INTRODUCTION
Rationale for the thesis
Listening comprehension is crucial in language learning, as it serves as a fundamental source of input for learners (Rost, 1994, as cited in Nunan & Miller, 1995) Effective listening is necessary for understanding language inputs, which is vital for successful learning Thus, listening is not only an important receptive skill but also plays a significant role in enhancing spoken language proficiency.
The significance of materials in the teaching and learning of listening skills is paramount Hutchinson and Torres (1994) emphasize that materials are a fundamental component of English language education, while Tomlinson (2003) defines materials as any resources that aid in language acquisition.
Careful consideration is crucial when evaluating and selecting materials, as emphasized by researchers such as Ellis (1997) and Robinson (1991) Material evaluation plays a vital role in foreign language teaching, not only in choosing the most suitable materials for a particular situation but also in assessing their effectiveness after a period of use This process provides valuable insights into teachers' material usage and informs directions for both materials development and professional development activities, as noted by Hutchinson and Torres (1994).
At Hanoi University of Industry (HaUI), non-major English college freshmen have long been taught listening skills using the New Headway Elementary textbook (third edition by Liz and John Soars) Despite this, observations and professional experience indicate that both teaching and learning listening skills present challenges, and students' English listening abilities have shown limited improvement Notably, there has been no research conducted to assess the effectiveness of the listening skill section in New Headway Elementary.
An evaluation of listening skills in the New Headway Elementary textbook was conducted from both teachers' and students' perspectives The goal was to identify potential solutions to improve the teaching and learning of listening skills at HaUI using this textbook.
Aims of the study
The New Headway textbook is utilized for first-year students over two semesters, spanning twenty weeks, with each unit taught across nine or ten periods The listening component is covered in one or two periods This research aims to evaluate the effectiveness of the textbook and assess its suitability for teaching listening within the constraints of limited instructional time Specifically, the study addresses key research questions related to these objectives.
1 What are the non- major English college freshmen‟s needs when learning listening skills at HaUI?
2 To what extent does the current listening in-class component in New Headway Elementary meet their needs at HaUI?
Scope of the study
This study evaluates the listening component of the New Headway Elementary course for non-English major freshmen at HaUI, focusing on feedback from students and teachers involved during the 2013-2014 academic year Due to the study's limited scale and timeframe, it does not address other components such as speaking, reading, and writing.
Significance of the study
The thesis findings provide valuable insights for researchers, course book designers, teaching staff, and non-major English freshmen at HaUI, aiming to enhance the development of listening materials within the institution.
To achieve the study's objectives, a combination of quantitative and qualitative methods was employed Data were gathered through two survey questionnaires targeting 110 non-major English freshmen at HaUI, who had recently completed their studies.
Headway Elementary ,and 22 teachers who have taught non- major English college freshmen using the textbook) and interviews from 10 random ones among 110 students
Design of the study
Part I: Introduction includes the rationale, aims, scope, significance and methodology of the study
Chapter 1: Literature review presents literature related to the study including material and material evaluation such as definitions and classifications of materials and materials evaluation, and criteria for materials evaluation Theoretical backgrounds to listening and teaching listening includes definition of listening comprehesion, approaches to the teaching of listening skills, methods of teaching listening communicatively, and potential diffificulties in listening The last part is need analysis in language teaching and learning
Chapter 2: Methodology shows the procedure for carrying on the research such as selection of sample, instruments for data gathering, and methods of data analysis
Chapter 3: Findings and Discussion report the main findings obtained from the data collection and discuss the prominent aspects
Part III: Conclusion, which is the last chapter, followed by references is the summary of the whole study The limitation of the study and suggestion for further study are also recommended.
DEVELOPMENT
LITERATURE REVIEW
1.1 Materials in language teaching and learning
1.1.1 Definitions and Classifications of materials
According to Tomlinson (1998), materials will be considered anything which is used to help language learning Examples include: coursebooks, workbooks, CDs, flashcards, and CD-ROMs
According to Richard (2001), effective materials should be instructional, experiential, elucidative, and exploratory, facilitating meaningful language experiences and enabling learners to uncover insights about the language.
