2020) with the title: Running Dictation Technique and Learning Motivation: Their Effects on Students’ Listening Comprehension Achievement. The paper concentrated on investigating the impacts of running dictation toward students’ listening comprehension achievement viewed from their learning motivation. Forty-four students of the English Education Study Program of Baturaja University from the second, fourth, and sixth semester were chosen randomly and divided into two groups (experimental group and control group). The improvement of the participants’ listening comprehension was identified by comparing the results of the pre-test and post-test of 2 groups. The questionnaire focused on the interaction between the learning motivation and the running dictation technique. This experimental study used a two by two (2x2) factorial design. The research results revealed that the running dictation technique enhanced the participants’ listening comprehension remarkably and motivated learners to be more active during class time. Besides, the fíndings showed there was no interaction effect between the running dictation method and learning motivation.

From those previous studies, it can be seen that the running dictation technique is mentioned in so many studies and widely applied in improving students' listening skills yet there are very few studies on the completion dictation technique despite the various benefits it brings in listening practice. Therefore, this paper is exceptional and useful for those who are searching for a different method than running dictation technique to practice listening.

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CHAPTER III: RESEARCH DESIGN

Chapter III gives a quick description of the participants and the settings of the study. Besides, the researcher presents the methods and methodologies used. The data collection and the technique of data analysis are also described thoroughly.

3.1 Research context

The study was carried out at the Industrial University of Ho Chi Minh City (IUH), one of the largest educational institutions in Vietnam where there are more than 1300 qualified lecturers, staff and over 40,000 students taking courses at the school. All the school's training programs are assessed and tested according to the AUN-QA and ABET standards. According to the slogan of IUH “Innovating, attaining new height - Dynamizing, integrating into the globe”, IUH pledged to enhance the quality of training and international integration with transnational education in the US, Korea, Australia, and so on. Thus, the percentage of full-time students who have jobs after 12 months since their graduation is 91.5%.

The participants are English-majored students from the Faculty of Foreign Language (FFL) which is in charge of organizing English training classes and teaching for all the students at IUH including students from other departments. The FFL offers English-majored students great opportunities of approaching specialized classes to acquire good knowledge and develop necessary skills such as practical skills, communicative skills, and group work skills. These will be good enough for students to find professional jobs oriented throughout the courses such as teachers, translators/interpreters, or other jobs that require English background like receptionist, flight attendants, and so on.

3.2 Participants

Participants in this research were English-majored students from the Faculty of Foreign Language (FFL). 121 English-majored students from three different listening classes (Listening 3) cooperated in this research. There are 3 reasons why this group of students was chosen but not students in listening classes at other levels:

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First, we did not choose Listening 1 classes because of the distinctions in instructing and learning techniques between high school and university, the freshmen still need some time to figure out how to learn listening skills and familiarize themselves with the methods.

Second, we could not choose Listening 2 classes because they are not available this semester. Last, we chose Listening 3 classes because there are many courses this semester and it appeared that these students have accumulated more experience and knowledge in the last two listening classes so the collected data could be more reliable.

3.3. Research methodology and research methods 3.3.1 Research methodology

The methodology used in this research is the quantitative research. According to Creswell (2002), quantitative research is the process of collecting, analyzing, interpreting, and writing the results of a study. This is supported by Arikunto (2009, p.13) states “Quantitative research is a kind of research required the use of numbers, ranging from data collection, data interpretation and the

appearance of the result”.

For the quantitative research method, the researcher has more control over how the data is gathered. Next, with quantitative research, the collected data is accurate, reliable, and consistent. Last, the data collection process is relatively timesaving, and the data analysis is quite fast because the researcher can use statistical software.

3.3.2 Research methods:

In order to collect the data which help to identify the effectiveness of using completion dictation techniques on enhancing listening skills for English-majored students, we asked for the help of the

three following instruments: Pretest and post-test, observation and questionnaire.

The pretest was carried out on the first day of the course and its purpose was to determine the level of the students and choose the suitable level of dictation exercises for them during the learning process. The post-test was done at the end of the course and the difficulty level compared to the pretest was the same. We made a comparison between these two tests to check if students made any progress after completing the dictation exercises.

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Every week we posted one completion dictation exercise on Google Classroom so that the participants could practice this technique regularly at home. This will help their results be more reliable for the data analysis process. Moreover, it provides us with a full observation on the participants’ progress throughout the course and the researcher can prepare the questionnaire based on the observation.

All the classes recently were changed to online classes, so the questionnaire was sent to participants via online classes instead of handing the questionnaire to them at school. Based on three research questions, our group successfully designed a questionnaire comprising 19 questions divided into 3 sections. (1) personal information (2) listening skills (3) completion dictation techniques.

Section 1: Personal information

The first section consisted of 3 questions about the information of the participants such as name, class, period of English learning, and their learning styles.

Question 1: What is your name?

Question 2: Which year are you in?

Question 3: What is you learning styles?

Section 2: Listening skills

There were 8 questions included in the second section which concentrated on students’ opinions on listening skills such as the importance of listening skills, preferred listening materials, influencing factors, obstacles, as well as the amount of time they spent on self-practicing listening

skills per day and week.

