INTRODUCTION
English has established itself as a global language, significantly impacting various fields such as science, technology, culture, education, economy, and entertainment It fosters connections in our "global village" and enhances knowledge sharing As the predominant language in media and literature, English provides opportunities for individuals to explore different countries, cultures, and traditions, ultimately enriching their understanding of the world.
English has become the primary language for external communication across various fields in Vietnam, especially since the "Đoi moi" reforms that opened the country to the global market This shift has enabled Vietnamese citizens to easily access information, entertainment, literature, science, and advanced technology, predominantly available in English As businessmen, tourists, and scientists visit Vietnam, they bring valuable opportunities for development, further emphasizing the growing significance of English in the nation Consequently, the use of English is increasingly prevalent and essential in Vietnam's evolving landscape.
In Vietnam's educational system, English is a mandatory subject in both schools and universities, reflecting its importance for students' academic and future success Recognized as more than just a favorite subject, English is essential for higher education and career opportunities, making its study a significant academic pursuit (Nguyen, T N., 2008).
In the pursuit of effective English communication, the development of listening skills often poses the greatest challenge among the four core skills: reading, writing, speaking, and listening Various factors influence a student's listening ability, including individual background knowledge, motivation, and interest, as well as the learning context, materials used, and the teaching syllabus Understanding these elements is crucial for enhancing listening proficiency in English learners.
In attempt to improving students‟ listening skills, I have decided to carry out a study namely “ Developing Listening Skills through Gap-fill Tasks for the First
Year Non-English Major Students: an Action Research Project at Hanoi University of Natural Resources and Environment”
This research aims to examine how gap-fill tasks can enhance the listening skills of students at Hanoi University of Natural Resources and Environment (HUNRE) The specific objectives focus on assessing the impact of these tasks on students' listening comprehension and overall language proficiency.
- To figure out difficulties perceived by students in learning listening skills
- To find out effective ways to help improve students‟ listening skills
- To investigate whether doing gap-fill listening tasks can help students improve their listening skills from students and teacher‟s perspectives
In order to obtain the objectives of the study, the following research questions were formulated:
1) What are the difficulties experienced by the first – year students at HUNRE in learning listening skills?
2) What should be done to improve the students’ listening skills?
3) To what extent do gap-fill tasks help the first-year students at HUNRE improve their listening skills, from both students’ and teacher’s perspectives?
Due to the constraints of a minor thesis, including limited knowledge and time, this action research was conducted on a small scale over a nine-week period The study involved three listening lessons and focused on 45 first-year students at HUNRE during the second semester of the 2012 academic year.
This study, conducted in 2013, examines the effectiveness of gap-fill exercises in enhancing listening skills among specific students Consequently, the findings are confined to the particular teaching context and participant group involved in the research.
To realize the objectives of the study, both qualitative and quantitative methods are used The data for the study were collected through the following instruments:
- Talks with colleagues and students: were conducted at the very beginning of the study to identify students‟ problems in learning listening skills
This document analysis evaluates the listening tasks in course books to determine their alignment with students' levels and interests Based on the findings, necessary adjustments can be implemented to better cater to the students’ needs and preferences.
- Document Analysis 2: The analysis of students‟ results of the first semester was conducted to have deeper understanding of students‟ right competence in English
- Pre-test was designed to find out the students‟ listening skills through gap-fill tasks, before taking the action
Students maintained learning diaries under the guidance of the researcher to document their reflections on various tasks and exercises These diaries captured the effectiveness of the lessons, the challenges faced by students, and their overall feedback on developing listening skills through gap-fill activities.
Teaching diaries were maintained after each lesson to document students' reactions and performance in developing listening skills through gap-fill tasks These diaries also evaluated the effectiveness of the lessons and highlighted any challenges faced by the teacher during instruction.
- Post-test was designed to find out the students‟ listening skills through gap-fill tasks, after taking the action
The study consists of three parts as follows:
The introduction outlines the foundational elements of the study, including its rationale, objectives, and research questions It also defines the scope and methodology employed, along with the overall design of the research.
