Students' favorite activities in listening classes
Rationale of the study
Listening is a crucial component of effective communication and learning, as we engage in listening far more than speaking, reading, or writing in our daily lives (Morley, 1991) Despite its significance, listening is often undervalued in language education It's essential to recognize that speaking alone does not equate to communication unless the message is understood by the listener This highlights the necessity of listening comprehension and suggests that educators should dedicate substantial classroom time to its instruction and practice.
Many universities in Vietnam, including HaUI, have not prioritized the teaching of English listening skills Consequently, the quality and effectiveness of instruction and learning in this area fall short of expectations.
Teaching listening presents challenges such as managing large classes and addressing the diverse learning styles and needs of students Additionally, many colleagues express similar concerns regarding these issues Therefore, it is essential to identify effective strategies for educators at HaUI to enhance their teaching methods, ultimately leading to improved learning outcomes for students.
Inspired by various challenges, I conducted research titled “A Study on the Reality of Teaching Listening Skills to Second-Year Non-English Major Students at Hanoi University of Industry: Relevant Problems and Suggested Solutions.” This study aims to contribute to enhancing the teaching and learning of English listening skills at HaUI.
Aims of the study
The study aims to investigate:
The current situation of teaching English listening skills to the second-year non-English major students at HaUI;
Teachers’ and students’ difficulties in teaching and learning listening skills;
Suggested solutions for improving teaching listening skills for second-year non-English major students at HaUI.
Research questions
To achieve the aims of the study, we tend to seek answers for these questions:
1 What is the reality of teaching listening skills for the second-year non-English major students at HaUI?
2 What difficulties do EFL teachers and students encounter in teaching and learning listening skills?
3 What are the solutions for improving the quality of teaching listening to the second-year non-English major students at HaUI?
Scope of the study
This study focuses exclusively on the teaching of listening skills to second-year non-English major students at HaUI, and does not encompass the exploration of other language skills such as reading, writing, or speaking.
This study focuses on a specific context at HaUI and is not intended for generalization to other educational settings Nevertheless, it can serve as a valuable reference for educators facing similar challenges in teaching listening skills.
Methods of the study
This study employed a mixed-methods approach, utilizing both quantitative and qualitative techniques Initially, questionnaires were distributed to teachers and students at HaUI to assess the current state of listening skills instruction, identify the challenges faced by both groups, and explore potential solutions for enhancing teaching and learning in this area Additionally, qualitative methods were implemented through classroom observations to verify the actual practices occurring during listening lessons The researcher also examined relevant documents to establish a solid theoretical framework for the study.
Significance of the study
Listening is often regarded as the most challenging skill for both English majors and non-majors, making the improvement of listening skills essential for boosting overall English proficiency To achieve this objective, it is vital for English teachers to understand the significance of engaging and motivating students in the teaching of listening skills.
This study aims to enhance English teaching practices at HaUI, ultimately improving students' listening skills and fostering a brighter future for their academic success Additionally, the findings may provide valuable insights for future research in this area.
Design of the study
This study is divided into three main parts:
Part A: Introduction presents the rationale, the aim, the research questions, the scope, the methods, the significance and the design of the study
Part B: Development consists of three chapters:
Chapter one presents the literature review;
Chapter two shows the methodology of the study;
Chapter three includes data analysis and discussion
Part C: Conclusion offers a summary of the study and some suggestions for further study
Besides, the questionnaires for the teachers and students and the classroom observation checklist are included in the appendices.
LITERATURE REVIEW
Definition of listening
Listening receives great concern of many researchers; hence, there appear many different points of view on the definition of it
Listening is a complex and active process, as noted by Vandergrift (1999), where listeners must discern sounds, understand vocabulary and grammar, clarify intonation and stress, and interpret meaning within a socio-cultural context Mastering listening skills is challenging and requires the integration of various cognitive abilities.
According to Howatt and Dakin (1974), listening is defined as the skill of recognizing and comprehending the spoken words of others This includes understanding the speaker's accent, pronunciation, grammar, and vocabulary, as well as interpreting the overall message conveyed in their speech.
According to Buck (2001), listening is an active process that involves interpreting meaning through the application of both linguistic and non-linguistic knowledge He emphasized that comprehension is influenced by various factors, including the speaker's characteristics, the context of the situation, and the listener's attributes, all of which can impact how a message is understood.
Listening is a complex language skill that encompasses various sub-skills It goes beyond merely hearing; it involves decoding sounds and understanding the meanings they convey.
Significance of listening
Listening is the most frequently used language skill, accounting for a significant portion of daily communication A study by Barker et al (1980) found that college students spend 52.5% of their verbal communication time listening, compared to 17.3% on reading, 16.3% on speaking, and 13.9% on writing This concept is further supported by Gilbert (1988), who noted that students from kindergarten through high school are expected to listen 65-90% of the time.
Listening plays a vital role in the educational development of students, as highlighted by Coakley and Wolvin (1997), who emphasize that effective listening skills are even more critical than reading skills for academic success This essential skill serves as the primary medium of learning across all educational stages Moreover, students with strong listening abilities tend to exhibit greater confidence in their communication, particularly when interacting with individuals from different cultural backgrounds.
Effective listening is crucial for students, making it essential for teachers to master listening strategies and incorporate regular listening practice into their lessons This focus on listening skills is a fundamental goal of foreign language education.
Process of listening
There are two main views of listening processes: bottom-up process and top- down listening process (Celce-Murcia, 2001; Hedge, 2000)
According to Hedge (2000: 230), our understanding of sounds relies on our linguistic knowledge and ability to interpret acoustic signals We construct meaning by piecing together sounds, words, grammatical units, and lexical meanings, while utilizing various cues to aid comprehension These cues include the stress placed on significant units and the interplay between stressed and unstressed syllables, as well as our understanding of lexical and syntactic structures to clarify word meanings.
Bottom-up processing has limitations, as it requires listeners to possess prior knowledge of the text's topic for effective understanding Comprehension involves more than just linguistic skills; it necessitates a connection between the material and the listener's cognitive framework Relying solely on bottom-up listening can lead to significant challenges for learners, highlighting the need to explore additional processing methods.
