INTRODUCTION 1 1 Rationale
Aims of the study
This research aims to investigate how modified listening tasks in English 11 can enhance the listening comprehension skills of 11th-grade students at Kinh Mon Upper-Secondary School The study focuses on specific objectives related to improving students' listening abilities through tailored instructional strategies.
To investigate students‟ attitudes towards listening tasks in English 11 and the difficulties they face
To study whether the modified listening tasks could help students improve their listening comprehension
Research questions
As a basis for my investigation, the following research questions were formulated:
1 What makes students uninterested in listening lessons?
2 How can the modified listening tasks help improve students‟ listening comprehension?
Scope of the study
The research was conducted over a limited timeframe of 8 weeks, focusing on four listening lessons with 50 eleventh-grade students at Kinh Mon High School during the 2011-2012 academic year Due to constraints in knowledge, energy, and time, the study's findings are specific to this context and participant group, limiting the generalizability of the results.
Design of the study
This study consists of three parts:
Part I: The introduction: provides the basis information such as rationale for the study, aims of the study, research questions, methods of the study, scope of the study and the design of the study
Part II: The development: consists of three chapters The first chapter is literature review which discussed theoretical background relevant to the purposes of the study The next one is the methodology which gives a detailed description of how the study was conducted The last chapter is to report the data analysis as well as the results of the study
Part III: The conclusion: summarizes the action research Then some recommendations are proposed, some limitations of the study are pointed out as well as some suggestions for further research are given out.
DEVELOPMENT 3
Definitions of listening
Listening is a vital skill in daily life, utilized twice as frequently as speaking, which is in turn used twice as much as reading and writing In the classroom, listening and speaking are the most commonly used skills, highlighting their significance in the learning process Consequently, effective listening is crucial for successful communication and active participation in various aspects of life.
Listening is an active process that goes beyond just hearing words; it involves students receiving, interpreting, and responding to both spoken and nonverbal messages Various definitions of listening have emerged over the years, highlighting its significance in effective communication and comprehension (Emmert, 1994).
Brown (1994) argues that listening is a skill in which to identify and understand what is being said, listeners must comprehend “a speaker‟s accent or pronunciation, his grammar and his vocabulary”
Sharing similar ideas, Barker (1971) defines listening as “the selective process of attending to, hearing, understanding and remembering aural symbols”
Listening is a crucial skill for language acquisition, serving as the foundation for effective communication and cognitive growth Regardless of its definition, the importance of listening in learning to speak a language is clear, as it underpins all facets of language development.
Definitions of listening comprehension
Listening comprehension, as defined by Boyle (1981), is the ability to understand spoken language in a second or foreign language This perceptive skill enables listeners to identify and retain information conveyed through speech.
Listening comprehension, as defined by Woven and Coakley (1985), is the process of receiving, attending to, and assigning meaning to aural stimuli This definition highlights that listening comprehension extends beyond merely perceiving sound; it also involves understanding and interpreting meaning.
Rixon (1986) categorizes listening comprehension into two main types: extensive and intensive listening Extensive listening focuses on gaining a general understanding, such as enjoying a film's storyline or following instructions In contrast, intensive listening requires a detailed analysis of language and involves listening for specific information, like answering targeted questions For instance, when students listen to determine the speaker's favorite kind of music, they engage in intensive listening by focusing on that specific response.
In conclusion, listening comprehension is a complex and challenging process that requires the ability to navigate various accents, unfamiliar vocabulary, and diverse syntactic structures Additionally, one must manage background noise and maintain focus to avoid distractions Successfully achieving these tasks simultaneously is essential for accurately interpreting and understanding the intended message.
The significance of listening comprehension
Listening comprehension is crucial for language learning, as it provides essential input for learners Rost (1994) emphasizes that without understanding spoken language, learners cannot begin to engage effectively He highlights that listening facilitates interaction, which is vital for achieving comprehension Additionally, challenges in understanding spoken language can motivate learners rather than hinder them Overall, listening comprehension serves as the primary medium for input in the language learning process, enhancing students' ability to perceive speech and ultimately supporting their language acquisition.
To conclude, given the importance of listening in language learning and teaching, it is essential for language teachers to help students become effective listeners.
Factors affect students’ listening comprehension
Listening comprehension is an essential skill for language learners, yet many find it the most challenging compared to reading, speaking, and writing This difficulty raises questions about the factors that influence learners' listening abilities and why mastering this skill can be so daunting.
According to Brown and Yule (1983: 74), there are four main factors:
-The speaker: including the number of speakers, the speaker‟s speech speed and the speaker‟s accents
-The listeners: involving the role of the listener, the level of response required and the listener‟s interest in the subject
-The content: consisting of grammar, vocabulary, information structure and background knowledge
-Support: pictures, diagrams, visual aids, e.t.c…
Anderson and Lynch (1988) suggest five factors which make listening difficult as follows: -The organization of information
-The familiarity of the topic
-The explicitness and sufficiency of the information
-The type of referring expressions used
-Whether the text describes a „static‟ or „dynamic‟ relationship
Similarly, Joseph P Boyle believes that the difficulties in listening comprehension come from three factors as follows:
- Listener factors: including experience in listening to the target language, general intelligence and background knowledge as well as physical, educational and especially psychological factors
- Speaker factors: referring to language ability of the speaker, speaker‟s pronunciation, accent or voice, speaker‟s speed of delivery and prestige and personality of the speaker
When analyzing listening passages, it is crucial to consider the materials and medium, which encompass the language elements such as stress, intonation, and the presence of strong or weak forms Additionally, the complexity of the content and concepts presented plays a significant role, as do potential distractors like background noise or interference that may affect comprehension.
