Rationale
Research indicates that college students dedicate a significant portion of their time to listening, with Barker et al (1980) reporting 52.5% and more recent findings by Emanuel Adams et al (2008) suggesting it could be as high as 55% daily Furthermore, Nunan (1998, cited in Jonathan Newton, 2009) highlighted that over 50% of the time students engage in a foreign language is spent on listening This underscores the crucial role of listening, as emphasized by Powell (1969).
Humans have an immense need to be truly listened to, taken seriously, and understood This necessity is evident in conversations across the globe, whether between nations or couples, where many exchanges resemble dialogues of the deaf.
Despite properly appreciating the value of speaking, Lee Iacocca (1984) said:
Effective communication hinges on the ability to listen, a skill that is crucial for successful management and essential for language acquisition Many overlook the importance of listening as a two-way street in communication Language teachers prioritize the development of listening skills, recognizing their vital role not only in learning a second language but also in enhancing proficiency in one's native language.
As a teacher at Hanoi College of Education for three years, the researcher observed that first-year English teaching students face significant listening challenges despite having a solid grasp of grammar and vocabulary Many students reported limited opportunities to practice listening to English during high school, resulting in underdeveloped listening skills This lack of practice often leads to confusion and heightened anxiety, which can negatively impact their ability to comprehend spoken English effectively.
Improving listening skills is crucial for first-year students, necessitating the implementation of effective methods tailored to their needs An interactive approach is believed to significantly enhance their learning experience, making it easier for them to develop these essential skills.
Aims of the Study
This study aims to examine the impact of interactive instruction on the listening skills of first-year students at Hanoi College of Education Additionally, it offers recommendations for effectively utilizing interactive processes to enhance students' listening abilities.
Objectives of the Research
The specific objectives of the research are as follows:
- To investigate problems related to interactive process the students may have while learning listening
- To examine and study the effects of using interactive process in teaching listening to the first-year students.
Research Questions
This survey aims at addressing the two following questions:
(1) What problems related to interactive process do the first-year students have in listening?
(2) To what extent does interactive process help the students improve their listening skills?
Scope of the Study
This study focuses on enhancing the listening skills of first-year English majors at Hanoi College of Education through interactive processes The research specifically targets students from two classes, K39A and K39B, to assess the effectiveness of these methods.
Significance of the Study
This study aims to enhance the teaching and learning of listening skills through an interactive process, ultimately helping students improve their listening abilities Its significance lies in offering valuable teaching implications for EFL educators, guiding them in the development of listening syllabi, teaching methods, and assessment strategies Additionally, this research serves as a reference for those interested in the topic and acts as a supplementary resource to previous studies on discourse processes.
Methodology
Approach
Action research was chosen as the primary research method as it meets the aim and objectives of the study.
Sample
The target population of this study was from two classes K39A, and K39B with 60 first-year English-majored students at English Department, Hanoi College of Education.
Instrumentation
To attain the aim of the study, three data collection instruments were used: tests, questionnaires, and students’ diaries
The study is composed of three main parts: Introduction, Development, and Conclusion
Part 1 includes Chapter 1 which states the rationale, aims, objectives, research questions, scope and significance of the study as well as its methodology
Part 2 consists of three chapters, namely theoretical background and methods
- Chapter 1 provides the background of the study, including an overview of listening skills, listening as comprehension, and interactive processing
Chapter 2 outlines the research methods utilized in the study, detailing the rationale behind their implementation It also describes the data collection procedures and the methods used for data analysis, providing a comprehensive overview of the research approach.
- Chapter 3 presents data analysis, the results and discussions
Part 3 summarizes the main ideas covered in the paper, and presents the limitations of the study and some suggestions for further studies in the research area
Following this chapter are the References and Appendixes for the whole research.
THEORETICAL BACKGROUND
Theoretical Background
In terms of listening definitions, Anderson and Lynch (1988) had two influential views: traditional view and alternative view
Traditionally, listening was viewed as a receptive skill where learners focused solely on understanding spoken messages, often neglecting important factors like attitude and nuances This approach resulted in teachers assessing only students' ability to hear and recall what they listened to, rather than their comprehension of the conversation Consequently, listening instruction was seen as centered around sounds rather than meaning, leading to criticism from Anderson and Lynch (1988) for being inadequate and inappropriate.
The alternative view of learning positions the learner as an active model builder, integrating new information with their own background knowledge to achieve full comprehension Anderson and Lynch (1988) emphasized the importance of active interpretation and integration of incoming information, a perspective supported by Littlewood (1981), who noted that effective listening demands active involvement Listening comprehension involves engaging in a process that seeks meaning through both linguistic cues and non-linguistic knowledge, encouraging listeners to participate actively.
Listening is an active process where individuals focus on specific aspects of auditory input, constructing meaning by connecting what they hear to their existing knowledge (Bentley & Bacon, 1996) This involves both linguistic and non-linguistic knowledge, as comprehension occurs when incoming sounds are matched with prior knowledge (Gary Buck, 2001; Faerch & Kasper, 1986).
