INTRODUCTION
Rationale
Teaching and learning comprehension at Yenthuy C High School should be engaging; however, listening lessons have been perceived as dull Previously, English teachers relied solely on reading transcripts, limiting students' exposure to authentic listening experiences Although the school has recently introduced cassette players, many students excel in grammar and other skills but struggle with listening due to insufficient practice opportunities and a lack of resources for self-study Additionally, students' low proficiency in grammar, vocabulary, and pronunciation further hinders their confidence and ability to tackle listening tasks in the classroom.
As an English teacher at Yenthuy C High School, the researcher has encountered challenges and monotony in teaching listening skills Motivated by a desire to enhance her students' awareness and improve their listening comprehension abilities, she has chosen to explore the theme: "A Study on the Relationship Between Teaching and Learning Listening Comprehension at a High School in Hoa Binh."
Aims of the Study
This study investigates the relationship between teaching and learning listening comprehension at Yenthuy C High School, focusing on students' needs and expectations in this area By analyzing the findings, the research aims to identify effective and suitable teaching methods for listening comprehension The study seeks to answer four key research questions to enhance the overall listening instruction at the school.
1/ What are students‟ needs and expectations to teaching listening comprehension?
2/ How do students learn listening comprehension in classroom?
3/ How do English teachers teach listening comprehension at the school? 4/ What are some ways to fill the gaps between students‟ needs and expectations with how listening comprehension is taught in Yenthuy C high school?
Methods of the study
A comprehensive naturalistic observation was conducted through note-taking during six listening comprehension sessions to analyze student interactions in learning listening comprehension and to evaluate the stages of English teachers in delivering listening comprehension instruction in the classroom.
In this study, two survey questionnaires were administered: one for 166 students to assess their expectations, needs, motivation, strategies, interactions, and challenges in learning listening comprehension, and another for five English teachers to explore their stages, processes, techniques, and principles in teaching listening comprehension.
The researcher conducted informal interviews with four teachers to gather detailed insights into their stages, processes, principles, techniques, and the application of these techniques in teaching listening comprehension in the classroom.
This study at Yenthuy C High School examines the relationship between teaching methodologies and students' listening comprehension skills It emphasizes understanding students' needs and expectations while identifying factors that influence their learning experience The thesis concludes with tailored recommendations to enhance listening instruction in the current educational context of the school.
This thesis is divided into three main sections The first section serves as the introduction, outlining the rationale, objectives, methodology, scope, and design of the research conducted.
The development of the study is structured into five chapters The first chapter provides a literature review that outlines the theoretical background pertinent to the study's objectives The second chapter details the research methodology, explaining the approach taken to conduct the study The third chapter focuses on teachers' methods for teaching listening comprehension at Yenthuy C High School The fourth chapter examines students' experiences in learning listening comprehension at the same institution Finally, the last chapter addresses the study's goal of bridging the gap between students' needs and expectations in relation to the teaching of listening comprehension.
The final part gives the conclusion and some suggestions for teaching and learning listening comprehension at Yenthuy C high school.
Design of the study
This thesis is divided into three sections, with the first section serving as the introduction It outlines the rationale behind the study, its objectives, the methodologies employed, the scope of the research, and the overall design of the study.
The development of the study is organized into five chapters The first chapter provides a literature review that outlines the theoretical background pertinent to the study's objectives The second chapter details the research methodology, explaining how the study was conducted The third chapter focuses on teachers' approaches to teaching listening comprehension at Yenthuy C High School The fourth chapter examines students' experiences and challenges in learning listening comprehension at the same institution Finally, the fifth chapter addresses the study's goal of bridging the gaps between students' needs and expectations regarding listening comprehension instruction.
The final part gives the conclusion and some suggestions for teaching and learning listening comprehension at Yenthuy C high school.
DEVELOPMENT
Listening comprehension involves understanding spoken language in both first and second languages, as noted by Marc Helgesen and Steven Brown (2009) In second language learning, this process emphasizes the significance of individual linguistic elements such as phonemes, words, and grammatical structures Additionally, it considers the listener's expectations, situational context, background knowledge, and the topic at hand.
According to Buck (1984), listening comprehension is an active process that involves constructing meaning by applying various types of knowledge, including both linguistic and non-linguistic knowledge Anderson and Lynch also contribute to this understanding of listening comprehension.
Listening is an active receptive skill, much like reading, where the listener engages with the material The goal of listening comprehension is for learners to effectively discuss or write about what they have heard after a listening session.
Listening exercises can be constructed to four degrees of comprehension by Brown and Yule (1983) as follow:
- The listener can repeat the text
- The students should have heard and understood the meaning of particular vocabulary items used in the text
- The students should be able to resolve anaphoric reference and to determine which was referred to
- The students should be able to work out not only what is directly asserted in the text, but also what is implied
O‟Malley and Chamot (1989:420) includes „Listening comprehension is an active and conscious process in which the listener constructs meaning by using cues
LITERATURE REVIEW
Listening comprehension
Listening comprehension involves understanding spoken language, whether in a first or second language, as highlighted by Marc Helgesen and Steven Brown (2009) In second language acquisition, this process emphasizes the importance of individual linguistic elements, such as phonemes, words, and grammatical structures Additionally, the listener's expectations, situational context, background knowledge, and the topic at hand significantly influence comprehension.
According to Buck (1984:31), listening comprehension is an active process that involves constructing meaning by applying various types of knowledge, including both linguistic and non-linguistic knowledge, to incoming sounds Anderson and Lynch further elaborate on this concept, emphasizing the importance of these knowledge types in effective listening.
Listening, recognized as a receptive skill alongside reading, requires active engagement from the listener rather than passive reception The primary goal of listening comprehension is to enable learners to articulate or write about the content they have absorbed after a listening session.
Listening exercises can be constructed to four degrees of comprehension by Brown and Yule (1983) as follow:
- The listener can repeat the text
- The students should have heard and understood the meaning of particular vocabulary items used in the text
- The students should be able to resolve anaphoric reference and to determine which was referred to
- The students should be able to work out not only what is directly asserted in the text, but also what is implied
Listening comprehension is an active and conscious process where listeners construct meaning by utilizing contextual cues and their prior knowledge This involves relying on various strategic resources to effectively meet task requirements (O'Malley & Chamot, 1989).