Students often face challenges in listening comprehension due to several factors, including familiarity with the topic, the speed and clarity of speech, pronunciation, vocabulary, and grammar Additionally, the complexity of the oral texts and the students' psychological state can further impact their listening abilities.
Listening tasks
A "task" is defined in multiple ways, primarily as an activity aimed at achieving specific learning objectives According to Crookes (1986), a task is described as a piece of work or activity with a defined goal, typically performed as part of an educational program, in a professional setting, or to gather data for research purposes.
According to Lee (2000), a task is defined as a classroom activity or exercise that involves interaction among participants to achieve a specific objective This definition emphasizes three key components: the necessity of structured interaction, the sequencing of that interaction, and a focus on meaningful communication Additionally, tasks are seen as language learning endeavors that require learners to understand, manipulate, and produce the target language while engaging in various work plans.
Whatever task is defined, it is undeniable that in teaching and learning, tasks play a vital role With tasks, teachers and learners can measure the improvements
1.2.2.Criteria of a good listening task
A good listening task in CLT approach has several features:
Goal: Establish a clear purpose for listening: to use language to accomplish a goal, not to use language merely as language itself
Input: Require listening to an authentic, connected piece of discourse
- Reflect a subject or topic that will interest students
- Provide a topic that is broad enough for every listener to approach from some angle or understand
- Involve in solving a true problem or relate to learners‟ own life
- Allow enough time for listeners to respond to the listening task (written or oral) in some meaningful way
Learner role: A good listening task
- Motivates listeners to consider their knowledge of the topic
- Allows Ls to use all of the language skills they have, rather than specific forms or vocabulary, and tend to self-correct when they realize they need to
- Allows listeners to make use of contextual and nonverbal cues
To enhance students' listening comprehension, it is essential to understand the various types of listening tasks available Listening tasks come in many forms, and as noted by Ur (1996), they can be categorized based on the nature of students' responses.
With no overt response, listening tasks can be categorized as follows:
Following a written text: Students listen to and read it at the same time
Listening to a familiar text allows students to engage with known material, enhancing their listening experience without the need for advanced comprehension skills This task focuses on the enjoyment of meaningful English sounds, providing a pleasant auditory experience.
Listening aided by visuals (e.g pictures, diagrams…): Students look at visual materials while simultaneously following a spoken description of it
Listening to an informal talk: Students can listen to their teacher or any good speakers of
Engaging students with entertaining content, such as stories, songs, films, and television programs, serves as an effective way to enhance their learning experience These enjoyable interludes can be strategically placed before or after more challenging tasks, or used when students' focus begins to wane, helping to rejuvenate their concentration and maintain their interest in the material.
Some kinds of task students can do in the form of simple and short answers are
Students demonstrate their understanding of instructions by following commands, which may involve physical actions such as standing up or sitting down, as well as engaging in activities like building models and picture dictation, where they draw according to verbal guidance.
Ticking off items: Learners tick beside the items: Learners tick beside the items that they hear in the listening
True/False: Identify whether the statement is true or false based on the listening Detecting mistakes: Some fact is mentioned with intentional mistakes for students to point out
Cloze: students make a guess of what can be fill in the blanks in the listening text
Guessing definitions, akin to guessing games, involves students listening to a description or definition and identifying the correct answer For instance, students are presented with a selection of pictures that share certain similarities but are not revealed, prompting them to listen carefully and select the appropriate option based on the clues provided.
Skimming and scanning: learners have to make out some general ideas (skimming) and details (scanning) of the listening
Utilizing one or a series of pictures, students are prompted to identify various elements depicted They engage in activities that involve naming or arranging these components according to the sequence in which they are referenced.
Maps: Using a map, students are asked to name a specific place as they listen Besides that, changes can be made Sts have to listen and mark these changes
Ground-plans serve as versatile maps that can be interpreted in multiple ways for different listening tasks Their primary advantage is their simplicity, making them easy to trace and understand.
A grid is a rectangular framework divided into squares for organizing and displaying data Students may encounter grids that are either partially filled or contain inaccuracies, and they are tasked with listening to information to accurately complete or correct the grid.
Family trees: family tree is a kind diagram Students listen to stories or descriptions of families, then identify family member relationship
Graphs: Students are given a graph with some missing details While listening to the information, they fill in the missing details
With longer response, listening tasks can be:
Answering questions: based on the content of the listening, students are required to give longer and full answer to the questions
Note-taking: students take notes of the talk
Paraphrasing and translating: students use their own words to rewrite or retell the listening texts either in the same language or in their mother tongue
Summarizing: learners write a summary of the content of what they have just listened
Long gap-filling: similar to a cloze exercise, the only difference is that the information to be filled in the gap is longer
Dictation is also a recommended kind of task which can boost learners‟ listening skills a lot
Predictions involve students making educated guesses about how an utterance or passage will continue after hearing its initial part This skill can be enhanced by integrating it with other exercises focused on discourse passages, allowing for a more comprehensive practice experience.
