MINISTRY OF EDUCATION AND TRAINING

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THESIS PROPOSAL
Master of Arts in English Language

STUDENTS’ ATTITUDES TOWARDS MOBILE

APPLICATIONS IN LEARNING ENGLISH
LISTENING SKILLS AT HO CHI MINH
UNIVERSITY OF FOREIGN LANGUAGES AND
INFORMATION TECHNOLOGY

Student’s name: Le Hoang Thai Thuong

Student’s code: 2041900026
Supervisor’s name: Duong My Tham, Ph.D.
 Ho Chi Minh City, March / 2022

SUPERVISOR’S COMMENTS

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HCMC, ……/……/………
Supervisor’s Signature
LIST OF ABBREVIATION
MALL Mobile-Assisted Language Learning
EFL English as a Foreign Language
M-learning Mobile Learning
L2 Second Language

LIST OF FIGURES

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Figure 1: Features of mobile devices

Figure 2: Conceptual framework for attitude towards MALL

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TABLE OF CONTENTS
LIST OF ABBREVIATION...................................................................................i

LIST OF FIGURES.................................................................................................ii

1. INTRODUCTION
1.1 Background to the study................................................................................1
1.2 Statement of the problem...............................................................................2
1.3 Aims and objectives of the study...................................................................4
1.4 Research questions.........................................................................................5
1.5 Scope of the study..........................................................................................5
2. LITERATURE REVIEW
2.1 Mobile assisted language learning
2.1.1 Definition of MALL..............................................................................6
2.1.2 The impacts of MALL on language skills..........................................8
2.1.3 Mobile applications for language education......................................11
2.2 Listening skill
2.2.1 Definition of listening skill..................................................................14
2.2.2 Approaches to learning and teaching listening skill............................15
2.2.3 Difficulties during teaching and learning listening skill.....................16
2.3 Attitudes
2.3.1 Definition of attitudes..........................................................................17
2.3.2 Components of attitudes.......................................................................17
2.4 Previous studies
2.4.1 Applying mobile applications for learning listening skills..................18
2.4.2Attitudes towards mobile applications..................................................19
2.5 Conceptual Framework..............................................................................21
3. METHODOLOGY
3.1 Research design............................................................................................22
3.2 Research site.................................................................................................22

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 3.3 Sample and sampling procedure...................................................................23
3.4 Research instruments
3.4.1 Questionnaire.......................................................................................23
3.4.2 Semi-structured interview....................................................................24
3.5 Data collection procedures
3.5.1 Questionnaire.......................................................................................24
3.5.2 Semi-structure interview.....................................................................25
3.6 Data analysis procedures..............................................................................25
3.7 Validity and Reliability................................................................................25
WORK PLAN.........................................................................................................27
LIST OF REFERENCE........................................................................................28
APPENDIX.............................................................................................................40

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1. INTRODUCTION
1.1 Background of the study

It is well-known that mobile phones or smartphones are the essential

devices which everyone keeps beside them because they are very convenient
tools for many aspects of life. Obviously, people nowadays depend on their
mobile phones. Using mobile phones is popular in Vietnam and people love
to use them in many different aspects of life such as contacting friends and
family, working, playing games, watching movies and learning. And to
English learners, mobile phones can be great tools for them in improving the
English skills. There are many studies of language learning and teaching
using mobile devices and mobile applications. For instance, using mobile
phone to improve the knowledge of vocabulary (StockWell, 2010; Zhang,
Song, & Burston, 2011) or grammar, speaking and listening (Rueckert,
Kiser, & Cho, 2012). According to Brown (2015), of all four skills of
language, listening skill is used more often than speaking skill. However, he
also stated that listening comprehension received less attention of teachers
and less time in English learning than speaking, writing and reading.
Additionally, one of the most difficult language skills is listening
(Artyushina & Sheypak, 2018; Tran Quoc Thao & Duong My Tham, 2020).
In the Vietnamese EFL context, there are many obstacles for students when
they try to train and perfect their listening skills. For instance, teaching and
learning listening skill at high school have been discussed for a long time,
but this skill has not received much attention. There is probably a reason that
high school examinations do not include listening tests, teachers would rather
spend more time on other skills which help their students pass the
examinations and get high scores. Due to lack of investment, students in high
schools always have many problems with listening comprehension. Tran
Quoc Thao and Duong My Tham (2020) found numerous problems which
students at a high school in Ho Chi Minh city faced while they learn English

1
 listening skills such as phonetic barrier, vocabulary obstacle, materials.
Furthermore, at the university level, listening skills also cause many
difficulties for students. Nguyen Ngoc Quyen and Thai Cong Dan (2018)
concluded that first year English majors at some universities in Mekong
Delta also faced similar difficulties like high school students and other
factors including speakers’ accents, students’ concentration ability and
negative emotions in learning listening comprehension.
Thanks to the advance of mobile technology, mobile learning (m-
learning) has received a lot of attention in teaching and learning L2 (second
language). Especially, mobile applications which are functions of mobile
phones can help learners develop their listening comprehension. Moreover,
using mobile phones for learning and teaching is a fruitful trend which can
simplify the ways learners and teachers work inside and outside of
classroom, particularly mobile applications. In order to serve the purpose of
studying English, many applications have been created and they are very
excellent tools for learning English (Hockly, 2012). M-learning has offered
numerous opportunities to support teachers and learners in and outside the
classroom (Martin & Ertzberger, 2013). Although there are some
disadvantages which stop learners from using m-learning to improve their
language skills such as cost, accessibility, and technical considerations, many
mobile applications still have been used widely for the purpose of learning
L2. For instance, according to Wang and Smith (2013), Japanese learners
mostly have a mobile phone, and smart phone users are well-known.
Thornton and Houser (2005) presented in their study that in Japan learners
would like to have more learning materials which could be used on smart
phones than on personal computers.
1.2 Statement of the problem