Listening comprehension, as defined by Richards and Schmidt (2002), involves understanding spoken language in both first and second languages This process emphasizes the significance of individual linguistic elements, such as phonemes, words, and grammatical structures, while also considering the influence of listeners' expectations, situational context, background knowledge, and the topic at hand.
In conclusion, listening comprehension is not a skill that can be fully mastered and set aside; instead, it requires consistent practice with progressively challenging materials to enhance proficiency (Vilga, 1986:157).
1.1.2 The importance of listening comprehension
Listening comprehension, as described by Underwood (1989), is an active process that requires attention and effort to understand spoken messages While hearing may be passive, effective listening involves concentration and the decoding of sounds into meaningful units, influenced by the listener's prior knowledge of the language The auditory process consists of three stages: first, structuring sounds into meaningful units; second, comparing new information with what is already known; and finally, transferring this new information into long-term memory for future use.
According to Heinle & Heinle (2001), listening comprehension lessons serve as an effective method for teaching grammatical structures and contextualizing new vocabulary within communicative discourse River’s observation emphasizes that speaking alone does not equate to communication unless the message is understood by the listener Therefore, prioritizing the teaching of spoken speech comprehension is essential to achieving effective communication.
Listening comprehension plays a crucial role in the language learning process, as it provides essential input for learners to understand concepts at an appropriate level According to Rost (1994), effective listening skills are vital in the language classroom, facilitating the initial stages of learning and comprehension.
To sum up, the importance of listening comprehension in language learning is worth considering.
Teaching listening comprehension
1.2.1 The stages of teaching listening comprehension
A listening lesson typically consists of three phases: pre-listening, while-listening, and post-listening According to Peterson (2001), the pre-listening stage is crucial as it aids learners in balancing top-down and bottom-up processing while activating their schemata This process allows learners to recall relevant content, vocabulary, and structures associated with the audio material, facilitating effective interactive processing.
Post-listening activities can involve checking comprehension answers, where teachers either provide the correct answers, encourage students to share their responses, or facilitate pair or group discussions While listening is an individual skill, it is essential to integrate it with other skills rather than teaching them in isolation.
Listening is an active process, despite being a receptive skill, requiring both top-down and bottom-up approaches Effective listening lessons typically incorporate pre-listening activities to activate learners' prior knowledge, followed by listening tasks and post-listening exercises that often involve speaking activities.
Shelagh Rixon (1986) emphasizes the importance of an intensive listening lesson that includes three key components: pre-listening activities to prepare students for the passage, while-listening tasks that challenge them to process the information effectively, and follow-up discussions that encourage reflection on the passage's language elements, including sound, grammar, and vocabulary.
Teaching listening comprehension involves three distinct stages, each with specific aims and goals It is essential for teachers to be aware of these stages to foster active listening among students in the classroom.
1.2.2 Processes of teaching listening comprehension
Marc Helgesen and Steven Brown (2009) discussed the distinctions between top-down and bottom-up processing in language comprehension Bottom-up processing involves teachers helping listeners understand by focusing on specific elements such as vocabulary, grammar, and sounds In contrast, top-down processing relies on listeners' background knowledge, or schemas, which include content schema (general knowledge from life experiences) and textual schema (understanding language in specific contexts, like banking versus socializing) They emphasize that an overemphasis on either processing method can lead to misunderstandings Therefore, teachers should strive to balance both top-down and bottom-up approaches to enhance listening skills effectively.
According to Brown (1994), the eight processes of listening comprehension, which comprehension results from a number of different cognitive and affective mechanisms are summarized and adapted from Clark & Clark (1977) and Richards
(1983) Firstly, the hearer processes what is called „raw speech‟ and holds an
In the process of understanding spoken language, the hearer first forms a mental image of the speech stream, which includes its phrases, clauses, and intonation patterns Next, the hearer identifies the type of speech event—be it a conversation, speech, or broadcast—and adjusts their interpretation accordingly They then infer the speaker's objectives based on the context and content, determining whether the intent is to persuade, request, inform, or engage in pleasantries Drawing on their background knowledge and experiences, the hearer constructs a plausible interpretation of the message Following this, they assign both a literal and intended meaning to the utterance, crucially matching perceived meanings with the speaker's intentions The hearer also decides whether to store information in short-term or long-term memory, depending on the context; for instance, short-term memory is used for quick responses, while long-term memory is typical in educational settings Ultimately, the original form of the message is often forgotten, as 99 percent of spoken words, phrases, and sentences are quickly discarded.
Rost (1990) emphasizes that listeners actively construct meaning rather than simply receiving it, with their understanding shaped by context, listening purpose, and prior knowledge This highlights the complexity of listening, which involves both top-down and bottom-up processing Nagle and Sanders (1986) propose a comprehension model that differentiates between controlled and automatic processing, underscoring the listener's active role in attention and monitoring They note that while comprehension differs from learning, effective comprehension is essential for making material accessible for learning.
In summary, listening comprehension is an interactive process that teachers must consider during instruction It is essential to understand the learner's listening objectives, recognize performance factors that may hinder speech processing, apply effective listening techniques, and make informed choices about instructional methods in the classroom.
Effective language teaching techniques must prioritize the development of listening comprehension skills, as teachers often mistakenly believe that classroom inputs will automatically translate into understanding It is crucial for techniques to be intrinsically motivating, aligning with students' personal interests and cultural backgrounds, which can significantly impact their listening process Teachers should design lessons that consider students' experiences and goals, fostering an engaging environment that encourages active participation Additionally, using authentic language and real-life contexts enhances the relevance of classroom activities to students' long-term communication objectives Lastly, since comprehension is not directly observable, it is essential for teachers to create methods that allow students' verbal and non-verbal responses to effectively indicate their understanding, as suggested by Lund (1990), who proposed nine strategies for assessing listeners' comprehension.