Materials for language learning can be categorized into several types, including specifically designed resources like textbooks, worksheets, and software, as well as authentic materials such as off-air recordings and newspaper articles that teachers select for instructional use Additionally, teacher-created and learner-generated materials also play a role in the educational process Despite the variety of available resources, textbooks remain the most commonly utilized materials in local language programs.
As being a kind of materials, the textbook New Headway Elementary is used in this study for evaluation of teaching and learning listening skills at HaUI
1.1.2 Roles of materials in language teaching and learning
In the ESL classroom, materials play a crucial role in shaping the curriculum and are a key reflection of a teacher's methodology These resources significantly enhance the course syllabus and contribute to effective language learning.
Richards (2001) emphasizes the importance of materials in language learning, noting that they provide essential language input for learners and serve as a primary source for language practice in the classroom.
According to Nunan (1991) and Richard (2001), effective teaching materials are essential as they shape lesson content, balance skill instruction, and facilitate language practice for students These materials are particularly beneficial for inexperienced or poorly trained teachers, serving as a valuable resource for teacher training and offering guidance on lesson planning and delivery.
According to Bell and Gower (1998, as cited in Rubdy 2003: 39), materials
Teachers and learners benefit from a variety of professionally developed materials aligned with proven syllabus structures, enabling educators to focus more on facilitating learning rather than creating materials These resources can be easily adapted and supplemented to cater to the unique needs of specific classes.
Materials play a vital role in language teaching and learning, as emphasized by various authors Teachers must consider the specific roles and requirements of these materials when designing or selecting them for their teaching contexts to maximize student learning outcomes.
Evaluation, as defined by Brown (1995), involves the systematic collection and analysis of pertinent information aimed at enhancing curriculum quality and assessing its effectiveness within a specific institution This process emphasizes the importance of gathering and analyzing relevant data while disregarding extraneous information.
According to Nunan (1988), evaluation is an ongoing process rather than a final product, occurring throughout the material design phase It is crucial to assess whether the goals and objectives of a language program are being met.
Hutchinson and Waters (1987) define evaluation as the process of assessing the suitability of a solution for a specific purpose They emphasize that, based on a particular need and available resources, one must determine which option best meets the requirements Ultimately, there are no definitive measures of good or bad; rather, there are varying degrees of fitness for the intended goal.
In conclusion, materials evaluation entails identifying what needs to be assessed, establishing the objectives and requirements for the materials, and making judgments about their value in relation to these predetermined goals.
1.2.2 Materials evaluation in English language teaching and learning
According to Ellis (1997), materials evaluation is essential for two primary reasons: first, the vast array of available materials necessitates the selection of the most appropriate option; second, it is crucial to assess the effectiveness of the chosen materials in a specific context after they have been utilized for a certain duration.
Robinson (1991) highlights the role of evaluation in quality control, emphasizing that it allows educators to assess the advantages, disadvantages, and effectiveness of teaching materials This evaluation process aids in making informed decisions regarding the selection of materials for language teaching and learning, determining whether they can be reused, adapted to specific teaching contexts, or require complete modification.
In short, materials evaluation will provide the input for responsible people to evaluate the effectiveness of the materials
Criteria serve as the essential benchmarks that evaluators utilize to determine what aspects require assessment (Tomlinson, 1998) Understanding the definition of criteria is crucial for evaluators prior to conducting material evaluations The specific criteria employed for evaluating materials are influenced by the nature of the materials in question and the underlying reasons for their assessment (Dudley-Evans and St John).