To understand the nature of listening processes, it was essential to have a good insight into the characteristics of spoken discourse and the potential problems they caused for listeners
According to Halliday (1989, p.31), spoken language had the following characteristics: (1) variation in speed - but it was generally faster than writing;
Spoken discourse encompasses various elements such as loudness, gestures, intonation, stress, rhythm, pitch range, and the use of pauses and phrasing Unlike written texts, spoken language requires immediate processing, leaving listeners no opportunity to revisit the material This can create the perception of rapid speech, with rates varying from 160 words per minute in radio monologues to up to 220 words per minute in conversations The perceived speed is often influenced by the frequency of intra-clausal pauses Additionally, unplanned spoken discourse may exhibit incoherence, inarticulateness, and repetition, characterized by false starts, hesitations, and fillers like "well," "y'know," and "like" (Cameron, 2001).
The characteristics of spoken discourse enhance listeners' comprehension of speech processing, highlighting two key processes: bottom-up and top-down processing.
1.1.2.2 Bottom-up Processing and Teaching Bottom-up Processing
Since the early 1980s, bottom-up processing has been a dominant perspective in language pedagogy This approach, initially proposed by Rumelhart and Ortony in 1977, was further developed by Chaudron and Richards.
Bottom-up processing in listening, as described by Nunan (1992), involves decoding sounds in a linear fashion, starting from phonemes and progressing to complete texts This model emphasizes the importance of understanding the code of sounds, which includes how they combine and change meaning when strung together Listeners are likened to tape recorders, storing messages sequentially—one sound, one word, one phrase at a time (Anderson and Lynch, 1988) Peterson (2001) highlights that this process constructs meaning by recognizing sounds and words, which are then integrated into larger phrases and connected to ideas in long-term memory Brown (2007) further notes that bottom-up processing concentrates on various elements of spoken language, including sounds and grammatical structures However, at lower levels of language proficiency, this processing can significantly strain conscious attention and working memory.
Bottom-up listening strategies focus on the language components of a message, including sounds, words, and grammar, to derive meaning Key techniques in this approach involve listening for specific details, recognizing cognates, and understanding word-order patterns Listeners must adapt these strategies based on their listening objectives, as highlighted by Mendelsohn (2001), who noted that individuals employ various listening methods in real-life situations depending on their purposes.
Ur (1985) outlined key aspects of bottom-up processing in teaching, which include identifying pronoun antecedents, distinguishing between active and passive sentences, and recognizing causative versus non-causative elements Additionally, it involves identifying the major components of sentences, understanding intonation usage, and recognizing time references Learners also need to differentiate between positive and negative sentences, identify particles in rapid speech, and detect missing particles in colloquial speech.
Richards (1990) emphasized text-based aspects in the bottom-up process, employing exercises like repeating heard words to enhance listening skills He also introduced techniques such as listening for grammatical structures, where students identified verbs and matched them with nouns, as well as listening for specific details and recognizing cognates Additionally, Rubin (1994) proposed that listeners should concentrate on the meaning of individual words to improve comprehension.
- Recognising syllable reduction due to weak forms and/ or elision
- Recognising assimilation, this was when a sound changed to become more like another sound which followed or preceded it
Peterson (1991) and Brown (2001) shared the same views of using bottom- up processing in teaching listening which included:
- Discriminating between intonation contours in sentences
- Being aware of sentence fillers in informal speech
- Recognising words, discriminating between word boundaries
- Differentiating between content and function words by stress pattern
- Recognising words with weak or central vowels
- Recognising when syllables or words are dropped
- Recognising words when they were linked together in streams of speech
- Using features of stress, intonation and prominence to help identify important information
1.1.2.3 Top-down Processing and Teaching Top-down Processing
Top-down processing was another alternative to teach listening instead of bottom-up processing According to Nunan (1992), this process allowed:
Listeners actively reconstruct the speaker's original meaning by using incoming sounds as clues This reconstruction process relies on the listener's prior knowledge of the context and situation, enabling them to make sense of what they hear.
Context and situation play a crucial role in understanding communication, as highlighted by Nunan (1992), who emphasized the importance of knowledge regarding the topic, speakers, and their relationships Similarly, Richards (1990) noted that effective top-down processing relies on background knowledge, which can include familiarity with the topic, situational context, and cognitive frameworks like "schemata" or "scripts" that outline the structure and relationships of events.
Top-down processing involves listeners utilizing their existing world knowledge to derive meaning from language input, aided by their understanding of social conventions By leveraging context and prior knowledge—such as topic, genre, culture, and other schema stored in long-term memory—listeners create a conceptual framework that enhances comprehension.
A study by Buck (1994) defines top-down processing in listening comprehension as the ability to understand spoken language by making predictions and inferences based on prior knowledge and expectations This approach allows listeners to overlook certain details, suggesting that listening comprehension is not solely a linear skill but involves complex cognitive processes.
Ur (1985) highlighted the following steps for using top-down process to teach listening:
- Listening to part of a conversation and inferring the topic
- Looking at the pictures, then listening to conversations about the pictures and matching them to the pictures
- Listening to conversations and identifying the settings
- Reading a list of key points to be covered in a talk, then numbering them in the sequence heard while listening to the talk
- Reading information about a topic, then listening to talk on the topic and checking whether the information was mentioned or not
- Reading one side of a telephone conversation and guessing the other speaker´s responses, then listening to the telephone conversation
- Looking at the pictures of people and guessing what they might be saying or doing, then listening to how the story really ended
Richards (1990) introduced a top-down learning strategy designed for classroom application, outlining a systematic approach for teachers This method involves several key steps: first, students listen for overarching topics and specific details to stimulate their thoughts on electricity; second, they arrange a series of images or events in a logical order; third, they listen to conversations to determine their settings; and finally, they read relevant information and listen again to assess whether the same points are addressed or to infer relationships between the individuals involved.