- doing – the listener responds physically to a command
- choosing – the listener selects from alternatives such as pictures, objects, texts
- transferring – the listener draws a picture of what is heard
- answering – the listener answers questions about the message
- condensing – the listener outlines or takes notes on a lecture
- extending – the listener provides an ending to a story heard
- duplicating – listener translates the message into the native language or repeats it verbatim
- modeling – the listener orders a meal after listening a model order
- conversing – the listener engages in a conversation that indicates appropriate processing of information
Teachers should promote the development of listening strategies by guiding students on how to extend their learning beyond the classroom This includes identifying keywords and nonverbal cues, predicting a speaker's intent based on context, and connecting new information to their existing knowledge Students should be encouraged to activate their schemata, make educated guesses about meanings, seek clarification, and focus on understanding the general gist of spoken discourse, as well as employing various test-taking strategies to enhance their listening comprehension skills.
These strategies help students to develop their overall strategic competence, so strategies for effective listening can become a highly significant part of their chances for successful learning
Incorporating both bottom-up and top-down listening techniques is essential for effective comprehension Bottom-up techniques emphasize the analysis of sounds, words, intonation, and grammatical structures, while top-down techniques focus on activating prior knowledge, deriving meaning, and achieving global understanding of spoken language Together, these approaches equip students with the necessary tools to interpret and understand spoken discourse effectively.
1.2.4 Principles of teaching listening comprehension
Heinle & Heinle (2001:89) outlined six essential principles for teaching listening comprehension in a second language First, increasing the amount of listening time is crucial, with input that is engaging, understandable, and supported by additional materials Second, students should listen to content before engaging in speaking, reading, or writing activities, especially at beginning and low proficiency levels Third, both global listening, which focuses on the gist and main ideas, and selective listening, which emphasizes details and accuracy, should be incorporated Fourth, activating top-level skills through advance organizers and discussions can enhance background knowledge and promote top-down processing Fifth, fostering automaticity in processing is vital; exercises should focus on recognition and retention, using familiar materials in new ways and encouraging overlearning Finally, developing conscious listening strategies is important; teachers should help students become aware of text features and their comprehension processes, promote flexibility in strategy use, and practice interactive listening to balance bottom-up and top-down processing.
Learning listening comprehension
1.3.1 Motivation in learning listening comprehension
Motivation plays a crucial role in successful learning, as unmotivated students often disrupt the classroom and struggle with tasks like listening comprehension Many students find traditional listening lessons boring and unengaging, leading to a lack of attention and understanding To enhance motivation and improve listening skills, it is essential to make lessons more interesting and relevant to students' lives The current approach of repetitive listening exercises resembles testing rather than teaching, as it fails to address students' listening challenges To combat boredom and increase engagement, teachers should focus on individual motivation, relate the subject matter to students' experiences, and foster a positive attitude towards their studies.
When content is engaging and appropriate for students' age and skill level, and when goals are clearly defined yet challenging, coupled with a supportive and non-threatening environment, students are more likely to feel motivated to learn.
1.3.2 Strategies of learning listening comprehension
Hedge (2000) distinguishes between bottom-up and top-down listening strategies Bottom-up strategies focus on the text itself, where listeners depend on the language of the message, including sounds, words, and grammar to derive meaning This approach involves listening for specific details, recognizing cognates, and understanding word-order patterns In contrast, top-down strategies are based on the listener's background knowledge of the topic and context, allowing them to form expectations that aid in interpretation This method includes listening for the main idea, making predictions, drawing inferences, and summarizing the content.
O'Malley and Chamot (1989) classify learning strategies into three main categories: cognitive, metacognitive, and socio-affective The socio-affective category highlights the importance of learner interactions, such as collaborating with classmates, seeking clarification from teachers, and employing techniques to reduce anxiety during the learning process.
Listening comprehension strategies can be categorized into metacognitive, cognitive, and socio-affective strategies, as noted by Heinle & Heinle (2001) Metacognitive strategies, defined by Rubin (1987) as management techniques for learners, involve planning, monitoring, evaluating, and modifying one's approach to learning For example, effective listeners clarify their objectives for a listening task and focus on key aspects of the audio input that aid understanding However, an overemphasis on pronunciation and accents can hinder comprehension, as it may distract listeners and lead to misunderstandings.
Cognitive strategies, including rehearsal, organization, summarization, and elaboration, are essential for processing information effectively These strategies allow individuals to infer meaning by utilizing contextual or linguistic clues, particularly when they encounter unfamiliar words or unclear sentences Both native and non-native speakers employ these techniques to enhance comprehension, especially when they have not fully grasped the content or when ambiguity arises (Fouad Abdalhamid, 2012).
(1984) identification of two types of metacognitive ability: knowledge of cognition (i.e., knowing what) and regulation of cognition (i.e., knowing how)
For Murphy (1985), the listening strategies are identified from the students‟ responses, which he categorizes into six broad categories such as recalling, speculating, probing, introspecting, then delaying, and recording
Henner Stanchina (1987) emphasizes the crucial role of metacognitive strategies in listening comprehension, particularly highlighting the importance of monitoring She notes that the effective use of syntactic, semantic, and schematic knowledge distinguishes proficient listeners These listeners actively elaborate on and transform auditory information by leveraging their background knowledge and predictions to formulate hypotheses about the text They integrate new information with their predictions, make inferences to bridge gaps, evaluate their predictions, and revise their hypotheses as needed.
She concludes that proficient listeners can recognize failure in comprehension and activate appropriate knowledge to recover comprehension
In conclusion, listening strategies can be broadly classified into three categories: metacognitive, cognitive, and socio-affective strategies It is essential to integrate and adapt the perspectives of Hedge (2000), O'Malley and Chamot (1989), and Henner Stanchina (1987) for a more comprehensive understanding.
1.3.3 Classroom interaction in learning listening comprehension
Classroom interaction plays a crucial role in language development by providing practice and learning opportunities, as noted by Runmei Yu (2008) In a teacher-centered approach, the instructor leads activities such as lecturing, explaining grammar concepts, and facilitating discussions Conversely, students can engage in individual, pair, or group work, and the teacher can involve the entire class in collaborative projects or games Allowing students to take charge of activities fosters participation and engagement By varying classroom interaction methods, teachers can maintain student interest and attentiveness.
Teachers can effectively use silence to promote reflection during interactions initiated by their questions, resisting the urge to fill the silence themselves Additionally, arranging classroom space to facilitate interaction—such as moving chairs to face each other—can enhance engagement By moving around the classroom or teaching from different locations, including the back, and encouraging students to write on the board, teachers create a dynamic and inclusive environment This approach fosters a creative and friendly atmosphere, ultimately increasing student motivation and interest while providing comprehensible input.