Part II of the study encompasses three key chapters Chapter I provides a literature review that discusses the theoretical background pertinent to the study's objectives Chapter II outlines the methodology, offering a comprehensive description of the research process Finally, the last chapter presents the data analysis and reports the findings of the study.
Part III: The Conclusion summarizes what has been studied Then some recommendations are proposed, some limitations of the study are pointed, and some suggestions for further research are offered.
DEVELOPMENT
1.1.1 Definitions of listening and listening comprehension
Listening is a complex and often elusive mental process, as highlighted by various authors Field (1989) emphasizes that it involves discriminating sounds, understanding vocabulary and grammar, and interpreting stress and intonation within both immediate and broader socio-cultural contexts Similarly, Brown (1994) points out that effective listening requires comprehension of a speaker's accent, pronunciation, grammar, and vocabulary To further clarify this intricate skill, Rost (2002) provides a more accessible definition, illustrating the multifaceted nature of listening comprehension.
Listening is a multifaceted process that involves receiving the speaker's words, constructing and representing their meaning, and creating deeper understanding through involvement, imagination, and empathy.
Listening is a complex mental process that goes beyond merely hearing sounds; it requires the listener to possess specific skills and competencies to effectively comprehend an auditory message.
Listening comprehension is often viewed as a complex process rather than a singular activity, with varying definitions provided by different authors Boyle (1983) highlights this multifaceted nature of listening comprehension, emphasizing its intricate dynamics.
Listening comprehension is the ability to understand spoken language in a second or foreign language, involving the active process of constructing meaning by applying both linguistic and non-linguistic knowledge According to Garry Buck (2001), this skill requires more than merely hearing sounds; it necessitates the integration of various types of knowledge to effectively decode and retain orally received information Without sufficient linguistic and non-linguistic knowledge, individuals may struggle with listening comprehension.
Rixon (1986) classifies listening comprehension into two main types: intensive and extensive listening Extensive listening focuses on achieving a general understanding, such as enjoying a film or following instructions, while intensive listening requires a detailed analysis of language and is aimed at extracting specific information, often by answering targeted questions.
Brown and Yule (1983) introduce the concept of "degrees of comprehension" in the context of listening comprehension They propose four key levels for designing listening exercises: (1) the ability to repeat the text, (2) understanding specific vocabulary used in the text, (3) resolving anaphoric references, and (4) discerning both explicit assertions and implied meanings within the text.
To effectively understand an oral message in a foreign or second language, listeners must go beyond merely grasping the verbal content; they also need relevant background knowledge to successfully engage in this active comprehension process.
1.1.2 Listening skills in learning a foreign language
Historically, language teaching emphasized structural competence, with methods like Grammar Translation and Audio-Lingual focusing primarily on students' imitation of dialogues and repetitive grammar and pronunciation drills These approaches often neglected listening skills, as the syllabuses prioritized the identification of language over comprehensive auditory engagement.
In language learning, listening is often viewed as a passive skill, with learners taking a backseat during lessons They typically focus on deciphering the message through individual words and sentence structures, neglecting crucial elements such as background knowledge, intonation, stress, and the speaker's intention Consequently, teachers frequently approach listening lessons as assessments of comprehension rather than opportunities for skill development This lack of guidance leaves students unprepared, leading to significant challenges in grasping the meaning of spoken language without adequate support from their instructors.
In recent decades, the perception of listening comprehension has evolved from being seen as a passive skill to an active one in language learning Littlewood (1981) emphasizes that effective listening requires active engagement from the listener, who must actively utilize both linguistic and nonlinguistic knowledge to accurately interpret the speaker's intended message.
According to Nunan and Miller (1995), listening plays a crucial role in learning a foreign or second language, serving not only as a receptive skill but also as a key component in developing spoken language proficiency This perspective aligns with Rost's (1994) emphasis on the significance of listening in language acquisition.
- Listening is vital in the language classroom because it provides input for the learner Without understandable input at the right level, any learning simply cannot begin
Spoken language serves as a crucial tool for learner interaction, making access to fluent speakers essential for comprehension Additionally, when learners struggle to understand spoken language, it acts as a motivation for further interaction and enhances the learning process.