Review of Previous Studies Related to the Research Area of the
Al-Qaraghooly and Al-Bermani (2010) researched the impact of bottom-up and top-down processing on EFL students' listening comprehension, involving 130 second-year students from the Department of English at the University of Babylon The students were divided into two groups: 53 in the bottom-up processing group and 53 in the top-down processing group, with 24 students initially selected for a pilot sample After excluding two students who missed the post-test, the main sample consisted of 104 students, with 52 in each group The findings revealed that both processing strategies effectively enhanced listening skills, supporting the idea that integrating both approaches simultaneously yields superior results compared to using them in isolation The study concluded that listening comprehension is a complex, interactive process where both bottom-up and top-down processing play vital roles in understanding auditory information.
Villegas (2013) conducted a study on the effectiveness of integrating bottom-up and top-down processes in listening comprehension tasks for second-semester English license program students at a state university in Colombia Over a month, six participants engaged in listening tasks designed by the researcher, which included three phases: pre-listening, while-listening, and post-listening The study revealed that using strategies such as inferring, contextualization, and prediction helped learners connect prior knowledge with new information, enhancing their audio comprehension Participants reported a positive perception of these strategies, feeling more supported in their listening activities, which increased their motivation They recognized that employing bottom-up and top-down approaches improved their listening comprehension and highlighted the importance of utilizing available information to identify specific details.
In 2012, Duong conducted a Master's thesis focused on employing bottom-up techniques to improve listening skills among first-year students at Thai Nguyen University of Technology The study involved 70 elementary-level non-majored English students over a 17-week experimental teaching period Utilizing a quantitative approach, data was gathered through pre-tests, mid-term tests, post-tests, and questionnaires Results indicated that the students developed a positive perception of bottom-up techniques, which significantly enhanced their listening skills The findings concluded that these techniques are effective for improving listening comprehension among first-year English students at Thai Nguyen University of Technology.
Recent studies emphasize the importance of integrating bottom-up and top-down processing in enhancing students' listening skills While both methods have distinct positive effects, their combination is essential for improved teaching and learning outcomes After instruction, many learners recognized the advantages of using both approaches to enhance their listening comprehension Additionally, research on discourse processing in teaching listening in Vietnam has primarily focused on either bottom-up or top-down processes, highlighting the need for a more interactive approach to maximize effectiveness.
Summary
This chapter reviews key literature that establishes the theoretical and conceptual framework for the study of listening comprehension It begins by outlining various concepts and strategies related to listening, as proposed by prominent scholars The investigator then explores the characteristics of discourse processing, emphasizing the significance of both bottom-up and top-down approaches in teaching listening Finally, the chapter highlights the importance of interactive processes, underscoring the necessity of incorporating these methods into listening instruction.
METHODS
Research Setting
The study was carried out at Hanoi College of Education, which comprises 9 departments, approximately 150 lecturers, and around 9,000 students Within the Foreign Language Department, two majors are offered: English Language Teaching and Business and Tourism, emphasizing English and Chinese Each major consists of 3 classes, resulting in a total of 6 classes for English and 6 classes for Chinese.
The study focused on first-year English language teaching students from Hanoi, who possess similar English proficiency and favorable learning conditions During their first year, students engaged in two semesters of instruction aimed at developing four key English skills: reading, writing, speaking, and listening The listening materials utilized included "Listen-in 1" and "Let’s Talk 1" in the first semester, followed by "Listen-in 2" and "Let’s Talk 2" in the second semester Feedback from students in classes K39A, K39B, and K39C indicated difficulties in finding effective listening study methods In response to their confusion, the researcher implemented a new teaching approach, hoping to enhance the students' listening abilities.
Subjects
This study involves 60 students, comprising 2 males and 58 females, from two classes, K39A and K39B, at Hanoi College of Education The researcher, who oversees these classes, administered a listening proficiency test prior to the study, revealing that the majority of students are at the pre-intermediate level.
The researcher selected two classes for their study on listening skills for three key reasons Firstly, these were the classes under their supervision Secondly, the students were just beginning to develop their listening skills, leaving them uncertain about effective listening strategies Lastly, the students had limited language knowledge, which hindered their comprehension during listening activities Consequently, the researcher aimed to implement an interactive process in these classes to improve listening skills from the outset, with the expectation that students would enhance their abilities and discover effective study methods.
Research types
The study employed both quantitative and qualitative methods to enhance first-year students' listening skills through an interactive process Quantitative data were gathered using pre-tests, post-tests, and questionnaires, while qualitative insights were obtained from students' diaries.
Research Approaches
The characteristics of action research were stated by Hult and Lennung
(1980) and Mckernan (1991), which are as follows:
- Aiming at improving the quality of human actions
- Being in an on-going cycle process, i.e the feedback from data collected can be used to improve the next steps in the research
- Being formative, i.e the researcher may witness the alteration in definition, aims and methodology
- Contributing to a science of education
- Being collaborative, i.e the research involves all contribution to improve the understanding and action
This study aimed to enhance listening skills among first-year students at Hanoi College of Education while contributing to the field of language education It involved the researcher’s intervention to improve participants' listening competence and addressed uncertainties that arose during the research process Participants reflected on their progress, interests, and emotions, highlighting the importance of answering the research questions Overall, action research was deemed an appropriate method for this study due to its alignment with the objectives, design, and characteristics of the research.