In conclusion, it is essential for teachers to remain flexible in selecting appropriate and alternative interaction methods to maintain student motivation and interest in language learning, especially in enhancing listening comprehension skills.
1.3.4 Difficulties in learning listening comprehension
There are some factors influencing listeners‟ comprehension which have been studied
According to Dunkel, (1991), Richards, (1983), Ur, (1984), some factors highly influencing the processing of speech and often blocking listening comprehension are summarized
Clustering is a crucial factor in language comprehension, as written language leads listeners to focus on sentences as the primary unit of organization In contrast, spoken language presents challenges due to memory constraints and our natural tendency to process information differently.
Chunking, or clustering, involves breaking down speech into smaller, manageable groups of words, which aids in comprehension While clauses are common units, phrases containing clauses are often easier for learners to retain In teaching listening comprehension, it's crucial for educators to assist students in identifying these manageable word clusters Many second language learners tend to focus on retaining overly long segments, such as entire sentences or multiple sentences, or they may attempt to concentrate on every single word in an utterance, which can hinder their understanding.
Redundancy in spoken language plays a crucial role in communication, as it includes rephrasings, repetitions, and fillers like "I mean" and "you know." This redundancy allows listeners to process information more effectively by providing additional time and context Learners can enhance their understanding by recognizing that not every sentence introduces new information and by identifying cues of redundancy Although learners may initially struggle with conversational excerpts, training can help them leverage these redundancies for better comprehension Additionally, spoken language features many reduced forms—phonological, morphological, syntactic, and pragmatic—that can challenge learners who are accustomed to full forms of English, making it essential for them to adapt to these variations.
Performance variables such as hesitations, false starts, pauses, and corrections are common in speech While native listeners are trained from a young age to filter out these variables, they can significantly disrupt comprehension for second language learners.
Needs analysis and expectations
Amie N Casper (2003) defines needs analysis in language learning as the process of gathering information about students' learning needs, desires, and goals This analysis is crucial for establishing program objectives that guide the development of lesson plans, materials, tests, and activities Essentially, needs analysis clarifies the aims of language teaching By conducting initial needs assessments and ongoing informal evaluations throughout the semester, teachers can adapt their approaches to better address their students' needs effectively.
West (1994) pointed out that there have been several survey approaches to needs analysis in foreign language teaching so far such as James (1974), Jordan
Needs analysis has been a focal point in language education, as highlighted by various researchers including Hutchinson and Waters (1987), Brindley (1989), and Richterich and Chancerel (1977) It serves to distinguish between target needs and learners' needs, as well as between necessities, lacks, and wants Brindley emphasizes the importance of understanding both objective needs—such as language proficiency and real-life language use—and subjective needs, which encompass learners' cognitive and affective aspects like confidence and attitudes Brown (1995) argues that needs analysis should precede curriculum development, which includes setting goals, language testing, material development, teaching, and evaluation However, discrepancies often arise between teachers' and learners' expectations Richterich and Chancerel note that learners frequently lack awareness of their needs and struggle to articulate them clearly Additionally, Richards (1983) points out that the need for listening skills varies based on specific contexts Effective needs assessment methods, such as interviews and questionnaires, can help create a detailed profile of learners' needs Kikuchi (2004) further illustrates this by presenting findings from Aoyama Gakuin University, which revealed differing perceptions of learners' needs among stakeholders, underscoring the necessity of incorporating multiple information sources in needs analysis surveys.
West (1994:12) concluded with the statements made by Richterich (1983, p
12) and Nunan (1988:44) that needs analysis has been widely criticised However, critics have ignored the importance of needs analysis in the education process According to West, needs analysis is radical for determining the objectives, contents, and the curriculum Needs analysis is equally useful for finding information on the learners, particularly for finding their preferred ways of learning
Feldman and Theiss (1980) highlight the significant impact of both teacher and student expectations on individual attitudes and behaviors, as well as on their interactions with each other Their research explores how the combined expectations of teachers regarding students and vice versa influence the performance and attitudes of both parties involved.
Research indicates that student performance is influenced by teachers' expectations, which in turn shape teachers' attitudes and perceived competence Additionally, students' attitudes are influenced by their expectations of teachers The findings suggest that both teachers and students can simultaneously hold expectations about each other, impacting their self-perceptions, attitudes toward one another, and the overall educational environment.
Kathleen Cotton's research (1989) highlights the significant impact of teacher expectations on student achievement and attitudes, noting that low expectations can hinder student performance more than high expectations can enhance it While many teachers base their expectations on relevant data, such as student performance records, a minority rely on irrelevant factors like socioeconomic status, race, or gender This group may inadvertently inhibit the growth of low-expectation students by providing less engaging learning materials, limited response opportunities, and reduced emotional support Furthermore, teachers who maintain rigid expectations and treat students differently are often unaware of the detrimental effects of their actions Students can recognize these disparities, leading to more positive attitudes in classrooms with equitable treatment compared to those with marked differences in expectations.
RESEARCH METHODOLOGY
Introduction
This chapter outlines the key aspects of the study's methodology, including the participants involved, the instruments used for data collection, and the procedures for data collection and analysis It also justifies the chosen research methods and details the specific steps taken to ensure the reliability and validity of the data obtained.
Participants
The subjects of the study are two groups of participants who are 10 th , 11 th , and
The study involved 12th-grade students and all five English teachers at Yenthuy C High School Students participated through observations and questionnaires, while teachers were observed, surveyed, and interviewed for more in-depth insights.
The researcher randomly chose students from grade 10, 11 and 12 students to involve in the survey They are at the age of from 16 to 18 There are 47 males and
A study involving 119 female students revealed that all participants have studied English, with 55 students having five years of experience, 61 students for six years, and 50 students for seven years or more Most have learned English at the secondary school level for four years, achieving a pre-intermediate proficiency While they possess a general understanding of grammar and vocabulary, their exposure to listening practice has been limited until high school Although the majority recognize the importance of listening skills and show strong motivation towards listening comprehension, some students remain unaware of its significance and exhibit low motivation in this area.