Ur (1996) outlines nineteen essential criteria for effective educational materials, which include clearly defined objectives in the introduction, a socially and educationally relevant approach to the target community, and an attractive, easy-to-read layout The materials should feature appropriate visual aids, engaging and varied topics and tasks, clear instructions, systematic syllabus coverage, and well-organized, graded content Additionally, they should include periodic review and testing sections, ample authentic language, accurate pronunciation, and thorough vocabulary and grammar explanations Fluency practice across all four skills is vital, as is encouraging learners to develop independent learning strategies Finally, adequate teacher guidance and the availability of audio cassettes are also crucial for successful implementation.
METHODOLOGY
2.1.1 The context of the study
Established in 2005, Hanoi University of Industry (HaUI) evolved from the Hanoi Industrial College, which annually trains thousands of skilled workers and engineers HaUI is dedicated to becoming one of the premier universities in Southeast Asia.
At HaUI, all non-major students complete five English courses, beginning with New Headway Elementary in the first two courses The subsequent courses focus on New Headway Pre-Intermediate, culminating in specialized English in the final course Each course carries six credits, ensuring a comprehensive language learning experience.
The Faculty of Foreign Languages employs 130 English teachers, aged between 23 and 45, with many holding or pursuing a Master's degree A variety of teaching methods, including the communicative method and learner-centered approach, are utilized in the curriculum Notably, the communicative method is prominently applied in the English teaching and learning process at HaUI.
Most students aged 18-22, primarily from urban areas, have studied English for 3 to 7 years However, many do not view English as their major, leading to a lack of focus on the language Their disinterest in learning, particularly in listening and speaking skills, is compounded by their familiarity with traditional teaching methods that emphasize grammar Consequently, teachers face significant challenges in engaging and supporting their students' language development.
HaUI offers well-equipped teaching and learning facilities, featuring projectors, computers, cassette players, and loudspeakers in every classroom To engage students effectively, color photocopied books are utilized; however, the large class sizes, averaging 50 to 55 students per English lesson, can lead to noise disruptions during listening activities.
Textbooks are essential in language learning, and the listening component of New Headway Elementary is particularly significant for this study According to Desislava (2000), the authors, Liz and John Soars, designed Headway Elementary specifically for adults and young adults aiming to use English both accurately and fluently, ensuring a systematic development of all four language skills.
New Headway Elementary is designed for beginners and false beginners, making it an ideal choice for non-major English college freshmen at HaUI Each unit focuses on a specific topic and is organized into sections that include Grammar, Vocabulary, Everyday English, Reading, Speaking, Listening, and Writing The listening section engages students with texts and discussions to activate their prior knowledge, followed by listening to recordings to verify their ideas and complete related exercises Additionally, students practice their speaking skills through conversational activities in this segment.
In order to evaluate the listening part, the survey questionnaires were employed to answer the two following research questions:
1 What are the non-major English college freshmen‟s needs when learning listening skills at HaUI from students‟ perspectives?
2 To what extent does the current listening in-class component in New Headway Elementary meet their needs at HaUI from the teacher‟s and students‟ perspectives?
This study was carried out with the participation of 22 full-time teachers and
A study involving 110 freshman students at HaUI, who were learning English as a foreign language, was conducted to assess their experiences These students, selected randomly from the first-year cohort, participated in a questionnaire at the end of the academic year after completing their textbook The insights gathered aimed to evaluate the effectiveness of their English language education.
Questionnaires are a widely used tool for data collection in applied linguistics research, offering several advantages According to Seilinger and Shohany (1989), they require less time to administer compared to other methods Additionally, administering the same questionnaire to all subjects simultaneously ensures uniformity, standardization, and accuracy in the data collected Furthermore, the use of multiple-choice questions allows for easy quantification of the results These benefits led to the decision to utilize questionnaires as the primary data collection method in this study.
This study utilized two sets of questionnaires to gather insights on students' perceived needs for developing listening skills and the perspectives of both students and teachers regarding the listening materials in the textbook The questionnaires, designed by the author, included both close-ended and open-ended questions The process of creating the questionnaires involved three key steps: constructing and piloting the questionnaires, revising them based on feedback, and finally distributing the finalized versions.
