INTRODUCTION
Rationale
In today's globalized world, English stands out as a crucial international language that facilitates effective communication and rapid interaction with technological advancements and information Mastering English is essential for anyone seeking success in society.
Listening is often the least understood and valued of the four essential language skills: reading, writing, listening, and speaking Historically, language learning focused on reading and translation rather than listening However, research in the latter half of the twentieth century highlighted that listening is a crucial foundational skill in language acquisition, as it provides necessary input for learners This understanding emphasizes that effective communication relies on the ability to listen, making it vital for developing language knowledge.
Educators and researchers are increasingly acknowledging the vital role of listening comprehension in English language learning In response, educational developers are focusing on enhancing the listening sections of student textbooks to better align with the growing demand for English proficiency.
At Bien Hoa Gifted High School, where I have worked as an English teacher, I have observed that despite the implementation of the piloted English 10, 11, and 12 textbooks, students still face significant challenges in developing their listening skills My experience has led me to question the specific difficulties encountered by both teachers and students in listening comprehension, as well as effective strategies for enhancing students' English listening abilities By exploring and analyzing the attitudes of teachers and students toward the listening activities in the English 10 textbook, I aim to gain insights into the overall situation of teaching and learning listening skills, particularly within this specific curriculum.
From the result of the investigation, some possible measures will be taken to improve the situation.
Aims of the study
With the above-presented rationale, the specific aims of the study, accordingly, are:
- to investigate the attitudes of Ts and Ss at BHGHS towards listening skill
- to find out the attitudes of Ts and Ss at BHGHS towards listening activities in the piloted English 10 textbook
- to propose some possible solutions to increase the effectiveness of listening lessons.
Research questions
In order to achieve the mentioned aims, the following questions have been proposed:
What are the Ts and Ss‟ attitudes towards listening skill?
What are their attitudes towards listening activities in this textbook?
What should be done to improve listening lessons?
Scope of the study
This study aims to explore the attitudes of teachers and students towards listening activities in the E10 textbook at Bien Hoa Gifted High School in Ha Nam By focusing specifically on pre-, while-, and post-listening activities, the research seeks to provide recommendations for enhancing the effectiveness of teaching and learning listening skills.
This study focuses on tenth-grade non-English major students and teachers at BHGHS who have utilized the piloted E10 textbook It explores attitudes through feelings, opinions, and behaviors, acknowledging that its small scale limits the scope of inquiry Consequently, several intriguing issues may be better addressed in future research.
Significance of the study
The study highlights the Ts and Ss‟ attitudes towards the newly- designed listening section in the piloted E10 textbook It gives the impressions of the Ts and
This experiment serves as a valuable tool for assessing the listening section and identifying areas for improvement in future school years, based on feedback from teachers and students The findings of this research are anticipated to benefit English teachers and students at BHGHS specifically, as well as those in other high schools utilizing the piloted E10 textbook.
Methodology of the study
A survey research was conducted at BHGHS to achieve the stated aims, utilizing a questionnaire as the primary tool for data collection from learners Additionally, interviews with five English teachers at the school were conducted to gather further insights The data obtained from both the questionnaire and interviews were analyzed using descriptive statistical methods, with the expectation that this combination of data collection instruments would yield reliable findings.
Structure of the study
The study is organized into three primary sections, along with a list of references and appendices The first part serves as the introduction, outlining the rationale behind the research, its objectives, research questions, scope, significance, methodology, and overall structure The second part comprises the development, which is divided into three key chapters that explore the core findings of the study.
Chapter 1 is intended to give some theoretical background related to communicative language teaching, listening skill, attitudes and textbook recordings
Chapter 2 is the methodology It presents the research context and the method of the research Also included in this chapter is the information of the research participants, instruments, method of data collection and data analysis
Chapter 3 – Findings and discussion - provides the details of the analysis which has a general description of findings and discussion It ends with the summary of main findings
Part 3 is the conclusion which consists of conclusions, pedagogical implications, summary of the study, limitations and suggestions for further study.
DEVELOPMENT
The literature relevant to the current study is presented in four major categories: communicative language teaching, listening skill, attitudes and textbook recordings
According to Richards (1992), Communicative Language Teaching is an approach to teach foreign or second language which emphasizes to acquire communicative competence
According to Littlewood (1981), Communicative Language Teaching (CLT) emphasizes both the functional and structural elements of language, fostering a comprehensive communicative approach Proponents of CLT argue that instead of merely focusing on grammatical rules, meaningful use of the target language enhances learners' communicative competence.