Having background knowledge on a conversation topic enhances a listener's ability to comprehend the speaker's message and anticipate future points This prior knowledge engages a top-down processing approach, enabling the listener to bypass certain limitations associated with bottom-up processing (Celce-Murcia, 2001).
When listeners encounter unfamiliar information, it can lead to confusion and hinder their understanding of the message To grasp what is being communicated, they often rely heavily on their linguistic knowledge However, even if listeners can infer the background of a situation, they may lack the appropriate context intended by the speaker Consequently, depending solely on top-down processing can result in a breakdown of comprehension.
Listening comprehension is a synergistic process that integrates both top-down and bottom-up processing, effectively addressing the limitations of each approach During listening, these two processes work together, facilitating better understanding While students instinctively employ these strategies in their native language, it is essential to teach them how to apply the same techniques in their second language to enhance their listening comprehension skills.
Stages of a listening lesson
In general, a listening lesson consists of three stages: pre-listening, while- listening and post-listening stages (Underwood, 1989; Brown, 2006)
In real-life communication, understanding spoken language often requires specific background knowledge To enhance listening practice for students, it is beneficial to provide relevant information beforehand This approach helps establish context, sparks interest, and activates existing knowledge on the topic, ultimately improving students' listening comprehension.
According to Brown (2006: 64), an effective pre-listening task should include two key components: introducing students to new vocabulary or sentence structures relevant to the listening material and activating their prior knowledge of the topic To enhance this stage, educators can utilize various strategies and tips.
Teachers use visual aids to introduce the topic of the listening
Teachers give a clear and definite purpose for listening each time then guide the students how to treat well with these types of task
Teachers help students review new words (Less than 10 words)
Teachers instruct students to discuss about the topic in pair or in group
Students look at a list of items
Students read through the questions
With careful preparation and guidance from teachers in pre-listening stage, students will deal with listening work more effectively
In this process, students engage in activities while listening, which helps them grasp the main idea of the passage and gather sufficient information for text interpretation This approach enhances their listening skills, particularly in clarifying messages conveyed through spoken language.
To optimize student engagement and learning outcomes during listening activities, teachers must carefully select and prepare these tasks According to Underwood (1989), activities should be appealing to capture students' interest, ensuring motivation and involvement Additionally, they should be concise, as lengthy passages can lead to distraction and fatigue It is also crucial for activities to strike a balance in difficulty; overly challenging tasks may induce anxiety, while excessively easy ones can diminish motivation Finally, activities should be progressively graded in complexity, allowing students to gain independence and build confidence in their abilities.
In the follow-up listening stage, students consolidate their understanding by utilizing the information gathered from pre-listening and while-listening activities to complete tasks This critical step allows teachers to assess students' comprehension of the material, helping them identify missed information and the reasons behind their mistakes By addressing these gaps, students can improve their listening skills for future tasks Additionally, engaging in post-listening activities enables students to further explore the topic or language, enhancing their overall language proficiency Thus, this stage not only evaluates listening abilities but also reinforces listening strategies and elevates skill levels.
According to Underwood (1989), teachers should take several factors into account when choosing post-listening activities to maintain student engagement These factors include the duration of the activity, the specific skills to be practiced—such as speaking, reading, or writing—and the preferred work format, whether individual, pair, or group work Additionally, educators should consider whether the post-listening tasks should be assigned as homework.
In contemporary education, effective lessons typically encompass three key stages: pre-listening, while-listening, and post-listening Each stage plays a crucial role in creating optimal conditions for students to successfully complete their listening tasks To ensure successful lessons, teachers should prioritize delivering high-quality pre-listening, while-listening, and post-listening activities for their students.
Potential problems in listening
Many students view listening as the most challenging skill in language learning, often feeling intimidated during the process Each student faces unique difficulties in listening comprehension, but those who successfully navigate these challenges tend to achieve greater success in mastering a foreign language Therefore, identifying the root causes of listening difficulties is essential for developing effective strategies to enhance listening skills.
According to Yagang (1993) and Hasan (1993), the reasons that make listening difficult come mainly from four sources: the message, the speaker, the listener and the physical setting
Listeners are significantly influenced by their favorite topics, as engaging content captures their interest and encourages active participation in listening activities Conversely, dull subjects can hinder concentration, making the listening task feel exhausting as individuals struggle to follow the material closely.
The length of a message significantly impacts listeners' motivation and concentration When messages are excessively long, listeners may experience fatigue from prolonged effort in a stressful environment Although they may initially focus on the content, their attention often wanes as the message continues, especially if they struggle to grasp its meaning Consequently, longer messages tend to lead to diminished listener engagement and understanding.
Listeners may struggle to comprehend various accents presented in listening texts, particularly if they are accustomed to their teacher's accent or the standard forms of British or American English This challenge is especially pronounced for learners who lack familiarity with diverse accents, making it difficult for them to fully understand the speakers.
According to Ur (1984), echoing the views of Yagang (1993) and Hasan (1993), everyday conversation and lectures often involve unnecessary verbosity, including repetitions and self-corrections This redundancy is a natural aspect of spoken language, which can either aid or hinder comprehension based on the listener's proficiency level For beginners, excessive information can obscure key messages and lead to misunderstandings Conversely, advanced learners may benefit from this extra time, allowing them to familiarize themselves with the speaker's voice and grasp the intended meaning more effectively.
Underwood (1989) supported the idea of Yagang (1993) and Hasan (1993) when he pointed out that there are some causes of hindrance to efficient listening comprehension
Listeners often struggle with the natural speed of speech, as their experience in classrooms typically involves slower-paced instruction This habit makes it challenging for students to keep up with real-life conversations Consequently, they tend to focus on understanding each word individually, leading to anxiety about potentially missing crucial information during listening activities.
Listeners often cannot request repeated words in a classroom setting While students can replay recordings at their discretion to fully grasp the material, teachers hold the authority to determine if and when a recording or its segments will be replayed, based on their assessment of its significance.
Listeners often face a limited vocabulary, which can hinder their understanding when they encounter unfamiliar words While some may deduce meanings from context, many struggle to grasp these new terms, resulting in distractions that cause them to miss subsequent information.
In addition to the previously mentioned challenges students face in listening, it is essential to critically examine other factors such as the inability to recognize auditory signals, difficulties in interpretation, lack of concentration, and specific learning habits.