Many studies revealed that using mobile phones in learning was

effective to a great extent. In addition, Alsied (2019) stated that using

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mobile phones to check new words, listen to English songs gave learners
great benefits in improving their language skills. From the researcher’s
observation, however, in most of the Vietnamese universities, especially in
Ho Chi Minh university of Foreign Languages and Information Technology
(HUFLIT), few teachers and learners have tried applying mobile
applications in learning and teaching English listening skills. Although
some of articles published in HUFLIT Journal of Science mentioned the
modernization, globalization and the fourth industrial revolution (IR 4.0) in
teaching, learning and managing English classes, yet mobile applications
have not been applied officially. Additionally, the world has been suffered
an enormous pandemic, COVID-19, which affected the educational field
severely. Mobile learning continues to create fluctuations that affect
teaching and learning styles during the pandemic.
Listening is one of the most difficult skills in English language
learning since listeners will depend on every information from speakers to
achieve purposes of communication. Nowadays, many information
technologies and technical devices offer teachers and students a lot of ways
to teach and learn a foreign language. However, the use of mobile
applications in education may give students opportunities to learning
anywhere and anytime. Especially, in Vietnam context where English major
students study English as a Foreign Language, there are fewer chances for
them to practice listening skills outside of the class. But the idea of
integrating mobile applications in and outside of the class may help students
to develop their listening competence. They will be happy to decide by
themselves which subjects, topics, materials, methods, and techniques to
study when working on the mobile applications which are recommended by
their teachers. There are students who are good at technology, but some
students are very low-tech therefore it is better if teachers can provide or
give them advice which mobile applications are appropriate.

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 However, although more and more students have begun to use their
mobile phones for the purposes of learning, especially during the COVID-
19 pandemic, at HUFLIT the use of mobile phones have not been integrated
into the teaching and learning listening process. Additionally, there are just
a few periods for listening skills per week in class, English majors will not
have enough time and may have difficulties when practicing listening skills
through homework or materials. As a result, they would like to try other
sources online. Nevertheless, it is quite expensive if students need a laptop
or a computer just for finding extra sources outside of the class. Therefore, it
is much better and more beneficial to most university students in general
and English majors at HUFLIT in particular if their smartphones can be
used as learning resources.
Many researchers conducted their studies with mobile learning
helping students develop their English skills. Most of them agreed that
mobile learning had positive effects on the language skills (Al-Shamsi, Al-
Mekhlafi, Busaidi & Hilal, 2020; Artyushina & Sheypak, 2018; Jati, 2018;
Kim, 2013; Utami, 2020; Zhu, 2018). In Vietnam, applying mobile
applications in teaching and learning English in higher education probably
faces a lot of difficulties such as school policy, educational quality, and
budgets, etc. However, in recent years more and more studies have paid
attention on mobile learning for English major students. Thus, it is
necessary to investigate teachers’ and English majors’ attitudes towards
using mobile applications to learn listening skills. Besides, there has been no
research conducted at Ho Chi Minh university of Foreign Languages and
Information Technology. Therefore, this thesis is about to examine students’
perspective towards the employment of mobile application in learning
English listening skills at HUFLIT.
1.3 Aims and objectives of the study

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 The purpose of this research is to investigate the attitudes of students
by using the mixed method for the employment of mobile applications inside
and outside the classroom in order to improve students’ listening skills at
HUFLIT. The objectives of this study are as follows:
To explore HUFLIT students’ attitudes towards the use of mobile
applications in learning English listening skills
To examine if there are correlations between the students’ attitudes
towards mobile applications and their English listening competence.
1.4 Research questions

To achieve the aforementioned objectives, the research questions driving this

study are:
1. What are EFL students’ attitudes towards the application of mobile
applications in learning English listening skills at HUFLIT?
2. Are there any correlations between the students’ attitudes towards mobile
applications and their English listening competence? If so, how?
1.5 Scope of the study

This study will be conducted at Ho Chi Minh university of Foreign

Languages and Information Technology, located at 828 Su Van Hanh street,
Ward 13, District 10, Ho Chi Minh city, Vietnam. The participant of this
study will be 100 second-year English majors. With the mixed method, the
researcher will use a closed-ended questionnaires to collect quantitative data
from the students at HUFLIT first and then compare with qualitative quotes
which is gathered by interviewing randomly 10 students from different levels
with open-ended questions. EFL students who take part in this study will be
given questionnaires, 10 randomly chosen students will be interviewed to get
their opinions on this topic.

