INTRODUCTION
Rationale of the study
In today's globalized world, English has emerged as the international language, essential for communication across countries and various fields As a result, the demand for English teaching and learning is rapidly increasing, particularly in Vietnam To effectively use English, learners must develop their communicative competence by honing four key skills: listening, speaking, reading, and writing Among these, listening plays a crucial role, serving not only as a receptive skill but also as a foundation for improving spoken language proficiency.
Teachers at Dai Mo High School recognize the importance of effective listening skills instruction and are committed to improving their teaching methods Despite their efforts, the quality of English listening skills education remains low This thesis critically examines the current state of listening skills teaching and learning at the school, identifying key challenges and proposing practical solutions Drawing from firsthand teaching experience, the researcher aims to clarify these issues through comprehensive research.
2 Aim and objectives of the study
Within the frame work of a minor thesis, the study is aimed at:
- Clarifying the practices of teaching and learning ELS in grades 11 in DM school
- Finding out the difficulties teachers and students in grades 11 in DM school have had to undergo
- Suggesting some feasible solutions to the teaching of ELS for grade 11
While the study's title focuses solely on the teaching aspect of English Language Studies (ELS), it simultaneously explores both teaching and learning in its first two concentrations This approach aligns with Brown's (2007) perspective that viewing teaching as a means to facilitate learning resolves any apparent contradiction.
Learning a second language is a challenging and intricate process, presenting numerous difficulties for teachers This research specifically aims to explore the challenges faced by teachers at DM School when instructing 11th graders in listening skills The goal is to enhance the effectiveness of listening lessons, although the study does not claim to provide comprehensive solutions for English Language Teaching (ELT) across all student levels.
The research employs a mixed-methods approach, integrating both qualitative and quantitative techniques The researcher has extensively reviewed a variety of resources, including books, magazines, articles, newspapers, and online materials, to gather comprehensive insights.
To obtain reliable results, quantitative data will be gathered using two survey questionnaires: one targeting 140 grade 11 students from five different groups at DM School, and the other focusing on 7 English teachers instructing grade 11 during the survey period The collected data will be processed and analyzed to draw conclusions for the study.
In addition to the quantitative approach, qualitative data was gathered through informal interviews with teachers to gain deeper insights into the actual teaching and learning experiences of ESL in 11th grade at DM School.
This study explores the challenges faced by teachers of English in grade 11 at DM School, while also offering practical solutions that benefit both educators and students.
Hopefully, the findings and recommendations of this study will be of some help to the improvement of the teaching and learning ELS of Vietnamese students in general and of
This study focuses on DM school students and provides valuable guidelines for teachers to assist their students in overcoming listening comprehension challenges The findings may also benefit individuals interested in this area of research.
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part I: INTRODUCTION- deals with the rationales, aims, methods, scope, significance and design of the study
Part II: DEVELOPMENT – consists of three chapters
Chapter 1: Literature review – provides some theoretical background about listening comprehension and teaching listening skill
Chapter 2: Methodology – presents the current situation of teaching and learning listening at DM school This chapter also deals with the introduction of the research methods which cover research questions, the participants and data collection instruments
Chapter 3: Data analysis and discussions – presents the data results, analysis collected from two questionnaires as well as the interviews
Chapter 4: Findings and feasible solutions – concludes the findings the researcher has from the study and proposes some solutions to the teaching of ELS for grade 11 in Dai
Part III: CONCLUSION- gives a brief description of the study and states the limitations as well as recommendations for further research.
Scope of the study
Learning a second language is a complex journey, presenting numerous challenges for educators This research focuses specifically on the difficulties faced by teachers at DM school when instructing 11th graders in listening skills The aim is to enhance the effectiveness of listening lessons, though it does not intend to provide solutions for English language teaching across all student levels.
Methods of the study
The study employs a mixed-methods approach, integrating both qualitative and quantitative research techniques The researcher has extensively reviewed a variety of resources, including books, magazines, articles, newspapers, and online materials, to gather comprehensive insights.
To obtain reliable results, quantitative data will be gathered using two survey questionnaires: one targeting 140 students from five different grade 11 groups at DM School, and the other aimed at 7 English teachers instructing these students The collected data will be processed and analyzed to draw meaningful conclusions for the study.