The quality of audio recordings significantly impacts listening effectiveness High-quality listening sources enable learners to absorb information more easily, while low-quality recordings require greater effort from listeners, leading to quicker fatigue.
The quality of audio aids significantly impacts learners' listening comprehension High-quality speakers enhance the clarity of listening texts, making it easier for learners to follow along Conversely, poor audio quality can hinder understanding Additionally, relying solely on audio recordings without visual context may lead to misinterpretations, as listeners miss out on important non-verbal cues, such as body language, that convey meaning.
The environment in which listening lessons take place significantly impacts listeners' concentration While a quiet setting enhances focus, noisy surroundings pose a considerable challenge, as distractions can divert attention away from the intended message.
Summary
This chapter offers a comprehensive overview of the literature relevant to the study, providing readers with extensive insights into listening and teaching listening This framework assists the researcher in identifying the appropriate methodology for conducting the study The subsequent chapter will introduce the methodology and the study's context.
RESEARCH METHODOLOGY
The context
Hanoi University of Industry, established on December 2, 2005, operates under the Ministry of Industry and Trade, evolving from the Hanoi College of Industry Situated in Minh Khai commune, Bac Tu Liem district, Hanoi, the university maintains a maximum class size of 55 students for non-English majors Each classroom is well-equipped with essential teaching tools, including a projector, microphone, chalkboard, projection screen, and high-quality speakers.
2.1.2 The English course and its objectives at HaUI
The English courses at HaUI are structured in two stages: General English during the first two years and English for Specific Purposes in the third year The first stage aims to equip students with foundational knowledge in vocabulary, phonology, and grammar, while enhancing their four language skills To achieve this, the curriculum employs the New Headway series by Liz, John Soars, and Sylvia Wheeldon, specifically the Elementary level for first-year students and the Pre-intermediate level for second-year students Additionally, in the fifth semester, students utilize the "International Express" pre-intermediate textbook, also published by Oxford University Press in 2000.
Participants
At HaUI, there are 147 EFT teachers, but only 30 are designated to instruct second-year non-English students From this group, the researcher selected 20 female teachers to participate in the study.
At Vietnam National University, the teaching staff comprises eleven individuals holding M.A degrees in English, four pursuing postgraduate studies in the CFL, and five with Bachelor's degrees in English Among them, eight teachers are aged between 30 and 40, each possessing over ten years of teaching experience, while the remaining teachers, aged 24 to 30, have been with the university for approximately 2 to 3 years These educators were the subjects of the questionnaire conducted for the study.
Second-year non-English major students at HaUI have built a foundation in general English using the New-Headway Elementary textbook during their first year, mastering basic grammar and vocabulary, and developing skills in creating short dialogues and understanding simple conversations In their second year, they are tasked with advancing their English proficiency through the New-Headway Pre-Intermediate textbook, focusing on expanding their vocabulary, enhancing their grammar, and improving all four language skills.
The researcher conducted a study involving 100 randomly selected second-year non-English students from the Faculty of Accounting at HaUI, comprising both male and female participants aged between 19 and 21 These students served as the subjects for the questionnaire in the research.
Data collection instruments
In this study, the data collection instruments are questionnaires and classroom observations
Two survey questionnaires were administered to both teachers and students, featuring open-ended questions that allowed respondents to share their insights Prior to completing the questionnaires, the purposes and data collection requirements were clearly communicated to all participants.
The first questionnaire is for the teachers It consists of 13 questions written in English and was divided into three parts:
The first part includes 11 first questions aims to get teachers’ perspectives of teaching listening
The second part is question 12 which finds out their existing problems in teaching listening skills
The final section, question 13, investigates the methods used to address these issues Additionally, the student questionnaire consists of seven questions, all formulated in Vietnamese to ensure clarity and accurate responses This questionnaire is organized into three distinct parts.
The first part consists of 5 first questions aims at eliciting the students’ attitudes towards listening skills and their evaluations of listening sections in the textbook they are using
The second part is question 6 targeting at clarifying students’ difficulties in learning this skill
The last part is question 7 which showed students’ expectation for some changes to improve their learning
Class observations provide valuable insights into the dynamics of listening lessons, allowing the researcher to gain firsthand experience of the classroom environment These observations yield objective data, revealing the actual behaviors of teachers and students, rather than relying on self-reported accounts Consequently, this approach enables the researcher to conduct a more thorough evaluation and propose effective solutions for improving educational outcomes.
In this study, class observations were implemented in 10 classes The information was recorded by note-taking in the observation sheet designed by the author in advance.
Data collection procedure
The data are collected by the following steps:
First of all, the researcher designed the questionnaires and class observation checklist with the help of the supervisor for perfection
After completing the study, participants received copies of the questionnaires, with clear explanations provided in Vietnamese regarding the data collection's purpose, methods, and requirements They were encouraged to review the questionnaires thoroughly and to seek clarification from the researcher if needed To alleviate time pressure and promote thoughtful responses, participants were given two days to complete the questionnaires at home All completed copies were returned within this timeframe.
Finally, the researcher contacted some teachers asking them for permission to attend their classes At last, the researcher had the agreement of 10 teachers so that 10 class observations were implemented.
Data analysis method
Based on the analysis of survey questionnaires and classroom observations, data were organized into distinct themes aligned with the study's objectives The findings were then illustrated through tables and charts, facilitating a comparison of the varying perspectives of teachers and students regarding the research issues.
Summary
This chapter provides a comprehensive overview of the study's setting, participants, instruments, data collection procedures, and data analysis methods Key findings will be presented and discussed in Chapter Three.
DATA ANALYSIS AND DISCUSSION
Findings from questionnaire for the teachers
3.1.1 The importance of teaching listening skills
Chart 1: The importance of teaching listening skills
This figure shows teachers’ attitudes towards the importance of teaching English listening skills at school
All teachers acknowledged the significance of teaching listening skills, with 85% deeming it important and 15% considering it very important This consensus highlights that listening skills are viewed as essential in the language teaching process, underscoring their value in education.
3.1.2 Teachers’ methodology and strategies of teaching listening
Effective listening strategies are essential for students to achieve success in listening comprehension Consequently, it is vital to examine how extensively teachers guide their students in utilizing these strategies during listening tasks The following table illustrates the listening strategies implemented by teachers in their listening classes.