- Authentic spoken language presents a challenge for the learner to attempt to understand language as it is actually used by native speakers
- Listening exercises provide teachers with a means for drawing learners‟ attention to new forms (vocabulary, grammar, interaction patterns) in the language (Rost, 1994:141-142, cited in Nunan and Miller, 1995)
Listening skills are essential for enhancing communicative ability, as highlighted by Doff (1988), who states that effective speaking cannot be developed without first honing listening skills To communicate effectively, it is vital to listen attentively to others and comprehend their messages clearly.
Learning listening skills is crucial, as effective listening is fundamental to mastering a foreign or second language and enhances overall global communication.
1.1.3 Difficulties in learning listening skills
LITERARUTE REVIEW
Listening skills
1.1.1 Definitions of listening and listening comprehension
Listening is a complex mental process that varies in definition among authors, making it challenging to fully describe According to Field (1989), listening involves the ability to discriminate sounds, understand vocabulary and grammar, interpret stress and intonation, and retain information within both immediate and broader socio-cultural contexts Brown (1994) supports this notion by emphasizing that effective listening requires comprehension of a speaker's accent, pronunciation, grammar, and vocabulary Rost (2002) further clarifies this concept, highlighting the multifaceted nature of listening as a crucial skill for understanding spoken communication.
Listening encompasses three key aspects: it involves receiving the speaker's words (receptive orientation), constructing and interpreting meaning (constructive orientation), and creating meaning through engagement, imagination, and empathy (transformative orientation).
Listening is a complex mental process that goes beyond merely hearing sounds; it requires specific skills and competencies for a listener to effectively comprehend an auditory message.
Listening comprehension is a multifaceted process rather than a simple task, as highlighted by various authors Boyle (1983) emphasizes that understanding spoken language involves complex cognitive activities, underscoring the intricate nature of listening comprehension.
Listening comprehension is the ability to understand spoken language in a second or foreign language, which involves decoding the message while speaking and writing encode it According to Garry Buck (2001), this skill is an active process of constructing meaning by applying various types of knowledge, including both linguistic and nonlinguistic knowledge Effective listening comprehension requires more than just hearing sounds; it necessitates a solid foundation in relevant knowledge to fully grasp the information being conveyed.
Rixon (1986) classifies listening comprehension into two main types: intensive and extensive listening Extensive listening focuses on gaining a general understanding, such as enjoying a film or following instructions, while intensive listening requires a detailed analysis of language and involves listening for specific information, like answering targeted questions.
Brown and Yule (1983) introduce the concept of "degrees of comprehension" in the context of listening comprehension They outline four key degrees that can guide the creation of listening exercises: (1) the ability to repeat the text, (2) understanding specific vocabulary used in the text, (3) resolving anaphoric references, and (4) interpreting both explicit assertions and implied meanings within the text.
To effectively understand an oral message in a foreign or second language, a listener must go beyond merely grasping the verbal content It is essential for the listener to possess the necessary background knowledge to engage in this active comprehension process successfully.
1.1.2 Listening skills in learning a foreign language
Historically, language teaching emphasized structural competence, with methods like Grammar Translation and Audio-Lingual focusing primarily on students' imitation of dialogues, grammar drills, and pronunciation exercises, while neglecting listening skills Furthermore, the syllabuses associated with these approaches highlight the importance of language identification for learners.
In traditional listening lessons, learners often engage passively, focusing primarily on deciphering words and structures without considering crucial elements like background knowledge, intonation, stress, and the speaker's intent This approach reduces listening to mere comprehension testing rather than effective teaching, leaving students unprepared and unsupported Consequently, they struggle to grasp the meaning of utterances, highlighting the need for more comprehensive instruction and active engagement in the listening process.
In recent decades, research has transformed the perception of listening comprehension from a passive skill to an active one in language learning Littlewood (1981) emphasizes that effective listening requires active engagement from the listener, who must integrate both linguistic and nonlinguistic knowledge to accurately interpret the speaker's intended message.
