INTRODUCTION
Rationale of the study
In today's globalized world, English has emerged as the international language of communication, making it essential for individuals to learn it to stay relevant This growing demand for English education is evident worldwide, including in Vietnam To communicate effectively in English, learners must develop their communicative competence by honing four key skills: listening, speaking, reading, and writing Among these, listening plays a crucial role, serving not only as a receptive skill but also as a foundation for improving spoken language proficiency.
At Dai Mo High School, teachers recognize the significance of effective listening skills instruction and are dedicated to enhancing their teaching methods Despite their efforts, the overall quality of English listening skills education remains inadequate This thesis critically examines the current state of listening skills teaching and learning at the school, identifying key challenges and proposing practical solutions Drawing from firsthand teaching experience, the researcher aims to clarify these issues through comprehensive research.
2 Aim and objectives of the study
Within the frame work of a minor thesis, the study is aimed at:
- Clarifying the practices of teaching and learning ELS in grades 11 in DM school
- Finding out the difficulties teachers and students in grades 11 in DM school have had to undergo
- Suggesting some feasible solutions to the teaching of ELS for grade 11
While the study's title focuses solely on teaching, it simultaneously explores both teaching and learning of English Language Skills (ELS) in its initial two concentrations This approach is not contradictory; as Brown (2007) suggests, teaching can be viewed as a means of facilitating learning.
Learning a second language is a complex process, presenting various challenges for teachers This research specifically aims to explore the difficulties faced by teachers at DM School when teaching listening skills to 11th graders The goal is to enhance the effectiveness of listening lessons, although the study does not claim to provide solutions applicable to all English language learners across different levels.
The study employs a mixed-methods approach, integrating both qualitative and quantitative techniques The researcher has extensively reviewed a variety of resources, including books, magazines, articles, newspapers, and online materials.
To achieve reliable results, quantitative data will be gathered using two survey questionnaires: one targeting 140 grade 11 students from five different groups at DM School, and the other focusing on 7 English teachers instructing grade 11 during the survey period The collected data will be processed and analyzed to draw conclusions for the study.
In addition to the quantitative approach, qualitative data was gathered through informal interviews with teachers, providing deeper insights into the actual teaching and learning experiences of ESL in 11th grade at DM School.
This research highlights the challenges faced by teachers instructing 11th-grade English at DM School, while also offering practical solutions that benefit both educators and students.
Hopefully, the findings and recommendations of this study will be of some help to the improvement of the teaching and learning ELS of Vietnamese students in general and of
The study focuses on DM school students and offers guidelines for teachers to assist their students in improving listening comprehension skills Additionally, the findings may benefit others interested in this area of research.
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part I: INTRODUCTION- deals with the rationales, aims, methods, scope, significance and design of the study
Part II: DEVELOPMENT – consists of three chapters
Chapter 1: Literature review – provides some theoretical background about listening comprehension and teaching listening skill
Chapter 2: Methodology – presents the current situation of teaching and learning listening at DM school This chapter also deals with the introduction of the research methods which cover research questions, the participants and data collection instruments
Chapter 3: Data analysis and discussions – presents the data results, analysis collected from two questionnaires as well as the interviews
Chapter 4: Findings and feasible solutions – concludes the findings the researcher has from the study and proposes some solutions to the teaching of ELS for grade 11 in Dai
Part III: CONCLUSION- gives a brief description of the study and states the limitations as well as recommendations for further research.
Scope of the study
Learning a second language is a challenging and intricate process, as noted by scholars Consequently, second language teachers encounter various difficulties in their instruction This research specifically aims to explore the challenges faced by teachers at DM School when teaching listening skills to 11th graders, with the hope of facilitating more effective and successful listening lessons While the study does not intend to provide solutions applicable to all levels of English language teaching, it seeks to shed light on the unique obstacles encountered in this specific context.
Methods of the study
The research employs a combination of qualitative and quantitative methods, utilizing a diverse range of resources, including books, magazines, articles, newspapers, and various online sources.