Very important Important Unimportant Very unimportant
Providing students with background knowledge of what is being spoken 85
Reading through the requirement of the tasks to get general ideas 100
Guessing unknown words based on context 30
Guessing the answer basing on linguistic clues and context 25
Predicting what they are going to listen 65
Taking note the main ideas 25
Table 1: Listening strategies employed by teachers
The findings from the questionnaire revealed that a significant number of teachers emphasize the importance of understanding the message before listening Specifically, all teachers instructed their students to review the task requirements to grasp the overall concepts effectively.
Besides, two other strategies equally employed by 85% of the teachers are providing the students with background knowledge of what is being spoken and focusing on key information
Along with that, over half of the teachers (65%) assumed that the students should be encouraged to predict what they were going to listen for
Only 30% of teachers encourage students to infer unknown words from context, and even fewer—just 25%—prompt students to utilize linguistic clues and summarize main ideas This decline may be attributed to the complexity of these strategies for students to implement effectively.
3.1.2.2 Teaching aids used in listening lessons
The following chart illustrates the frequency of using teaching aids in listening lessons
Chart 2: Teaching aids used in listening lessons
It can be clearly seen that, the most popularly used teaching aids were
VCD/CD/projectors These kinds of teaching aids were always used by 65% of the teachers and often used by the rest of them
Besides, computers also received great concern of the teachers Three quarters of them always used computers in teaching listening and the rest sometimes applied them in classes
The next common teaching aids were visual aids 15% of the teachers revealed that they always used them The same number of teachers (counted for
40%) often or sometimes brought visual aids into classes Meanwhile, only 5% of them seldom employed this kind of items
Music was frequently utilized in classrooms, with 15% of teachers consistently incorporating it into their lessons Additionally, half of the educators occasionally selected music as an effective resource for enhancing listening skills, while only 5% rarely employed it in their teaching methods.
In addition, 15% of the teachers reported that they often created games in classes More than half of them sometimes organized games in teaching listening
While other teachers counting for 15% seldom let their students play games in class
Visual aids Music Games VCDs/CDs
Only a small percentage of them, accounting for 5%, never used this kind of teaching aid
Handouts are another significant teaching aid, with about 25% of teachers frequently preparing them However, 50% of educators reported that they rarely create handouts specifically for listening lessons.
Cassette tapes were infrequently utilized as teaching aids, with only 15% of teachers using them regularly Additionally, one-fifth of the educators reported seldom playing them for students, while nearly half of the teachers never incorporated cassette tapes into their lessons.
Radios were the least utilized teaching aids, with 65% of teachers rarely incorporating them into their lessons Additionally, approximately one third of the educators reported never using radios as an effective resource for enhancing listening skills in their teaching.
Providing new vocabulary and structures 50 40 10
Setting purposes of the tasks 25 40 25 10
Providing students with techniques to do the tasks 40 40 10 10
Table 2: Frequency of organizing pre-listening activities (Note: 1- Always 2- Often 3- Sometimes 4- Seldom 5- Never)
The table illustrates the frequency of activity organization by teachers during the pre-listening stage It indicates that, aside from warm-up games, a significant majority of teachers consistently employed various other activities.
Introducing the topic of the listening passage is a common practice among teachers, with 65% consistently engaging their students in this activity Additionally, more than one-third of educators frequently incorporate topic introductions into their lessons.
The majority of teachers, specifically 90%, frequently incorporate new vocabulary, structures, and background knowledge into their lessons, while 10% do so occasionally This approach emphasizes the importance of enriching students' language skills and comprehension through regular vocabulary-building activities.
Besides, other activities that were highly used were guiding questions, setting purposes of the tasks and providing students with techniques to do the tasks
No teacher reporting never used them and only 10% said they seldom implemented these activities in listening lessons The rest of the teachers presented these activities quite regularly
Warm-up games are the least utilized strategy among teachers, with only 35% incorporating them into their lessons Additionally, around 25% of educators occasionally or frequently implement these activities, while just 15% consistently include them in their classroom routine.
The table below shows the way teachers played listening tapes to their students in listening lessons
Play the tape again and again until students finish their tasks 10 15 20 55
Play twice or three times for students to do the tasks first, then transcribe sentence by sentence to check their understanding
Play the tape and complete doing exercises only 15 20 10 55
Play the tape with no pauses once 10 20 15 55
Play the tape with necessary pauses once 10 55 35
Ask students to take notes before or after doing tasks 10 25 40 25
Table 3: Frequency of organizing while-listening activities
Data reveals that the predominant method for playing tapes in educational settings involves repeating them two to three times, allowing students to complete tasks before transcribing sentence by sentence to assess their comprehension While 10% of teachers occasionally employed this approach, nearly half consistently used it, and the remaining teachers typically adopted a similar strategy.
A significant number of teachers utilize tape playback with necessary pauses, with 10% always employing this method Additionally, just over half of the educators typically pause the tapes, while approximately one-third often incorporate pauses when needed.
Teachers emphasize the importance of note-taking, with 10% consistently requiring students to take notes before or after tasks Additionally, one-fourth of educators frequently implement this technique, while another quarter does so infrequently Notably, 40% of teachers occasionally apply this strategy in their classrooms.
Findings from questionnaire for the students
3.2.1 Students’ attitudes towards listening learning
3.2.1.1 Evaluation of the listening skill
Chart 8: Students’ evaluation of the listening skill
Chart 8 presents the evaluation of the students towards listening skill The chart revealed that more than half of the students (64%) considered listening was the most difficult skill in comparison with three other skills About one third of them found it as difficult as others The most surprising thing was that, no students said it was the easiest one to study Therefore, to the majority of second-year non- English major students at HaUI, listening skill was the most challenging one to master
3.2.1.2 The importance of listening skills
As difficult as others The easiest
Very important Important Unimportant Very unimportant
Chart 9 shows students’ evaluation towards the importance of learning listening skills As the chart shows, all of the informants found listening really necessary and important to study Among that, a majority of the students counted for 66% felt listening very important for them Interestingly, no students rejected the necessity of this skill This indicated that all the students considered listening skills to be very essential in their language learning process
3.2.2 Evaluation and assessment on listening sections in the textbook
3.2.2.1 Listening topics in the textbook
Chart 10: Students’ assessment towards listening topics in the textbook
The chart indicates that a significant majority of students had positive attitudes toward the listening topics in the textbook, with over half expressing satisfaction Additionally, 12% of students found the topics familiar, while 18% showed interest, suggesting that these listening topics motivated them to engage in related activities However, a portion of students remained demotivated, perceiving the topics as strange and boring, which could potentially hinder their learning effectiveness.