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2. LITERATURE REVIEW
2.1 Mobile assisted language learning
2.1.1 Definition of MALL
According to Chimnery (2006), the term Mobile Assisted Language
Learning (MALL) was first introduced around 2005 since some American
universities started to support their students with free mobile devices. Now,
mobile learning has been used widely in education that it can give students
opportunities to learn with their portable devices (El-Hussein & Cronje,
2010). MALL is an approach of learning language that can help learners
study language skills with the use of mobile devices like smartphones, or
personal digital assistants (PDAs) (Valarmathi, 2011). Additionally, Chen
and Mao (2013) mentioned that MALL could provide both formal and
informal learning of a foreign language with the help of mobile devices.
MALL is also described as the use of mobile technology in learning a
language (Miangah & Nezarat, 2012). Brown (2015) stated that MALL was
invented in order to meet the learners’ demand for learning anytime and
anywhere. In the same way, O’Malley et al. (2003) also defined that MALL
was when learners no longer depended on fixed location and they had
chances to use mobile technologies for their learning ubiquitously.
Furthermore, Rosell-Aguilar (2013) added that mobile learning provided
teachers and learners more space to extend learning outside traditional
learning environments. According to Harris (2001), MALL could be
supposed to connect mobile computing and e-learning to create an anytime
and anywhere teaching and learning experience. Attwell (2005) and Dye et
al. (2003) stated that m-learning could present content and form distance
communication between teachers and learners with the help of mobile
devices such as PDAs, laptops, and mobile phones.
Ecem and Mithat (2017) mentioned that MALL was a subfield of m-
learning and became more and more popular in the educational field in

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recent years. In addition, Frank (2011), Pollara and Kee (2011), Sad and
Goktas (2013) also proposed that m-learning is an extension of e-learning
basing on mobile devices. Quinn (2000) defined m-learning as e-learning
through mobile computational devices like Palms, Window machines, and
digital cell phones. Koike et al. (2005) stated that there were a lot of schools
that applied and developed m-learning, the new trend of learning process. M-
learning mainly focused on the mobility of learning and the interaction
between learners and teachers, or among learners that can develop the
effectiveness and flexibility of learning language skills (Li, 2008). In the
study of El-Hussein and Cronje (2010), the idea of mobility was classified
significantly into three areas: technological mobility; learning mobility; and
learners’ mobility. Technological mobility is about the usage of mobile
devices which help learners access learning materials anywhere and anytime.
In term of learning mobility, when integrating m-learning into lessons, it
may increase the motivation and enthusiasm of learners while learning.
Moreover, according to Sharples et al. (2005), new modes of educational
were created such as personalization, learner-center, collaboration, lifelong
learning, and ubiquity with the mobility of learning. Lastly, learners are able
to connect with each other easily for learning purposes when they are
mobile. In other words, m-learning gives learners ways to overcome the
limitations of space and time in learning. In this study, the research will take
use of the above definitions of mobile learning and mainly focus on the use
of mobile phones to access mobile learning applications for learning
listening progress. Ludin and Magnusson (2003), Milrad et al. (2002), and
Viehland and Marshall (2005) stated in their studies that typical mobile
learning applications could help instructors and students access learning
resources and work together when taking part in learning activities. In the
same way, Sharples (2000) concluded that some advanced mobile learning
applications such as tutoring systems, simulated classrooms, dictionaries,

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and other resources could help students access learning materials whenever
and wherever they want.
2.1.2 The impacts of MALL on language skills
Integrating MALL will benefit teaching and learning language skills.
To compare with personal computer technology, Wang and Smith (2013)
provided three reasons for the development of m-learning in language
learning and teaching including power functionalities, flexibility in
connecting internet with both Wi-fi and cellular data networks and the
progress of mobile phone hardware. Additionally, Brown (2015) stated that
one of mobile devices with greater flexibility than personal computers was
smartphones. Smartphones help learners not only connect to Wi-fi or cellular
data networks but also access to abundance of learning mobile applications
immediately. Furthermore, with the development of technology, nowadays
mobile applications for language learning may be more glamorous
alternatives than traditional learning materials. Godwin-Jones (2017) and
Kukulska-Hume (2015) asserted that there were positive impacts when
applying mobile technology for language learning. According to Duman et
al. (2015), with mobile technology, mobile learners and teachers can have
flexible time and experiences of collaboration inside and outside classroom.
Additionally, in recent years, mobile devices, especially mobile phones, are
developed with significant features which were described in the Figure 1
(Bozkurt, 2017). Multiple sensors may be the most significant feature that
increase the users’ experiences.

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Figure 1. Features of mobile devices (Bozkurt, 2017)

With the above features, mobile devices can be possibly used by teachers and
learners in order to increase the effectiveness of learning language skills. In
this study, the researcher will focus on the use of applications on
smartphones which include most of mobile devices’ features and are
continuously enhanced by developers from around the world. Moreover,
students find that learning with mobile devices is exciting and appealing,
because they can learn and work with their most favorite daily devices
(Attewell, 2005; Nihalani and Mayrath, 2010; Perry, 2013; Thomas and
Munoz, 2016; Traxler, 2009). Although mobile devices like smart phones
have not been officially designed for high education, they still have a lot of
benefits for language classrooms. Brown (2015) indicated that applications
of technology in a language classrooms were apparently perpetual. Learning
vocabulary with MALL, especially mobile phones, has been more and more
popular in recent years. Saran et al. (2008) and Lu (2008) concluded that
students showed positive attitudes when they use their mobile phones to
learn new words and they could understand more vocabulary than those who
work with the paper-based requests. Additionally, Butgereit and Botha
(2009) asserted that learners had more fun in both preparing and training
spelling English words.