To achieve reliable results, quantitative data will be gathered using two survey questionnaires: one targeting 140 students from five different grade 11 groups at DM School, and the other aimed at 7 English teachers instructing grade 11 during the survey period The collected data will be processed and analyzed to draw conclusions for the study.
In addition to the quantitative approach, qualitative data was gathered through informal interviews with teachers to gain deeper insights into the actual teaching and learning experiences of ESL in 11th grade at DM School.
Significance of the study
This study explores the challenges faced by teachers instructing 11th-grade English at DM School, while also presenting practical solutions that benefit both educators and students.
Hopefully, the findings and recommendations of this study will be of some help to the improvement of the teaching and learning ELS of Vietnamese students in general and of
This study focuses on DM school students, offering valuable insights and guidelines for teachers to assist their students in improving listening comprehension skills The findings may also benefit others interested in this area of research.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part I: INTRODUCTION- deals with the rationales, aims, methods, scope, significance and design of the study
Part II: DEVELOPMENT – consists of three chapters
Chapter 1: Literature review – provides some theoretical background about listening comprehension and teaching listening skill
Chapter 2: Methodology – presents the current situation of teaching and learning listening at DM school This chapter also deals with the introduction of the research methods which cover research questions, the participants and data collection instruments
Chapter 3: Data analysis and discussions – presents the data results, analysis collected from two questionnaires as well as the interviews
Chapter 4: Findings and feasible solutions – concludes the findings the researcher has from the study and proposes some solutions to the teaching of ELS for grade 11 in Dai
Part III: CONCLUSION- gives a brief description of the study and states the limitations as well as recommendations for further research.
DEVELOPMENT
LITERATURE REVIEW
Listening is a critical component of effective communication, as evidenced by the saying that we have two ears and one mouth to encourage us to listen more than we speak In recent years, there has been a growing emphasis on developing listening comprehension skills in language education, highlighting its importance in fostering communicative competence Various scholars have defined listening comprehension in different ways, with Helgesen (2003) emphasizing that it involves active and purposeful processing, where listeners interpret and integrate new information with their existing knowledge and experiences.
According to Rubin (1995), listening is an active process where listeners engage in selecting and interpreting auditory and visual information to understand speakers' messages She highlights that listeners actively participate in comprehension by filtering relevant details from incoming information Selecting involves focusing on specific aspects of the input, while interpreting requires the integration of background knowledge with new information to grasp the intended meaning of the speakers.
According to O'Malley and Chamot (1989), listening comprehension is an active and conscious process where the listener actively constructs meaning This involves utilizing contextual cues and existing knowledge while employing various strategic resources to meet the task requirements.
Listening comprehension is an active and conscious process that involves understanding speech in both first and second languages, as highlighted by Richards and Schmidt (2002) Their definition underscores the significance of both linguistic units, such as phonemes and grammatical structures, and non-linguistic factors, including context, background knowledge, and the listener's expectations This perspective challenges traditional views that treat listeners merely as passive receivers of information, akin to human tape recorders Instead, effective listening requires learners to actively construct and convey meaning by integrating linguistic cues with their broader understanding of the discourse, including the speaker's intentions and nuances.
1.2 Communicative approaches to listening comprehension
For centuries, foreign languages have been formally taught, with records of teaching materials dating back over 500 years Despite this long history, the skill of listening in language education has only recently begun to receive significant attention.
Listening comprehension is an active process where individuals focus on specific elements of auditory information, derive meaning from the content, and connect it with their prior knowledge.
When teaching English listening skills in schools, two prominent approaches can be utilized: the top-down and bottom-up processes These methods, rooted in the research of notable scholars such as Rumelhart (1977) and Flowerdew and Miller (2005), offer distinct strategies for enhancing listening comprehension among students.
The bottom-up view of listening comprehension emphasizes that listeners interpret spoken language by focusing on various elements such as vocabulary, grammar, and sounds This process involves decoding auditory information from the smallest units, like phonemes, to complete texts, relying heavily on the listener's linguistic knowledge However, it has limitations, as effective understanding requires an interactive relationship between the listener's prior knowledge and the text Thus, successful comprehension is not solely dependent on linguistic skills but also on the integration of textual material with the listener's cognitive framework.