Listening tasks are generally more challenging than other types of activities, as they lay the groundwork for further learning Students are required to not only comprehend the listening material but also to compare, analyze, interpret, evaluate, and reason based on it These tasks can be considered communicative, as they engage students' emotions, attitudes, preferences, and values alongside their cognitive skills.
Problem solving: students listen to all the information relevant to a particular problem and then set themselves to solve it, either individually or through group discussions
Jigsaw listening is an engaging educational activity where students are divided into groups, with each group listening to a distinct yet related audio passage Each passage provides essential information that contributes to a broader understanding of a topic After listening, students reconvene to share insights, exchange information, and engage in discussions or evaluations of the content they have learned This collaborative approach enhances comprehension and fosters critical thinking skills.
Interpretative listening involves students not only comprehending the content of a speaker's message but also analyzing various contextual elements, such as the speaker's personality, delivery style, emotional state, and attitude This skill is essential for effective communication, allowing students to make deeper interpretations and engage more fully with the spoken content.
Evaluative and stylistic analysis involves using various recordings, such as interviews, comedy, drama, advertising, rhetoric, and poetry Students must comprehend both the explicit information and the implicit messages within these listening texts By doing so, they can analyze the style and assess the impact of the material To successfully engage in these tasks, a high proficiency in spoken English is essential.
Material adaptation
Madsen and Bowen (1978) define adaptation as the process of utilizing various techniques such as supplementing, expanding, personalizing, simplifying, modernizing, localizing, or modifying cultural and situational content This perspective aligns with Tomlinson's views on the importance of adaptation in effectively conveying meaning across different contexts.
(1998) believes that adaptation means “reducing, adding, omitting, modifying and supplementing.”
It is essential to distinguish between "adapting" and "adopting" in educational contexts Adoption refers to the selection and implementation of an entire course book, while adaptation focuses on modifying specific components of that material Furthermore, adoption involves evaluation of the overall curriculum, whereas adaptation emphasizes the adjustment of individual parts to better suit learners' needs.
In short, adaptation matches internal to external factors It involves changing some of the internal characteristics of a course book to better suit a particular circumstance
Cunningham (1995) highlights that educational materials often lack clarity in their teaching methodologies and may exhibit inconsistencies between their stated and actual approaches Additionally, course books may not be suitable for all teaching and learning contexts, underscoring the necessity for material adaptation Therefore, it is essential for teachers to modify published resources to better align with the specific needs and proficiency levels of their students.
It is beneficial to compare our reasons with the list proposed by McDonough and Shaw (1993: 86), which highlights potential areas of mismatch that can be addressed through adaptation in this study.
- Not enough grammar coverage in general
- Not enough guidance on pronunciation
- Not enough practice of grammar points of particular difficulty to these learners
- Subject- matter inappropriate for learners of this age and intellectual level
- The communicative focus means that grammar is presented unsystematically
- Amount of material too great/ too little to cover in the time allocated to lessons
- Too much/ too little variety in the activities
- Dialogues too formal, and not really representative of everyday speech
- Vocabulary list and a key to the exercises would be helpful
This study highlights the significance of material adaptation theories and the previously outlined reasons, which will be instrumental in enhancing listening tasks within the English 11 curriculum.
Material adaptation is essential, but it should not be approached casually or arbitrarily It is crucial to adhere to specific principles during this process McDonough and Shaw (1993) emphasize that effective material adaptation must align with three key principles.
„Personalizing‟ refers to increasing the relevance of content in relation to learners‟ interests and their academy, educational or professional needs
„Individualizing‟ addresses the learning styles both of individuals and of the numbers of a class working closely together
„Localizing‟ considers the matters of international geography of English language teaching and recognizes that what may work well in this learning environment may not do so in that environment
In brief, the above principles play a vital role in adapting materials In this study, the author also bases on these principles for modifying listening tasks of English 11
To adapt materials, McDonough and Shaw (1993) offer a list of techniques as follows:
The term "Addition" refers to supplementing materials by incorporating more, while considering the impact on time allocation There are two primary methods of adding: extending and expanding Extending involves providing additional quantities of the same type of materials to achieve a quantitative change, whereas expanding entails introducing different elements to create a qualitative change.
Deleting or omitting: Like technique of addition, a teacher can delete or omit materials both quantitatively ( by subtracting ) or qualitatively ( by abridging )
Modification refers to any change in language, but in this context, it specifically denotes an internal adjustment in the approach or focus of an exercise or material This important and commonly used technique can be applied to various aspects of content and is categorized into two types: rewriting and restructuring.
Simplifying: When simplifying, teachers can make many elements of a language course such as the instructions, explanations, exercises or activities become easier and more accessible to learners
Re-ordering in course books allows for flexibility in the arrangement of content, enabling educators to adjust the sequence of presentation within a unit or to present units in a different order than initially planned This adaptability can enhance the learning experience by tailoring the material to better suit the needs of students.