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 Not only learning vocabulary, MALL also reveals great potential in
applying for other learning situations. Using mobile social network like
Facebook on smart phones also helped learners have more opportunities to
study and experience knowledge outside classroom Al-Shehri (2011).
Additionally, MALL helped the participants who were male and female
college students in Abedalla’s study (2015) not only learn speaking skills
more effectively but also connect with each other more easily with the use of
mobile applications. Besides, from the findings, Abedalla also stated that
with MALL learners could be able to compare the language they learned
with their own language. For writing and reading skills, Chang and Hsu
(2011) introduced a system which support students in translating materials
and sharing with others in the course of intensive reading. In term of
practicing listening and speaking, Demouy and Kukulska-Hulme (2010)
indicated that participants were willing to adapt the use of iPods, MP3
players and mobile phones in order to practice the skills. Wang and Smith
(2013) announced that learning reading and grammar with mobile devices
showed good experience in language learning. Students in the study of Nah
et al. (2008) were motivated to study with mobile phones by accessing
wireless application protocol sites through the Internet for improving
listening skills. They also stated that mobile phones could enhance chances
for learners to learn language skills actively and effectively. Artyushina and
Sheypak (2018) concluded in their study that podcasts on mobile phones
could assist learners’ listening skills outside the classroom. Also, in term of
improving listening skills Kim (2013) provided results that were evidence for
the possibility of MALL in helping learners. Moreover, the study showed
advantages and disadvantages of mobile phones’ applications in learning
listening skills. Although integrating mobile phones in teaching and learning
has been receiving more attention, less studies have been conducted to
investigate learners’ attitudes of integrating mobile applications into listening

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skill in high education level, especially at HUFLIT. Therefore, this study
tries to focus on the attitudes of the students of mobile applications then
providing schools more information for developing better learning listening
skill experiences.
2.1.3 The application of mobile applications in language education
EFL learners' difficulties when listening to the target language and the
critical nature of mastering listening skills for language acquisition highlight
the need to develop new strategies and techniques to aid in listening
comprehension. Furthermore, few studies such as Al-Handhali (2009),
Gangaiamaran and Pasupathi (2017), Yabukoshi (2018), and Vamdergrift
and Goh (2012) stated that students should be encouraged to engage in self-
regulated learning by seeking out chances for listening outside of the
classroom. Also, there has been a growing emphasis on the use of authentic
materials in the learning process (Vandergrift, 2007) and on offering
substantial listening experience to the L2 language outside of the class (Lee
& Cha, 2017).
According to the above discussion, integrating mobile learning can
help students reduce their anxiety, increase their language exposure, improve
their independence, and develop some learning strategies that will motivate
them to seek out further opportunities outside of the classroom while
learning English skills, especially listening skills (AlAamri, 2011; Al Yafei
& Osman, 2016; Chen, 2016; Kim, 2013; Kukulska-Hulme & Traxler, 2005;
Liu & He, 2015; Rahimi & Soleymani, 2015). Outside of the classroom,
mobile devices can be used to enhance the learning process and create a
more self-regulated learning environment (Zheng & Chen, 2018).
Additionally, mobile-based learning can be a practical tool for offering rapid
feedback and assessment to students, allowing them to track their linguistic
self-improvement (Chen, Hsu & Doong, 2016). Therefore, in order to have a

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better look towards the applications of mobile devices in enhancing listening
skills, this study intends to investigate English majors’ attitudes at HUFLIT.
According to Pachler et al. (2010), mobile technologies are evolving
at an incredible rate, giving a variety of materials, including interactive apps,
suited for independent language study and creating new learning contexts. As
a result, EFL teachers have begun to apply a variety of mobile devices in
recent years, including tablets, MP4 players, and others. However, mobile
phones and smartphones are the most utilized technology for language
acquisition. In addition, according to Kukulska-Hulme et al. (2007), most
MALL activities involve the usage of mobile phones. Mobile phones and
smartphones have many functions, including SMS, MMS, video features, or
apps for language learning. Furthermore, mobile devices are widely
accessible and easy to use, so they can be used as tools to help learners
improve their language skills. Many studies have been conducted to prove
the benefits of applying in mobile devices in education.
Technology is a potent tool for education, and it may be used in a
variety of ways to enhance teaching and learning. The widespread
availability of mobile devices has simplified the learning process, but
knowing how to properly use mobile devices is critical in the linked society
nowadays. There is a variety of mobile learning and mobile boosted
language learning devices, from simple devices to high-tech multi-purpose
devices like mobile phones which provide numerous benefits to students
such as flexibility, low cost, small size and user-friendliness (Trinder, 2005).
Mobile learning technologies enable teachers and students to take a more
flexible method to education. According to Khaddage et al. (2016), as the use
of portable devices has increased, so has the notion that such devices could
be beneficial in the teaching and learning process. Mobile applications are
gaining popularity and can be used for a variety of purposes. Numerous
educational applications have been developed (Demuynck & Laureys, 2002).