In summary, communicative language teaching focuses on enhancing learners' communicative competence in the target language, empowering them to use it effectively and appropriately in various social contexts.
In Communicative Language Teaching (CLT), the focus shifts from teaching language structures to encouraging children to express themselves freely, allowing them to communicate their thoughts and ideas This approach prioritizes fluency, giving students the opportunity to use the language in meaningful ways, even if it means the teacher may not always have control over their language use.
In real-life language situations, such as writing to a pen friend or conversing with visitors, children prioritize effective communication over strict adherence to grammatical rules Communicative Language Teaching (CLT) aims to replicate this focus in the classroom, enabling children to engage meaningfully with the world beyond school Fluency activities play a crucial role in this process, as they encourage children to clarify their understanding, repeat information, and adapt their speech, mirroring authentic communication experiences.
LITERATURE REVIEW
Communicative language teaching (CLT)
According to Richards (1992), Communicative Language Teaching is an approach to teach foreign or second language which emphasizes to acquire communicative competence
According to Littlewood (1981), Communicative Language Teaching (CLT) emphasizes both the functional and structural elements of language, creating a comprehensive approach to communication Proponents of CLT argue that instead of solely focusing on grammatical rules, learners should engage with the target language in meaningful contexts to enhance their communicative competence.
In summary, communicative language teaching focuses on enhancing learners' ability to communicate effectively in the target language, ensuring they can use it appropriately across various social contexts.
In Communicative Language Teaching (CLT), the focus shifts from teaching language structures to encouraging children to actively use the language This approach allows students to express their thoughts freely, often leading to less teacher control over their language use Fluency is a crucial component in this method, emphasizing the importance of communication over grammatical precision.
In authentic language contexts, such as writing to a pen friend or conversing with visitors, children prioritize communication over grammatical accuracy Communicative Language Teaching (CLT) incorporates this concept into the classroom, enhancing children's ability to engage effectively in real-world interactions Fluency activities are crucial as they encourage children to verify understanding, rephrase, or adapt their speech, mirroring genuine conversational dynamics.
In language learning, both fluency and accuracy are essential skills that should be developed through balanced activities While accuracy, particularly in grammar, is important, the core principle of Communicative Language Teaching (CLT) emphasizes that focusing solely on accuracy is insufficient Instead, children enhance their grammatical accuracy by prioritizing fluency in their language practice.
Teachers can enhance motivation through engaging communication activities like games and puzzles, encouraging students to collaborate in pairs or groups During these activities, minimal correction or intervention is applied, allowing students to explore independently, with feedback primarily given once the task is completed.
David Nunan (1991:279) lists five basic characteristics of CLT:
1) An emphasis on learning to communicate through interaction in the target language
2) The introduction of authentic texts into the learning situation
3) The provision of opportunities for learners to focus, not only on the language but also on the learning process itself
4) An enhancement of the learner's own personal experiences as important contributing elements to classroom learning
5) An attempt to link classroom language learning with language activation outside the classroom
Communicative Language Teaching (CLT) prioritizes real communication in English over merely demonstrating grammar and vocabulary By incorporating information-gap activities, role-plays, games, and discussions on relevant issues, CLT fosters meaningful interactions that engage students on a personal level.
The key element of Communicative Language Teaching (CLT) in enhancing listening skills is the concept of "input." As noted by Rost (1994) and Ziane (2011), effective listening comprehension is essential for learning, as it involves processing input Helgesen (2003) explains that the input hypothesis suggests learners must understand the language input, which includes both linguistic elements and their contextual usage Teachers can employ either bottom-up or top-down approaches in teaching listening; the bottom-up method focuses on breaking down language into its components, while the top-down approach leverages students' existing knowledge and experiences.
Communicative Language Teaching (CLT) emphasizes learner-centered approaches, prioritizing students' interests and expectations when selecting listening materials to enhance motivation Teachers can tailor various listening tasks to accommodate different proficiency levels, as suggested by Helgesen (2003), who highlighted the importance of identifying students' needs for improving their listening skills In CLT, the focus shifts from repetitive drills to fostering personal, emotional, and critical responses to listening passages, encouraging students to engage with the content meaningfully Ultimately, listening in CLT serves a communicative purpose, prompting students to utilize the information they hear in real-world contexts, mirroring everyday listening experiences.