In addition to the quantitative approach, qualitative data was gathered through informal interviews with teachers to gain deeper insights into the actual teaching and learning experiences of ESL in 11th grade at DM School.
Significance of the study
This study explores the challenges faced by teachers instructing English to 11th-grade students at DM school, while also offering practical solutions that benefit both educators and learners.
Hopefully, the findings and recommendations of this study will be of some help to the improvement of the teaching and learning ELS of Vietnamese students in general and of
This study focuses on DM school students and offers valuable guidelines for teachers to assist their students in improving listening comprehension skills The findings may also benefit others interested in this area of research.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part I: INTRODUCTION- deals with the rationales, aims, methods, scope, significance and design of the study
Part II: DEVELOPMENT – consists of three chapters
Chapter 1: Literature review – provides some theoretical background about listening comprehension and teaching listening skill
Chapter 2: Methodology – presents the current situation of teaching and learning listening at DM school This chapter also deals with the introduction of the research methods which cover research questions, the participants and data collection instruments
Chapter 3: Data analysis and discussions – presents the data results, analysis collected from two questionnaires as well as the interviews
Chapter 4: Findings and feasible solutions – concludes the findings the researcher has from the study and proposes some solutions to the teaching of ELS for grade 11 in Dai
Part III: CONCLUSION- gives a brief description of the study and states the limitations as well as recommendations for further research.
DEVELOPMENT
LITERATURE REVIEW
Listening is a vital skill that emphasizes the importance of hearing more than speaking, as illustrated by the saying that people have two ears and one mouth In recent decades, there has been a significant focus on developing listening comprehension skills in language education, leading to various definitions that reflect diverse scholarly perspectives Helgesen (2003) defines listening as an active and purposeful process of understanding auditory information, highlighting that listeners engage in interpreting and integrating new information with their existing knowledge and experiences.
According to Rubin (1995), listening is an active process where listeners engage in selecting and interpreting information from auditory and visual cues to understand the context and the speaker's intent She highlights that listeners actively choose specific parts of the incoming information during comprehension, while also drawing on their background knowledge to make sense of the new information presented This dual process of selecting and interpreting is essential for effective listening comprehension.
According to O'Malley and Chamot (1989), listening comprehension is an active and conscious process where the listener builds meaning by utilizing contextual cues and prior knowledge, while employing various strategic resources to meet task requirements.
Listening comprehension is an active and conscious process that involves understanding speech in a first or second language, as emphasized by Richards and Schmidt (2002) This process includes not only the analysis of linguistic units like phonemes and grammatical structures but also the consideration of non-linguistic factors such as context, background knowledge, and the listener's expectations Traditional views often overlook these non-linguistic elements, treating listeners as mere recipients of information However, effective listening requires learners to construct and convey meaning by integrating both linguistic cues and their own contextual understanding.
1.2 Communicative approaches to listening comprehension
Foreign language instruction has a long history, with records of teaching materials dating back over 500 years (Rost, 1994:139) Despite this extensive background, the skill of listening has only recently begun to receive significant focus in language education.
Listening comprehension is an active process where individuals focus on specific elements of auditory input, derive meaning from the material, and connect new information with their existing knowledge.
When teaching English listening skills in schools, two primary approaches can be utilized: the top-down and bottom-up processes These concepts, rooted in the work of renowned scholars Rumelhart (1977) and Flowerdew and Miller (2005), offer distinct strategies for enhancing students' listening comprehension.
The bottom-up view of listening comprehension emphasizes that listeners decode sounds by focusing on various elements such as vocabulary, grammar, and phonetics This approach highlights the hierarchical nature of schemata, ranging from specific details to general concepts, and underscores the importance of linguistic knowledge in understanding spoken language However, it also recognizes the limitations of this method, as effective comprehension involves an interactive process that combines the listener's prior knowledge with the text Ultimately, successful understanding relies not solely on linguistic skills but also on the integration of textual information with the listener's cognitive framework.
Top-down processing in listening comprehension begins with the listener's background knowledge, which can include content schema from life experiences or textual schema relevant to specific contexts As the listener engages with the speaker's message, they actively reconstruct meaning using new information as clues However, if the listener encounters unfamiliar information, they may struggle to activate relevant schemata and must rely primarily on their linguistic knowledge Additionally, even if a schema is triggered, it may not align with the speaker's expectations, leading to potential misunderstandings Therefore, relying solely on top-down processing can hinder effective comprehension.