Top-down processing in comprehension begins with a listener's background knowledge, which can include content schema from life experiences or textual schema related to specific language and contexts As listeners engage with spoken messages, they actively reconstruct the speaker's intended meaning using new information as cues However, when faced with unfamiliar content, listeners may struggle to activate relevant schemata and must rely on their linguistic knowledge for understanding Additionally, even if a schema is triggered, it may not align with the speaker's expectations, leading to potential comprehension failures if one solely depends on top-down processing.
The bottom-up and top-down views of listening comprehension each have their drawbacks; the former emphasizes linguistic knowledge while the latter relies on background knowledge Relying too heavily on either approach can hinder understanding of spoken texts It is widely recognized that combining both processes enhances listening comprehension, creating an interactive approach that utilizes background knowledge, textual information, and linguistic skills When listeners are familiar with the content, they can leverage their background knowledge to predict speakers' intentions and navigate unfamiliar vocabulary Conversely, if the content is unfamiliar, listeners must rely primarily on their linguistic knowledge, particularly lexical and syntactical understanding, to grasp the information.
Understanding the listening comprehension process is essential for both students and teachers to enhance effective listening skills Additionally, recognizing the common challenges students face while learning to listen in English is crucial for improving their listening abilities.
Rixon (1986:63-64) stated that a commonsense way of dividing up a listening lesson is into three stages:
- Things to do before the students hear the passage, to help them get the most out of what they are going to hear
- Activities and exercises to be carried out as the students listen to the passage, to guide them as they try to gasp the main information in it
Once the class has comprehended the meaning and content of the passage, it is essential to revisit and reflect on key language points This reflection can enhance understanding and facilitate deeper engagement with the material Additionally, educators can implement extension activities that build on the passage's themes, encouraging students to explore related concepts and apply their insights creatively Such activities not only reinforce language skills but also foster critical thinking and personal connections to the text.
The three stages are summarized as: Pre-listening stage, While-listening stage and Post- listening stage Each stage has its own aims and activities
Students often struggle to grasp audio content when a teacher simply instructs them to "Listen to this" without context Familiar sounds and words may not suffice for comprehension due to a lack of background knowledge on the topic, setting, or speaker relationships The pre-listening stage is crucial as it equips students with essential information, including the topic, relevant vocabulary, and context, enhancing their understanding Additionally, this stage serves to engage students’ interest in the material As Ur (1992: 4) suggests, providing students with details about the content, context, and speakers before listening can significantly improve their listening experience.
Pre-listening activities can be approached in multiple ways and encompass a variety of tasks According to Underwood (1989:33), educators should take specific factors into account when selecting these pre-listening exercises.
- The ability of the class;
- The interest of the class;
- The interest of the teacher;
- The place in which the work is being carried out;
- The nature and content of the listening text itself
When selecting activities for listening texts, teachers must consider the nature and content of the material It is essential to choose appropriate activities that align with the specific types of texts being used.
Davis (2000:78) points out that pre-listening work can consist of a whole range of activities, including:
- Associate ideas with the topic
- Associate vocabulary with the topic
- Predict information about the topic
- Write questions about the topic
RESEARCH METHODOLOGY
2.1 Introduction of language teaching and learning conditions in DM high school
In the process of teaching and learning English, both subjective factors, such as human interactions, and objective factors, including equipment and duration, play crucial roles in facilitating knowledge acquisition This section of the chapter aims to clarify these essential elements within DM high school.
2.1.1.1 The learners – Grade 11th students
The samples of students here are restricted to five 11 th form classes (among seven 11 th form classes at DM school) These five classes, which were chosen randomly, account for
At DM School, 140 students in the 11th grade, aged seventeen, face challenges in developing their English speaking and listening skills due to a lack of supportive environments outside the classroom Despite having at least four years of English education in Lower Secondary school, many students arrive at DM School with limited knowledge and motivation, making it difficult for teachers to effectively engage them during lessons.
At Dai Mo high school, the English department consists of 7 teachers, including the researcher, with an age range of 29 to 42 years old Notably, one of the teachers has completed a Master's degree from Vietnam National University, Hanoi However, the school's organizational structure does not separate English teachers from those of other subjects, making it challenging for them to discuss teaching-related issues during group meetings.