According to Nunan and Miller (1995), listening plays a crucial role in learning a foreign or second language, serving not only as a receptive skill but also as a key factor in developing spoken language proficiency This perspective aligns with Rost's (1994) emphasis on the significance of listening in language acquisition.
- Listening is vital in the language classroom because it provides input for the learner Without understandable input at the right level, any learning simply cannot begin
Spoken language serves as a vital tool for learner interaction, making access to fluent speakers essential for comprehension Additionally, a learner's difficulty in understanding spoken language acts as a catalyst for further interaction and learning, rather than a barrier.
- Authentic spoken language presents a challenge for the learner to attempt to understand language as it is actually used by native speakers
- Listening exercises provide teachers with a means for drawing learners‟ attention to new forms (vocabulary, grammar, interaction patterns) in the language (Rost, 1994:141-142, cited in Nunan and Miller, 1995)
Listening skills are essential for enhancing communication abilities, as highlighted by Doff (1988), who states that effective speaking cannot be achieved without first developing listening skills To communicate effectively, one must actively listen to and comprehend what others are saying.
Learning listening skills is crucial for mastering a foreign or second language, as effective listening significantly contributes to overall communication success.
1.1.3 Difficulties in learning listening skills
Gap-fill tasks
1.2.1 Gap-fill tasks in listening skills
Gap-fill tasks are essential for developing listening skills, particularly for listening for specific information These exercises are prevalent in language teaching, allowing students to demonstrate their understanding of vocabulary in context rather than relying on memorization of translations (Smith et al., 2010) Modern gap-fill or cloze tests have evolved, encompassing various formats that require students to fill in blanks with specific words or choose from a provided word bank or alternative options.
The gap-fill (or cloze) test is recognized as a reliable and valid tool for assessing general language proficiency Numerous studies by researchers such as Anderson (1976), Brown (1983), Fotos (1991), and Weir (1990) support this perspective, highlighting its effectiveness in language assessment (Simon et al., 2010).
To achieve success in developing listening skills, it is essential for students to be assigned appropriate tasks that match their language proficiency level Students with lower English competence often struggle with complex tasks such as making inferences or listening for the main idea Therefore, it is more beneficial for these learners to engage in tasks that enhance their comprehension of the material Effective activities include gap-fill exercises, where students listen and either fill in the blanks independently or select answers from provided options.
1.2.2 Types of gap-fill exercises or tests
Gap-fill exercises, also known as cloze activities, are extensively utilized in language teaching Various types of these exercises have been developed and implemented in language-learning classrooms to enhance student engagement and comprehension.
The cloze test, originally introduced by Taylor in 1953, involves the systematic deletion of words from a sentence or text, either randomly or based on rationale Today, cloze tests can be designed with various features and formats, leading to several common types that enhance their effectiveness in assessing language comprehension.
- Open gap-filling: students are given a text with some missing words or phrases
They are asked to listen to the recording and fill in the blank of the texts
- Banked gap-filling: choose the appropriate word from a bank of alternatives
The fixed-ratio cloze test, also known as the random cloze, involves deleting every nth word to evaluate overall language proficiency (Alderson, 2000; Bachman, 1985; Oller, 1979; Steinman, 2002) An example of this method is a cloze test where every sixth word is omitted.
Example of fixed-ratio cloze test
People today are amazed by the rapid advancements in medicine, as doctors are becoming increasingly specialized and new drugs are introduced daily However, many are dismayed by the inaccessibility of doctors when needed Despite the constant rise in doctors' fees, the quality of medical care has unfortunately reached an abysmal low.
1 The literature review presented in 1.2.2 is cited from document retrieved from http://www.ukessays.com/dissertation/literature-review/literature-review-of-the-cloze-test-english- language.php
I just make some small adjustments to fit the purpose of this study.
The rational cloze test selectively omits certain words to serve specific objectives, including grammar assessment, reading comprehension, and vocabulary evaluation (Bachman, 1985) For instance, Example 8 illustrates a rational cloze test designed to evaluate grammar by removing functional words.
Example of rational cloze test
To assess overall comprehension of a text, a tester typically removes words that convey the main ideas and cohesive devices that link the content, such as anaphoric references and connectors However, it is essential for the tester to verify that these deleted key words can be restored from the surrounding context.