Tanner and Green (1998: 122) also propose four different techniques for adapting materials They are changing, removing, replacing and adding
Changing: Changing means making small changes to the existing material in the course book to make the material more appropriate to students
Removing: Removing means that a course book‟ activity will be removed from the lesson
Replacing: Replacing means that one activity in an area not covered sufficiently in the book will be replaced by a more suitable activity
Adding: It means that the teacher can add an extra activity in an area not covered sufficiently in the book
There are numerous techniques available for adapting materials, with the most common methods being modification, replacement, addition, and simplification As an English teacher, the researcher believes that these techniques can be employed either individually or in combination, depending on the learning context, as well as the students' levels, needs, and interests.
Textbook adaptation can be done at three levels
Effective macro adaptation should occur prior to the commencement of a language program By analyzing the textbook content against the syllabus and examination requirements, educators can identify specific sections or entire units that may be excluded, as well as additional materials that need to be incorporated.
Macro adaptation plays a crucial role in education by enabling teachers and students to optimize their time and energy It allows educators to anticipate necessary resources and materials, ensuring they are well-prepared and can effectively support their students' learning needs.
Adapting a unit involves reorganizing, combining, omitting, or enhancing activities and exercise materials This process is essential as it creates a more cohesive and streamlined classroom experience, enabling teachers to effectively achieve the objectives of the unit.
The third level involves adapting specific activities within a unit to enhance their effectiveness While some activities may be deemed valuable, they often require redesigning or modification to ensure they are practical and suitable for a particular classroom setting.
If the teacher still wants to use the activity, he or she needs to adapt it
2.1 Research method of the study
To carry out the research, action research (AR) was used
2.1.1 An overview of action research
Action research is known by many other names: participatory research, collaborative inquiry, emancipatory research, action learning or contextual action research There are a number of definitions of AR
Action research is a collaborative, self-reflective inquiry conducted by participants in social contexts to enhance the rationality and fairness of their educational or social practices This method not only seeks to improve these practices but also aims to deepen the participants' understanding of them and their surrounding environments It is essential to note that the effectiveness of action research relies on the critically examined actions of individual group members, making collaboration a key component of the process.
Data collection instruments
To successfully conduct this action research, both pre and post data were gathered utilizing a combination of qualitative and quantitative methods, which included pre and post tests, survey questionnaires, classroom observations, document analysis of listening tasks, and teaching diaries.
2.2.1 Pre- test (Appendix 1) and post- test (Appendix 6)
Testing was chosen as a mean of collecting data for this study firstly because test results students‟ improvement as the test score can show a relative degree of validity and reliability
In this study, the researcher conducted tests to assess students' listening levels at two key stages: a pre-action stage to establish a baseline and a post-action stage to evaluate improvements Both assessments were completed within a fifteen-minute timeframe.
Questionnaire 1 is used to identify the real situation of the student‟s learning listening skill and probe how students self-evaluate the listening tasks in English 11
Questionnaire 1 consists of 9 questions Question 1 is used to find out students‟ opinion about learning listening skill Question 2 probes how students self-evaluate their listening competence Question 3 aims to discover whether students always complete listening tasks in the textbook Question 4 examines frequency of appearance of types of listening tasks in English 11 Question 5 is about students‟ opinions about listening tasks in the textbook Students‟ feelings when doing listening tasks are the focus of question 6 Question 7 examines students‟ opinions about the effect of listening tasks on their listening competence Question 8 probes what kinds of listening tasks students like best in listening lessons The last question seeks how the teacher treats listening tasks in class
Questionnaire1 is designed in Vietnamese to facilitate student comprehension and does not require names to maintain confidentiality Copies of the questionnaire will be distributed to students on Monday of week 2 and collected on Saturday of the same week.
This questionnaire is adapted from Peacock (1997) It is to evaluate students‟ improvement created by the modified listening tasks in listening lessons during three weeks of the implementing phase
The questionnaire consists of two questions aimed at assessing student satisfaction with modified listening tasks The first question features three closed items on a semantic differential scale, evaluating students' opinions on the tasks as boring/interesting, unsatisfying/satisfying, and inappropriate/appropriate Each item is rated on a scale from one to five, ranging from boring to interesting The second question invites students to provide comments and suggestions for enhancing the appropriateness of the listening tasks.
Similar to Questionnaire 1, Question 2 is presented in Vietnamese and does not require students to disclose their names Copies of the questionnaire will be distributed to students at the conclusion of each lesson and collected during subsequent lessons.
The observation sheets were utilized five times throughout the study, with two sessions conducted during the pre-action stage in week 2 and three sessions during the action stage from weeks 5 to 7, led by a non-participant observer The initial observations aimed to assess student satisfaction with original listening tasks, while subsequent observations focused on the effectiveness of modified listening tasks in enhancing students' listening skills Each lesson lasted 45 minutes, during which the observer employed a checklist to evaluate students' concentration, engagement, enjoyment, and persistence with the tasks Additionally, the observer noted students' reactions to the modified tasks and their preferences for different listening activities.