The study's participants consisted primarily of female teachers, with a total of five women and two men However, many of these educators are middle-aged, which limits their ability to engage in training programs that would provide them with more modern and adaptable methods for teaching a new language.
2.1.2 Objective factors _ Teaching and learning conditions
The facilities at DM School raise concerns regarding their adequacy for effective learning Most classrooms lack essential equipment such as tapes, cassette players, speakers, TVs, CDs, and overhead projectors, relying instead on basic tools like chalkboards and teacher-created visual aids Although there are two modern classrooms equipped with teaching aids, including overhead projectors and internet access, students only utilize these resources during special model lessons on occasions like Women’s Day and Vietnamese Teacher's Day As a result, students have limited opportunities to practice their listening skills with both visual and audio aids.
High school students typically attend three English classes each week, with each session focusing on a specific lesson within a unit that lasts 45 minutes At Dai Mo High School, all classes adhere to this schedule of three English periods per week.
At DM School, the average class size typically ranges from 40 to 50 students The classroom is organized with desks arranged in four rows, each containing 5 to 6 desks designed for two students.
2.2 The new “Tieng Anh 11” textbook
The "Tieng Anh 11" textbook, authored by Van, H V et al in 2006, serves as the official resource for teaching general English to grade 11 students It comprises 16 units, each focusing on different topics, and includes five lessons per unit: Reading, Speaking, Listening, Writing, and Language Focus The textbook employs learner-centered and communicative approaches, designed to enhance students' proficiency in using English as a fundamental communication tool across listening, speaking, reading, and writing skills.
This course is designed to empower students with fundamental English listening skills, essential for effective communication Specifically tailored for grade 11 students, the program focuses on cultivating comprehensive listening skills, including intensive listening, extensive listening, listening for specific information, and listening for gist, to enhance their overall language proficiency.
The "Tieng Anh 11" textbook structures its reading, speaking, and listening lessons into three key phases: Before you listen, While you listen, and After you listen In the Before you listen section, learners are introduced to relevant subject matters and new vocabulary The While you listen phase includes 2 to 4 tasks such as matching, multiple choice questions, and comprehension exercises designed to enhance students' listening skills Finally, After you listen reinforces comprehension through summarization, speaking, and writing activities Overall, the listening section emphasizes daily and popular topics to meet course objectives.
In order to find out the difficulties that the teachers and students of grade 11 in teaching and learning ELS, it is necessary to answer the following questions:
1 What is the present situation of teaching and learning ELS at Dai Mo high school?
2 What difficulties do the teachers and the 11 th form students encounter in teaching and learning ELS?
3 What are the suggested ways to effectively improve the current situation of teaching and learning ELS at this school?
To gather comprehensive data on the challenges faced by teachers and students in English Language Skills (ELS) instruction, the study employed two data collection methods: questionnaires administered in May 2011, coinciding with students' completion of their listening lessons in English 11, and informal interviews.
The questionnaire, crafted in Vietnamese to ensure clarity, aimed to assess students' attitudes towards listening skills, identify the challenges they face in learning English as a Second Language (ESL), and gather their expectations for improved ESL teaching and learning experiences.
The questionnaire administered to teachers was conducted entirely in English and focused on several key areas: the teachers' attitudes toward teaching listening, the challenges they face in teaching English Language Skills (ELS), their knowledge of effective listening instruction, and their expectations for enhancing the teaching and learning of ELS.
The questionnaires administered to students and teachers included both closed questions, where respondents selected a single option, and open-ended questions, offering a range of responses After gathering the completed questionnaires, the researcher analyzed the data by calculating the number of responses and the corresponding percentages for each question in both surveys.
To gain insights into the challenges of teaching listening skills in English Language Studies (ELS), the researcher conducted informal interviews with four teachers These discussions were designed to delve deeper into the responses provided in a prior questionnaire, aiming to uncover the underlying reasons for their experiences The findings from these interviews are expected to play a significant role in identifying effective solutions for enhancing listening instruction in ELS.