The first set of questionnaires – students’ listening needs
The questionnaires were developed based on the literature reviewed in Chapter 2 to address the study's initial question The first section focuses on participants' objectives for listening in the course, while subsequent questions delve deeper into their experiences and perceptions.
7, it is hoped to find out the students‟ needs in lesson and knowledge Questions 8-
The article examines students' needs in various activities, specifically addressing their topic preferences through questions 17 to 19 It further investigates the methods outlined in the book via questions 20 to 23 Questions 24 and 25 focus on identifying students' needs following the course, while the subsequent three questions address layout and practical concerns.
The second set of questionnaires – an evaluation of the listening component in the textbook New Headway Elementary
The second questionnaire is structured similarly to the first, focusing on the second research question to assess how well the book meets the needs of students.
The questionnaires for both students and teachers feature identical questions Notably, Question 29 in the teachers' questionnaire aims to gather their insights on enhancing the book To accommodate the freshmen students' potential difficulties in comprehending the questions, the author translated them into Vietnamese.
Interviewing is a conversational practice that generates knowledge through the interaction between an interviewer and interviewees, as noted by Brinkman (2008: 470) This method is effective for gathering diverse perspectives.
FINDINGS AND DISCUSSIONS
This chapter presents the data results, analysis and the discussions of these findings from the study
3.1.1 Students’ needs in the aim of listening in a course
Figure 3.1 illustrates that a significant majority of students recognize the importance of identifying the aim of listening in the course, with 23.64% strongly agreeing and 64.55% agreeing with this sentiment.
Figure 3.1: Ss’ needs in the aim of listening in a course
3.1.2 Students’ needs in term of lesson and knowledge
The analysis of lesson objectives in listening, as illustrated in Figure 3.2, reveals that a significant majority of students (54.5%) expressed a need for clear lesson aims, with 29.1% strongly agreeing, while no students strongly disagreed with this sentiment Additionally, in questions 3 and 4 concerning vocabulary, there was a notable consensus among students regarding the appropriateness of vocabulary relative to their proficiency level.
A significant majority of students expressed a strong need for engaging vocabulary, with 35.5% strongly agreeing and 53.6% agreeing, totaling 90% in favor of the importance of interesting vocabulary Only 9% remained neutral, and a mere 0.9% disagreed, with no students selecting "strongly disagree." This indicates a clear positive demand for enhanced vocabulary among the students.
Listening comprehension is significantly influenced by listeners' understanding of grammar, with nearly 75% of students acknowledging its importance Many learners struggle to accurately perceive certain English sounds that are absent in their first language, leading over 85% of students expressing a desire to follow sounds more easily Additionally, keeping pace with the speed of listening passages presents a challenge, as indicated by a high percentage of students agreeing on their difficulty in matching the speed of the spoken message.
Figure 3.2: Ss’ in lessons and kowledge of the lessons
A significant 96% of students found that pre-listening activities, which provided background knowledge and linguistic context, made the listening text easier to understand Only 1% remained neutral, while no students strongly disagreed with the importance of these activities During the while-listening phase, most students (67%) recognized the necessity of engaging in various suitable activities, although 5.5% were reluctant to participate Following listening exercises were deemed crucial for effective learning, with 82.7% of students agreeing and 9.1% strongly agreeing that these exercises enhanced their understanding However, 8.2% of students felt that the post-listening questions were ineffective, yet none expressed a negative view on the importance of these activities in the overall learning process.
Figure 3.3: Ss’ needs in three stages of listening
Many students believe that engaging in authentic and motivational activities is essential for their learning They seek appropriate tasks that progress from easy to challenging, receive clear instructions for all activities, and participate in suitable pair and group collaborations.
A significant majority of students value authentic activities, with 26.4% strongly agreeing and 62.4% expressing general agreement, indicating a total of 88.8% in favor Notably, no students indicated a lack of necessity for these activities.