3.2.2.2 Listening tasks in the textbook
Interesting Familiar All right Boring Unfamiliar
Very difficult Difficult Easy Very easy
The chart reveals that none of the students found listening tasks easy, with three-fifths reporting the textbook tasks as difficult and the remainder deeming them very difficult This raises significant concerns about the suitability of these tasks in relation to the students' interests and listening abilities For further insights, refer to the chart below, which highlights the activities that captured the students' interest.
Chart 12: Students' favorite activities in listening classes
It was found that a considerable number of informants making up 68% enjoyed T/F statements in listening classes and ranked it in the first place Besides,
65 out 100 students were favored in matching, multiple choice and discussion 26% and 20% of the informants liked to join gap filling and free talk activities respectively
Mistake correction, questions and answers, and role-playing captivated 12% of respondents, while only 10% of students appreciated summarizing, despite its effectiveness in helping them consolidate newly acquired knowledge in specific contexts.
The most noticeable thing was that no student favored extra listening tasks Maybe it was tiring for them to listen to many things at the same time
Multiple choice Matching Gap-filling Mistake-correction
SummarizingRole-playingDiscussionFree talkExtra listening tasks
3.2.3 Students’ difficulties in learning listening skills
Students’ low motivation or passive attitude (%) 20
Large classes and mixed ability 10
Lack of learning facilities and learning aids 2
Listening tasks dissatisfy students’ needs and levels 20
Table 7: Students’ difficulties in learning listening skills
Table 7 highlights the challenges students faced during their learning process, particularly in listening comprehension A significant issue was the lack of vocabulary, with 95% of students reporting difficulty in understanding messages due to insufficient word knowledge.
Another big problem to 90% students was their low listening competency In addition, poor background knowledge also affected three quarters of the students
A significant 20% of respondents reported that low motivation and a passive attitude towards listening tasks negatively impacted their engagement These factors hindered students' ability to concentrate effectively on listening activities, ultimately failing to meet their educational needs and expectations.
Large class sizes and mixed student abilities posed challenges for 10% and 15% of students, respectively, while time constraints on the curriculum were also noted as an issue In contrast, the lack of learning facilities and ineffective teaching methods were reported as minimal concerns, affecting only 2% of respondents.
3.2.4 Students’ suggestions for better learning listening skills
Reducing the number of students in each class 24 Equipping more learning facilities and learning aids 52
Using different motivating activities to motivate students 75
Having students work in pairs/groups and do different tasks 70
Guiding students what and how to do without understanding all the text 80
Adapting listening tasks to suit students’ ability 52 Cutting off unnecessary activities and focusing on the main tasks 52
Attending/providing more workshops to exchange experiences and improve teaching methodology 50 Using more interesting materials besides the textbook 40
According to Table 8, a significant 80% of students expressed a need for essential listening strategies to effectively tackle various classroom tasks They emphasized the importance of teacher guidance on how to approach these tasks, particularly when they struggle with comprehension Additionally, three-quarters of the respondents sought more motivating activities, while 70% preferred collaborative work in pairs or groups for different assignments.
Students recognized the significance of self-study, with 60% believing that practicing listening skills outside of school is essential Furthermore, over half of the students expressed a desire for the school to provide more learning facilities and resources They also hoped that teachers would tailor listening tasks to match their abilities and eliminate any unnecessary components.
Many informants believe that teachers should participate in more workshops to share experiences and enhance their teaching methods Additionally, 40% of students expressed the need for educators to incorporate more engaging materials beyond the standard textbook, as new and interesting resources can effectively capture students' attention.
Only 24% of students believe that reducing class sizes is essential Notably, five students expressed a desire for teachers to focus on phonetics, emphasizing the importance of recognizing speaker accents, particularly in relation to linking words and omissions This feedback presents a valuable opportunity for improvement in teaching methods.
Findings from class observations
Related today’s lesson to previous one 10 40 50
Defined unfamiliar terms, concepts, and principles 100
Wrote key terms on blackboard or overhead screen 100
In the observation process, all teachers effectively defined unfamiliar terms, concepts, and principles, presenting key terms clearly on the blackboard or overhead screen, making it easy for students to follow along.
Approximately half of the teachers effectively connected today's lesson to previous content, helping students understand the continuity of their learning However, 30%-40% of teachers require improvement in this area, with 10%-20% failing to present the necessary activities before introducing new material, resulting in confusion among students.
Approximately one third of teachers did not offer students any techniques for completing tasks, merely setting goals and allowing students to work independently As a result, students either chose their own methods or completed assignments without employing any strategies Furthermore, half of the teachers provided some techniques, but these were not clearly communicated or emphasized in terms of their importance, leading to inconsistent adherence by students Only 20% of teachers effectively equipped students with suitable techniques tailored to specific activities.
Chose effectively the activities to achieve the objectives 40 60
Allotted time for activities appropriately 40 60
Allocated the amount of teacher talk and student talk appropriately 30 70
The research highlights that all seven activities related to teachers' presentations were effectively implemented, with all educators utilizing teaching aids appropriately to enhance student engagement Furthermore, approximately 90% of teachers provided constructive feedback, enabling students to understand their accomplishments and areas for improvement Additionally, 80% of teachers demonstrated a seamless transition between activities, helping students recognize the connections between tasks.
A significant majority of teachers, comprising 70%, effectively communicated tasks and balanced teacher and student talk Additionally, over 60% allocated time appropriately for activities and selected exercises that aligned well with educational objectives However, 40% of teachers need to improve their selection of activities and time management, as some activities consumed excessive time, leading to a rushed completion of subsequent, potentially more engaging tasks.