Both top-down and bottom-up listening processes have their drawbacks, as the former relies on background knowledge while the latter focuses on linguistic knowledge Over-reliance on either approach can hinder understanding of spoken texts To improve listening comprehension, it is essential to integrate both processes, creating an interactive approach that utilizes background, textual, and linguistic information When listeners are familiar with the material, they can leverage their background knowledge to predict speakers' intentions and navigate unfamiliar vocabulary Conversely, when faced with unfamiliar content, listeners must rely primarily on their linguistic knowledge, particularly their understanding of vocabulary and syntax, to interpret the information effectively.
Understanding the listening comprehension process is essential for both students and teachers to enhance listening skills effectively Additionally, recognizing the common challenges students face when learning to listen to English is crucial for improving their overall comprehension.
Rixon (1986:63-64) stated that a commonsense way of dividing up a listening lesson is into three stages:
- Things to do before the students hear the passage, to help them get the most out of what they are going to hear
- Activities and exercises to be carried out as the students listen to the passage, to guide them as they try to gasp the main information in it
Once the class has thoroughly understood the meaning and content of the passage, it's essential to encourage reflection on specific language points and engage in extension activities related to the passage's themes This can involve analyzing key vocabulary, discussing the author's tone, or exploring related topics to deepen comprehension By revisiting the text, students can enhance their language skills and connect the material to broader concepts, fostering a more comprehensive learning experience.
The three stages are summarized as: Pre-listening stage, While-listening stage and Post- listening stage Each stage has its own aims and activities
Students often struggle to grasp audio content when teachers simply instruct them to "Listen to this" without any context Even familiar sounds and words can be confusing without prior knowledge of the topic, setting, or speaker dynamics Therefore, the pre-listening stage is crucial for equipping students with essential background information, relevant vocabulary, and context, which enhances their comprehension and piques their interest in the material As Ur (1992: 4) suggests, providing students with insights about the content, situation, and speakers before listening can significantly improve their understanding.
Pre-listening activities can be conducted through diverse methods and encompass a variety of tasks According to Underwood (1989:33), educators should take into account several key factors when selecting appropriate pre-listening exercises.
- The ability of the class;
- The interest of the class;
- The interest of the teacher;
- The place in which the work is being carried out;
- The nature and content of the listening text itself
When selecting activities for listening texts, teachers must consider the nature and content of the material Choosing appropriate activities that align with specific types of texts is crucial for effective learning.
Davis (2000:78) points out that pre-listening work can consist of a whole range of activities, including:
- Associate ideas with the topic
- Associate vocabulary with the topic
- Predict information about the topic
- Write questions about the topic
RESEARCH METHODOLOGY
2.1 Introduction of language teaching and learning conditions in DM high school
In the process of teaching and learning English, both subjective factors, such as human elements, and objective factors, including equipment and duration, play crucial roles in enhancing learners' knowledge This section of the chapter aims to clarify these essential components within DM High School.
2.1.1.1 The learners – Grade 11th students
The samples of students here are restricted to five 11 th form classes (among seven 11 th form classes at DM school) These five classes, which were chosen randomly, account for
At DM School, 140 students in the 11th grade, who are seventeen years old, face challenges in developing their English speaking and listening skills due to a lack of practice outside the classroom Despite having at least four years of English education in Lower Secondary school, many students enter DM School with limited knowledge and motivation, making it difficult for teachers to engage them effectively during lessons.
Dai Mo High School employs a total of seven English teachers, including the researcher, whose ages range from 29 to 42 Among them, one teacher has completed a Master’s degree at Vietnam National University, Hanoi The English teachers are not organized into a separate group from other subject teachers, making it challenging to discuss teaching-related issues during group meetings.
The study's participants comprised a team predominantly made up of female teachers, with five women and two men However, the presence of middle-aged educators among them poses a challenge, as it limits their ability to engage in training programs that would provide more contemporary and adaptable methods for teaching a new language.