CLT brought with it significant developments in terms of listening to second language It emphasizes reality of materials, contexts and responses The passages
In a communicative approach to language learning, students engage with real-life scenarios that enhance their listening skills, contrasting sharply with the contrived dialogues often found in Audiolingualism As highlighted by Ma (2010) and Adelmann (2012), effective listening activities encompass practical experiences such as purposeful listening, tuning into news broadcasts, engaging in telephone conversations, collaborating with colleagues, asking for directions, and participating in discussions These activities also include note-taking, following instructions, retelling stories, and attending lectures or seminars, all of which contribute to a more authentic use of language in everyday contexts.
The communicative approach has significantly influenced the teaching of listening skills, highlighting its importance in language learning This approach prioritizes the use of authentic materials and fosters a learner-centered environment, enhancing the effectiveness of listening instruction.
Listening skill
Hearing and listening are often confused, yet they represent distinct processes Hearing refers to the passive reception of sound vibrations, while listening involves actively understanding and interpreting those sounds Effective listening requires attention, interpretation, and memory, transforming mere sound into meaningful information As Hamilton (1999) aptly stated, "Hearing is with the ears, listening is with the mind."
Particularly, Listening is variously defined
Listening is defined by Thompson & Rubin (1996: 331) as an active process where individuals actively select and interpret auditory and visual cues to understand the context and the speaker's intended message.
Listening is defined as an active and dynamic process that involves attending to, perceiving, interpreting, remembering, and responding to the verbal and nonverbal needs and concerns expressed by others (Purdy, M 1997:8).
According to Rost (2011: 2-4), listening is a multifaceted process that involves not only receiving the speaker's message but also constructing and representing its meaning It includes negotiating understanding with the speaker and responding appropriately, while also creating meaning through active involvement, imagination, and empathy.
Listening is the ability to comprehend a speaker's message by recognizing their accent, pronunciation, grammar, and vocabulary It is crucial for acquiring a foreign language, highlighting the need for both teachers and students to prioritize the effective teaching of listening skills.
Listening comprehension encompasses various definitions, with Hamouda (2013) describing it as the listener's ability to understand auditory information This skill involves not only the capacity to hear and repeat sounds but also the critical aspect of genuinely comprehending the content being conveyed.
Listening comprehension has evolved from being viewed as a passive activity, where learners merely absorb information like a "trained parrot," to an understanding that it is an active process of meaning construction Theorists such as Berne and Vandergrift emphasize that listeners actively engage with the content by considering the speaker's words, delivery, and the contextual backdrop of the message This perspective is supported by O'Malley, Chamot, and Kupper, who argue that effective listening involves using contextual cues and prior knowledge, along with strategic resources, to construct meaning and meet comprehension tasks.
Listening comprehension is an active process that requires listeners to engage deeply with the speaker's perspective To truly understand communication, successful listeners utilize both their linguistic and nonlinguistic knowledge, moving beyond simply absorbing information to actively interpreting and comprehending the message.
1.2.3 The importance of listening in language learning
Listening is always regarded as a key skill in language learning Listening comes before speaking, reading, and writing (Wolvin & Coakley, 1988) Children
Listening is the most frequently utilized language skill in communication, as emphasized by Lundsteen (1979) and supported by Morley (1990), who notes that we listen twice as much as we speak, four times more than we read, and five times more than we write This highlights the crucial role of listening in language learning While reading, speaking, and writing are important for language proficiency, listening is fundamental to developing language expertise It enhances awareness of the language as a receptive skill that emerges first in humans By learning to listen to the target language, individuals can improve their overall language abilities, as the nuances of sound, rhythm, intonation, and stress are best grasped through listening Mastering listening skills makes it easier to develop other language competencies and boosts confidence in communication.
Listening is fundamental to communicative competence in Communicative Language Teaching (CLT), as it provides essential aural input for effective spoken interaction It aids language learners in acquiring pronunciation, word stress, vocabulary, and syntax, with comprehension often relying on tone, pitch, and accent Studies show that listening contributes to 45% of language competence, making it a crucial skill for communication As CLT emphasizes proficiency, the teaching and learning of listening have gained increased attention, highlighting its importance in language acquisition.
Listening comprehension is an active process where meaning is constructed by the listener through the engagement with aural input (Buck, 2001) Rather than merely extracting meaning from the text, listeners actively infer and build hypotheses This process involves both linguistic knowledge—such as phonology, lexis, syntax, semantics, and discourse structure—and non-linguistic knowledge, which includes understanding the topic, context, and general world knowledge (Buck, 2001) To effectively grasp how these knowledge types aid in comprehension, it is essential to recognize the distinction between bottom-up processing, which focuses on the sounds and words, and top-down processing, which relies on prior knowledge and context.