DATA ANALYSIS AND DISCUSSIONS
The researcher consolidated and categorized the comments and perceptions from English teachers and grade 11 students at Dai Mo High School based on their questionnaire responses To facilitate analysis, the results were converted into percentages Additionally, insights gathered from interviews were incorporated to enhance the interpretation of the findings.
Question 1: How do you evaluate your English listening ability?
Chart 1: Students’ assessment of their listening ability
According to the data presented in Chart 1, only 1% of students demonstrated very good listening skills, while another 1% rated their abilities as good A significant 36% (50 out of 140) of the students were identified as having poor listening skills, and surprisingly, 62% considered their listening abilities to be at a medium level Overall, these results indicate that most students are performing at low to medium levels in English listening skills This trend may be attributed to the absence of a graduation examination in secondary school, leading students to prioritize subjects like math and literature for high school entrance exams Additionally, the lack of listening tests in the English curriculum during grade 10 poses a significant challenge for English teachers.
To enhance their listening skills, 11th-grade students should actively seize opportunities to practice English listening in class This issue aligns with the concerns expressed by teachers, who noted that their students struggle with English proficiency and often face time constraints during lessons.
Question 2: How are English listening skills important to you?
Chart 2: Students’ attitudes towards the importance of listening skills
According to the data presented in Chart 2, a significant majority of students recognize the importance of English listening skills, with 46% acknowledging it as important and 36% considering it very important Conversely, only 11% viewed it as having little importance, while a mere 7% underestimated its significance Despite this high appreciation for listening skills, there is a notable contradiction in classroom engagement, as 33% of students observed that many of their peers were reluctant to participate in listening lessons This reluctance poses a challenge for both students and teachers at DM School in enhancing the effectiveness of English listening skill development.
Question 3: How often do you listen to English outside the class?
Chart 3: Students' frequency of listening to English outside the class
The chart indicates that 66% of students rarely listen to English outside the classroom, with 17% admitting they never engage with the language in their free time, even avoiding popular English songs Only 4% of students practice their listening skills frequently at home, while 13% do so often This lack of exposure suggests that students who do not listen to English outside of school may not have a strong interest in the language, contributing to their challenges in listening comprehension Continuous practice is essential for language acquisition, and relying solely on classroom instruction is insufficient for achieving proficiency Regardless of teaching quality, self-study is crucial for effective language learning.
Question 4: What do you think about listening tasks in “Tieng Anh 11” textbook?
Chart 4: Students’ assessment of tasks in the “Tieng Anh 11” textbook
According to data from chart 4, 63% of participants (88 out of 140) found the listening tasks in the "Tieng Anh 11" textbook appropriate for their level, while 21% considered them difficult and 13% rated them as very difficult Only 3% of students found the tasks easy, indicating that a significant portion of students faced challenges that could lead to boredom and a lack of motivation due to the tasks being above their proficiency level Additionally, the reliance on unaltered textbook activities may further diminish student engagement To enhance listening lessons, it is essential for teachers to employ effective teaching techniques, possess in-depth knowledge, and demonstrate enthusiasm in designing creative and engaging activities that go beyond the textbook content.
Question 5: Do you think that 45 minutes/ period is suitable for learning ELS to 11 th form students?
According to the chart, 44% of students believe that having one period a week for teaching and learning English Language Skills (ELS) is appropriate, while 11% find the 45-minute session unnecessary However, 45% of students express a need for more time to develop this skill Interviews with teachers reveal that students' low English proficiency hinders their ability to complete tasks during while-listening activities, often requiring teachers to replay audio multiple times for clarity Consequently, students frequently miss the chance to check all answers, and teachers lack the time for post-listening activities, leading them to assign these tasks for homework to maximize instructional time.
Chart 5 : Students’ attitudes towards the appropriate time for learning ELS
Question 6 Do you discuss your listening comprehension problems with someone?