The observation sheet includes six items rated on a scale from one (low) to five (high) A non-participant observer fills out the sheet throughout the lesson, and subsequently calculates the total daily score.
The study involves the observation of five listening lessons across different units Initially, Units 1 (Friendship) and 2 (Personal Experiences) are assessed during the pre-action stage to evaluate the suitability and motivational impact of the original tasks Subsequently, Units 3 (A Party), 4 (Volunteer Work), and 7 (World Population) are examined in the action stage, where the tasks have been modified to enhance engagement and effectiveness.
All the information collected from the class observations along with data from other data instruments were analyzed to evaluate the effects of modified listening tasks on students‟ listening comprehension
Teaching diaries are essential tools for educators, allowing them to document classroom activities and interactions By collecting and analyzing this information, teachers can assess the effectiveness of their methods and identify what resonates with students This reflective practice enables educators to implement necessary changes and enhancements to their teaching strategies Typically, teaching diaries encompass lesson plans, instructional approaches, and learning outcomes, fostering continuous improvement in the educational process.
Textbook analysis involves a systematic examination of the text material, utilizing various methods to evaluate key elements This includes assessing the text's structure, the author's focus, design and organization, language content, topics covered, and the methodologies employed Additionally, the analysis considers the effectiveness of learning aids and the overall aims and approaches of the book.
This study analyzed the listening tasks in the English 11 curriculum to evaluate their suitability based on established criteria for effective listening tasks By conducting this analysis, the researcher gained valuable insights into the quality of the listening tasks presented in the textbook Consequently, the researcher identified specific tasks that require modification to enhance students' listening comprehension.
The results of the textbook analysis are presented in Chapter 3.
Participants
In the 2011-2012 academic year, a study was conducted at Kinh Mon High School, focusing on data collection, analysis, and the implementation of improvement strategies Participants in this research included students and staff from the school.
The researcher, a 30-year-old English teacher at Kinh Mon High School with six years of experience, graduated from Hanoi National University’s College of Languages and International Studies Currently, she is furthering her education by pursuing a Master's degree in TESOL at the same institution.
The participant in this study is an experienced English teacher from Kinh Mon High School, holding a Bachelor’s degree in English from Hanoi National University’s College of Languages and International Studies At the age of forty, she has dedicated 15 years to teaching English.
The study focuses on fifty grade 11 students (28 females and 22 males) from Class 11I at Kinh Mon High School during the 2011-2012 academic year Aged between 16 and 17, these students come from various communes within Kinh Mon district and have been learning English since the sixth grade Despite their exposure to the language, their English proficiency, particularly in listening skills, remains low Many students neglect listening practice, perceiving it as unimportant since it is not included in the National Examination In the 2011-2012 school year, they have only a 45-minute period each week dedicated to developing their listening skills.
Summary
This chapter outlines the research methodology, including the instruments used, data collection procedures, and participant descriptions To achieve the research aims, the researcher utilized survey questionnaires, observation sheets, teaching diaries, and document analysis The subsequent chapter, Chapter Three, will detail the data analysis and findings.
CHAPTER THREE: DATA ANALYSIS AND FINDINGS
This chapter begins by examining the initial data gathered through observations, questionnaires, textbook analysis, and teaching diaries It then outlines the hypothesis, planning, and action phases of the research Finally, the researcher reflects on the methods employed to modify listening tasks and evaluates the action research process.
3.1.1 Results from pre-listening test
As stated in Chapter 2, on the first day of week 2 students would do a test to measure their level
Below are the results of the test
Table 1: Results of the pre-test
Marks Marks 1-2 Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10
The test results reveal that 74% of students scored below average, with only 20% achieving average scores and a mere 6% scoring between 7 and 10 This indicates a significant weakness in listening skills among the majority of students, highlighting the urgent need for targeted support to enhance their abilities in this area.
3.1.2 Results from pre-action stage observations
During the pre-action stage, the researcher conducted lessons on Unit 1 (Friendship) and Unit 2 (Personal Experiences) using non-modified tasks, while another teacher observed the sessions This observing teacher documented notes and assessed student involvement in the tasks across both periods, providing a comprehensive evaluation of one particular lesson.
Number of students in class: 50
As usual, the lesson started with warm-up The teacher asked her students some questions
In a classroom activity, students engaged in a discussion about their best friends by asking questions about their relationships and the qualities they admire After a brief pair exercise lasting four minutes, one pair was invited to share their conversation in front of the class The teacher then introduced the lesson, focusing on two monologues by Lan and Long that revolve around their best friends Prior to listening to the passages, the teacher introduced essential vocabulary and phrases Students proceeded to Task 1, where they individually evaluated 11 True/False statements, underlining key words for clarity The teacher played the audio twice to facilitate understanding and completion of the tasks.
The teacher prompted the students to respond, but only a handful had complete answers, while some seemed disengaged with the task To ensure understanding, the teacher took the time to review each response individually.
In task 2, students were required to take notes on Lan and Long's preferences regarding their friends, as well as the details of how and where they met The teacher played the audio twice, but many students struggled with the task and failed to take notes As a result, the teacher stepped in to offer assistance, causing the lesson to progress at a slower pace.