Question 4: What do you think about the importance of listening skills Question 5: Do you often practice listening to English?

Question 6: How long do you spend on listening to English in general in one day? Question 7: How long do you spend on listening to English deliberately in one day? Question 8: How many days do you spend on listening to English in general in one day?

Question 9: What types of materials you use to practice listening skills? (can choose more can one

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Question 10: What are your problems while listening to English? (can choose more than one answer)

Question 11: What are the factors that impact on practicing listening? (can choose more than one answer)

Section 3: Completion dictation technique

The third section covered 8 questions and participants were asked about specific points related to the completion dictation technique, for instance, the difficulty level of completion dictation exercises on Google Classroom, types of dictation practice activities, benefits, and drawbacks in completion dictation techniques. Besides, the question about the number of times students rewinding the tape while practicing listening skills was also included in the questionnaire.

Question 12: Before this course, have you ever applied completion dictation technique in practicing listening?

Question 13: There are 10 completion dictation exercises on Google Classroom, how many did you finish?

Question 14: Rate the difficulty level of completion dictation exercises on Google Classroom

Question 15: How many times do you often listen to the audio in completion dictation exercises before submitting?

Question 16: When do you often finish those completion dictation exercises?

Question 17: What kinds of activities that you do to apply completion dictation technique? (can choose more than one answer)

Question 18: What are benefits of completion dictation technique? (can choose more than one answer)

Question 19: What are the difficulties you encounter when applying completion dictation technique in practicing listening skills? (can choose more than one answer)

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3.4. Procedures

At the beginning of the course, the researcher joined three Listening 3 classes on Google Classroom in order to send students a pre-test to do (4 parts with 20 questions, 4 multiple-choice questions and 16 fill-in-the-blank questions). After grading the pretest, the researcher decided to choose the intermediate level for dictation exercises which were designed as completion dictation exercises with the help of Bookwidgets. Weekly, one exercise was posted on Google Classroom. Since there were 10 exercises, the posting process was equivalent to 10 weeks.

Over the following weeks, checking participants’ work, recording obstacles they were prone to make, tracking progress and answering students’ inquiries were referred to as an observation process. This process encouraged the students to do their work with assistance from the researcher in listening comprehension skills.

The post-test was done at the end of the course after the students applied the dictation techniques to do 10 exercises on Google Classroom (each exercise included three short listening passages with topics related to course topics), the post-test was uploaded on Google Classroom and students were notified about this test in advance (2 sections with 20 questions, 10 fill-in-the-blank questions, 5 true-false questions, 5 multiple-choice questions)

The questionnaire was designed by using Google Form and sent to participants via online classes. The researchers explained everything clearly and made sure that participants would not respond without understanding. It took about 10 minutes per class. Thanks to the cooperation of the participants, 121 responses from 3 classes were collected and used for research purposes only.

3.5. Data analysis

The questionnaire was designed by the researcher using Google Form and with the collected data, the researcher used Microsoft Excel software to analyze and present them in the form of charts. Besides, Microsoft Excel also helped to show the difference between the two results of pre-test and post-test more clearly.

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CHAPTER IV: FINDINGS AND DISCUSSIONS

After using a questionnaire to gather data from 121 English-majored students at the Industrial University of Ho Chi Minh City, the researcher obtained very positive results about the effects of the completion dictation technique on students' listening comprehension ability along with participants’ opinions after applying this technique.

4.1 FINDINGS 4.1.1 Listening skills

4.1.1.1 General information of students and their attitude towards listening skills.

Figure 4.1: The students’ learning styles

Determining the students’ learning styles is likewise vital when applying a specify technique to learning. Seven different learning styles were included in the questionnaire to ask the participants what kind of learners they were, the below graph represented that among those learning styles, 89 students were most comfortable with auditory. In contrast, kinesthetic and mathematical were the most uncommon learning styles for the participants, kinesthetic was chosen by only 19 students and 31 students reported that mathematical was their learning style.

With a high number of auditory learners, completion dictation exercises are the appropriate materials for students to enhance their listening skills.

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From the figure 4.2, one thing can be assured that the participants were exceptionally aware of the significance of listening skills since 100% of students said listening skills were important and very crucial.

Although listening skills are so vital, the pie chart from Figure 4.3 pointed out a high distinction between the total number of students who never/rarely and those occasionally/frequently practice listening skills. Specifically, up to 70% of the students reported that they sometimes practice listening to English, even the figure for students who seldom worked on listening accounted for 19.8% twice the number of students who routinely practice listening (about 10%). Surprisingly,

Importance of listening skills

Not importantNeutral

ImportantVery important

Do you often practice listening to English?

NeverRarelySometimesUsuallyFigure 4.2: Students’ attitude towards the importance of listening skills

Figure 4.3: The students’ practicing listening frequency

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Figure 4.4: Types of materials that students use to practice English listening skills

The materials are additionally significant for participants in their practice of listening skills and the following 6 materials were the most popular. According to Figure 4, only 17 students responded to the item “audio books”, besides, 48 participants selected radio and 61 other learners revealed that they used materials the teacher suggested. From the above data, it can be seen that they were the least picked materials.