Chart 6: How students discuss their listening comprehension problems
Chart 6 illustrates the frequency of discussions by students when they had listening problems Half of the students (50%) discussed their listening problems with friends 16% of students discussed with their teachers 13% discussed with their family members or relatives And there exist 21% students who never discussed when having listening problems The statistics proved that most of students were not really concerned about learning listening skills which caused trouble for themselves as well as for the teachers
Question 7: How does your teacher encourage you to listen? by giving good comments by giving high marks by giving prizes doing nothing
Table 1 : Teachers’ techniques of encouraging students
A recent evaluation of students' perceptions revealed that 39% felt their teachers frequently motivated them to enhance their listening skills by offering high marks Additionally, 37% noted that positive feedback and 10% mentioned rewards were used as incentives for student engagement However, 24% of students believed their teachers did not provide any encouragement This suggests that while many educators rely on high marks to stimulate learning, incorporating positive comments could significantly boost students' confidence in their listening abilities To foster a more encouraging learning environment, it is essential for all teachers to adopt varied motivational strategies more consistently.
Question 8: How do you evaluate your classmates’ participation in listening lessons?
All students are very active 5 4%
Some students feel happy and willing to listen 44 31%
Most students are reluctant to listen 46 33%
Table 2 : Students’ evaluation on other students’ participation
According to the data presented in Table 2, 36% of students expressed a positive attitude towards listening lessons, believing that many of their peers were actively engaged However, 31% indicated that only a few students were enthusiastic about participating, while 33% felt that most students were hesitant to join in Interviews corroborated these findings, revealing that students' reluctance stemmed from limited vocabulary and background knowledge on the listening topics, as well as the perceived difficulty of the tasks To enhance student engagement, it is essential for teachers to design more appealing and accessible activities.
Question 9: What makes it difficult for you to learn ELS?
D Low level of English proficiency 100 71%
E Lack of background knowledge in listening topics 84 60%
G Bad quality of cassette tapes and CDs 42 30%
J Others (lack of concentration, lack of chances to communicate with native speakers…)
Table 3 : Factors affecting students’ in learning ELS
Statistics indicate that 71% of students cite low English proficiency as the primary barrier to effective listening, while 60% lack background knowledge on listening topics Additionally, 39% attribute their difficulties to a lack of motivation, and 30% point to poor-quality audio resources as a challenge Other contributing factors include fast speaker speed, inadequate teaching methods, large class sizes, unengaging topics, and limited opportunities for interaction with native speakers It is crucial for English teachers to address these key issues and enhance teaching aids to foster better student engagement in listening activities.
Question 10 In your opinion, what should teachers do to better teaching ELS?
A spend more time preparing the listening lesson more carefully 36 26%
B help students improve their knowledge of the language and of the world 78 56%
C guide students to listen outside the classroom 35 25%
E exchange experiences and methodology among the English staffs 43 31%
F encourage students to listen by giving evaluation (comments, feedback and marks) 59 42%
G offer students more English songs and games 65 46%
Table 4 : Students’ suggested techniques to better teaching listening
Table 4 highlights student suggestions for enhancing teacher involvement in language learning A significant 62% of participants valued teachers' instructions, while 56% sought assistance in improving their language and worldly knowledge Additionally, 46% expressed a desire for more English songs and games during listening lessons Encouragement through evaluations, comments, and feedback was expected by 42% of students Furthermore, 31% believed that teachers should share experiences and methodologies among staff, and 26% hoped for more careful preparation of listening lessons Lastly, 25% of students wanted guidance on effective listening outside the classroom Despite their eagerness to develop listening skills and recognize its importance, students faced only 15-minute listening tests at school.
A questionnaire was administered to seven English teachers at Dai Mo High School, all of whom have over four years of teaching experience and share similar perspectives on listening instruction Their insights are reflected in the responses to the following questions.
Question 1: Which skill do you think the most difficult for your teaching?
Question 2: How important do you think ELS is to your students?
Q 2 very important Important not very important not important at all
Table 5 : Teachers’ assessment and attitudes towards EL S
According to the data, 71% of teachers identified listening as the most challenging skill, while 29% considered speaking to be the second most difficult Notably, no teachers regarded reading or writing as the most difficult skills Additionally, over half (57%) acknowledged the importance of listening skills for their students, with 29% emphasizing their critical role in communication Only one out of seven teachers underestimated the value of listening skills, indicating a general awareness among educators of their significance in language learning However, many teachers expressed dissatisfaction with teaching listening due to their students' low English proficiency and lack of motivation Consequently, it is essential for teachers to address these challenges and find effective strategies to engage students in listening activities.