- The conversational cloze: some words or sentences are deleted to determine the communicative language skills of native- and the non-native-test-takers (Hughes,
2003) The student is required to fill in what is missing in the blanks, as shown in the following example
David: Hello, Mike How are you?
Mike: Not too bad, David, and you?
David: OK You know, (1) been trying to work out (2) to go on holiday this year (3) a real problem I really can‟t decide where to go Any ideas?
Mike: Well, I suppose you could try the South (4) France
David: No, I don‟t really think so I don‟t know why, exactly Maybe it‟s (5) bit expensive down there
- The multiple-choice cloze: Every n th word or specific words are deleted and choices of approximately two to five words are also provided for each deleted part
The multiple-choice cloze test offers more options and is simpler than traditional cloze tests, despite its seemingly complex construction This type of assessment is effective for evaluating both specific skills and overall language proficiency.
Example of Multiple-choice cloze
A farmer‟s daughter had been out to milk the cows and was returning home, carrying her pail of milk on her head As she walked along, she (1) _ thinking:
(A) started (B) had to (C) prepared (D) began to be
The matching cloze test is an effective language assessment tool where deleted words are listed in alphabetical order in a column beside the passage This format simplifies both construction and scoring, making it ideal for evaluating specific English language skills, including vocabulary, grammar, and reading comprehension among native and non-native elementary students (Baldauf & Propst, 1979) In this test, students must accurately match the words from the right column to the numbered blanks in the passage.
Ken and Tom like dogs (1) like big brown dogs (2) little white dogs Tom (3) a brown dog He likes (4) with his dog
It‟s going to school with him a and b dog c has d playing e they f Tom
- The cloze elide: Irrelevant words are added to the original text, and the students‟ task is to find these additional words and delete them (Alderson, 2000; Steinman,
2002) However, the cloze elide test is very difficult to construct and is suitable for assessing reading speed (Alderson, 2000)
In short, each type of the above mentioned exercises has their own strong points
Choosing the right type of cloze exercises for learners is crucial, particularly for elementary and pre-intermediate students Open gap-filling, banked gap-filling, conversational cloze, multiple-choice cloze, and matching cloze are more appropriate options for these learners, as they cater to their specific contexts and learning purposes.
Previous studies
Some recent studies of teaching and learning listening skills also mentioned the use of gap-fill tasks as a method to improve student‟s listening skill Tran, Thi Oanh
In a 2011 study titled “The Use of Song to Improve Listening Skills for Students,” Oanh discovered that her students were particularly engaged with gap-filling tasks, expressing excitement while completing them While these tasks were effective, they were only a part of a broader range of activities employed to enhance listening skills among students.
In a study conducted in 2007, the researcher identified the challenges faced by students in developing their listening skills and proposed solutions to enhance their listening abilities Similarly, Tran Thi Lan (2006) offered techniques aimed at improving students' listening skills, addressing the difficulties they encountered during the learning process Her methods were organized into three stages of listening: pre-listening, while-listening, and post-listening Vũ Thị Thành Dinh (2011) further explored this area in her research on enhancing 11th-grade students' listening comprehension through modified tasks in the English 11 textbook at Kinh Mon High School, Hai Duong Dinh concluded that these modified listening tasks significantly engaged students and improved their listening competence, with her study encompassing four distinct types of tasks that collectively contributed to the positive outcomes observed.
In conclusion, the studies examined multiple unresolved issues simultaneously, leading to results influenced by various factors Furthermore, these researches incorporated gap-fill tasks alongside other activities like true/false listening and question-and-answer listening, making it difficult to determine the precise impact of gap-fill tasks on enhancing students' listening skills.
CHAPTER II THE METHODOLOGY 2.1 Context of the Study
The study was carried out at HUNRE where I have been working for about five years The description of the study‟s context is given as follows
2.1.1 An overview of teaching and learning English at HUNRE
Hanoi University of Natural Resources and Environment (HUNRE), recently upgraded from Hanoi College of Natural Resources and Environment, is affiliated with the Ministry of Natural Resources and Environment The university comprises seven major faculties: Geology, Environment, Information Technology, Economics, Hydrographic Meteorology and Water Natural Resource, Land Management, and Geodesy and Cartography Additionally, the English Department operates under the university's management board.