Teacher actively encouraged students’ questions 60 30 10
Teacher asked questions to monitor student understanding 20 80
Teacher waited sufficient time for students to answer questions 100
Teacher listened carefully to students’ questions 100
Teacher responded appropriately to students’ questions 100
Teacher was sensitive to students’ difficulties and abilities 60 40
Student participation was active and lively 40 60
The class atmosphere was warm, open and friendly 40 60
All teachers exhibited patience by allowing ample time for students to answer questions, demonstrating attentive listening and appropriate responses to student inquiries They ensured that students had sufficient time to think and respond, while also addressing and properly answering their questions Additionally, 80% of the teachers effectively employed quality questions to gauge student understanding, enabling them to assess the level of comprehension regarding the lessons taught.
Over 60% of teachers successfully engaged students in lessons through interesting activities, fostering a warm and friendly classroom atmosphere However, 40% of teachers recognized the need to enhance their creativity in incorporating activities into their teaching methods.
A study revealed that only 40% of teachers effectively recognized and responded to students' difficulties and abilities, tailoring tasks to suit individual needs and providing support to struggling learners In contrast, 60% of teachers failed to demonstrate sensitivity, often neglecting to offer guiding questions or suggestions to weaker students who struggled to answer, instead relying on more capable peers for responses To foster a more inclusive learning environment, it is essential for educators to assist all students in achieving their academic goals.
A concerning 60% of teachers failed to actively encourage student questions, leading to a one-way interaction where only the teachers posed questions and disregarded students' challenges This lack of engagement prevented teachers from understanding their students' difficulties, leaving many feeling stuck While only 10% of teachers effectively facilitated interaction, 30% showed room for improvement, merely repeating the same question about student inquiries at the end of each lesson segment.
If students said no, they quickly moved to the next part.
Discussion of the findings
This section discusses the findings related to the research questions, focusing on the realities of teaching listening at HaUI It highlights the challenges faced by EFL teachers and students and presents their proposed solutions to these difficulties.
The questionnaires indicated that both teachers and students at HaUI hold a positive attitude towards the significance of teaching and learning English listening skills in school This positive outlook is likely influenced by the curriculum, which allocates 30% of the tests to listening comprehension Consequently, both educators and learners are motivated to excel in listening skills to enhance their overall test scores.
Despite the textbook covering generally comfortable topics for students, the tasks proved to be challenging Teachers recognized this difficulty and frequently incorporated engaging activities to capture student interest and participation They also adapted the textbook content to better align with students' abilities Additionally, a variety of teaching aids were utilized to enhance motivation across different activities As a result, students actively participated in lessons, fostering a lively and friendly classroom atmosphere.
Teachers acknowledged the need for specific listening strategies to assist students with listening tasks, yet they often overlooked valuable techniques like inferring unknown words from context and noting key ideas This oversight may hinder students' ability to tackle challenging exercises effectively.
Class observations revealed that teachers were highly dynamic during the pre-listening stage, effectively presenting essential information to help students understand and anticipate upcoming activities.
However, there were some teachers did not provide students with techniques, making it hard for students to do the tasks with the most effective ways
During the while-listening stage, teachers effectively guided the class towards their objectives, adeptly addressing unexpected challenges and responding to students' inquiries Overall, their presentations were practical and relevant, enhancing the learning experience.
Many teachers tend to skip the post-listening stage due to students' lack of interest, highlighting the challenges educators face However, it is crucial for teachers to engage students during this phase, as it plays a vital role in enhancing their language skills By finding effective strategies to make the post-listening stage more appealing, teachers can significantly improve student learning outcomes.
Class observations revealed that teachers and students generally interacted well, with thorough methods for asking and answering questions However, there was a noticeable lack of encouragement for students to ask their own questions To better understand and address students' challenges in learning, teachers should prioritize fostering a more inquisitive classroom environment.
Teachers and students face significant challenges in developing listening skills, primarily due to students' low listening competency Additionally, limited vocabulary further hinders effective communication and comprehension Furthermore, a lack of background knowledge among students poses a considerable obstacle for both teachers and learners, impacting the overall learning experience.
Teachers frequently encounter low student motivation and passive attitudes, which often go unnoticed by the students themselves Additionally, large mixed-ability classes and listening tasks that do not align with students' needs affect more than half of the teachers, yet these issues seem to have a minimal impact on the students.
Two key factors, the limited time available in the curriculum and teachers' experience in teaching listening, had a minor impact on the teaching and learning process In contrast, the absence of teaching facilities and aids posed the least challenge, showing negligible effects on both teachers and students.
Teachers and students agree that enhancing motivation in the classroom is essential They emphasize the importance of incorporating diverse activities to engage students, encouraging collaboration through pair and group work, and providing guidance on tasks without requiring complete comprehension of the text.
Teachers often prioritize addressing issues that impact them more significantly than their students To enhance the learning experience, schools should consider reducing class sizes, while educators can tailor listening tasks to better match students' abilities Streamlining activities to focus on essential tasks, participating in workshops for experience sharing, and improving teaching methodologies are also vital Additionally, incorporating engaging materials beyond the textbook and encouraging student participation in English clubs can further enrich the educational environment.
Students expressed significant concern regarding the need for additional teaching facilities and aids While teachers felt that the current resources were sufficient, students believed that enhancing these tools would make their lessons more engaging and impactful.
Teachers should prioritize revising phonetics with their students, as accurate pronunciation enhances listening comprehension By focusing on phonetic skills, students can more easily recognize words in spoken messages, making this approach a valuable consideration for effective teaching.
Summary
This chapter analyzes results obtained from three sources: teacher questionnaires, student questionnaires, and classroom observations A comprehensive discussion of the findings in relation to the three research questions follows the data analysis.
This chapter provides a concise overview of the key findings related to the three research questions, discusses the implications for addressing challenges in teaching listening skills, and acknowledges the study's limitations while offering recommendations for future research.
Recapitulation
The study has investigated the reality of teaching listening skills at HaUI After the data was collected, analyzed and discussed, some conclusions were drawn
The current teaching of English listening skills at HaUI faces several challenges, including a lack of sufficient listening strategies provided by teachers, which leaves students to navigate the learning process without guidance Many instructors struggle to implement all three stages of a listening lesson and are unable to engage students who show low interest Additionally, there is a notable lack of awareness among teachers regarding the significance of encouraging student questions, which is essential for ensuring comprehensive understanding of the material.