Students’ background information Number of students
Table 1: Students’ background information 2.2.2 The English teachers
All English teachers at the school actively participated in the research and readily answered interview questions The teachers, aged between 25 and 29, have varying levels of experience in teaching English; one has six years, another has five years, while the remaining three each have less than four years of experience.
The data collection instrument
The researcher attended six listening comprehension periods to find out students‟ interaction in learning listening comprehension and English teachers‟ stages, processes and techniques in teaching listening comprehension in classroom
Two survey questionnaires for teachers and students were conducted to collect data for this study
A questionnaire was administered to 166 randomly selected students, consisting of six questions designed to assess various aspects of their learning experience in listening comprehension The first question explores students' needs, while the second focuses on their expectations The third question delves into their motivation, and the fourth examines their strategies for learning The fifth question assesses their interactions, and the final question identifies the difficulties they face in mastering listening comprehension.
Another questionnaire for all five teachers aims to find out their stages (question
1), process (question 2), techniques (question 3, 4) and principles (question 5) in teaching listening comprehension at the school
The researcher interviewed four teachers to gather detailed insights into teaching listening comprehension, aiming to bridge the gap between students' learning experiences and the instructional methods employed at the school.
Data collection and analysis
In a study involving teachers and students, two questionnaires were administered to gather insights A total of 166 randomly selected students from grades 10, 11, and 12 completed the questionnaire within twenty minutes in the classroom The researcher sought permission from the form teachers to explain the study's purpose and significance, as well as to address any questions that arose during the process.
Secondly, the researcher attended six listening periods in six classes to observe how teachers taught and how students learned in listening periods
Teachers conducted an informal interview to gather specific insights and suggestions aimed at bridging the gap between students' needs and expectations regarding listening comprehension instruction.
The survey data were thoroughly analyzed and presented using tables and figures, while qualitative insights from open-ended questions were highlighted through relevant quotes from participants.
Conclusion
This chapter outlines the research methodology, detailing the participants, which include students and English teachers, as well as the data collection instruments utilized, such as classroom observations, questionnaires, and interviews By employing these techniques, the researcher aims to obtain more reliable and valid data for analysis.
REAL SITUATION OF TEACHING LISTENING
Teachers’ stages in teaching listening comprehension
3.1.1 Results of the teachers’ stages through questionnaire
A study on teachers' stages in teaching listening comprehension revealed that all subjects conducted the necessary listening stages Observations of six listening comprehension periods showed that while all five teachers adhered to the stages of teaching, including warm-up, pre-listening, while-listening, and post-listening, four teachers frequently did not complete all stages The post-listening stage was often cut short, with students assigned to finish tasks at home due to time constraints Informal interviews indicated that teachers rarely completed all four stages within the 45-minute lesson, often sacrificing warm-up or post-listening activities Although all stages are important, flexibility is essential for teachers to prioritize which stages best support their students' listening comprehension The post-listening stage, in particular, is crucial for assessing student understanding.
3.1.2 The results of teachers’ stages through classroom observation
Teachers typically employ consistent procedures that begin with warm-up activities, such as question-and-answer sessions or visual aids They clearly outline the stages on the board, presenting vocabulary and new structures, followed by listening and repetition exercises in both chorus and individual formats Instructions and tasks are introduced, with teachers checking and correcting students' answers after playing audio recordings two or three times Finally, the lesson concludes with a summary or discussion related to the text.
3.1.3 The results of teachers’ stages through interviews
In an interview, all four teachers expressed their commitment to teaching listening comprehension through three stages: pre-listening, while-listening, and post-listening However, one teacher noted that adherence to these stages varies depending on the lesson and class dynamics They acknowledged that it is not always feasible to complete all stages, often having to skip certain tasks in the while-listening and post-listening phases due to the length or difficulty of some listening lessons, particularly for weaker students.
Teachers’ processes in teaching listening comprehension
3.2.1 The results of teachers’ processes through questionnaire
Based on the results presented in table 2, the processes, which were applied by the teachers in teaching listening comprehension at the school, were various
Strongly agree Agree Partially agree Disagree Strongly disagree
Total n=5 % Total n=5 % Total n=5 % Total n=5 % Total n=5 %
1 Focus on the different parts such as the vocabulary, the grammar or functional
2 40 2 40 1 20 phrases, sounds, etc when teaching listening skills
2 Begin with your students‟ general knowledge based on life experience or previous learning or knowledge of language and content used in a particular situation
3 Balance your students‟ vocabulary, grammar and functional phrases, sounds, etc with students‟ background knowledge
4 Maximize your students‟ intention to learn listening skills
5 Keep up your students‟ attention to the listening language inputs
Table 2: The results of teachers’ processes in teaching listening comprehension
The results from Table 2 reveal that 80% of participants employed bottom-up processing by concentrating on elements such as vocabulary, grammar, and sounds, while the same percentage utilized top-down processing through background knowledge Furthermore, 80% of listening teachers effectively balanced both processing types, with only 20% partially balancing them Additionally, 100% of respondents affirmed their commitment to enhancing students' motivation to learn listening skills, and 80% maintained their students' attention during listening activities In conclusion, nearly all English teachers established clear processes for teaching listening comprehension.
3.2.2 The results of teachers’ processes through classroom observations
The analysis of six listening periods revealed that all teachers initiated lessons using bottom-up processing, emphasizing vocabulary, functional phrases, and sounds by introducing new words and their meanings in Vietnamese, followed by choral and individual repetition Additionally, top-down processing was employed, encouraging students to draw on their general knowledge and life experiences, addressing topics such as challenges faced when studying abroad, sports names, UN-related questions, and songs sung on Monday mornings Notably, five out of six listening periods (83%) maintained a balanced focus on students' vocabulary, grammar, functional phrases, sounds, and their background knowledge.
3.2.3 The results of teachers’ processes through informal interview
Teachers utilize various methods to equip students with essential vocabulary for listening activities during the pre-listening stage They often introduce key words by explaining their meanings, using visual aids like pictures and real objects, and writing them on the board Additionally, teachers encourage students to listen and repeat words from the textbook, incorporating new vocabulary through engaging activities such as games and animal illustrations.