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However, Pettit and Kukulska-Hulme (2007) asserted that users rarely
recognize mobile phones' potential as a learning tool despite their
sophistication and widespread use. Only a minority of users use them for
educational purposes.
While mobile technologies have a number of advantages, researchers
are investigating how they might be used to promote language acquisition
(Huang et al., 2012). Smartphones also have drawbacks, such as tiny screen
sizes and limited graphic presentation (Albers and Kim, 2013). They also
have some technical challenges, including their reliance on the internet and
the content's proclivity for instabilities of various kinds. Shudong and
Higgins (2006) explore the disadvantages of mobile phone-based learning as
well as the factors that limit its appropriateness in their study. They surveyed
32 university students about their mobile device use. According to the study's
findings, m-learning will take some time to become acknowledged as a
component of the average person's lifelong education. Ugur and Koc (2015)
performed research to acquire insight into the frequency and manner in
which students use their mobile phones in college classrooms. The
investigation discovered that most students did not utilize their smartphones
to aid their studies but rather for personal purposes. Apart from their
potential useful uses, mobile phones do have some disadvantages to
consider. For this reason, students must exercise extreme caution while using
mobile phones as an educational tool, taking into account any problems and
resolving them immediately.
The number of people using and applying mobile applications keeps
increasing, there are more and more studies on MALL and the factors
affecting the mobile application and acceptance such as Hussein (2017);
Liaw and Huang (2015); Liu and Carlsson (2010); and Ngo Tan Vu Khanh
and Gim (2014). Additionally, there were seven factors affecting learners’
attitudes towards mobile applications including: perceived usefulness, ease

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 of use, trust, context, character and personal qualities (Hamidi & Chavoshi,
2018). Davis (1989) conducted a study to investigate the two theories
including perceived usefulness and perceived ease of use which leaded to the
acceptance of users for technology. Then, numerous studies have
concentrated on utility and ease of use, two components of Davis's widely
referenced Technology Acceptance Model (TAM). Despite its popularity in
the literature, according to Chuttur (2009), TAM has been challenged for
lacking the accuracy and relevance necessary to be considered a well-
established theory. However, with the second TAM model explaining almost
half of the participants' usefulness assessments and usage intentions, the
authors acknowledged that user acceptance of technology remains a
complex, elusive, yet critical phenomenon (Venkatesh & Davis, 2000).In
recent years, many studies have revealed other aspects impacting mobile
learning besides the TAM components. Shroff and Keyes (2017) developed a
framework consisting of four elements: perceived competence, perceived
difficulty, perceived choice, and perceived interest.
Gyoo-Mi and Sang-Jun (2017) created a complete hierarchical
framework for content, system, learner, and language learning success
factors, each with its own set of sub-criteria, in the field of MALL.
Additionally, there have been several pieces of research on the elements that
influence the acceptance of mobile learning. Liaw and Huang (2015)
discovered that perceived anxiety, self-efficacy, and self-regulation all had
an effect on the acceptance of mobile learning in Taiwanese higher
education. Addtionally, Skoumpopoulou et al. (2018) discovered that
members' performance expectations and behavioral intentions have an effect
on their acceptance of technology in Hong Kong and the United Kingdom.
2.2 Listening skill
2.2.1 Definition of listening skill

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 Listening is a receptive skill that learners use to gain information from
speakers. It is also the first skill that learners must acquire before embarking
on their quest to master the English language. When learners are good at
listening, they can perform better in communicating. Moreover, according to
Brown (2015), students always spend more time listening than speaking in
class. He also added that listening ability was universally greater than
speaking ability. Although listening seems to be a passive skill, students also
have to think actively while listening to improve their listening skills.
More importantly, numerous language-learning practices, both within
and outside the language classroom, include listening. Therefore, the
development of listening abilities will lay the groundwork for developing
other language skills. Additionally, Nation and Jonathan (2009) defined
listening as the natural predecessor to speaking; the early phases of language
development for language learners are entirely dependent on listening.
2.2.2 Approaches to learning and teaching listening skill
For many language learners listening skills are considered as required
skills, and it is one of the most challenging skills for EFL teachers to teach
(Goh, 2014). He also stated that teaching listening lessons often included
listening to paragraphs, replying questions and correcting students’ answers.
Approaches for teaching listening have been developed through a long
history with the audiolingual method, the total physical response method and
the communicative and task-based approaches. Over the last several decades,
three approaches which have been widely used to teach listening skills were
top-down, bottom-up, and interactive models. Listeners obtain the gist and
main ideas of the listening passage through top-down processing. Bottom-up
processing requires listeners to concentrate on individual words and phrases
and then piece together the details to form the entire content (Harmer, 2001).
In terms of interactive models, Brown (2015) asserted that listening is
not a one-way path. Additionally, Clark and Clark (1977) and Richards