Question 3: What do you think about listening topics and tasks in the textbook?
Table 6 : Teachers’ assessment of listening topics and tasks in the textbook
In a survey regarding the "Tieng Anh 11" textbook, 43% of teachers reported that the topics and tasks were challenging for students The textbook covers 16 themes, including friendship and personal experiences, and includes various tasks such as true or false statements, gap-filling exercises, summarizing main ideas, comprehension questions, and multiple-choice questions While three teachers believed the tasks were appropriate for students, only one found the textbook lacking in engaging authentic materials Notably, no teachers considered the listening topics and tasks to be interesting, indicating that listening skills posed challenges for both students and teachers, unlike other skills where students could review and reinforce their learning.
Question 4: What is your students’ attitude towards listening lessons?
B Not very interested but still attentive 2 29%
Table 7 : Teachers’ opinion of students’ attitudes towards listening lessons
FINDINGS AND SUGGESTED SOLUSIONS
4.1.1 Teachers’ attitudes towards teaching ELS
The findings from questionnaires and interviews conducted at Dai Mo High School reveal that both students and teachers recognize the significance of listening skills, with 71% of teachers acknowledging its importance However, the focus in teaching primarily revolves around vocabulary, grammar, and reading, often neglecting speaking, listening, and writing skills The primary aim of English instruction is geared towards preparing for final exams, which adversely impacts students' listening competence and hinders their ability to improve Additionally, teachers perceive a lack of attentiveness and interest from students during listening lessons To enhance the effectiveness of listening instruction, it is crucial for educators to dedicate more time and effort to this area, thereby motivating students to develop their listening skills.
4.1.2 Students’ attitudes towards learning ELS
The findings indicate that while 78% of students recognize the significance of English listening skills for their future careers, only 9% express a genuine interest in learning them A considerable number of students are reluctant to participate in listening lessons, with one-third finding textbook tasks challenging Additionally, 44% believe that the 45-minute duration for each listening lesson is insufficient for effective learning Furthermore, there appears to be a lack of strong communication between students and teachers, as only 16% of students seek help from their teachers when faced with difficulties in learning English listening skills.
4.1.3 Students’ difficulties in learning ELS
Data analysis revealed that students faced significant challenges in listening comprehension, primarily due to low English proficiency, insufficient background knowledge on listening topics, and a lack of motivation Many students expressed stress during listening tasks, often citing limited time to complete assignments Additionally, only a small percentage of students enjoyed learning English as a Second Language (ESL), and just 16% sought help from teachers regarding listening difficulties Teachers prioritized final exam results, focusing on vocabulary, grammar, and reading skills, which further diminished students' interest in improving their listening abilities.
4.1.4 Teachers’ difficulties in teaching ELS for grade 11 students
Teachers at DM school faced significant challenges in teaching listening skills, primarily due to students' low English proficiency, insufficient background knowledge on listening topics, and lack of motivation The large class sizes, often exceeding 40 students, exacerbated these issues, making it difficult for teachers to address the diverse abilities within the classroom While more proficient students were active participants, weaker students often remained disengaged and shy, hindering collaborative activities Additionally, inadequate teaching resources and a lack of listening materials in the library further impeded students' listening development Compounding these difficulties was the limited time allocated for listening lessons, as reported by 71% of the teachers.
In DM school, the limited time allocated for listening practices highlights the need for teachers to adopt flexible techniques to enhance students' listening skills By exploring various online resources that support listening education, educators can effectively facilitate and enrich the learning experience for their students.
With all the difficulties mentioned above, it was necessary to have workable solutions to overcome the existing problems for further improvement of the listening lessons
To enhance the effectiveness of listening instruction, teachers at DM School should dedicate additional time and effort to refine their teaching methods This article offers valuable suggestions aimed at helping English teachers elevate their instructional practices.