Finally, the teacher gave some cues and asked students to work in pairs to talk about Lan‟s and Long‟s best friends
The observation results indicate that the observation sheet contained six items; however, only four items were utilized to assess student involvement during Units 1 and 2 Each item was scored with a maximum of 5 points, leading to a total possible score of 20 points per lesson Over the course of two lessons, the highest cumulative score for the observations reached 40 points.
Below are the concrete results:
Table 2: Students’ involvement in the tasks
Unit 2 (Personal experiences) Marks of students’ involvement in the tasks
It can be seen from the table that level of students‟ involvement in the tasks was quite low
In Unit 1 (Friendship), the percent of students who involved in the tasks accounted for
In Unit 1, only 40% of students engaged with listening activities, while participation increased to 45% in Unit 2, indicating that over half of the students neglected their listening studies This lack of engagement may stem from two primary factors: the tasks being uninteresting and students' low levels of listening competence.
3.1.3.1 Students’ evaluation about listening skill and their own listening competence
When answering the first question about their evaluation about learning listening skill, most of the students (96 %) admit that learning listening skill is difficult, even extremely difficult
In a recent self-evaluation survey, only 2% of students rated their listening comprehension skills as very good, while a staggering 78% expressed that they felt very poor in this area During listening lessons, the majority of students reported that they hardly heard anything at all, highlighting significant challenges in their listening abilities.
3.1.3.2 Students’ opinions about listening tasks in English 11 (Questions 3, 4 and 5)
In a survey regarding the frequency of completing listening tasks in lessons, only 2% of students reported always finishing the tasks, while 14% said they often completed them, and a significant 84% indicated that they sometimes managed to finish Additionally, 66% of students expressed that the variety of listening tasks in the textbook was lacking.
Question No 4 tried to seek the frequency of listening tasks in listening lessons The results are clearly presented in the table below:
Table 3: Frequency of listening tasks in listening lessons
Completing missing information in the table/ charts (%)
Ticking the things you hear (%)
In listening lessons, the predominant task is answering open-ended questions, while filling in missing words and determining true/false statements each account for 24% of tasks Additionally, tasks like numbering pictures, multiple-choice questions, and ticking items heard are occasionally included However, tasks that involve completing missing information in tables or charts are seldom utilized This data highlights that listening tasks in English 11 are limited in variety.
3.1.3.3 Students’ feelings when doing listening tasks in English 11
Question No 6 examines students‟ feelings when doing listening tasks in English 11 The results can be seen in the following table:
Table 4: Students‟ feelings when doing listening tasks in English 11
A survey of English 11 students revealed that 54% found the listening tasks in their textbook to be very boring, while 38% felt indifferent about them Only a small percentage of students expressed interest in the listening activities.
Many students find the listening tasks in textbooks unsatisfactory, leading to a lack of motivation to engage in lessons and hindering the development of their listening skills.
3.1.3.4 Students’ evaluation about the effectiveness of listening tasks to their listening competence
Table 5: Students‟ evaluation about the effectiveness of listening tasks
Very effective (%) Effective (%) Not clear (%) Ineffective (%)
According to Table 5, a mere 6% and 8% of students found the listening tasks in the textbook to be very effective and effective, respectively Additionally, 34% of students expressed uncertainty about whether these tasks would aid in enhancing their listening comprehension skills.
52% believed that their ability for listening comprehension was not improved They claimed that the tasks were totally ineffective
3.1.3.5 Students’ preferences for listening tasks
Question 8 was used to collect information about the listening tasks that students preferred The results are shown in the table below:
Table 6: Students‟ preferences for listening tasks
Completing missing information in the table/ charts (%)
Ticking the things you hear (%)
The hypothesis
The analysis and discussion of the initial data formed the following hypothesis:
Modified listening tasks in listening sections of English 11 could help improve student’s
An action plan was developed to enhance students' listening comprehension by modifying original listening tasks, making them more suitable and engaging for students during listening lessons.
Planning action steps
In this action plan, the researcher focuses on modifying inappropriate listening tasks basing on the principles and techniques for adapting presented in sections 1.3.3 and 1.3.4 of
Chapter 2 to make the tasks more appropriate for students at Kinh Mon High School The choice of each specific technique depends on students‟ opinions and the analysis of original listening tasks With a carefully prepared plan, the researcher wishes to attract students to listening lessons, then, in part, help them better at listening
The followings are some techniques exploited to modify listening tasks
In Task 1 of Unit 4 on Volunteer Work, students listen to a passage and complete missing information, primarily consisting of numbers, which lacks depth Consequently, Task 1 has been replaced with a more engaging activity.
Modified task: Listen to the passage again and then underline false information in the following sentences
1 Dance , theatre, singing and folk music classes were set up in 1998
2 Children from these classes raise money to continue their studying and Performance Arts classes
3 The school requires volunteers to help organise their fund-raising dinner in which children dance, sing and play music at one of the largest clubs in HCM City
4 They need foreign volunteers to contact students‟ parents and help to expand the school activities
5 Volunteers are required from February until July to help organise the events
According to the findings from Questionnaire 1, many students expressed feelings of boredom with repetitive listening tasks, such as answering questions Additionally, these tasks appeared to be somewhat challenging for the students Therefore, in Unit 4 (Volunteer Work), Task 2 (Answering Five Questions) will be replaced with a more engaging activity.