A significant majority of students, 81%, expressed a positive attitude towards participating in motivational activities, indicating a strong preference for such engagement Only a small fraction, 2.7%, felt that motivational activities were unnecessary, and notably, no students strongly disagreed with the idea of joining these activities.
Most students wanted to be given suitable activities to the lesson aim (question 13) Therefore, over 85% of them had the options of “strongly agree” and
“agree” Exactly the same number chose “neutral”, “disagree” (7%), and even no one strongly agreed with it
Challenging activities can discourage student participation in listening periods, as evidenced by 85% of students preferring tasks that range from easy to difficult Notably, there was no strong disagreement among students regarding this preference.
In response to inquiries about the clarity of activity instructions, 67.3% of students expressed optimism, indicating that well-structured guidance would enhance their performance in various tasks.
“agree” No one disagreed with this statement Moreover, 21.8% strongly agreed with it Few of them chose “neutral” (6.4%) and “disagree” (4.5%)
Pair and group activities significantly enhance both speaking and listening skills A notable 94.5% of students expressed a preference for these collaborative listening activities, with 14.5% strongly agreeing and 80% agreeing Remarkably, none of the students selected the lowest rating option.
Figure 3.4: Ss’ needs in activities
Figure 3.5 illustrates a strong consensus among students regarding the importance of familiar topics in developing listening skills, with 23.6% rating them as very important and 66.4% as important Notably, no students considered familiar topics to be unimportant, highlighting the necessity of incorporating them into teaching and learning practices.
In addition to familiar topics, students expressed enthusiastic approval for interesting subjects, with 20% deeming them very important and 69.1% considering them important Notably, no students rated these topics as unimportant.
Learning a foreign language and developing listening skills are crucial for effective communication A significant 75% of HaUI students expressed interest in exploring diverse topics, as illustrated in Figure 3.5 of the survey results.
19 In all three questions, none of students found them unimportant
Figure 3.5: Ss’ needs in topics
Effective teaching methodology is crucial in enhancing the learning experience, particularly in developing listening skills A significant majority of students, over 80%, expressed favorable opinions regarding the teaching methods employed, with 66.4% acknowledging the importance of motivation in focusing on listening objectives and context Furthermore, 87% of students appreciated being motivated towards learning goals, while no respondents deemed these aspects unimportant To maintain student engagement, it is essential to incorporate varied activities, as 80.5% of students recognized the need for diversity in tasks to prevent boredom While 25% rated varied activities as very important and 55.5% as important, nearly 3% felt unencouraged to participate actively in listening exercises Conversely, around 84% of students desired opportunities for active engagement during listening sessions Additionally, 84% favored the use of authentic recordings in teaching, highlighting their effectiveness, with only 1.8% dismissing their importance Overall, the findings underscore the need for dynamic teaching strategies and clear communication to foster student interest and participation in listening skills development.
Figure 3.6: Ss’ needs in methods
3.1.6 Students needs at the end of a course
CONCLUSION
Conclusion of the study
Materials evaluation is crucial in language teaching and learning, as it assesses the suitability of educational resources for specific contexts By identifying the strengths and weaknesses of these materials, educators can implement necessary changes to enhance their effectiveness This evaluation process is essential for ensuring that teaching resources meet the needs of learners and improve overall learning outcomes.
The findings indicate that the book generally meets students' needs, with a few exceptions Some lesson aims were unclear, leading to ineffective post-listening and group activities Consequently, students remained passive during listening sessions, and the visual materials provided did not significantly enhance their learning experience.
Based on the findings, this study can also give the following suggested recommendations to improve the listening component of the textbook with a hope of contribution to the material development.
Recommendations for material improvements
To enhance students' listening skills, it is essential to increase the duration of listening periods in the curriculum Currently, the Faculty's regulations allocate only two periods for listening and speaking in each unit, which limits students' practice opportunities Therefore, the Faculty should consider extending the time dedicated to listening activities to provide students with more chances to develop their skills effectively.