The study identified several common challenges faced by both teachers and students in the teaching and learning of listening skills Key issues included students' low listening competency, limited vocabulary, and insufficient background knowledge, which significantly impacted the learning process Additionally, teachers struggled with students' lack of motivation, large class sizes, mixed ability levels, and listening tasks that did not meet students' needs In contrast, factors such as inadequate teaching facilities, teaching aids, and time constraints had a minimal effect on the teaching and learning experience.
The study highlighted several solutions proposed by both teachers and students to enhance listening instruction at HaUI They emphasized the importance of engaging activities to motivate students, encouraging collaborative work in pairs or groups, and providing clear guidance on tasks without requiring complete text comprehension Teachers advocated for smaller class sizes, tailored listening tasks to match student abilities, and the elimination of unnecessary activities to concentrate on core tasks They also suggested increasing participation in workshops to share teaching methodologies and incorporating diverse, engaging materials beyond the textbook Additionally, students expressed the need for improved teaching facilities and resources.
Implications
According to the findings of the study and recommendations of the teachers and the students, this part offers some implications for better teaching and learning listening skills at HaUI
School administrations must prioritize the provision of adequate facilities and funding for teachers to enhance their teaching effectiveness This includes ensuring that teachers have easy access to essential resources such as photocopiers, printers, and teaching materials Furthermore, it is crucial for school administrators to supply additional tools for English as a Foreign Language (EFL) instructors, including CDs and CD players, to facilitate a more engaging learning environment.
To enhance the effectiveness of foreign language instruction, school administrations should limit class sizes to 25 students, down from the current 45 to 50 Large classrooms with mixed-ability students present significant challenges for teachers, particularly in managing the classroom and developing listening skills.
To enhance teacher development, school administrations should prioritize organizing workshops on a regular basis These workshops serve as a valuable platform for educators to connect with methodologists and experts, allowing them to update their knowledge of teaching methods Additionally, they provide opportunities for teachers to share experiences, learn from one another, and gain practical insights into effective teaching techniques.
Teachers should actively observe listening classes conducted by their colleagues at their own or nearby schools This practice fosters a collaborative learning environment, allowing educators to gain insights from one another Additionally, it provides an opportunity for teachers to receive constructive feedback on their teaching methods, helping them identify their strengths and weaknesses for future improvement.
Additionally, EFL teachers should spend more time studying and updating teaching methodology from different sources such as magazine or by participating workshops
To enhance student engagement in listening lessons, it is crucial for teachers to understand their students' learning preferences and listening abilities By tailoring tasks to align with students' interests and skills, educators can foster a more effective learning environment Additionally, utilizing effective teaching aids can significantly boost student interaction and enthusiasm during lessons.
Teachers must effectively manage teaching time, ensuring that all three listening stages—pre-listening, while-listening, and post-listening—are covered Skipping any stage, particularly the post-listening phase, can hinder students' learning The post-listening stage is crucial for integrating skills such as listening with reading, speaking, and writing, creating a cohesive language learning experience Completing all three stages provides students with significant benefits, while omitting any part diminishes their opportunities for improvement.
To enhance their language skills, students should expand their vocabulary by revisiting previously learned words and structures Engaging with English media, such as movies, songs, and magazines, can significantly aid in this process A broader vocabulary not only enriches their understanding but also makes listening comprehension more accessible.
Before each listening lesson, students should thoroughly prepare by reviewing the topic, questions, and tasks outlined in the textbook This preparation allows students to anticipate the context of the listening passage and envision their upcoming activities, thereby activating their background knowledge and priming them to absorb new information effectively.
Daily listening practice is essential for students, as it can be approached in various ways They can engage in focused activities such as listening tests and exercises to improve their skills, or they can enjoy more casual listening experiences, like English songs and stories, to enhance their comprehension in a fun manner.
To enhance word recognition, students must focus on accurate pronunciation, making phonetic improvement essential A closer alignment of their accent with that of native speakers will significantly boost their listening skills.
Finally, students should integrate listening with other language skills especially speaking Listening and speaking are vital for communication, talking with others especially foreigners can improve listening considerably.
Limitations of the study
This study focused on the teaching of English listening skills specifically for second-year non-English major students at HaUI, and the findings are not applicable to the entire student body Additionally, the research did not examine other language skills, including reading, speaking, and writing.
Suggestions for further research
The recent research focused on listening skills, indicating a need for follow-up studies on other language skills at HaUI, including speaking, reading, and writing.
This research focused on second-year non-English major students at HaUI Future studies should consider exploring different groups, such as first-year, third-year, or major students at HaUI, as well as students from other institutions.
This research aims to explore the challenges of teaching listening skills, highlighting the difficulties faced in many schools Future studies can further uncover the realities of learning these essential skills, emphasizing the need for attention and improvement in educational practices.
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APPENDIX A QUESTIONNAIRE FOR TEACHERS Dear teachers,
This questionnaire is designed to assess the effectiveness of teaching listening skills to second-year non-English major students at HaUI Your responses will be utilized solely for research purposes, ensuring confidentiality and privacy Thank you for your valuable cooperation.
Please provide your personal information
How long have you been teaching listening? : ………
Have you ever attended any workshops on Listening Teaching? Yes No
Please read the following questions carefully and tick ( ) the answers you choose For some questions, you can have more than one choice
1 How important is listening teaching skills at HaUI?
Very important Important Unimportant Very unimportant
2 What listening strategies do you use to teach your students? (You can tick as many options as appropriate)
Providing students with background knowledge of what is being spoken
Reading through the requirement of the tasks to get general ideas
Guessing unknown words based on context
Guessing the answers basing on linguistic clues and context
Predicting what they are going to listen for
Taking notes the main ideas
3 How often do you use the following teaching aids in listening lessons to motivate your students?
1 Always 2 Often 3 Sometimes 4 Seldom 5 Never
4 How often do you organize pre-listening activities?
1 Always 2 Often 3 Sometimes 4 Seldom 5 Never
Providing new vocabulary and structures
Setting purposes of the tasks
Providing students with techniques to do the tasks
5 How often do you use these techniques at while-listening stage?
1- Always 2- Usually 3- Sometimes 4- Rarely 5- Never
Play the tape again and again until students finish their tasks
Play twice or three times for students to do the tasks first, then transcribe sentence by sentence to check their understanding
Play the tape and complete doing exercises only
Play the tape with no pauses once
Play the tape with necessary pauses once
Ask students to take notes before or after doing tasks
6 Which of the following types of exercises do you often use at while-listening stage? (You can tick as many options as appropriate)
7 At post-listening stage, which activities do you often use to motivate your students’ participation? (You can tick as many options as appropriate)
Role-playing Extra listening tasks
8 Do you usually follow all three stages (pre-while-post) of a listening lesson?
(If your answer is “No”, continue with questions 9 and 10, If “Yes”, skip them.)