According to Richards (2008:4-5), effective comprehension of spoken language requires listeners to engage in a process called "chunking," where they mentally deconstruct the message into its essential components This method aids in grasping the core meaning of the communication, as listeners tend to retain the meaningful "chunks" rather than the specific wording of the message.
Bottom-up processing refers to the method of understanding language by decoding sounds, words, clauses, and sentences in a sequential manner to derive meaning This approach emphasizes the linear interpretation of linguistic elements, facilitating comprehension of a passage (Buck, 2001; Rost, 2002; Graham & Macaro, 2008).
Bottom-up processing involves a listener constructing meaning by starting with the sounds they hear This process entails converting sounds into words, establishing grammatical relationships, and progressively building towards a comprehensive understanding.
Bottom-up processing is a strategy where listeners rely on the language's message, constructing meaning by sequentially interpreting sounds, words, and grammatical relationships This approach requires a solid foundation in linguistic knowledge, particularly in vocabulary and grammar.
Attitudes
There are a variety of definitions related to the term “attitudes”
Attitudes are defined by Baron & Byrne (1984) as relatively lasting clusters of feelings, beliefs, and behavior tendencies directed towards specific persons, ideas, objects or groups
In the brief words of Daryl Bem, "Attitudes are likes and dislikes" (1970, p
14) Similarly, Eagly and Chaiken (1993), in a highly influential textbook, defined attitudes as "a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor" (p 1)
The term attitude is often used as an umbrella expression covering such concepts as preferences, feelings, emotions, beliefs, expectations, judgments, appraisals, values, principles, opinions, and intentions (Bagozzi, 1994a;1994b)
The attitude is an association in memory between a given object and a given summary evaluation of the object (Fazio, 1995)
According to Malhotra (2005), an attitude is a summary evaluation of an object or thought
Canh and Barnard (2009a) define attitudes as “the surface expression of underlying values, beliefs, and knowledge” (p 250)
To sum up, attitudes are an overall evaluation of an object that is based on cognitive, affective and behavioral information
Three components of attitudes are:
Cognition refers to the thoughts and beliefs individual has about an attitude object
The affective component refers to the emotional response associated with an attitude object, highlighting its crucial role in shaping attitudes Understanding an individual's attitude requires more than just analyzing their beliefs; it is essential to recognize that emotions interact concurrently with cognitive processes regarding the attitude object.
The behavioral component refers to actions or responses (favorable/unfavorable) to do something regarding attitude object
The attitudes of both teachers and students significantly influence the teaching and learning of a second language, especially in the context of listening skills This study emphasizes the importance of understanding these attitudes to enhance the effectiveness of language instruction By examining the feelings, opinions, and behaviors of teachers and students regarding listening skills, the research aims to identify ways to improve language education despite certain limitations.
Textbook recordings
A textbook, as defined by Wikipedia, serves as a manual for instruction in various fields of study and is created to meet the needs of educational institutions Tomlinson (1998) characterizes a textbook as a comprehensive resource that encompasses the essential materials for a course, addressing all topics that students must learn throughout their studies Additionally, Harries and Hodges (1995) emphasize the importance of textbooks in the educational process.
Textbooks serve as essential instructional tools in schools and colleges, often reflecting the hidden curriculum of language studies within specific programs or countries Their significance lies in providing valuable insights into the teaching and learning practices prevalent in particular educational institutions.
1.4.2 Textbook recordings – a good source of listening
Textbook recordings stand out among various listening sources, including the internet, television, video, DVD, and radio, due to their significant advantages These recordings offer unique strengths that enhance the learning experience, making them a prominent choice for effective listening practice.
Modern textbooks offer a diverse array of audio recordings, including news bulletins, expert interviews, engaging stories, jokes, songs, situational dialogues, and discussions, showcasing their strength in variety.
Textbooks offer a diverse range of listening sequences that serve as valuable resources for students, helping them engage with recordings and navigate challenges effectively These materials not only facilitate discussions but also significantly reduce the workload for teachers Additionally, textbook recordings are often integrated into the syllabus, reinforcing recently studied grammar and vocabulary while introducing or expanding upon the unit's topic.
RESEARCH METHODOLOGY
Research context
This section offers a concise overview of the current state of English teaching and learning at BHGHS, highlighting key information about the institution, its educators, students, and the listening materials used in the curriculum.