This study strictly followed the general steps of an action research cycle suggested by Nunan.
Data Collection Instruments
2.5.1 Pre-test and Post-test
During the research, the students were asked to take two listening tests The first test (See Appendix 1) was conducted at the first week The other (See
Appendix 2) was carried out in week 6 They were designed for students at pre-intermediate level Both tests had the same form, number of questions, and level of difficulty Each test included two tasks with 10 questions, 4 multiple-choice questions in task 1 and 6 True/False questions in task 2 After marking two tests, the researcher compared the results so as to reveal any improvement that students had made during the experimental teaching
Two questionnaires were delivered to students after they had finished the pre-test and post-test
In the former questionnaire (See Appendix 3) conducted after the pre-test,
A study was conducted using 15 questions to identify challenges students face in the interactive process of learning listening skills The initial five questions assessed students' English listening experiences, including their performance from the previous semester, perceptions of listening, self-evaluations, personal listening experiences, and classroom materials used The subsequent ten questions were based on Underwood’s seven potential barriers to effective listening comprehension, exploring difficulties such as speaker clarity, vocabulary issues, unfamiliar terms and structures, pronunciation, stress and intonation, connected speech, and overall spoken language structure The final question sought students' expectations for teacher support in enhancing their listening abilities Additionally, a follow-up questionnaire comprised two sections: the first evaluated student satisfaction post-experimental teaching, while the second solicited suggestions for future improvements in instruction.
To enhance data collection, students were instructed to maintain diaries throughout the research program, which were defined as "regular dated accounts of teaching/learning plans, activities and classroom occurrences, including personal philosophies, feelings, reactions, reflections, observations, explanations" (Burns & Hood, 1995, p.8) These diaries enabled the researcher to gain valuable insights into the students' learning experiences and their emotional and cognitive responses to the lessons Given the private nature of these diaries, students were asked for their consent to use them in the research, and upon receiving their agreement, the researcher provided guidance based on Sinanu et al (2007) to assist students in their diary entries (See Appendix 5).
Intervention: Instruction of Interactive Process in Class
For first-year students in semester 2, the primary listening material was "Let’s Talk 2," complemented by the supplementary resource "Listen-in 2" for at-home practice A comprehensive course outline provided detailed weekly guidance on the topics to be taught and studied This curriculum followed the completion of Listening 1 in the previous semester.
In semester 2, the textbook "Let’s Talk 2" was effectively utilized to enhance students' listening skills, offering a variety of activities designed to support their development While the research continued to use this textbook, additional materials were incorporated to further improve the efficiency and effectiveness of the learning experience.
2.6.2 The Instruction in Interactive Process
In a listening lesson, it is essential to assess learners' prior knowledge using targeted listening activities Filed (1988) suggested a structured approach that includes a three-part sequence: pre-listening, while-listening, and post-listening, which effectively integrates both bottom-up and top-down listening strategies.
Pre-listening activities are essential for preparing students for effective listening by setting clear objectives and identifying what to focus on during the activity The teacher plays a crucial role in determining whether to emphasize linguistic skills or background knowledge, as well as choosing between a top-down approach, which focuses on overall meaning, or a bottom-up approach, which concentrates on specific words and phrases This preparation helps students understand the type of text they will encounter, their role in the listening activity, and the specific purpose for listening, ultimately enhancing their comprehension and engagement.
While-listening activities enhance student engagement with the text by encouraging them to identify key information and monitor their comprehension in real-time These activities involve predicting content, asking targeted questions, and focusing attention on essential elements of the text, all of which are crucial for understanding the overall message.
Post-listening activities play a crucial role in enhancing student engagement and comprehension Teachers can facilitate discussion by writing questions on the board and prompting students to answer, fostering an environment of active participation Encouraging students to respond to the content they heard, such as asking, "Do you agree?" can spark meaningful debates Additionally, providing learners with general background information and key vocabulary beforehand can significantly improve their listening experience.
Data Collection Procedures
The procedures of the study were as follows:
In the first week of the research program, subjects completed a pre-test before being introduced to the study With some prior knowledge of the interactive process, they were asked for their opinions on maintaining personal diaries throughout the research, with assurances of confidentiality Finally, the subjects responded to the initial questionnaire.
From Week 2 to Week 5, the experimental teaching phase commenced, utilizing an interactive process to enhance listening skills The textbook "Let’s Talk 2" served as the primary resource during this period, allowing subjects to gradually become familiar with the interactive teaching approach According to Filed (1998), the procedures for conducting a listening lesson were systematically implemented to optimize learning outcomes.
In the pre-listening stage, participants engaged in activities that focused on activating prior knowledge, making predictions, and reviewing essential vocabulary, as outlined in the textbook These activities were either provided in the textbook or specifically designed by the researcher to align with the subjects and the topic at hand.
During the while-listening stage, participants engaged in comprehension exercises that emphasized selective listening, gist listening, and sequencing They had the opportunity to re-listen to challenging sections of the audio, allowing them to better understand elements such as blends, reduced words, ellipsis, and other characteristics of spoken discourse.