Teachers’ techniques for teaching listening comprehension
3.3.1 The results of teachers’ techniques through questionnaire
The findings of the teachers‟ teaching listening comprehension techniques in question 3 and 4 were shown in table 3 that the application of these techniques in teaching listening was quite limited
Always Often Sometimes Seldom Never
1 Using pair work or group work 5 100
3 Using activities to warm-up 1 20 4 80
4 Teaching students some necessary strategies of listening comprehension
5 Encouraging students to listen in English outside classroom
6 Re-designing listening tasks more suitable to your students‟ levels and interests
7 Many listening exercises are designed two or three minutes each and require little or no preparation by very short-taking in reading, speaking, or writing lessons
Table 3: The results of teachers’ techniques for teaching listening comprehension
Table 3 highlights that various techniques have been utilized in teaching listening comprehension, with pair work and warm-up activities being the most common However, less frequently used methods, such as games, songs, and teaching essential listening strategies, were noted Alarmingly, 60% of teachers reported never incorporating short exercises in reading, speaking, or writing lessons This lack of diverse and engaging techniques may fail to motivate students or align with their personal interests and goals Consequently, there is insufficient emphasis on developing students' listening strategies, leading to a teaching approach that lacks variety and fails to capture students' interest in listening comprehension.
3.3.2 The results of teachers’ techniques through classroom observation
In the six listening period observations, pair work emerged as the most favored method for enhancing listening comprehension, utilized in observations 1, 2, 5, and 6 Despite this, there was a noticeable lack of instruction on essential listening comprehension strategies throughout these periods Furthermore, the use of games and songs was absent from all six listening sessions, indicating a missed opportunity for engaging students in a more dynamic learning environment.
3.3.3 The results of teachers’ techniques through interviews
In an interview with four teachers, two affirmed that their students enhance listening skills to boost their integrated skills, while the other two noted improvements in both listening and integrated skills Responses to question 9 revealed that most teachers regularly utilized integrated skill activities during the post stage of lessons However, due to time constraints, many lessons were not completed, leaving insufficient time for speaking and writing practice.
It showed that the teachers have good ideas of teaching listening These thoughts affect their teaching listening methods in terms of adapting listening lessons for their students‟ integrated skills
Three interviewees confirmed that they equip their students with essential listening comprehension strategies, such as inferring the meaning of texts and interpreting the speaker's attitudes based on vocal cues These strategies help students concentrate on key information and enhance their listening skills, making it easier for them to engage with the material One educator noted the importance of these techniques, particularly as many students struggle with English and have a disinterest in listening lessons.
Three interviewees confirmed they adapted listening tasks to suit their students' levels, abilities, and interests However, one participant primarily relied on textbook tasks due to time constraints, limiting her ability to create more tailored activities.
In conclusion, while many teachers involved in the study employ various techniques to enhance the engagement of their listening lessons, these methods are not consistently implemented in the classroom.
Teachers’ applications of techniques to check students’ listening comprehension
In order to assess teachers' methods for evaluating student comprehension in the classroom, a survey was conducted, with the findings summarized in Table 4 below.
Strongly agree Agree A little agree Disagree Strongly agree
1 Get your students to respond physically to a command 1 20 2 40 2 40
2 Get your students to select from alternatives such as pictures, objects, texts
3 Get your students to answer questions about the message 2 20 2 40 1 20
4 Get your students to outline or take notes on a lecture 1 20 1 20 2 40
5 Get your students to provide an ending to a story heard 1 20 4 80
6 Get your students to translate the message into the native language or repeats it verbatim
7 Get your students to order a meal after listening a model order 1 20 1 20 3 60
8 Get your students to engage in a conversation that indicates appropriate processing of information
9 Get your students to draw a picture of what is heard 4 80 1 20
Table 4: The results of teachers’ applications of techniques to check students’ comprehension in the classroom
Table 4 reveals that among nine techniques used to assess students' comprehension, the most favored methods included having students select from alternatives like pictures and texts, with a 20% total agreement and 40% agreement, as well as answering questions about the message, also at 20% total agreement and 40% agreement Additionally, engaging students in conversations that demonstrate proper information processing received a 60% agreement rate Conversely, the technique of having students provide an ending to a story was rarely utilized, and 60% of participants completely disagreed with the method of translating the message into their native language or repeating it verbatim Notably, 80% of subjects reported occasionally using this technique.
‘get your students to draw a picture of what is heard’ in checking their students’ listening comprehension.
Teachers’ principles in teaching listening comprehension
To explore teachers' principles for teaching listening comprehension, a survey was administered to English teachers at the school The analysis of their responses to seven statements, rated on a scale from "total always" to "never," provided insights into their teaching approaches The data, presented in Table 5, includes percentage breakdowns to facilitate a clearer understanding of the results.
Always Often Sometimes Seldom Never
1 Increase the amount of listening time in the second language class
2 Get students to listen material before speaking, reading, or writing about it
3 Include both global encouraging students to get gist, main idea, topic, situation or setting and selective listening pointing students attention to details of form and encouraging accuracy
4 Maximize the use of authentic language 1 20 4 80
6 Ask students to listen with a 2 40 3 60 purpose
7 Present language material intended to be used for teaching listening comprehension skills visually first
Table 5: The results of teachers’ principles for teaching listening comprehension
In teaching listening comprehension, the most frequently applied technique was instructing students to listen with a purpose, with 40% of respondents indicating they used this method "always" and 60% "often." This highlights the importance of purposeful listening in enhancing comprehension skills among learners.
To enhance language learning, it is crucial to maximize the use of authentic language and encourage students to listen with a purpose However, a significant 80% of respondents indicated that they rarely varied classroom materials, highlighting a lack of diversity in teaching resources Furthermore, 40% of the participants acknowledged similar trends in their responses, suggesting a need for more varied instructional approaches.
7 seldom presented language material intended to be used for teaching listening comprehension skills visually first.