Modified task: Listen to the passage about Spring School, a special school in Ho Chi Minh City and then choose the best answer:
1 The aim of Spring School is ………
A to teach disadvantaged children all over the country
B to teach disadvantaged and poor students how to dance and sing
C to provides classes to disadvantaged children in Ho Chi Minh City only
2 The number of students at the school is …………
3 The school set up English classes in………… in the cooperation with………
A 1996/ The Organization for Education Development
B 1997/ The Organization for Ecomomic Development
C 1998/ The Organization for Education Development
4 The fund-raising dinners are held………
A Once a year B Twice a year C Every two year
5 At fund-raising dinners, the children often………
A Sing and dance B Dance and play music C Sing, dance and play music
In Unit 3 of the textbook, titled "A Party," students face challenges with lengthy tasks that may exceed their time limits Task 1 requires students to listen and determine the truth of five statements, while Task 2 involves answering seven open-ended questions based on a second listening To facilitate timely completion of both tasks, it is advisable to reduce the number of questions in Task 2.
(Questions No 3 and No 5) are omitted
In this research, a modification technique is employed to enhance understanding among weaker students Specifically, Task 2 of Unit 7 (World Population) includes five lengthy open-ended questions that may be challenging for these students To address this issue, the task will be revised for improved clarity and accessibility.
Modified task: Listen to the passage again and then answer the following questions:
1 According to the expert, how many people will there be by the year 2015?
2 How is the rate of population growth in different parts of the world?
3 What are the bad effects of population explosion?
4 What are the four solutions offered by the expert?
In brief, three main techniques employed for modifying the tasks in the textbook are
Data collected in the action stage
3.4.1 Results from action stage observations
During the action stage, the researcher implemented modified listening tasks across three lessons (Units 3, 4, and 7), with observations recorded by a colleague using three detailed observation sheets Each sheet featured six criteria, with a maximum score of 5 per item, leading to a total possible score of 30 for each lesson and 90 for all three observed lessons combined Table 10 illustrates the scores reflecting student involvement in these tasks.
Table 10: Students’ involvement in tasks
Marks of students’ involvement in tasks
The data indicates a gradual increase in student engagement with modified listening tasks throughout the lessons, with 63.3% of students paying attention in Unit 3 and a 10% increase in Unit 4 By Unit 7, student involvement reached 76.7%, demonstrating a growing interest in these tasks Despite this progress, the average engagement across three lessons was only 71.1%, suggesting that some students remained disinterested This finding highlights the need for ongoing adjustments to the modified listening tasks to further enhance student participation.
Questionnaire 2 (Appendix 2) was delivered to each student after finishing each lesson during three weeks (from week 4 to week 7) to see how students evaluate the modified listening tasks
A total of 150 questionnaires were collected over three lessons, each containing four items Each item was scored on a scale of 1 to 5, resulting in a maximum score of 20 per questionnaire and an overall total score of 1000 for the entire class.
The results of the questionnaire were illustrated in the table below:
Table 11: Students’ evaluation about modified listening tasks
The data indicates that a significant majority of students found the modified listening tasks to be more engaging, relevant, and suitable Notably, the preference for these tasks grew progressively with each lesson, starting at 63% in Unit 3 and rising to 72.5% in subsequent units.
4 and 75.5% in the last lesson
Students expressed positive feedback regarding modified listening tasks, highlighting their satisfaction with the teacher's adjustments They noted that these modifications facilitated their listening process, reducing stress and making it easier to extract information from the audio passages As a result, they were able to complete most of the assigned tasks more effectively Ultimately, students conveyed a desire for the teacher to continue modifying tasks to enhance their listening experience.
The findings from the observations and questionnaire 2 indicate that modified listening tasks significantly enhanced student engagement As a result, students demonstrated increased focus during lessons, with many successfully completing the listening tasks independently This suggests that the implementation of more suitable listening tasks contributed to an improvement in students' listening competence.
To closely monitor the effectiveness of modified listening tasks and identify any arising challenges during lessons, the researcher maintained teaching diaries after each session.
At the pre-action stage, during the teaching of Units 1 and 2 with non-modified listening tasks, nearly half of the students showed little interest and struggled to complete the lessons within the allocated 45 minutes However, the introduction of modified tasks in Units 3, 4, and 7 significantly improved student engagement and performance.
The researcher observed significant improvements in students' listening comprehension during three lessons at the action stage, as noted in her teaching diaries The modified listening tasks positively impacted student progress, with most students able to complete the tasks independently Additionally, students found these tasks more engaging and enjoyable, leading to increased participation and reduced anxiety when tackling listening exercises This shift contributed to a more relaxed classroom atmosphere throughout the three-week action stage.
Teaching diaries revealed that some students were disengaged during class, remaining silent and only completing a portion of the assigned tasks This indicates a need for adjustments to the modified tasks to better engage and motivate these students.