The research was carried out at Bien Hoa Gifted High School, which is located in Phu Ly city, Ha Nam province The school was established in September,
Established in 1959, the school began focusing on the education of gifted students at the upper-secondary level in Ha Nam province in 1997 Starting from the 2014-2015 school year, the institution expanded its programs to include the recruitment and education of lower-secondary school students.
During the 2016-2017 school year, the school operated 31 classes, comprising 9 classes each for grades 12, 11, and 10, along with 2 classes for grade 7 and 2 for grade 6 Each class accommodates approximately 35 students The faculty includes 10 teachers specializing in English and over 80 teachers for various other subjects.
The school has been equipped with many modern facilities for English teaching and learning like computers, projectors, interactive boards, software applications, etc
There are 10 female Ts of English at BHGHS They all graduated from the University of Languages and International Studies, Viet Nam National University,
In Ha Noi, the researcher, a 30-year-old teacher with eight years of experience, has earned her Master's Degree from the same university where she currently teaches Her involvement in the development of the piloted English 10 textbook has equipped her with valuable knowledge and expertise in teaching English as a foreign language, which is essential for her current research.
Approximately 60% of the students at the school come from five districts within the province, while around 40% reside in the city or its vicinity Since the 2013-2014 academic year, the school has implemented piloted English textbooks for its students.
English-, Math-, Literature- major classes in the school with 3 periods a week Whereas, the Ss in the other classes go on following the curriculum in the standard textbooks
The piloted English textbooks have been in use at BHGHS for four years, specifically for English, Math, and Literature classes The English 10 textbook is the first in a three-level series designed for Vietnamese upper-secondary schools, consisting of two volumes with five units each Each unit clearly outlines the language points and sub-skills to be taught and includes five sections: getting started, language, skills, communication and culture, and looking back and project These theme-based units aim to deliver memorable lessons and create an enjoyable learning experience, structured to be taught over eight 45-minute lessons.
The listening section of the lesson comprises 4 to 5 activities that align with three key stages: pre-listening, while-listening, and post-listening Initially, the first activity engages students by highlighting the lesson's topic, allowing them to share their background knowledge and fostering interest in the listening material The subsequent activities focus on developing listening skills, such as understanding the main idea and identifying specific details, while also introducing new vocabulary in context Common task types include true/false questions, multiple-choice questions, and comprehension checks Finally, the concluding activity serves as a post-listening assessment to evaluate students' comprehension and encourage them to express their opinions about the listening content.
Research method
This small part presents the research method including the participants, the instruments, the data collection and the data analysis methods
The study involved 70 grade 10 students majoring in Math and Literature, along with 5 English teachers at BHGHS, focusing on non-English-majored students This group was selected because the textbook will be widely implemented for 10th-grade students across the country, and these learners typically lack familiarity with listening skills The author aims for the findings to benefit non-English-majored students at BHGHS specifically, and other high schools more broadly All participating teachers have a minimum of 5 years of English teaching experience and have previously taught the piloted E10 textbook.
The study used two research instruments: the students‟ survey questionnaires and survey interviews with the teachers
The study utilized survey questionnaires to gather reliable information, ensuring that data processing remained manageable within a limited timeframe To facilitate ease of response, the questionnaire was thoroughly explained to participants before they began answering the questions.
The questionnaire comprises 16 questions designed to assess students' attitudes towards the listening skill in language learning The initial four questions focus on their perceptions of listening as a crucial component of language acquisition, while the remaining questions evaluate their views on listening activities presented in the textbook and their suggestions for enhancing listening lessons For a complete overview, refer to Appendix 1.
In this study, interviews serve as a crucial research tool to gain deeper insights into teachers' (Ts') attitudes towards listening activities Comprising nine questions, the interviews allowed for further probing for clarification when necessary Conducted individually and in English, these interviews aim to enhance understanding of the research questions.
The interview questions are designed to assess teachers' attitudes toward the importance of listening skills in English learning, beginning with three initial inquiries The subsequent questions focus on teachers' perspectives regarding listening activities in the textbook and their suggestions for enhancing listening lessons For detailed questions, please refer to the Interview Guide in Appendix 3.
To gather data for the study, a comprehensive 16-question survey was developed for students, alongside a nine-question interview survey for teachers This process involved careful revisions by the author, incorporating valuable feedback from the researcher's supervisor and colleagues.
To facilitate data analysis, 70 photocopied questionnaires were distributed to students in class The researcher first clarified the questionnaire's purpose and respondent requirements, addressing any questions from the students Respondents were encouraged to take their time in completing the questionnaires To ensure accuracy in the collected data, the researcher requested permission to follow up with respondents for clarification on any ambiguous answers Additionally, nine interview questions were posed to five English teachers following group meetings.