Finally, the subjects were asked to respond to comprehension or give opinions about the topic
Week 6: The post-test was given to the subjects After the test papers had been finished and collected, the subjects were asked to fill in the second questionnaire
All the study procedures are shown in the following table
1 Introduction and - Subjects were introduced to the research orientation program
- Subjects were administered the pre-test
- Subjects were asked to fill in questionnaire 1
- Subjects received interactive processing instruction though the listening lesson
3 Relationships - Subjects received interactive processing instruction though the listening lesson
4 Earning a living - Subjects received interactive processing instruction though the listening lesson
5 Leisure time - Subjects received interactive processing instruction though the listening lesson
6 Consolidation - Subjects were administered the post-test
- Subjects were asked to fill in questionnaire 2
Table 1: Procedures of the Study
Data Analysis
Three sets of data obtained from the data collection included:
The study utilized pre-test and post-test assessments to evaluate improvements in subjects' listening skills following the implementation of an interactive process in the listening class Upon completion of the tests, correct answers were manually counted, and the collected data were quantitatively analyzed using the SPSS tool.
The data from the questionnaires were quantitatively analyzed using a descriptive approach, with results reported in percentages to clearly illustrate the findings from both the preliminary investigation and the intervention.
- Diaries: the source of data was analysed using content analysis method The helped to support the quantitative data to answer the research questions addressed.
Summary
This action research was conducted at Hanoi College of Education to assess the impact of interactive processes on first-year students' listening skills Data were gathered through a pre-test, post-test, two questionnaires, and students' diaries, which were analyzed using SPSS, descriptive statistics, and content analysis The integration of these methods aimed to effectively address the research questions.
FINDINGS AND DISCUSSIONS
Preliminary Investigation
To assess students' listening experiences prior to implementing an interactive process in the listening class, a questionnaire was administered to participants following a pre-test The initial five questions aimed to explore this issue in depth, and the results indicated key insights into the students' listening situations.
Question 1: How was your listening result last semester?
Very bad Bad Neutral Good Very good
Table 2: Results of Question 1 in the Questionnaire after the Pre-test
The listening results for students in semester 1 were disappointing, with only 10% achieving good scores In contrast, 16.7% of students received very poor results, while 38.3% fell into the bad performance category.
Question 2: What do you think of English listening?
Very difficult Difficult Neutral Easy Very easy
Table 3: Results of Question 2 in the Questionnaire after the Pre-test
From the table, it was clearly shown that 30% of students considered listening very difficult and 48.3% of them felt it difficult
Question 3: How are listening skills important to you?
Very important Rather important Little important Not important at all
Table 4: Results of Question 3 in the Questionnaire after the Pre-test
The data indicates that a significant majority of students recognize the importance of learning listening skills in English, with 33.3% deeming it very important and 50% considering it rather important Only 13.3% found it of little importance, while a small percentage viewed it as not important at all This awareness likely stems from their understanding of the necessity of English in today's world and its crucial role in achieving their long-term goal of effective communication in the language.
Question 4: How much experience related to English listening do you have?
B Have enough experience to study well listening skill 20%
D Have no experience at all 3.3%
Table 5: Results of Question 4 in the Questionnaire after the Pre-test
A significant 75% of students reported having limited experience in listening, while only 20% felt adequately prepared to study listening skills effectively This highlights the need for teachers to offer more opportunities for students to practice and enhance their listening abilities.
Question 5: How are the listening materials used in class?
Difficult Interesting Boring Of unsuitable topics
Table 6: Results of Question 5 in the Questionnaire after the Pre-test
The table indicated that 35% of students found the listening material both interesting and suitable for their level However, 15% of students reported that the listening materials used in class were difficult.
The preliminary investigation revealed that participants struggled with English listening skills and were largely dissatisfied with their listening outcomes Despite finding the listening materials engaging and suitable, they lacked effective strategies for improving their listening abilities Recognizing the significance of listening in language acquisition, it became clear that further exploration of their challenges was essential Consequently, implementing a new method is crucial to address these issues and enhance their listening proficiency.
Evaluation
What problems related to interactive process do first-year students have in listening?
A questionnaire was administered and analyzed following a pre-test to identify the listening challenges faced by first-year students Questions 1 through 9 highlighted several potential difficulties encountered by the students This section will present the results in detail.
Question 6: Which factors cause difficulties to you in learning listening?
D Speaking speed of the speakers 38.3%
H Lack of background knowledge on the topic 53.3%
Table 7: Results of Question 6 in the Questionnaire after the Pre-test
According to Table 7, students primarily faced challenges in listening due to new vocabulary and structures (68.3%), unfamiliar topics (51.6%), and a lack of background knowledge on the subject (53.3%) In contrast, difficulties related to grammar, varying accents, speaker speed, context, and inadequate listening equipment were less significant.
Question 7: Why could not you catch up with what the speakers said while listening?
B You tried to listen to every word 61.6%
C You’d like to translate into Vietnamese 48.3%
D Their accent or pronunciation was different from your teacher
Table 8: Results of Question 7 in the Questionnaire after the Pre-test
The data reveals that 61.6% of students reported struggling to listen to every word, making it the most significant challenge they faced Following closely, 56.6% of students indicated that the rapid speaking pace of presenters was their second-largest difficulty.