In conclusion, the combination of teaching diaries, observations, and questionnaires enabled the researcher to accurately assess the impact of modified listening tasks on student progress This approach allowed for the identification of strengths and challenges after each lesson, facilitating timely adjustments to improve student comprehension.
The researcher implemented modified listening tasks in her teaching and subsequently designed a test to assess whether these tasks effectively enhanced students' listening comprehension skills.
The table below presents the results:
Table 12: Results of the post-test
Marks Marks 1-2 Marks 3-4 Marks 5-6 Marks 7-8 Marks 9-10
Students demonstrated significant progress in this test, with a notable decrease in the number of individuals receiving below-average marks Over half of the students achieved better scores compared to the previous test These results further validate the positive impact of the modified listening tasks on students, as most experienced success in enhancing their listening comprehension skills.
Action research evaluation
This section evaluates the action research by analyzing data collected from both the pre-action and action stages to determine if modified listening tasks can enhance students' listening comprehension.
3.5.1 Students’ involvement in tasks before and after action plan
Chart 1: Students‟ involvement in tasks before and after action plan
The data indicates that student engagement in tasks at the pre-action stage was 40% in lesson 1 and increased to 45% in lesson 2, highlighting that almost half of the class remained off-task However, significant improvements were observed during the action stage, with participation rising from 63.3% in Unit 3 to 73.3% in Unit 4, and reaching 76.7% in Unit 7 This demonstrates that the majority of students were more engaged in lessons that utilized modified listening tasks, confirming that the implementation of the action plan led to notable enhancements in their listening skills.
The data from both the initial and action stages demonstrate a significant improvement in students' listening comprehension Throughout the action stage lessons, there was a noticeable increase in the percentage of students actively engaged in the tasks, indicating that the modified listening activities were highly effective.
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Students‟ involvement in tasks before action plan
Students‟ involvement in tasks after action plan
3.5.2 Students’ progress reflected through tests
Chart 2: Students‟ progress reflected through tests
The chart demonstrates significant progress among students following the implementation of action plans, as evidenced by a notable increase in post-test scores compared to pre-test scores Specifically, the proportion of students receiving poor marks was halved, while the number of students achieving high marks experienced a dramatic rise This indicates a marked improvement in students' listening comprehension skills.
3.5.3 Summary of major findings and discussions
3.5.3.1 The unsuitability of listening tasks in the textbook and its effects on students’ listening comprehension
Numerous studies have explored the various factors influencing students' listening comprehension, which can stem from both teachers and students However, analysis of questionnaires and observations reveals that the inadequacy of listening tasks in textbooks significantly impacts students' listening skills.
According to data from questionnaire 1, pre-action observations, and textbook analysis, the majority of students perceive the listening tasks in the textbook as dull and largely ineffective for enhancing their listening skills.
Result of the pre-test Result of the post-test tasks in English 11 do not meet students‟ needs and interests There exists some appropriateness
The tasks in the English 11 textbook are unsuitable for students due to three main issues Firstly, some tasks are excessively difficult, causing stress and frustration among students who struggle to meet the demands Secondly, there are tasks that are too lengthy, making it impossible for students to complete them within the allotted time Lastly, the presence of repetitive tasks leads to boredom, as students quickly lose motivation when faced with the same type of assignment day after day.
Obviously, inappropriate tasks could not create a motive and interests for students to learn, thus, students‟ listening competence can not be improved much as expected
3.5.3.2 Students’ preferences for listening tasks
Listening tasks come in various forms, including answering questions and completing missing information However, students particularly prefer multiple choice questions, True/False statements, and gap-filling exercises These tasks align well with their skill levels, providing a sense of comfort and confidence as they engage with the material, which fosters a positive mindset when tackling these challenges.
3.5.3.3 Modified listening tasks could help improve students’ listening comprehension
The action plan was implemented during three lessons (Unit 3, Unit 4 and Unit 7) with the modification of the listening tasks in English 11, i.e replacing, omitting and changing the unsuitable tasks
Observations, questionnaire responses, and teaching diaries reveal that modified listening tasks significantly boost student engagement in lessons As a result, the percentage of student participation in these tasks consistently rises with each lesson.
In Units 3, 4, and 7, students achieved scores of 63.3%, 73.3%, and 76.7%, respectively, indicating a positive trend in their learning outcomes Significantly, students reported that the lessons were engaging and relevant, enhanced by well-structured tasks During the action stage of the three lessons, most students expressed satisfaction, as they were able to complete the tasks independently.
Modified listening tasks have positive effects on improving students‟ listening comprehension because of the following reasons:
The revised tasks were designed in alignment with listening theories and material adaptation principles, while also incorporating students' feedback As a result, these modified tasks effectively address the needs and interests of the students.
Following each lesson, the researcher gathered reflections from students via questionnaires, received feedback from a colleague through observations, and maintained teaching diaries This process allowed her to make necessary adjustments for future lessons tailored to her students' needs Consequently, all modified listening tasks were meticulously prepared Additionally, the researcher employed diverse techniques to adapt the materials, ensuring that the modified tasks were more suitable for her students.