15
(1983) introduced seven processes in listening comprehension in their
studies, including decoding auditory sounds; determining the function of the
speech event; activating schemata; assigning literal meanings; assigning
intended meaning; determining the demand for short-term or long-term
memory, and retaining essential information or meanings. As a result, it
should be evident that listening comprehension is an active effort, but more
significantly, an interactive one (Goh, 2014).
2.2.3 Difficulties in teaching and learning listening skill
Although listening is a passive skill, it requires learners to be active
while receiving information from speakers. Enhancing listening skills in a
second or foreign language is not simple, as learners must simultaneously
process material and linguistic knowledge while listening (Kim, 2013). In
addition, in reality, listeners have to depend on the speed rate of the speakers
while communicating and do not have an opportunity to repeat the speech.
As a result, listeners often face cognitive restrictions in interpreting
information in L2 communication. Cook (1996) states that both linguistic
issues and memory constraints cause limitations on learners' capacity to
comprehend a second language.
Language learners also have to face a number of obstacles which stop
them from mastering listening skills. Some learners find that they have
physical and mental problems. For instance, they have difficulties in hearing
and remembering information from the speakers or troubles with the
environment around such as air conditioners, and smoking.
Brown (2015) asserts that eight characteristics create difficulties when
learners perform listening skills in conversations, including clustering,
redundancy, reduced forms, performance variables, colloquial language,
delivery rate, pronunciation features, and interaction. Authenticity may
appear as one of the difficulties for learners in learning listening skills. In
other words, authenticity implies the use of natural language, which is

16
 unlikely to be slowed down or simplified. For L2 learners, authenticity
frequently means negative perceptions, as listening to authentic materials
can be challenging. When learners listen to unfamiliar topics at the same rate
as native speakers speak, they barely pick up on the meaning and are left
with a nearly continuous chain of sounds. Brown (2004) states that the target
language needs to be natural, and its learning tasks should be authentic to
make the language more enjoyable to learners. Therefore, according to
Elkhafaifi (2005) and Kao (2006), teachers should provide materials that are
familiar or relevant to students' interests and a variety of listening inputs,
such as various types of speakers, speeches, presentation modes, and
situations.
2.3 Attitudes
2.3.1 Definition of attitudes
When integrating mobile devices into language teaching and learning,
it is critical to understand the effectiveness of mobile applications as well as
teachers' and students' attitudes regarding smart technologies. Attitude refers
to assessing another person, an idea, or an item. Generally, attitudes are
categorized as favorable or unfavorable and positive or negative.
Additionally, they might be characterized as a learned pattern of responding
to social cues. Ajzen (1993) states that attitude can be defined as an
individuals' tendency to react to a particular object, activity, person,
institution, event, or other distinguishable components of their universe. In
the same way, Banaji and Heiphetz (2010) assert that a set of feelings,
beliefs, and behaviors toward a specific object, person, thing, or event is
characterized as an attitude in psychology. It is a taught tendency to assess or
see things in a particular manner. As a result, one can have a good or
negative evaluation or perception of specific items, events, and practices.
2.3.2 Components of attitudes

17
 According to Allport (1954), Hilgard (1980), Rosenberg and Hovland
(1960), attitudes are composed of three components: affective, behavioral,
and cognitive. First, the attitude's affective component is concerned with how
one's feelings or emotions shape one's attitudes about a person or item. If one
person has a positive attitude to someone or something, he or she is more
inclined to address them positively. It remains a psychological reaction that
may be expressed verbally or nonverbally as an expression of one's feelings
against a subject, item, person, or institution. This reaction might be either
favorable or negative. Second, the cognitive component refers to our
attitudes being shaped by our beliefs and knowledge about someone,
something, or a circumstance. It is connected with the individual's perception
and information of a subject, object, or person. And finally, the behavioral
aspect is concerned with an individual's conduct toward another person or
situation. As a result, this component may involve intents, plans, and
commitments to carry out a planned behavior.
2.4 Previous studies
2.4.1 Applying mobile applications for learning listening skills
Mobile devices have been showing their benefits in many fields.
According to Cheon et al. (2012) asserted that mobile learning enables
engagement to occur outside of the classroom in comparison to classroom-
based computer learning. Thus, many studies have been conducted in order
to prove the needs for mobile applications in education.
Azar and Hassan (2014) studied the attitudes of EFL learners towards
the applications of MALL on listening skills. They conducted the study
with seventy students in Mahabad, Iran. Traditional and mobile phone
based materials were used for the control group and the experimental group.
Then the researchers gave out questionnaire to the participants to
investigate their attitudes toward the use of technology. The findings
showed outstanding performance of the control group with the assistance of

18
mobile phones and the positive perceptions of learners in applying
audiobooks on mobile phones for listening skills.
Al-Shamsi et al. (2020) conducted a study to investigate the effect of
applying mobile devices on listening comprehension. The quasi-
experimental method including tests and questionnaire was applied to for
forty-eight participants in an institute of a military school. The participants
in the control group show significant results in listening skills. In addition,
all participants agreed that learning with mobile phones increasing their
vocabulary, motivating them to learn more and giving them opportunities to
access learning lesson everywhere at any time.
Read and Kukulska-Hulme (2015) conducted a study to examine the
possibility and effectiveness of the audio news trainer which was a mobile
application on improving listening skills. Research questions focused on the
effectiveness of the app, its motivation for learning listening and students’
performance. Ninety students of The Spanish National Distance Education
University were registered to participate in the study. By using pre-
questionnaires and post-questionnaires, the researchers collected the data
and analyzed them for the results. The findings were impressive. Most of
the students showed their enthusiasm to the use of the app and despite some
disadvantages of mobile devices, they still wanted to continue using the app
as an assistance tool for listening skills.
2.4.2 Attitudes towards mobile applications
Nonetheless, according to Dashtestani (2016) and Stockwell (2008),
the flexibility and widespread use of smartphones today do not guarantee
that EFL learners and teachers would accept their use for educational
reasons. There are some studies which have been conducted to understand
the perceptions of EFL teachers and learners towards the mobile
applications for educational purposes. Vo Van Loc and Vo Thuy Linh
(2020) investigated the perceptions of sixty-nine EFL teachers at University