Question 8: In listening acquisition, how is your vocabulary?
Good Efficient enough Not efficient enough Poor
Table 9: Results of Question 8 in the Questionnaire after the Pre-test
From table 9, most students agreed that they had poor vocabulary or their vocabulary was not efficient enough
Question 9: How is the vocabulary in the listening text?
B So many new words and unfamiliar words 43.3%
Table10: Results of Question 9 in the Questionnaire after the Pre-test
A significant portion of students faced challenges with vocabulary in their studies, with 43.3% reporting difficulties with new and unfamiliar words Additionally, 30% struggled with long words, while 16.7% noted the prevalence of colloquial expressions Conversely, 10% felt that the vocabulary used in the listening texts was familiar and not new.
Question 10: While you are listening, what do you often do when there are unfamiliar words or structures?
C Ask the teacher for the meaning 18.3%
D Do not know what to do 28.3%
Table 11: Results of Question 10 in the Questionnaire after the Pre-test
In addressing vocabulary limitations in question 10, students employed various strategies: 18.3% sought clarification from the teacher, while 30% attempted to deduce meanings through contextual clues or background noise Notably, 33.3% opted to disregard the unfamiliar words, and 28.3% felt uncertain about how to respond.
Question 11: What do you think of your pronunciation in listening acquisition?
A Good enough to understand listening context 10%
B Not good enough to understand listening context 63.3%
C Too poor to understand listening context 26.7%
Table 12: Results of Question 11 in the Questionnaire after the Pre-test
Table 12 reveals that only 10% of students believed their pronunciation was adequate for comprehending listening contexts, indicating a significant awareness among students regarding the crucial role of pronunciation in listening acquisition The majority of students underestimated their pronunciation skills, highlighting the need for enhanced support and resources to improve their pronunciation abilities.
Question 12: What do you think of stress and intonation of spoken language?
A Help you understand the message of the listening context
B Make it difficult for you to understand
Table 13: Results of Question 12 in the Questionnaire after the Pre-test
According to the data presented, 45% of students recognized that stress and intonation significantly aided their comprehension of the listening text, while 55% felt that these elements hindered their understanding of the message.
Question 13: What do you think of connected speech (linking, elision) used in listening text?
A Difficult to listen for information
B Easy to mistake for other words
C Unable to concentrate on listening
Table 14: Results of Question 13 in the Questionnaire after the Pre-test
A significant 26.7% of students reported challenges in listening for information due to elements of connected speech, such as linking and elision Additionally, 43.3% stated that connected speech often led to misinterpretations of words, while 11% expressed difficulty in maintaining concentration during listening activities.
Question 14: What do you think of the structures used in spoken language?
A Understand all the speaker says 15%
B Don’t understand what the speaker says 18.3%
C Find it difficult and understand some of what the speaker says
D Misunderstand what the speaker says 16.7%
Table 15: Results of Question 14 in the Questionnaire after the Pre-test
In a recent survey on the impact of structural elements in listening texts, 50% of students reported difficulty in comprehending parts of the speaker's message, while 18.3% admitted to not understanding the listening material at all Additionally, 16.7% of respondents indicated they misunderstood the speaker's words, and only 15% successfully grasped the entire content of the audio.
Question 15: What do you expect teacher of listening to do to help you deal with listening difficulties?
B Provide you necessary words for listening 43.3%
C Apply more techniques in listening lessons 45%
Table 16: Results of Question 15 in the Questionnaire after the Pre-test
According to the survey results, 45% of students expressed a desire for more listening techniques in their lessons, while 43.3% wanted essential vocabulary provided beforehand Additionally, 33.3% of students requested that their teachers create appropriate listening tasks, and 31.6% sought more exercises to enhance their listening skills.
From all the tables, the results revealed thorny problems the subjects encountered while listening
Many students find new vocabulary and structures to be the most challenging aspect of language learning A significant number of learners feel that their vocabulary is insufficient, which complicates their ability to engage with unfamiliar words and structures during listening exercises As a result, some students either ignore these new terms or feel uncertain about how to approach them, ultimately hindering their listening comprehension when faced with challenging texts.
A significant challenge for students during listening exercises is the lack of background knowledge and exposure to unfamiliar topics, which ranked second and third in their difficulties The variety of topics presented in listening tapes can greatly differ, making it hard for listeners to comprehend all the information, especially in a foreign language Many students acknowledged their struggles with understanding due to insufficient background knowledge on the subjects discussed.
Students faced significant challenges in listening comprehension, primarily due to the rapid speech of speakers Many admitted to focusing on every word, yet they lacked sufficient instruction in effective listening strategies Additionally, their pronunciation skills and ability to recognize stress and intonation required improvement, as most students felt inadequate in these areas.
To effectively address the identified issues in listening classes, it is essential to implement an inclusive approach that combines both bottom-up processes—focusing on sounds, words, intonation, grammar, and other elements of spoken language (Brown, 2007)—and top-down processes that utilize prior knowledge of context and situation for comprehension (Nunan, 1992) Consequently, the integration of interactive processes into listening instruction has become urgent.
To what extent does interactive process help students improve their listening skills?