REAL SITUATION OF LEARNING LISTENING
Students’ needs in learning listening comprehension
To find out the students‟ needs in learning listening comprehension, question 1 was conducted by the students at the school The results of their needs are presented in Table 6 below
1 To improve English listening ability 128 73.1%
2 To get good listening marks in listening comprehension exams
3 To be able to listen to English songs, English films on T.V, and English news on the radio
4 To improve other skills through listening comprehension 127 73.6%
5 To communicate with the foreigners 69 39.4%
6 To complete a compulsory subject at school 77 44%
7 To find a good job in the future 90 51.4%
Table 6: Results of students’ needs in learning listening comprehension (n6)
According to Table 6, over 73% of students at Yenthuy C High School indicated that they needed to learn English to enhance their listening skills and overall comprehension Nearly 45% aimed to achieve good grades and fulfill the requirements of English as a compulsory subject Additionally, more than 50% of the students expressed a desire to learn English to enjoy songs, films, and news in English, as well as to improve their job prospects Conversely, only 39.4% learned English for communication with foreigners, and a mere 10.9% pursued it for the purpose of studying abroad.
Enhancing English listening comprehension is essential due to the country's ongoing integration Listening lessons not only improve language skills but also deepen understanding of various national identities Additionally, they provide valuable insights into the symbolism found in machinery.
Most students recognize the importance of developing their listening comprehension skills in English, as they aim to enhance their overall language proficiency.
Students’ expectations to teachers’ teaching listening comprehension
Question 2 aims to explore students' expectations regarding their teachers' approaches to teaching listening comprehension Participants were asked to select the options that best aligned with their preferences, and the findings are presented in Table 7 below.
1 Provide them with certain amount of needed words for listening activities 77 44%
2 Equip them with necessary strategies in listening comprehension 128 73.1%
3 Design more listening tasks to their listening levels and interests 95 54.3%
4 Recommend them other supplementing listening materials besides listening activities in the classroom
5 Explain them more clearly about the objectives of listening activities in the classroom
6 Be flexible in organizing listening activities 73 41.7%
Table 7: Results of students’ expectations to teachers’ teaching listening comprehension (n6)
According to the data presented, over 73% of students expressed a desire for effective strategies to enhance their listening comprehension Additionally, more than half of the respondents (51.3% and 54.3%) sought supplementary listening materials and tasks tailored to their levels and interests Furthermore, 45% of students requested clearer explanations of the objectives behind listening activities, while 44% desired a specific vocabulary list to aid their listening tasks Lastly, nearly 42% of students wanted greater flexibility in the organization of listening activities by their teachers Overall, the findings indicate that a significant majority of students are eager to acquire essential listening strategies.
Students’ motivation in learning listening comprehension
Question 3 aimed at investigating motivation in learning listening comprehension of the subjects which was based on their responses to eight statements, for which they were required to tick any of five alternatives, namely total agreement, agreement, partial agreement, disagreement and don‟t know Percentages were given to enhance the data analysis shown in Table 8 below
Totally agree Agree Partially agree Disagree Don’t know
1 I really want to learn listening comprehension 60 36.1 58 35.0 34 20.5 8 4.8 6 3.6
2 I am active in learning listening comprehension 13 7.8 46 27.7 59 35.5 45 27.2 3 1.8
3 I attend listening comprehension lessons with boredom, sleepiness and pain
4 Listening to the recorded tape again and again and then giving correct answers to the
17 10.2 37 22.3 42 25.3 62 37.3 8 4.9 end makes me bored and tired
5 I am not attentive to the listening lessons since they are bored with recorded tapes again and again without understanding
6 I certainly feel bored with learning listening comprehension
7 I am really interested in learning listening comprehension
8 I am more likely to make noise and disturbance in classroom
Table 8: Results of students’ motivation in learning listening comprehension (n6)
The data presented in Table 8 highlights the diverse motivations of subjects in learning listening comprehension Notably, a significant portion of the participants expressed enthusiasm for this subject, with 36.1% and 35.0% showing agreement with item 1, and 33.1% and 28.9% agreeing with item 7 Furthermore, the findings indicate a strong rejection of negative sentiments towards listening comprehension, as evidenced by 51.8% of subjects disagreeing with item 3, which stated they attended lessons with feelings of boredom, and 33.7% disagreeing with item 6 about boredom in learning Additionally, over 60% disagreed with item 8, indicating they did not disrupt the classroom environment.
On the other hand, the number of the subjects responding negatively to the motivations of learning listening comprehension should not be dismissed Firstly,
A significant portion of respondents reported low engagement in listening comprehension activities, with 27.2% indicating they were not active and 35.5% partially active Additionally, 30.1% partially agreed and 11.5% fully agreed that they found listening comprehension lessons boring, leading to feelings of sleepiness and discomfort Furthermore, 10.2% totally agreed and 22.3% agreed that repeatedly listening to recorded tapes until they could answer questions made them feel bored and fatigued Approximately 17% of participants completely agreed and 23.5% agreed that they struggled to pay attention during lessons due to the monotony of listening to recorded tapes multiple times without comprehension, with nearly 20% expressing similar sentiments regarding item 6.
Regarding to the degree of agreement among the students with items in question
A significant number of students experience boredom when it comes to learning listening comprehension This lack of interest, coupled with a monotonous approach to teaching, can lead to disengagement To foster effective listening skills, it is essential to incorporate variety and engagement in the teaching methods used.
Students’ strategies in learning listening comprehension
The data analysis was conducted based on students' responses to question 4, where they selected from five options: total agreement, agreement, partial agreement, disagreement, and don't know To provide a clearer understanding of the findings, percentages for cognitive strategies are presented in Table 9, metacognitive strategies in Table 10, and socio-affective strategies in Table 11.
Total agreement Agreement Partial agreement Disagreement Don’t know
1 I focus on the meaning of every word to understand the whole
2 I use the words I understand to help me guess the meaning of the words
3 I don‟t understand the content of the listening text
4 I use my knowledge and personal experience to help me understand the topic
5 While listening, I translate in my head what I can hear
Table 9: The results of students’ cognitive strategies in learning listening comprehension (n6)
In analyzing the degrees of agreement presented in Table 9, the findings reveal that a significant portion of subjects (31.9% total agreement and 30.7% agreement with item 1) focused on understanding individual words to grasp the overall meaning of the listening lesson Additionally, over 60% of participants inferred meanings of unfamiliar words based on their comprehension of known terms More than 47% utilized their prior knowledge and personal experiences to aid in understanding the listening topic, while over 57% reported translating what they heard mentally Overall, the majority demonstrated effective cognitive strategies, although approximately one-third of students lacked established strategies for improving their listening comprehension In conclusion, subjects employed these strategies primarily when faced with unknown vocabulary or unclear sentences, indicating adaptive learning approaches in challenging listening scenarios.