2.1.2 Objective factors _ Teaching and learning conditions
The facilities at DM school raise concerns regarding their adequacy for effective learning Most classrooms lack essential equipment such as tapes, cassette players, speakers, TVs, CDs, and overhead projectors, relying instead on basic tools like chalkboards and self-made visual aids by teachers While there are two modern language classrooms equipped with teaching aids and Internet access, students only utilize these resources during special model lessons on occasions like Women’s Day and Vietnamese Teacher's Day Consequently, students have limited opportunities to practice their listening skills using both visual and audio aids.
High school students typically attend three English classes each week, with each session focused on a specific lesson within a 45-minute unit At Dai Mo High School, this structure is consistently applied, ensuring that all classes receive the same three periods of English instruction weekly.
In DM school, the typical class size consists of 40 to 50 students, who are organized into four rows of desks Each row accommodates 5 to 6 desks, with two students sharing each desk.
2.2 The new “Tieng Anh 11” textbook
The "Tieng Anh 11" textbook, authored by Van, H V et al in 2006, serves as the official English language resource for 11th-grade students, featuring 16 units that cover diverse topics Each unit is structured into five lessons—Reading, Speaking, Listening, Writing, and Language Focus—designed to enhance students' proficiency in English The textbook employs learner-centered and communicative approaches, facilitating effective communication skills in listening, speaking, reading, and writing at a basic level (Van, H V et al., 2006, p 33).
The course aims to enhance English listening skills for effective basic communication among grade 11 students Key objectives include developing comprehensive listening abilities, such as intensive and extensive listening, as well as skills for identifying specific information and grasping the overall gist of spoken content.
The "Tieng Anh 11" textbook structures its listening, speaking, and reading lessons into three key segments: Before you listen, While you listen, and After you listen In the Before you listen section, students are introduced to relevant subject matters and new vocabulary The While you listen segment features 2 to 4 tasks, such as matching and multiple choice questions, designed to enhance comprehensive listening skills Finally, the After you listen section reinforces understanding through summary, speaking, and writing activities Overall, the listening component emphasizes everyday and popular topics to meet course objectives.
In order to find out the difficulties that the teachers and students of grade 11 in teaching and learning ELS, it is necessary to answer the following questions:
1 What is the present situation of teaching and learning ELS at Dai Mo high school?
2 What difficulties do the teachers and the 11 th form students encounter in teaching and learning ELS?
3 What are the suggested ways to effectively improve the current situation of teaching and learning ELS at this school?
To gather comprehensive data on the challenges faced by teachers and students in English Language Studies (ELS), the study employed two data collection methods: questionnaires administered in May 2011, coinciding with students' completion of their listening lessons in English 11, and informal interviews.
The questionnaire, crafted in Vietnamese to ensure clarity, aimed to explore students' attitudes toward listening skills, the challenges they face in learning English as a Second Language (ESL), and their expectations for improved ESL teaching and learning experiences.
The questionnaire administered to teachers was conducted entirely in English and focused on assessing their attitudes towards teaching listening skills, the challenges they face in English Language Skills (ELS) instruction, their knowledge of effective listening teaching strategies, and their expectations for improving ELS teaching and learning outcomes.
The questionnaires designed for students and teachers included both closed questions, where respondents selected a single option, and open-ended questions that allowed for a broader range of answers After gathering the responses from both groups, the researcher analyzed the data by calculating the number of responses and the corresponding percentages for each question in the questionnaires.
To gain deeper insights into the challenges of teaching and learning listening skills in English Language Studies (ELS), the researcher conducted informal interviews with four teachers The interview questions were aligned with those from a questionnaire to uncover the underlying reasons for their responses and to better understand the teaching realities The findings from these interviews aim to provide valuable solutions for improving listening instruction.
DATA ANALYSIS AND DISCUSSIONS
The researcher consolidated and categorized the comments and perceptions of English teachers and grade 11 students at Dai Mo High School based on their responses to a questionnaire To facilitate analysis, these results were converted into percentages Additionally, insights gathered from interviews were incorporated to enhance the interpretation of the findings.
Question 1: How do you evaluate your English listening ability?
Chart 1: Students’ assessment of their listening ability
The data from Chart 1 indicates that only 1% of students excelled in listening skills, while another 1% demonstrated good ability A significant 36% (50 out of 140) were identified as having poor listening skills, and surprisingly, 62% of participants rated their abilities as medium Overall, the findings suggest that most students fall into the low to medium range for English listening proficiency This trend may be attributed to the lack of emphasis on listening skills in secondary education, as students often prioritize subjects like math and literature for high school entrance exams and do not undergo any listening assessments in grade 10 Consequently, this presents a considerable challenge for English teachers.