3.2.2.1 Results from the Pre-test and Post-test
After the two tests were marked, the results were presented in the figure below
Figure 2: Comparison of Students’ Performance in the Pre-test and Post- test
The data presented in Figure 2 indicates a significant improvement in student performance between the pre-test and post-test The percentage of students achieving a mark of 9 rose from 3.3% in the pre-test to 16.6% in the post-test Additionally, those scoring 8 nearly doubled, increasing from 23.3% in the pre-test to 40% in the post-test Conversely, the proportion of students receiving a mark of 7 decreased from 30% in the pre-test to 21.7% in the post-test.
Summary
This thesis study aimed to address two key research questions regarding first-year students' challenges in listening to spoken English The findings revealed that these students faced multiple difficulties, primarily related to a limited vocabulary and grammatical structures, insufficient background knowledge, unfamiliar topics, and issues with speech rate and pronunciation.
The comparison of the two tests indicated that the interactive process positively impacted students' listening skills Data from questionnaire 2 and the subjects' diaries further supported the conclusion that engaging in interactive processes significantly enhanced students' listening abilities.
Recapitulation
This study aimed at applying interactive process in teaching listening to first-year students’ listening skills at Hanoi College of Education to improve the students’ listening abilities
The researcher conducted a study with two classes of 60 students, beginning with a pre-test and an initial questionnaire Following this, the students participated in a four-week interactive teaching program, during which they maintained diaries to document their classroom activities and feelings At the end of the four weeks, a post-test and a second questionnaire were administered The researcher then analyzed the collected data, leading to significant findings and conclusions.
The research identified several challenges students faced during the interactive listening process, including difficulties with new vocabulary and structures, lack of background knowledge on topics, unfamiliarity with subject matter, struggles in understanding spoken language, and limitations in pronunciation and listening to stress and intonation These findings were crucial for the researcher, informing the design of effective lessons tailored to enhance the interactive listening experience during the experimental teaching phase.
The second research question revealed that nearly all participants showed improvement in their post-test scores after four weeks of interactive teaching This enhancement can be attributed to two key factors: firstly, the students' listening skills were refined through targeted exercises and the interactive teaching approach; secondly, the students gained an understanding of how to effectively utilize the interactive process in their listening activities, recognizing its benefits.
The research successfully addressed its objectives and answered the two research questions, revealing that first-year students at Hanoi College of Education showed consistent improvement in their listening skills These findings highlight significant implications for educators in enhancing teaching strategies.
First, the incorporation of bottom-up and top-down strategies should be included in designing and implementing listening lessons in order to improve students’ listening skills
Enhancing student participation through effective learning strategies during listening activities can significantly improve the interaction between students and their tasks.
Research highlights the necessity of employing both bottom-up and top-down strategies in the listening comprehension process to effectively activate students' schemata, ensuring that the strategies are also closely aligned with the audio script's content.
The activities are structured to enhance interaction and promote cooperative learning, utilizing a sequential approach that includes pre, while, and post-listening stages This framework guides students in gradually building mental connections, allowing them to employ cognitive strategies for better comprehension of auditory material As a result, students become actively engaged in the learning process, leading to increased confidence in their listening skills.
Limitations of the Study
During the process of implementation, the research had the following limitations
Due to time constraints, the study was limited to a single cycle; however, conducting an additional cycle could enhance students' listening skills by incorporating feedback from the collected data.
The interactive process was trialed in just one group for a single term, which may limit the investigator's ability to draw accurate conclusions Further research is necessary to evaluate the effectiveness of this method in enhancing listening skills among various student groups at Hanoi College of Education.
The study involved 60 students from groups K39A and K39B, which may not fully represent the entire population of first-year English majors at Hanoi College of Education To enhance the validity of the findings, it is recommended that future research include a larger and more diverse sample of students.
Suggestions for Further Studies
The limitations of this study highlight opportunities for further research in teaching listening skills, particularly among second-year students with higher English proficiency Additionally, the cognitive strategies employed could be enhanced by integrating meta-cognitive strategies, which Gosh (2010) identifies as beneficial for improving learners' confidence, motivation, and understanding of the listening process Such instruction not only boosts listening performance but also fosters greater awareness of individual learning as second language listeners Moreover, future studies should also focus on reading, speaking, and writing skills at Hanoi College of Education, as developing all four interconnected language skills is essential for effective communication.
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You will hear two people discussing a research on the effect of TV on children’s reading and writing in the south of England Listen and circle the correct answers
1 There is a potential link between literacy and _
C the amount of TV the children watch
A have an annual salary of 25, 000
D have an annual salary of 35,000
A have varying educational and financial backgrounds
B have similar educational and financial backgrounds
C have the same educational and financial backgrounds
D all have high salaries and are university graduates
4 Children who watch 2 hours of TV per day
A have a decrease of 35% in their reading ability
B experience no change in their ability
C it depends on their family’s financial status
D have a decrease of between 10% and 20% in their reading ability
Marco and Sarah discuss their thoughts on a film they recently watched at the cinema They share their opinions about the movie's plot, characters, and overall impact As they converse, they evaluate specific scenes and performances, ultimately deciding whether various statements about the film are true or false Their dialogue reflects their differing perspectives, making for an engaging discussion about the cinematic experience.