19
X, Vietnam. The qualitative approach and questionnaires were carried out
and used to collect the data. The findings showed that M-learning and the
applications on mobile devices received positive attitudes from EFL
teachers and could be accepted in class.
Vo Van Loc et al. (2021) conducted a study to examine the behavior
and awareness of EFL learners at a University in Ho Chi Minh city,
Vietnam towards the use of mobile technology for English learning. One
hundred of EFL learners participated in the study and answered thirteen
English-Vietnamese statements in the questionnaire. Then, the researchers
used the SPSS 20 to analyzed the data. The results indicated that learners
had positive perceptions and were willing to use mobile technology to
practice English skills. In addition, the university also showed the
willingness to apply mobile learning applications in the future. Pham Thu
Tra (2019) conducted a study to investigate the attitudes of English learners
from a university in Vietnam. The researcher applied the mixed-method for
the survey with the questionnaire. Ninety-five first-year students took part
in the study. Both qualitative and quantitative data showed that majority of
the participants had positive attitudes towards the application of mobile
devices, especially smartphones used by 96% of participants in the study.
In conclusion, EFL teachers and learners are always at the core of all
learning activities inside and outside of the classroom, and their current lack
of knowledge of this newly introduced learning tool may result in their
rejection of using mobile applications for language learning. Oz (2015) also
asserted that successful integration of mobile language learning into L2
education is reliant on both students' and teachers' behavioral intentions,
awareness, and perceptual attitudes towards mobile language learning.
Additionally, Pollara and Kee Broussard (2011) and Sad and Goktas (2013)
added that it was critical to conduct research into learners and teachers’
favorable perceptions and attitudes to determine whether they will approve

20
 and use mobile devices. Moreover, there are only a few studies about
students’ attitudes towards MALL in learning listening skills and the
correlation between students’ English listening competence and their
attitudes in Ho Chi Minh city and there is no such study at HUFLIT. For the
reasons mentioned above, the study aims to investigate the attitudes of
students in applying mobile devices for learning and enhancing their
listening skills in higher education and to find the correlation between their
English listening competence and their attitudes towards MA.
2.5 Conceptual Framework
The main framework includes the three main components for attitude
towards MALL which are Cognitive, Affective and Behavioral and the
students’ listening competence. This framework is adapted from Technology
Acceptance Model (TAM) by Davis (1989) and the theoretical framework for
attitude towards MALL by Pham Thu Tra (2020). However, the models do
not match the scope of this study because it focuses on students' perceptions
of the utility of the attitudinal subjects and their perceptions of difficulty
while ignoring English proficiency, which may influence their attitudes
toward MALL. As a result, to fit this study, the author changed the models,
combining them with the students' listening competence.
Figure 2. Conceptual framework for attitude towards MALL

Students’ attitudes Students’

towards the application Listening
of mobile applications Competence

COGNITIVE AFFECTIVE BEHAVIOR

Perceived Enjoyment Acceptance
usefulness Excitement Guidance
Perceived ease Anxiety
of use
Perceived
difficulty

21
3. METHODOLOGY
3.1 Research design
In this study, the researcher will attempt to discover the English
majors’ attitudes and their listening achievement towards the applications of
mobile learning in learning and enhancing listening skills at HUFLIT. In
addition, this study will mainly focus on the sophomores. The reason is
because this is the time when they need to improve their self-study skills
which mobile applications are the great choices for them. At HUFLIT,
although it is not official to use smart phones during class time, the students
are encouraged by their teachers to practice English skills, especially
listening skills with their smart phones outside classrooms. The researcher
will conduct this study using a mixed-methods approach that incorporates
both qualitative and quantitative research methods. Tasha and Teddlie
(2003) define mixed-method research design as the procedure for gathering
and analyzing both qualitative and quantitative data in a single study. Over
time, researchers have used a mixed-methods approach to explain concepts
from one method to the next, to consolidate or corroborate findings from
disparate data sources.
First, the researcher will distribute questionnaires to participants to
collect quantitative data for the study. The researcher will use the
questionnaire to obtain participants' personal details and attitudes towards
the use of mobile applications to aid in the acquisition of English listening
skills. The researcher may be able to know how sophomores feel about
utilizing mobile phones to improve their listening skills and how their
listening achievement influences their attitudes using the information from
the questionnaire. Then, the researcher will conduct semi-structured
interviews with ten students at different levels in listening skills. The results
from the interviews will assist the researcher in confirming the participants'

