Report 2
Report 2
Report 2
REPORT WRITING
IMPROVING LISTENNING ABILITY IN
ENGLISH FOR STUDENTS AT THU DAU
MOT UNIVERSITY
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- Organization (15pts)
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- Resources (15pts):
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Total :………………………………………………………………………….
TABLE OF CONTENT
Abstract.....................................................................................................2
CHAPTER 1: INTRODUCTION...........................................................3
1.1 BACKGROUND OF THE STUDY.....................................................3
1.2 AIMS AND OJECTIVES OF THE STUDY.......................................4
1.3 RESEARCH QUESTION....................................................................4
1.4 SIGNIFICANE OF THE STUDY........................................................4
1.5 THESIS OUTLINE..............................................................................5
CHAPTER 2: LITERATURE REVIEW...............................................5
2.1 THEORETICAL FRAMEWORK........................................................5
2.2 THEME-RELATED FACTORS..........................................................9
CHAPTER 3: METHODOLOGY........................................................11
3.1 RESEARCH METHOD.....................................................................11
3.2 POPULATION AND SAMPLING....................................................11
3.3 RESEARCH INSTRUMENTS..........................................................12
3.4 PROCEDURE FOR DATA COLLECTION.....................................12
3.5 DATA ANALYSIS METHODS........................................................12
CHAPTER 4: FINDINGS AND DISCUSSION...................................13
4.1 THU DAU MOT UNIVERSITY STUDENTS' OVERVIEW...........13
4.2 DIFFICULTY IN LISTENING ENGLISH AT THU DAU MOT
UNIVERSITY STUDENTS.....................................................................14
CHAPTER 5: CONCLUSION AND MAIN SOLUTIONS
PROPOSED............................................................................................15
5.1 SOME SUGGESTIONS FOR IMPROVING STUDENT’S
ENGLISH LISTENING SKILLS.............................................................15
5.1.1 About the lecturers:.........................................................................15
5.1.2 About the students:..........................................................................16
5.1.3 About the school:.............................................................................20
5.2 CONCLUSION:.................................................................................21
This study's subjects are 40 Thu Dau Mot University students from
various majors. The goal of this article is to raise awareness of the role
and importance of listening skills in English learning, as well as to
provide methods to help students improve their listening skills.
CHAPTER 3: METHODOLOGY
3.2.1 Population
3.2.2 Sampling
This study will include 40 students from various disciplines. Their ages
range from 19 to 21. The participants were chosen by the researcher
because they had varying levels of English ability, learning styles, and
attitudes toward English classes. Most of the students participating in the
survey have studied English for more than 5 years (grades 6 to 12). The
The data in this study will be examined by the researcher using Google
Form.
80% of the students are students of other majors who are not majoring in
English.The majority of the students (100%) have been studying English
for more than 5 years. 60% of students believe that listening is a difficult
skill for them. Because most teachers in middle and high schools are very
focused on the grammar section and skim through the students' listening
comprehension throughout the process of studying and taking the ability
test from grade 6 to present. This has a significant impact on their current
English listening results. 80% of their teachers provide students with
methods to improve their listening skills, but they are not detailed or
difficult to implement.
Using a Google form survey, I discovered that the problems that impede
students are divided into five major categories, which are as follows:
Lack of vocabulary, poor quality of listening exercises, new/unknown
content/topics, inability to keep up with information due to the
reader/local interlocutor's accent, student's state/psychology.
PROPOSED
https://scholar.google.com/scholar?
q=related:8ynipwwTlKAJ:scholar.google.com/
16. Rost, M., & Ross, S. (1991). Learner Use of Strategies in Interaction
Typology and Teachability. Language Learning, 41, 235-268. -
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anh-cua-sinh-vien-1646109025/
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chuyên. (n.d.). zaidap.com. https://zaidap.com/cac-bien-phap-nang-cao-
ky-nang-nghe-tieng-anh-cho-sinh-vien-khong-chuyen-d382357.htm