In contrast, there were 79, 80 and 93 students respectively picked movies and television shows, songs, and YouTube videos as listening materials, “YouTube videos” was the most chosen item and it is understandable because YouTube is now the most popular network when it comes to listening practice materials. Most students will search on YouTube instead of searching for the audio on the Internet, just a few simple steps and learners can find the materials they need. It is no surprise why YouTube videos, songs, movies, and television shows were the most chosen materials based on the different amount of time they spend on practicing listening skills which were illustrated in the following graph.

Radio (BBC, VOA,etc.)Youtube videosMovies and Television

SongsAudio booksTeacher's suggestions

Which materials do you often use to practice English listening skills?

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Figure 4.5: The amount of time students spent on listening to English in general and deliberately in one day.

The bar chart shows how long participants spent practicing listening skills. Students who selected item " listening to English in general" used materials like YouTube videos, movies, songs, etc. while audio books, radio, etc. were adopted by learners who practiced listening skills deliberately. For both types of listening, a large number of participants spent less than 30 minutes or 30 minutes to 1 hour practicing. Specifically, the distinction in the number of students listening to English deliberately between the mentioned timelines was not much different (54 and 55 students) while the number of those listening to English in general shot up from 35 to 58 participants.

However, the students who spend 1 to 2 hours and more than 2 hours listening to English accounted for a very small number. More precisely, 19 students spent 1-2 hours listening to English in general while only 9 participants spent more than 2 hours. Comparing to the previous period, only a fifth of the students (11 students) who listening for 1-2 hours deliberately, and the statistics dropped dramatically when 1 was the number of students listening for more than 2 hours. In short, students invested more time in listening to English in general, in other words, participants were more familiar with songs, movies, YouTube videos when they practice listening skills.

Less than 30 minutes 30 minutes - 1 hour1-2 hoursMore than 2 hoursListening to English IN GENERALListening to English DELIBERATELY

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4.1.1.2 The difficulties and factors affect students’ listening comprehension

Figure 4.6: The difficulties in practice listening skills

The struggles mentioned in Figure 4.6 were generally found to have been encountered by a large number of students, more specifically, there were 3 problems with each difficulty having around

40 36 42 45 4027

53 59 55 48 6153

32 23

21 23 27 1937

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100 participants reported that they usually/sometimes faced. There were 101 participants could not base on the pronunciation of speaker to identify the spelling of the unknown words, and 99 other students claimed that without dictionary they were unable to guess the meaning of new words. Understanding the main ideas and crucial facts was the biggest obstacles that participants

experienced while practicing listening skills.

On the contrary, there are 2 troubles that fewer students encountered. 37 participants claimed that they never/rarely found it hard to listen to numbers, percentages, dates, etc. besides, there were around 40 learners never/rarely distracted by their surroundings.

In addition, for obstacles such as taking notes of the details, distinguishing between relevant and irrelevant information, understanding the transformed words due to the linking sounds, keeping up with the speed or understand what the speaker says, the number of participants usually/sometimes encountered ranged from 93 to 97 while 24 to 28 learners reported the opposite.

Figure 4.7: The factors impact the students’ practice of listening comprehension.

In addition to the above difficulties, there were other factors that affect the listening practice of participants. All the factors illustrated in Figure 7 were generally agreed by the majority of students about their influence on listening practice. 76 participants found it hard to motivate themselves practice listening at home. However, the impact of motivation was not as responded to by many learners as the effects of the surrounding environment (81 students) and the speaker's speed (87 students). Most significant was that 91 students agreed with the impact of the speaker’s accent on

Surroundingenvironment(noise, ect.)

Speaker's speedSpeaker's accentMotivation

What are the factors that impact on praticing English listening skills?

Numbers of students

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4.1.2 Completion dictation technique

Figure 4.8: The percentage of students applied completion dictation technique before.

The total number of participants was 121 and as can be seen from Figure 8, there were 86 students who claimed that they approached the completion dictation technique before while 35 students who accounted for almost 30% of the whole group admitted that they had never applied the completion dictation in practicing listening skills. Since the majority of participants have known and applied this technique, it is an advantage for the researcher. Students already had an overview of this technique and knew how it worked, so they would not be under pressure like when they

were introduced to completely new techniques.

4.1.2.1 Students’ progress and opinion on dictation exercises on Google Classroom.

Figure 4.9: The number of finished exercises on Google Classroom.

0 - 2 3 -5 6 - 8 9 - 10

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the effects of using completion dictation technique on improving students listening comprehension ability

<b>GRADUATION THESIS THE EFFECTS OF USING COMPLETION DICTATION TECHNIQUE ON IMPROVING STUDENTS’ LISTENING </b>

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<b>GRADUATION THESIS THE EFFECTS OF USING COMPLETION DICTATION TECHNIQUE ON IMPROVING STUDENTS’ LISTENING </b>

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<b>MINISTRY OF INDUSTRY AND TRADE </b>

<b>INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES </b>

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861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

861The effects of using completion dictation technique on improving students’ listening comprehension abilityTuesday, June 11, 2024

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