The questionnaire data is categorized into students' attitudes towards listening skills, challenges faced during listening, perceptions of textbook listening activities, and their expectations Due to the limited number of respondents, a manual analysis is conducted using descriptive statistics, specifically percentages, with the findings illustrated through charts and tables Additionally, a thematic analysis is presented, discussing results gathered from teacher interviews.
FINDINGS AND DISCUSSION
Findings by means of the survey questionnaire and discussion
The information gathered by means of 16 questions for students can be analyzed one by one as follows:
3.1.1 Students’ attitudes towards listening skill in language learning
Chart 1: Students’perceptions on the importance oflistening skill
(Please refer to question 1 in appendix 1)
According to Chart 1, a significant majority of participants (92.9%) view listening as a crucial skill for learning English in school, with 38.6% rating it as "very important" and 54.3% as "important." In contrast, only 4.3% of participants deem listening as not very important, while 2.8% consider it "not important" at all This overwhelming consensus highlights the role of listening in facilitating language acquisition, as it not only enhances communication but also supports the development of the other three language skills.
Chart 2: Students’perceptions on learninglistening skill
(Please refer to question 2 in appendix 1)
The findings from Chart 2 reveal that a significant majority of students (87.1%) perceive learning listening skills as challenging, with 27.1% categorizing it as very difficult Additionally, 60% of students consider listening skills to be difficult to master Conversely, only 12.9% of participants believe that listening is not very difficult, and notably, none of the respondents selected the option "D Easy." This clearly indicates that listening remains a formidable skill for most learners.
Chart 3: Students’ interest in learning listening skill
(Please refer to question 3 in appendix 1)
A recent study reveals that only 24.3% of students express a strong interest in listening skills, while 35.7% show moderate interest Alarmingly, 40% of students indicate a lack of enthusiasm for this crucial language learning skill Despite recognizing the significance of listening in language acquisition, nearly half of the students appear disengaged from developing this essential ability.
Chart 4: Students’ frequency of practicing listening skill
(Please refer to question 4 in appendix 1)
A significant majority of students (88.6%) rarely engage in listening practice outside of school, with only 11.4% participating in such activities occasionally or often This trend is understandable, as English is not their primary focus, leading to limited time dedicated to improving their language skills.
3.1.2 Students’ attitudes towards listening activities in the listening section of the textbook
Students’ difficulties in listening lessons based on the piloted English 10 textbook
A Lack of vocabulary and grammatical structures 70
H Linguistic features (elision, linking words, colloquial words)
Table 1: Students’ difficulties in listening lessons
(Please refer to question 5 in appendix 1)
The data indicates that a significant number of students face challenges in listening comprehension, primarily due to limited vocabulary and grammatical knowledge (70%) and insufficient background knowledge (64.3%) Additionally, 30% of students struggle to maintain focus during listening lessons, likely stemming from a lack of interest and the complexity of the tasks Furthermore, 25.7% of students encounter difficulties related to linguistic features, including elision and linking words, which are prevalent in spoken language For instance, linking occurs when a word ending in a consonant is followed by a word starting with a vowel, such as in "an orange" /ənˈɒrɪndʒ/, while elision refers to the omission of sounds, as in the rapid pronunciation of "suppose" as /səˈpəʊz/ Additionally, the presence of colloquial expressions in recordings can further complicate comprehension.
The use of informal language, such as substituting "stuff" for "material" and "guy" for "man," can make listening comprehension more difficult for students While only a small number of students are impacted by external factors like lengthy audio, rapid speech, varying accents, and background noise, complaints regarding tape quality and equipment are virtually nonexistent.
The quality of the recordings
The majority of students express satisfaction with the quality of textbook recordings, with 47.1% rating them as very good and 52.9% considering them to be of good quality.
Unit Listening topic Suitable Interesting
2 Your body and you The food pyramid 90% 10% 88.6% 11.4%
4 For a better community Help the needy 92.9% 7.1% 90% 10%
6 Gender equality Same work-same pay
8 New ways to learn Triple “E” at your fingertips
Table 2: Students’ ideas about the listening topics
(Please refer to question 7 in appendix 1)
Participants generally find the topics engaging and appropriate for their skill levels The most favored subjects include family life-changing roles, inspirational music, flying cars, triple “E” at your fingertips, and ecotourism in the Mekong Delta However, the sub-topic “same work-same pay” under “Gender equality” is less appealing, with only 64.3% of students expressing interest In terms of suitability, topics like “Ecotourism in the Mekong Delta” and “Family life-Changing roles” received high ratings of 85% and 95.7%, respectively Conversely, “Gender equality” and “Cultural diversity” are perceived as unfamiliar and challenging, with 41.4% of students finding “Gender equality” unsuitable and 34.3% feeling the same about “Cultural diversity.”