Modern facilities are essential for an effective listening course, as well-equipped classrooms with advanced technology like high-quality projectors, computers with headphones, and reliable Internet connections can significantly enhance the learning experience These improvements facilitate the use of diverse media, such as music videos, movies, and TV programs, while also minimizing distractions like background noise and improper audio levels, ultimately leading to a more productive educational environment.
To enhance listening skills, students should engage in activities that provide exposure to English, such as interacting with native speakers and participating in English competitions These experiences not only improve their language proficiency but also foster essential life skills, including communication and teamwork.
To enhance peer cooperation, it is recommended that students at the same level engage in more activities focused on sharing experiences and learning strategies These collaborative efforts can take the shape of workshops or informal sessions within the classroom and group settings.
Teachers' guidance is essential for student success, as both students and teachers agree on the importance of sharing personal learning experiences and strategies Additionally, increasing the diversity of the teaching staff by including more native English speakers can enhance student motivation and create a more authentic environment for practicing English.
To enhance students' home practice, it is essential to provide a diverse range of supplementary materials, including textbooks, websites, and authentic resources Additionally, offering reliable sources and clear guidelines will help students select appropriate materials that match their proficiency levels.
Limitations and suggestions for further studies
The primary limitation of this evaluation is that it focuses on a specific cohort of students from the 2013-2014 academic year at HaUI, who recently completed the core English material used for non-major freshmen Consequently, the feedback gathered may only reflect the experiences of this particular group, potentially limiting its representativeness of all students who have previously studied the book at HaUI.
In addition, this thesis is an insider who has taught the book in the classroom
So her close involvement may result in subjective judgments of the evaluation
Time and scope constraints inevitably lead to limitations and shortcomings in this study Data was exclusively gathered through survey questionnaires, focusing solely on evaluations from learners and teachers, while omitting insights from course designers and external stakeholders that could provide a more objective perspective Future research in these areas is anticipated to achieve greater success.
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APEENDIX 1 Câu 1: Nhu cầu của sinh viên để cải thiện môn nghe
Em nghĩ rằng việc có nhiều tiết nghe trên lớp là cần thiết để trao đổi kinh nghiệm và học hỏi từ thầy cô cũng như bạn bè Em mong muốn được tiếp cận với nhiều tài liệu nghe phù hợp cho những người mới bắt đầu như chúng em.
Em mong muốn tiếp cận tài liệu nghe phù hợp với trình độ của mình, với những chủ đề phong phú và từ vựng mới mẻ Những từ mới này cần phải gần gũi và thực tiễn, phục vụ cho đời sống và giao tiếp hàng ngày, giúp nâng cao vốn từ vựng của chúng em Mục tiêu không chỉ là học từ khó để nghe trong bài học mà còn để áp dụng trong cuộc sống hàng ngày.
S3: Cô giáo nên giới thiệu những trang web tham khảo nghe hay tài liệu phù hợp với trình độ của bọn em
S4: Em thấy loa của trường không được tốt Em mong khi học về từ vựng trong nghe thì gắn liền với cuộc sống thực tiễn
S5: Em mong thầy cô thiết kế các bài nghe để phù hợp với khả năng của chúng em
Em mong được làm việc theo cặp hoặc theo nhóm phù hợp với trình độ của em để em học hỏi thêm
Em mong muốn cải thiện cơ sở vật chất và chất lượng máy chiếu trong lớp học, vì hiện tại máy chiếu thường bị mờ và thỉnh thoảng hỏng hóc Bên cạnh đó, số lượng sinh viên trong lớp quá đông (55 sinh viên) gây ra sự ồn ào, làm ảnh hưởng đến việc tiếp thu bài giảng Vì vậy, em hy vọng lớp học sẽ có ít sinh viên hơn để tạo điều kiện học tập tốt hơn.