Totally agree Agree Partially agree Disagree Don’t know
Total n6 % Total n6 % Total n6 % Total n6 % Total n6 %
1 Before I start to listen, I have a plan in my head for how I am going to listen
2 As I listen, I have a goal in my head 9 5.4 34 20.5 36 21.7 45 27.1 42 25.3
3 After listening, I think back to how I listened and about what I might do differently next time
Table 10: The results of students’ metacognitive strategies in learning listening comprehension (n6)
In the second place, the findings of students‟ metacognitive strategies in Table
The study revealed that approximately 29% of participants provided neutral responses to item 1, while over 25% and nearly 29% responded neutrally to items 2 and 3, respectively Additionally, more than 27% of subjects lacked specific goals related to their listening, and over 31% disagreed with item 3, indicating they did not reflect on their listening strategies or consider improvements for future efforts Notably, nearly 67% found learning listening comprehension challenging in response to item 4 Overall, it can be concluded that more than 25% of participants exhibited neutral responses, and around 30% disagreed with the effectiveness of their strategies, suggesting a lack of metacognitive strategies in their listening comprehension learning process.
Totally agree Agree Partially agree Disagree Don’t know
Total n6 % Total n6 % Total n6 % Total n6 % Total n6 %
1 While listening, I try to relax 36 21.7 56 33.7 21 12.7 14 8.4 39 23.5
2 I try not to feel nervous as I listen 27 16.3 34 20.5 18 10.8 41 24.7 46 27.7
3 I always try to enjoy listening 32 19.3 48 28.9 36 21.7 13 7.8 37 22.3
Table 11: The results of students’ socio-affective strategies in learning listening comprehension (n6)
The study revealed that 21.7% and 33.7% of subjects showed total agreement and agreement with socio-affective strategies in response to item 1, while 23.5% remained neutral In item 2, nearly 25% responded negatively and 28% neutrally For item 3, 19.3% fully agreed and 28.9% agreed, but over 22% provided neutral responses Overall, approximately one-fourth of the subjects exhibited neutral responses, indicating a lack of effective socio-affective strategies in enhancing their listening comprehension skills.
Students’ interactions in learning listening comprehension
4.5.1 The results of students’ interactions through questionnaire
To examine classroom interactions among subjects, the researcher asked participants to indicate their frequency of engagement using five options: always, often, sometimes, seldom, and never, as outlined in question 5 The findings from this analysis are presented in Table 12 below.
Always Often Sometimes Seldom Never
Total n6 % Total n6 % Total n6 % Total n6 % Total n6 %
4 I move chairs and face with my friend / partner
5 My classmate or I am in charge of running a game
6 My classmates or I write answers on the board
7 My classroom has a creative and friendly atmosphere
Table 12: The results of students’ interactions in learning listening comprehension (n6)
Table 12 reveals that individual interactions in listening comprehension learning were the most common, with 16% of subjects always and 41.6% often engaging in this approach Pair work followed as the second most frequent method, with 11.4% of subjects always collaborating and nearly 26% doing so often Additionally, almost half of the subjects reported that their classroom fostered a creative and friendly atmosphere.
4.5.2 The results of students’ interactions through classroom observation
The researcher observed six listening comprehension sessions to analyze classroom interactions The predominant form of interaction was pair work, followed by individual tasks where students provided their answers Another common activity involved students writing their responses on the board after listening multiple times However, throughout these sessions, teachers did not encourage students to rearrange their seating to engage with peers or take the lead in activities Additionally, the interactions among students during the listening periods were largely ineffective, as only a few pairs or groups formed despite teachers’ attempts to promote collaboration, leaving many students to work independently.
Observations revealed that while some students showed enthusiasm during listening lessons and actively participated, a significant number appeared demotivated and passive, often only responding when called upon This lack of engagement was consistent across all six observed classes Additionally, both teachers and students predominantly used their mother tongue throughout the listening activities, limiting the use of English for instructions, translations, and interactions To enhance listening comprehension and foster a better habit of using English, it is essential to prioritize the use of the target language in these sessions, allowing students to engage more effectively with both the teacher's and their peers' voices.
Students’ difficulties in learning listening comprehension
This section outlines the findings from the questionnaire regarding students' challenges with English listening comprehension The analysis is derived from responses to ten statements, where students selected from five options: total agreement, agreement, partial agreement, disagreement, and don't know To facilitate data interpretation, percentages are provided, as illustrated in Table 13 below.
Questionnaire items Total agreement Agreement Partial agreement disagreement don't know
1 I can‟t understand the listening text and tasks because of lack of background knowledge and listening ability
2 I have no habit to practice and improve listening skills
3 There are many reduced forms because I have initially been exposed to the full forms of the English language
4 I try to attend to every word in a conversation
5 The native speakers speak too fast 66 39.8 68 41 21 12.7 7 4.22 4 2.4
6 I am not familiar with stress, rhythm, and intonation
7 I am not able to get things repeated 32 19.3 52 31.3 46 27.7 24 14.5 12 7.2
8 My vocabulary, 49 29.5 68 41 24 14.5 16 9.64 9 5.4 grammar and structure are limited
9 I am unable to concentrate when listening
10 I get main ideas but can‟t interpret the conversation
Table 13: The results of students’ difficulties in learning listening comprehension (n6)
The analysis of the data reveals that a significant portion of subjects face challenges in listening comprehension, with 78.9% indicating difficulties due to a lack of background knowledge and listening skills Furthermore, 80.8% of participants expressed that native speakers speak too quickly, highlighting a common barrier to understanding Vocabulary, grammar, and structural limitations were also noted, with 70.5% of students agreeing on these issues Additionally, over 66% of subjects acknowledged a lack of practice in improving their listening skills Conversely, only 31.9% agreed with the statement regarding difficulty concentrating while listening, suggesting this may not be a prevalent issue Lastly, more than 61% of subjects showed agreement on item 6, while over 58% responded positively to item 10, indicating notable areas of concern in listening proficiency.