4.2.1 Doing a pre-listening warm-up activity effectively
To enhance listening comprehension for students with low English proficiency, it is essential to introduce key vocabulary and structures prior to listening activities The "Before you listen" section in the English 11 textbook presents important words relevant to the listening texts, which teachers can adapt to better fit their students' levels by modifying the vocabulary Additionally, selecting key structures from the listening material helps activate students' prior knowledge and encourages them to make predictions, aiding in effective answer guessing Utilizing visuals from the textbook further supports this process, allowing students to connect the key words with the content, thereby building a mental schema that facilitates their overall listening experience.
4.2.2 Encouraging students to practice ELS outside the class
With advancements in technology and media, listening materials are more accessible than ever Although the 45 minutes of class time dedicated to listening is valuable, it is insufficient for mastering this challenging language skill Alarmingly, 43% of teachers at DM School do not encourage students to engage with English listening materials outside the classroom Therefore, fostering a habit of listening to English is crucial for students' language development.
Teachers can enhance classroom efficiency by assigning students to listen to a tape at home before the in-class session By requiring students to jot down all the words they hear during their home listening, teachers can maximize valuable class time for further discussion and activities.
Teachers should foster engaging language-learning environments that ignite students' interest and enthusiasm for learning English By incorporating diverse resources such as TV programs, radio, and the Internet, educators can enhance students' exposure to various language phenomena beyond traditional textbooks Introducing captivating English songs, games, and films with English text can effectively motivate students, as games serve as an excellent entry point to engage them in the English language Regularly incorporating games in the classroom encourages voluntary participation, making students more active and diligent learners Additionally, music is a valuable tool in teaching English as a Second Language (ESL), as it helps alleviate stress and create a relaxed atmosphere conducive to learning Teachers can easily access a wide range of music online through platforms like www.mtv.com, www.songsforteaching.com, and music.yahoo.com, allowing for efficient use of time and resources By leveraging these strategies, educators can enhance students' enthusiasm, cultivate their listening skills, and effectively achieve English learning objectives.
Teaching English as a Second Language (ESL) in DM schools reveals that anxiety and frustration can hinder students' learning experiences To foster a positive psychological state, it is crucial for students to feel confident while listening Teachers can support this by creating a relaxed atmosphere that encourages students to guess answers, viewing feedback as a means for students to assess their progress Instead of solely testing listening abilities, educators should focus on teaching effective listening strategies The study suggests that providing positive reinforcement, such as comments, high marks, or small rewards, can motivate students to engage more actively in class listening activities.
Classrooms should be equipped with modern technology, including computers and overhead projectors, while libraries must offer a variety of listening materials These advanced facilities enable teachers to implement effective pre-listening techniques and streamline the correction of listening tasks, saving valuable time Access to diverse listening resources not only enhances student self-study but also allows educators to create more engaging lessons Additionally, utilizing computers with internet access in the library is essential for teachers to develop lesson plans and find listening materials online Incorporating other teaching aids, such as visuals and sub-boards, further encourages students to actively participate in listening activities.
4.2.5 Adapting and re-designing the tasks in the textbook more suitable to students
Teachers should create textbook tasks that emphasize students' abilities rather than their limitations This can involve omitting less relevant sections of a lesson or prioritizing more beneficial activities Additionally, it's essential to tailor the difficulty of tasks to align with students' skill levels, ensuring that all activities are engaging and appropriate for the entire class By avoiding tasks that are tedious or overly challenging, teachers can foster a more effective learning environment.
4.2.6 Equipping students with listening strategies
To enhance students' listening skills in English Language Studies (ELS), it is essential to encourage them to focus on general understanding before honing in on specific details Effective listening strategies, such as predicting a speaker's message, grasping main ideas, recognizing signal words, and taking notes, should be emphasized Teachers can design targeted listening activities that guide students to extract relevant information, such as time, places, events, and names By adopting these approaches, educators not only simplify the listening process but also significantly improve students' overall listening comprehension, leading to better outcomes in their learning.
This chapter outlines key findings and proposed solutions aimed at enhancing listening skills for 11th-grade students at DM High School The concluding section will summarize the study's main points, address its limitations, and offer recommendations for future research.