8 Are you satisfied with listening lessons in class?
A Very satisfied C Not very satisfied
9 In general, listening activities in the listening section of the textbook are:
10 In listening lessons, you usually
A take part in all activities eagerly and actively
B participate eagerly and actively in only some activities you like
C participate in no activity eagerly and actively
D do other things not related to listening lessons
Table 3: Students’ general perceptions on listening lessons in class
The survey results indicate that a significant majority of respondents are satisfied with listening lessons in class, with 18.6% expressing they are very satisfied and 62.8% feeling satisfied Additionally, while 18.6% of students exhibit less favorable attitudes towards the listening lessons, there are no reports of dissatisfaction among the participants.
A survey of students' opinions on listening activities revealed that 35.7% find them very interesting and appropriately matched to their skill levels, while 38.6% consider them interesting and suitable Conversely, 25.7% of students find the activities engaging but feel they are too challenging for their current abilities.
Approximately 30% of students actively engage in all activities, while 51.4% participate eagerly in select activities they enjoy Conversely, 18.6% of learners show no eagerness or active participation in any activities Notably, it is encouraging that none of the students engage in activities unrelated to listening lessons.
A Looking at the pictures, diagrams or graphs or listening to pieces of music about the topic of the listening lesson
B Answering some pre-listening questions relating the content of the passage: True/ False questions, Yes/
No questions Open-ended questions
C Discussing the questions relating to the topic of the passage in pairs or in groups
D Predicting the content of the listening text through pictures
E Being introduced new vocabulary and structures relating to the content of the text (through doing matching or using dictionaries)
1 Very necessary, 2 Necessary, 3 Not very necessary, 4 Not necessary
Table 4: Students’ opinion about the necessity of using pre-listening activities
(Please refer to question 11 in appendix 1)
The data indicates a wide range of responses, from "very necessary" to "not necessary," across all items, except for item E, which received no "not necessary" responses Notably, 95.7% of participants rated item E as either "very necessary" or "necessary," while only 4.3% viewed it differently.
A significant majority of respondents, 91.4%, consider item A to be essential, while only 8.6% view it as not very necessary Following item A, items C, B, and D also receive positive feedback, with 87.1% of students deeming item C necessary, 81.4% for item B, and 74.3% for item D, indicating a strong preference for these pre-listening activities among students.
Items A, C, and E show a significant percentage of students rating them as "very necessary" or "necessary." This indicates that these activities require minimal time for students to acquire background knowledge before listening Additionally, students can enhance their knowledge, vocabulary, and communication skills by being introduced to new vocabulary and structures, engaging in discussions, and listening to music while examining relevant visuals such as pictures, diagrams, or graphs related to the listening content.
Chart 5: The benefits students get from using pre-listening activities
(Please refer to question 12 in appendix 1)
The chart illustrates that the primary advantage of pre-listening activities for students is their ability to enhance comprehension and improve results in listening lessons, with 81.4% of participants acknowledging this benefit Additionally, 74.3% of students find that these activities increase their interest and motivation in learning listening skills Furthermore, 52.9% believe that pre-listening activities boost their confidence in learning, while 35 respondents feel that these activities enhance their communication abilities Enriching vocabulary and grammatical structures is cited by 48.6% of students as another benefit Notably, no students reported that pre-listening activities offer no advantages, indicating a unanimous recognition of their positive impact on listening skill development Overall, it can be concluded that students highly value pre-listening activities as a means to achieve greater success in their listening skills.
A Ticking words and phrases that are heard 34.3% 54.3% 8.6% 2.8%
D Filling in the missing information 22.9% 28.6% 37.1% 11.4%
F Completing tables, charts and diagrams 18.6% 35.7% 31.4% 14.3%
Table 5: Suitability of while-listening activities with students’ levels
(Please refer to question 13 in appendix 1)
Findings by means of the survey interview and discussion
The information gathered by means of 9 questions for teachers can be analyzed as follows:
3.2.1 Teachers’ attitudes towards listening skill
All interviewed teachers hold positive views on the importance of listening skills in language learning, recognizing it as a crucial component that facilitates effective communication-oriented teaching methods They emphasize that listening not only enhances students' exposure to English but also fosters opportunities for interaction among peers, allowing them to improve their speaking abilities, expand their vocabulary, and gain cultural insights Additionally, the use of teaching aids enriches the listening lessons, making them more engaging and effective for students.