1 Sarah was expecting to enjoy the film T F
2 Marco and Sarah agree that the city in the film was
3 Marco feels that the length of the film made it rather boring
4 Sarah was upset about how some of the audience behaved during the film
5 Sarah was disappointed with the way the main actor performed
6 Marco thinks this film is the best the director has made
You will hear a man called Paul Hart talking about his trip to Africa with a team of scientists Listen and circle the correct answers
1 Why did Paul choose the part of Africa he visited?
A It is good for walking
C He had been there before
2 What made the team’s journey slow?
A clearing paths through the forest
B finding somewhere safe to camp
3 Paul says that the team didn’t have enough food because
A some people ate more than they should
B the walk took longer than expected
C some of the food went bad too quickly
4 How does Paul feel now he is back home?
A He is planning to do another trip
B He misses the people in the team
C He thinks the trip was a valuable experience
In a conversation between two friends, Rolf and Maria, they discuss their future career aspirations As you listen, determine whether each statement about their discussion is True or False.
1 Maria would like to travel a lot as part of her job T F
2 Maria is confident she will be able to work for an airline
3 Rolf intends to do a job connected with his degree T F
4 Maria and Rolf agree it is important to have a good salary
5 Maria hopes to work for a several different employers T F
6 Rolf’s ambition is to manage his own company one day
APPENDIX 3 Questionnaire After the Pretest
Pham Thi Hai Ha, an English teacher at Hanoi College of Education, is currently working on her MA thesis focused on enhancing first-year students' listening skills through interactive processes.
We value your opinion and invite you to complete this survey questionnaire, which is essential for our research Your responses will be used solely for this study, ensuring your personal information remains confidential To contribute to the success of our investigation, please answer truthfully by selecting the appropriate options for each question Thank you for your cooperation!
DIRECTIONS: Please put a tick next to the options that is the most appropriate for you (You can choose more than one option in question 6, 7, and 15)
1 How was your listening result last semester?
Very bad Bad Neutral Good Very good
2 What do you think of English listening?
1 2 3 4 5 Very difficult Difficult Neutral Easy Very easy
3 How are listening skills important to you?
4 How much experience related to English listening do you have?
B Have enough experience to study well listening skill
D Have no experience at all
5 How are the listening materials used in class?
6 Which factors cause difficulties to you in learning listening?
D Speaking speed of the speakers
H Lack of background knowledge on the topic
7 Why could not you catch up with what the speakers said while listening?
B You tried to listen to every word
C You’d like to translate into Vietnamese
D Their accent or pronunciation was different from your teacher
8 In listening acquisition, how is your vocabulary?
9 How is the vocabulary in the listening text?
F So many new words and unfamiliar words
10 While you are listening, what do you often do when there are unfamiliar words or structures?
C Ask the teacher for the meaning
D Do not know what to do
11 What do you think of your pronunciation in listening acquisition?
A Good enough to understand listening context
B Not good enough to understand listening context
C Too poor to understand listening context
12 What do you think of stress and intonation of spoken language?
C Help you understand the message of the listening context
D Make it difficult for you to understand
13 What do you think of connected speech (linking, elision) used in listening text?
D Difficult to listen for information
E Easy to mistake for other words
F Unable to concentrate on listening
G Make it easy to understand the listening text
14 What do you think of the structures used in spoken language?
A Understand all the speaker says
B Don’t understand what the speaker says
C Find it difficult and understand some of what the speaker says
D Misunderstand what the speaker says
15 What do you expect teacher of listening to do to help you deal with listening difficulties?
B Provide you necessary words for listening
C Apply more techniques in listening lessons
APPENDIX 4 Questionnaire After the Pretest
Pham Thi Hai Ha, an English teacher at Hanoi College of Education, is currently working on her MA thesis, which focuses on utilizing interactive processes to enhance the listening skills of first-year students at the institution.
We value your feedback and invite you to complete this survey questionnaire, which aims to collect your insights on the subject Your responses will be used solely for research purposes, ensuring that your personal information remains confidential To contribute to the success of this investigation, please answer the questions truthfully by selecting the appropriate options Thank you for your cooperation!
DIRECTIONS: Please put a tick next to the option that is the most appropriate for you
I Students’ satisfaction level after the 6 – week experimental teaching
1 Are you satisfied with the 6-week learning course?
Dissatisfied Not really satisfied Rather satisfied Satisfied Very satisfied
2 Are your listening skills improved throughout the learning sessions?
3 How do you value the effectiveness of this learning approach to the improvement of your listening skills?
Not effective Little effective Quite effective Effective Very effective
If the answer to question 1 is “No”, please continue with question 4
If the answer to question 1 is “Yes”, please continue with question 5
4 Why are you not satisfied with the outcome of the course?
B My listening skills are not improved
C I see nothing new in the course It is just the same as other listening sessions I have learnt
D I do not care about it at all
5 What makes you satisfied with the learning session?
A My listening skills are improved
B I gained more thorough knowledge which I did not know about before
C I was motivated to learn listening
6 Evaluate the learning session by put a tick to state your opinion
Disagree Neutral Agree Strongly agree
1 Course objectives were clearly defined
2 The researcher’s teaching was well-organized
3 The teaching course was informative
4 The researcher’s teaching was of sufficient duration
5 The researcher’s teaching provided an excellent opportunity for all participants to learn how to listen well
(lesson plans, handouts, etc) were relevant and useful
7 The amount of practicing exercises was sufficient
7 What suggestions can you make to better the six- week teaching and learning session?