22
 attitudes towards mobile applications and the relationship between their
attitudes and their listening competence.
3.2 Research site
The research will be conducted at HUFLIT's English Language
Department. The English Language Department of HUFLIT has been well-
equipped with modern facilities such as computers, multimedia projectors,
cable TV, practice rooms with internet access, and libraries to support
English teaching and learning. Additionally, Translation and Interpretation,
Office Administrative Skills, Business English, English Pedagogy, and
Bilingual English-Chinese are among the five faculties in the English
Language Department. Second-year English majors must complete a two-
year general English program before enrolling in specific faculties in the
third year. The General English program includes listening, speaking,
reading, and writing skills.
3.3 Sample and sampling procedure
The sample of the study will include 100 students of English major
sophomores at HUFLIT. This study will make use of a convenient sampling
method. This is a strategy for sampling without regard for probability. The
researcher will choose the participants based on their ease of access and
proximity to the researcher. Data collection procedure is conducted in the
right and specific place (Cohen, Manion & Morrison, 2007). Besides, the
participants will be selected conveniently and assigned to support the
researcher thanks to the permission from the Dean of English Language
Department at HUFLIT.
3.4 Research instruments
3.4.1 Questionnaire
The researcher will use the questionnaire for several reasons. First, the
concept of using questionnaires to collect data is based on Creswell
(2012). According to Creswell (2012), questionnaires are an acceptable

23
 instrument for data collection when participants' ideas require description,
explanation, or expression of personal opinions, behaviors, or attitudes.
The researcher wishes to apply the Likert scale in this investigation. The
Likert scales are the most often employed among scaling approaches
(Dornyei & Taguchi ,2010). Likert scales consist of a series of assertions,
each of which is tied to a specific aim. The questionnaire written in the
Vietnamese language will be used to explore the attitudes of English
major sophomores affecting the application of mobile apps toward
listening skills and the relationship between the students’ listening
achievement.
3.4.2 Semi-structured interview
This study will collect data via a semi-structured interview apart from
the questionnaire. According to Seliger and Shohamy (2000), interviews
can be used to collect data on essential characteristics such as attitudes
and motivation for learning a second language, as well as to serve as
assessments for determining students' language proficiency. Driscoll
(2011) underlines the importance of conducting interviews to get data
from personal beliefs. As a result, this instrument will be modified to
elicit the perspectives of a few specific students. In this study, the
researcher will conveniently choose ten students for the interview in
order to scrutinize attitudes towards the mobile applications for
enhancing listening skills. The interview will aim to reassure the answers
of students from the questionnaire. The interview questions will be
translated into Vietnamese to avoid any misunderstandings.
3.5 Data collection procedures
3.5.1Questionnaire
First, the researcher will ask for permission from the Dean of the
English Language Department to conduct the research. The researcher
will then schedule a visit with the department and collect essential data

24
 with the Dean's permission. Next, the researcher will approach the sample
and explain the purpose of the research, stressing that the information
students give will only be used for research purposes and treated
confidentially. Therefore, the researcher will ask the participants to be as
honest as possible while answering. After that, the students will have the
estimated time of approximately 20 minutes to complete the
questionnaire. For their convenience, all question items will be translated
into Vietnamese. Finally, the questionnaire will be collected for analysis.
3.5.2 Semi-structured interview
The interview questions will be written in Vietnamese to allow
interviewees to express their own perspectives on the overall experience.
The researcher will be able to gain an in-depth understanding of the
participants' listening challenges, as well as their opinions towards the
usage of mobile applications for listening instruction, by conducting the
semi-structured interview. The information will be collected and analyzed
by using qualitative content analysis. With this instrument, there will be
10 students with different listening performance levels.
3.6 Data analysis procedures
The researcher will collect both qualitative and quantitative data for
the research. The quantitative data from the questionnaire will be analyzed
with the help of Statistical Products for the Social Services (SPSS) software.
The researcher will run descriptive statistics (i.e., Mean and Standard
Deviation) for the students’ attitudes towards mobile applications and
inferential statistics (i.e., Pearson’s correlation coefficient) for the
relationship between the students’ attitudes and their listening competence.
The researcher will then analyze the qualitative data gathered during the
interviews. The data will be transcribed and coded into a database. The
transcript will be classified according to themes.
3.7 Validity and Reliability

25
 In order to reach valid and reliable values from the questionnaire most of
items will be adapted to be appropriate with this study. Question items will
be adapted from the questionnaire developed by Davis (1989), Al-shamsi et
al. (2020), Saidounim and Bahloul (2016) and Pham Thu Tra (2020).
The questionnaire will be thoroughly examined, and the researcher will
seek guidance from experienced teachers to ensure that the comments are
constructive. Next, the supervisor will make remarks and recommendations
for improving the questionnaire. Then, the researcher will conduct a pilot
study with approximately twenty English major sophomores at HUFLIT.
To keep participants engaged, accountable, and truthful, the researcher
will spend time briefly explaining how to complete the questionnaire and the
value of providing honest responses. Additionally, they will be encouraged
respondents to be as honest as possible and voluntarily confirm their
willingness to participate in the study. Finally, SPSS software will be used to
examine the quantitative data.

26
WORK PLAN

Date (month) 11/3 4 5 6/7 8/9 10 11

Tasks
-Preparing thesis proposal

-Preparing and defending thesis proposal

-Revising thesis proposal

-Collecting data
-Analyzing data

-Writing

-Completion of the thesis

-Thesis defense

27
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