Many teachers do not create supplementary listening activities for their students, primarily due to the time-consuming nature of the task and the belief that non-English major students find these activities unnecessary Instead, students prefer to focus on subjects related to their major However, 40% of teachers do design extra listening exercises One teacher noted that they provide supplementary activities for high-performing classes to enhance knowledge acquisition, while sticking to the curriculum for lower-performing students to reinforce essential skills Another teacher emphasized the importance of integrating listening activities after reading and speaking lessons to help students apply their knowledge and prepare for real-world situations.
3.2.2 Teachers’ attitudes towards listening activities in the listening section of the textbook
Teachers’ difficulties during listening lessons
Students face several challenges during listening lessons, including the length of the lessons, which can hinder their ability to absorb all the material within the 45-minute timeframe Additionally, varying levels of comprehension among students can further complicate the learning process.
Students exhibit significant differences in their listening skills, with many neglecting this area during secondary school, leading to inadequate proficiency This disparity poses a challenge for teachers Additionally, students often lack essential background knowledge, hindering the flow of listening lessons Their limited vocabulary, stemming from a reluctance to learn and update new words, further complicates their listening abilities Lastly, some students struggle to engage with listening activities due to their difficulty and lack of interest, resulting in diminished attention during lessons.
Teachers’ opinions about the tape quality and the listening topics
Teachers generally find the quality of the listening recordings to be good; however, some recordings feature a slower speech pace that can feel unnatural and lead to a loss of interest Most of the listening topics are considered interesting and appropriate, but subjects like "Gender Equality," "Cultural Diversity," and "Ecotourism" are less familiar to 10th-grade students, making related activities challenging for them.
Teachers’ attitudes towards listening activities
Pre-listening activities are deemed highly effective by teachers, as they help students activate prior knowledge, establish listening objectives, and introduce key vocabulary related to the topic These activities not only enhance student interest but also reduce listening difficulties, ensuring students are well-prepared for subsequent lesson stages To further improve lesson effectiveness, teachers often incorporate alternative methods such as using visual aids, providing contextual examples, and encouraging students to infer meanings rather than relying solely on matching exercises or dictionaries Additionally, teachers introduce essential structures found in listening passages and may incorporate engaging games to foster a friendly atmosphere before the listening activity begins.
In response to inquiries about the most effective pre-activities, all teachers highlighted the importance of pre-teaching vocabulary and utilizing visual aids or games to introduce lessons Additionally, while answering questions and engaging in discussions can be valuable, they tend to receive better participation from enthusiastic students.
While- and post-listening activities
Teacher 1 highlights the importance of adapting while- and post-listening activities to match students' levels, using role play as a strategy to enhance engagement For instance, during a lesson on the food pyramid, students pair up to act out scenarios where one plays a nutritionist and the other seeks dietary advice Another teacher notes that filling in missing information can be challenging for students, so they simplify this task by reducing the number of required words in each blank, ensuring that activities remain accessible and effective for all learners.
Teachers’ suggestions on how to improve listening lessons
All interviewees emphasize the importance of flexibility in teaching listening lessons They advocate for the sensible use of listening activities, highlighting the need for teachers to adapt these activities based on lesson objectives, student proficiency levels, and individual interests Teacher 2 reinforces this perspective, underscoring the necessity of intelligent adaptation in the classroom.
The effectiveness of lessons varies based on student levels, prompting teachers to adapt tasks accordingly For instance, Teacher 4 emphasizes the importance of a well-structured pre-listening stage, dedicating significant time to planning this phase as it greatly influences students' listening skills Additionally, a suggestion has been made to organize extra English afternoon classes to further enhance students' listening abilities and overall language proficiency.
Main findings
The survey and interview data reveal that both teachers and students have a positive attitude towards listening skills and the listening activities in the textbook They recognize the significance of listening comprehension, finding it satisfactory and engaging However, challenges arise from vocabulary, grammar, prior knowledge, concentration issues, and varying student levels Participants highlight the necessity of effective pre-listening activities and express concerns about the complexity of some while- and post-listening tasks, suggesting they require adaptation To enhance listening lessons, students recommend diverse methods for pre-teaching vocabulary and structures, while teachers advocate for flexible organization of listening activities and supplementary sessions to bolster students' language proficiency.