To enhance listening skills, 11th-grade students should seize opportunities to practice English listening in class This challenge aligns with teachers' concerns, as they often express that their students struggle with English and frequently face time constraints during lessons.
Question 2: How are English listening skills important to you?
Chart 2: Students’ attitudes towards the importance of listening skills
A significant portion of students, 46%, recognized the importance of listening skills, with 36% rating it as very important Conversely, 11% viewed it as having little importance, while only 7% underestimated its significance Overall, students valued English listening skills, particularly in communication; however, this appreciation appears inconsistent with their low engagement in classroom activities Notably, 33% of students perceived their peers as reluctant to participate in listening lessons, presenting a challenge for both students and teachers in enhancing the effectiveness of English listening skills (ELS) instruction at DM school.
Question 3: How often do you listen to English outside the class?
Chart 3: Students' frequency of listening to English outside the class
The chart indicates that 66% of students rarely engage with English outside of class, with 17% admitting they never listen to English at all, even avoiding popular English songs Only 4% of students practice their listening skills frequently at home, while 13% do so often This lack of engagement suggests that students who do not listen to English outside of school may have little interest in the language, impacting their listening acquisition and comprehension Continuous practice is essential for language learning, and relying solely on classroom instruction is insufficient for achieving proficiency Regardless of teaching quality, self-study is crucial to the learning process.
Question 4: What do you think about listening tasks in “Tieng Anh 11” textbook?
Chart 4: Students’ assessment of tasks in the “Tieng Anh 11” textbook
According to data from Chart 4, 63% of participants (88 out of 140) found the listening tasks in the "Tieng Anh 11" textbook appropriate for their level, while 21% considered them difficult and 13% very difficult; only 3% found the tasks easy This indicates that approximately one-third of students faced challenges with the listening tasks, which could lead to boredom and decreased motivation, as the difficulty level exceeded their proficiency Additionally, the reliance on unchanged textbook activities may hinder student engagement Therefore, the researcher emphasizes the importance of teachers employing effective teaching techniques, knowledge, and enthusiasm to create innovative and stimulating listening activities that provide deeper insights beyond the textbook.
Question 5: Do you think that 45 minutes/ period is suitable for learning ELS to 11 th form students?
The chart indicates that 44% of students believe that having one period a week for teaching and learning English Language Skills (ELS) is adequate, while 11% feel that the 45-minute period is unnecessary Conversely, 45% of students expressed a need for more time dedicated to developing this skill Interviews with teachers revealed that students' low English proficiency levels hinder their ability to complete tasks during while-listening activities, often requiring teachers to replay audio multiple times for clarity Consequently, students frequently miss the opportunity to review all answers, and teachers lack the time to conduct post-listening activities, leading to the practice of assigning these tasks for homework to optimize classroom time.
Chart 5 : Students’ attitudes towards the appropriate time for learning ELS
Question 6 Do you discuss your listening comprehension problems with someone?
Chart 6: How students discuss their listening comprehension problems
Chart 6 illustrates the frequency of discussions by students when they had listening problems Half of the students (50%) discussed their listening problems with friends 16% of students discussed with their teachers 13% discussed with their family members or relatives And there exist 21% students who never discussed when having listening problems The statistics proved that most of students were not really concerned about learning listening skills which caused trouble for themselves as well as for the teachers
Question 7: How does your teacher encourage you to listen? by giving good comments by giving high marks by giving prizes doing nothing
Table 1 : Teachers’ techniques of encouraging students
A recent evaluation of students' perceptions regarding their teachers' methods for promoting listening skills revealed that 39% of participants felt their teachers frequently motivated them by offering high marks Additionally, 37% noted that positive feedback was used as a motivational tool, while 10% mentioned the use of prizes However, 24% of students believed that their teachers did not employ any encouragement strategies This highlights the common practice of teachers using high marks to stimulate student engagement To further enhance students' confidence in their listening abilities, it is recommended that educators consistently provide positive comments and explore additional motivational techniques.
Question 8: How do you evaluate your classmates’ participation in listening lessons?