Em mong muốn được giáo viên hướng dẫn về chiến lược nghe, đặc biệt là việc cung cấp trước những từ khó hoặc mới xuất hiện trong bài học.
S8: Em cần nhiều cơ hội hơn để giao tiếp với người nước ngoài
Thầy cô nên tổ chức thêm các hoạt động thú vị cho học sinh nhằm kích thích phong trào học tập, chẳng hạn như sử dụng các bài hát để làm cho bài học trở nên hấp dẫn hơn.
S10: Em cần sự hướng dẫn của cô giáo để biết cách nghe
Câu 2: Tài liệu nghe trên lớp nên có những thay đổi gì để giúp em học tốt hơn
Em nghĩ rằng cần đa dạng hóa các dạng bài nghe trong giờ học, không chỉ giới hạn ở hội thoại, để giảm bớt cảm giác căng thẳng và sự nhàm chán Nghe nhạc sẽ giúp em cảm thấy thoải mái hơn và cải thiện khả năng nghe của mình.
Sau mỗi bài nghe, cần cung cấp tapescript và audio để học sinh có thể luyện nghe thêm ở nhà Học sinh mong muốn giáo viên giao bài tập nghe về nhà, giúp cải thiện kỹ năng nghe Ví dụ, có thể thiết kế các bài tập khác dựa trên cùng một phần nghe, để học sinh tự thực hành tại nhà.
Trước khi bắt đầu bài nghe, việc tổ chức thảo luận về chủ đề sẽ giúp học sinh dễ dàng hình dung nội dung mà họ sắp nghe Đồng thời, việc sử dụng những bức tranh sinh động và thú vị cũng góp phần kích thích sự hứng thú và tạo điều kiện cho việc tiếp thu thông tin hiệu quả hơn.
S4: Em muốn nó sinh động hơn, hình ảnh bắt mắt hơn để hấp dẫn hơn Em thích nghe bài hát bằng Tiếng Anh hoặc các câu chuyện
Em mong các thầy cô thiết kế bài nghe dễ tiếp cận hơn, vì nhiều bài hiện tại có nội dung khó hiểu và yêu cầu trả lời câu hỏi sau khi nghe Chúng em gặp khó khăn trong việc nắm bắt toàn bộ nội dung hội thoại do vốn từ vựng còn hạn chế Mong rằng các bài tập sẽ được điều chỉnh để phù hợp hơn với khả năng của chúng em, có thể thêm gợi ý hoặc hoạt động liên quan trước mỗi bài nghe để hỗ trợ quá trình học tập.
Để phù hợp với trình độ của sinh viên, cần giảm tốc độ bài nghe Ngoài ra, việc tổ chức các hoạt động học hát các bài tiếng Anh và sử dụng tranh ảnh sẽ giúp sinh viên cảm thấy hứng thú hơn trong quá trình học.
Tài liệu nghe nên bao gồm từ mới và kiến thức nền liên quan đến chủ đề để hỗ trợ việc học Phần bài tập cần thiết kế giống với bài thi thực tế để học sinh có thể làm quen Sau khi hoàn thành bài học, giáo viên nên cung cấp tapescript và audio để học sinh có thể tự ôn tập và hiểu sâu hơn về bài học.
S10: Trước mỗi bài nên có gợi ý hoặc hoạt động liên quan đến chủ đề ấy
Question 1: What do you need to improve your listening skills?
Incorporating additional listening skill activities in the classroom is essential for enhancing our ability to share experiences and learn from both teachers and peers As beginners, we require access to appropriate listening materials to support our development.
To enhance our listening skills, it is essential to have access to materials that match our proficiency level Incorporating engaging topics and relevant vocabulary that connect to our daily lives will make learning more effective By focusing on words that are practical for everyday communication, we not only improve our understanding of listening passages but also expand our overall vocabulary.
S3: I think the teacher should recommend students some good and suitable websites or materials which are suitable for our level
S4: I find that loudspeakers are not good I would like to be give words related to our lives