The English Department at HUNRE consists of 16 dedicated teachers aged between 25 and 55, most of whom have graduated from the English language department at the University of Language and International Studies or Hanoi University Among them, one teacher is currently pursuing a PhD, nine hold M.A Degrees in TESOL, and four are expected to complete their M.A Degrees within the next couple of years With over five years of teaching experience each, the staff demonstrates a strong commitment and enthusiasm for English language education.
Students at HUNRE hail from diverse regions in Northern and Central Vietnam, with the majority having studied English for three to seven years While a small number have learned other languages like French, there are no students who have not studied any foreign language English proficiency among the students varies significantly; some are quite proficient, while many have limited skills, and others possess no knowledge of the language at all.
The English training program at HUNRE is designed for first and second-year students, comprising a total of 210 class hours This includes 150 hours dedicated to General English (GE) during the first two semesters and 60 hours focused on English for Specific Purposes (ESP) in the third or fourth semester In the GE courses, students utilize the New Cutting Edge series by Sarah Cunningham and Peter Moor, covering the Elementary and Pre-Intermediate levels By the end of the GE courses, students are expected to grasp essential grammatical concepts and acquire a foundational vocabulary, enabling them to communicate effectively in English at the elementary and pre-intermediate levels.
The university faces significant challenges in enhancing its teaching and learning environment due to limited development and financial constraints, resulting in overcrowded classrooms that can accommodate 35-70 students but often host 50-80 learners This situation is particularly detrimental for English lessons, which are ideally suited for smaller groups of up to 25 students Students receive 150 lessons of 45 minutes each over their first two semesters for General English (GE), but the time is insufficient for practicing the four language skills, especially listening, which is crucial yet underrepresented in the curriculum Currently, the lack of a dedicated language laboratory hampers effective listening practice, and using cassettes for listening exercises proves challenging in overcrowded settings, making it difficult for students seated at the back to hear clearly and concentrate.
The New Cutting Edge course book is specifically designed for international students, utilizing Communicative Language Teaching (CLT) as its primary instructional approach By integrating the four core language skills, it promotes holistic linguistic development while providing essential language items and vocabulary necessary for effective communication.
The course books for elementary and pre-intermediate levels are deemed unsuitable for HUNRE students, primarily because their high school education focused heavily on multiple-choice tests, leaving them with limited exposure to listening and speaking skills Many tasks in the course books are either too challenging or unfamiliar to the students Feedback from discussions with students and colleagues indicates that the listening tasks are particularly difficult and misaligned with the students' abilities, leading to a lack of interest and inability to complete the assigned tasks.
With a degree obtained in 2005, I bring 8 years of experience in English teaching, including 5 years at HUNRE Currently, I am pursuing a Master's degree at the University of Languages and International Studies.
Three seasoned educators, each with over five years of teaching experience, participated in the discussions and currently teach at the same level as I do.
The study focuses on 45 first-year students (32 males and 13 females) from class ĐH2K1 2 at HUNRE during the 2012-2013 academic year These students, aged 18 to 20, are expected to possess a pre-intermediate level of English; however, their actual proficiency is lacking, as evidenced by their final examination results from the first semester and their daily performance.
In the first semester, the class began with 54 students, but 3 dropped out, and 6 changed their majors or transferred to other faculties Despite completing English 1, their overall English proficiency remains significantly below expectations.
2.4.1 Talks with colleagues and students (See Appendix 1 and 2)
To identify the challenges students face in developing listening skills, I conducted discussions with both students and colleagues During these talks, students shared their interests in learning English and specifically highlighted the difficulties they encounter in mastering listening skills They also expressed their desires for more effective learning strategies Similarly, conversations with colleagues focused on students' interest in English and listening from a teacher's perspective, addressing the obstacles in learning listening skills and exploring potential solutions for improvement.