9 Which stage is often omitted?
Pre-listening While-listening Post-listening
Time limitation It is not necessary
Students’ low interests at this stage
11 How often do you make use of listening sections in your text book?
1 Always 2 Usually 3 Sometimes 4 Rarely 5 Never
Totally base on the textbook
Change the activities in the textbook
Change the exercises in the textbook
Use more visual-aids from the textbook suggested
Use other sources of listening from the textbook
12 Which difficulties do you often encounter in teaching a listening lesson?
(You can tick as many options as appropriate)
Students’ low motivation or passive attitude
Large classes and mixed ability
Lack of teaching facilities and teaching aids
Listening tasks dissatisfy students’ needs and levels
Lack of experience in teaching listening
13 What do you suggest to better the current listening teaching situation?
Reducing the number of students in each class
Equipping more teaching facilities and teaching aids
Using different motivating activities to motivate students
Having students work in pairs/groups and do different tasks
Guiding students what and how to do without understanding all the text
Adapting listening tasks to suit students’ ability
Cutting off unnecessary activities and focusing on the main tasks
Attending/providing more workshops to exchange experiences and improve teaching methodology
Using more interesting materials besides the textbook
APPENDIX B QUESTIONNAIRE FOR STUDENTS Dear students,
This questionnaire is designed to assess the effectiveness of teaching listening skills to second-year non-English major students at HaUI Please note that your responses will be utilized solely for research purposes and will remain confidential Thank you for your valuable cooperation.
Please provide your personal information
How long have you been learning English? : ………
Please read the following questions carefully and tick ( ) the answers you choose For some questions, you can have more than one choice
1 How do you feel about the listening skill in comparison with other skills?
2 How important is listening learning skills at HaUI?
3 How do you find the listening topics in the textbook?
4 In your opinion, how difficult are the listening tasks in the textbook?
5 Which types of the following activities do you like to participate in listening lessons? (You can tick as many options as appropriate)
Free talk Questions and answers
Mistake-correction Extra listening tasks
6 Which difficulties do you often encounter in learning listening? (You can tick as many options as appropriate)
Students’ low motivation or passive attitude
Large classes and mixed ability
Lack of learning facilities and learning aids
Listening tasks dissatisfy students’ needs and levels
7 What do you suggest to better your listening learning? (You can tick as many options as appropriate)
Reducing the number of students in each class
Equipping more learning facilities and learning aids
Using different motivating activities to motivate students
Having students work in pairs/groups and do different tasks
Guiding students what and how to do without understanding all the text
Adapting listening tasks to suit students’ ability
Cutting off unnecessary activities and focusing on the main tasks
Attending/providing more workshops to exchange experiences and improve teaching methodology
Using more interesting materials besides the textbook
APPENDIX C PHIẾU KHẢO SÁT DÀNH CHO SINH VIÊN
Bảng câu hỏi này được thiết kế để nghiên cứu thực trạng dạy kỹ năng nghe tiếng Anh cho sinh viên năm thứ 2 không chuyên tại trường Đại học Công nghiệp Hà Nội Sự hỗ trợ từ các bạn sinh viên sẽ góp phần quan trọng vào thành công của nghiên cứu Tất cả thông tin thu thập được sẽ chỉ được sử dụng cho mục đích nghiên cứu và không được sử dụng cho bất kỳ mục đích nào khác Chân thành cảm ơn sự hợp tác của các bạn.
Em hãy điền đầy đủ thông tin cá nhân vào đây:
Em đã học tiếng Anh được bao lâu? :
Hãy đọc kỹ các câu hỏi dưới đây và đánh dấu () vào đáp án mà bạn lựa chọn Đối với một số câu hỏi, bạn có thể chọn nhiều đáp án.
1 So với các kỹ năng học tiếng Anh khác, em thấy kỹ năng nghe như thế nào?
Khó bằng các kỹ năng khác
2 Tại trường Đại học Công nghiệp, kỹ năng nghe:
3 Em thấy các chủ đề nghe trong giáo trình học như thế nào?
Thú vị Quen thuộc Bình thường
Nhàm chán Không quen thuộc
4 Theo em, các bài tập nghe trong giáo trình học có khó không?
Rất khó Hơi khó Dễ Rất dễ
5 Em thích tham gia vào những hoạt động nào sau đây trong tiết học nghe?
(Em có thể chọn nhiều đáp án)
Chọn câu trả lời đúng/sai
Lựa chọn câu trả lời đúng
Nghe bài tập bổ sung
6 Em gặp những khó khăn gì khi học nghe? (Em có thể chọn nhiều đáp án)
Không có hứng thú học nghe
Lớp học đông và nhiều trình độ
Thiếu trang thiết bị học tập
Giáo viên thiếu kinh nghiệm trong dạy nghe
Bài tập nghe không phù hợp với nhu cầu và trình độ
7 Em muốn có sự thay đổi gì để giúp em học nghe hiệu quả hơn? (Em có thể chọn nhiều đáp án) Đề xuất
Bổ sung thêm trang thiết bị hỗ trợ
Giảm số lượng sinh viên trong một lớp
Thiết kế thêm các hoạt động nghe thú vị
Điều chỉnh bài tập nghe phù hợp với trình độ của sinh viên
Hướng dẫn sinh viên những kỹ năng nghe phù hợp
Cắt bỏ những hoạt động không cần thiết và tập trung vào những bài tập chính
Bổ sung thêm tài liệu tham khảo
Tham gia các hội thảo để củng cố phương pháp dạy và trao đổi kinh nghiệm
Sinh viên Luyện nghe ngoài lớp học
Tham gia các câu lạc bộ tiếng Anh
Cảm ơn sự giúp đỡ của các em!