All students are very active 5 4%
Some students feel happy and willing to listen 44 31%
Most students are reluctant to listen 46 33%
Table 2 : Students’ evaluation on other students’ participation
According to the data presented in Table 2, 36% of students expressed a positive attitude towards listening lessons, believing that many of their classmates were engaged However, 31% noted that only a few students were enthusiastic about participating, while 33% felt that most students were hesitant to join in Interviews corroborated these findings, revealing that students often avoided listening lessons due to limited vocabulary and insufficient background knowledge on the topics, as well as the perceived difficulty of the tasks To enhance student involvement, it is essential for teachers to design more engaging activities.
Question 9: What makes it difficult for you to learn ELS?
D Low level of English proficiency 100 71%
E Lack of background knowledge in listening topics 84 60%
G Bad quality of cassette tapes and CDs 42 30%
J Others (lack of concentration, lack of chances to communicate with native speakers…)
Table 3 : Factors affecting students’ in learning ELS
Statistics reveal that 71% of students' reluctance to engage in listening activities stems from low English proficiency Additionally, 60% lack background knowledge on listening topics, while 39% cite a lack of motivation as a barrier Poor quality of audio materials affects 30% of students, with other contributing factors including fast speaker speed, ineffective teaching methods, large class sizes, unengaging topics, and limited opportunities for interaction with native speakers It is crucial for English teachers to address these key issues and enhance the quality of teaching aids to foster greater student involvement in listening lessons.
Question 10 In your opinion, what should teachers do to better teaching ELS?
A spend more time preparing the listening lesson more carefully 36 26%
B help students improve their knowledge of the language and of the world 78 56%
C guide students to listen outside the classroom 35 25%
E exchange experiences and methodology among the English staffs 43 31%
F encourage students to listen by giving evaluation (comments, feedback and marks) 59 42%
G offer students more English songs and games 65 46%
Table 4 : Students’ suggested techniques to better teaching listening
Table 4 highlights student suggestions for enhancing teacher involvement in language learning A significant 62% of participants valued clear instructions from teachers, while 56% sought assistance in broadening their language and world knowledge Additionally, 46% expressed a desire for more English songs and games during listening lessons Furthermore, 42% of students emphasized the importance of receiving evaluations, such as feedback and marks, to motivate their listening efforts A smaller group, 31%, suggested that teachers should share experiences and methodologies among staff Moreover, 26% hoped for teachers to dedicate more time to lesson preparation, and 25% wanted guidance on effective listening strategies outside the classroom Despite students' eagerness to develop listening skills, the school only administered brief 15-minute listening tests.
A questionnaire was administered to seven English teachers at Dai Mo High School, all of whom have over four years of teaching experience and share similar perspectives on listening instruction Their insights are reflected in the responses to the following questions.
Question 1: Which skill do you think the most difficult for your teaching?
Question 2: How important do you think ELS is to your students?
Q 2 very important Important not very important not important at all
Table 5 : Teachers’ assessment and attitudes towards EL S
According to the data presented, 71% of teachers identified listening as the most challenging skill, while 29% considered speaking to be the second most difficult Notably, no teachers regarded reading or writing as the most difficult skills Furthermore, over half (57%) acknowledged the importance of listening skills for their students, with 29% emphasizing their critical role in communication Only one out of seven teachers underestimated the significance of listening skills, indicating a general awareness among educators of their importance in language learning However, many teachers expressed dissatisfaction with teaching listening due to students' low English proficiency and lack of motivation Consequently, it is essential for teachers to seek strategies to overcome these challenges and engage students in listening lessons effectively.
Question 3: What do you think about listening topics and tasks in the textbook?
Table 6 : Teachers’ assessment of listening topics and tasks in the textbook
In a survey about the "Tieng Anh 11" textbook, 43% of teachers reported that the topics and tasks were challenging for students The textbook includes 16 topics covering themes such as friendship and personal experiences, with tasks involving true or false statements, gap-filling, summarizing main ideas, comprehension questions, and multiple-choice questions Interestingly, three teachers found the tasks appropriate for students, while only one deemed the textbook lacking in engaging authentic materials Notably, none of the teachers considered the listening topics and tasks to be interesting, highlighting that both students and teachers struggled with listening skills, unlike other skills where students could review and reinforce their knowledge.
Question 4: What is your students’ attitude towards listening lessons?
B Not very interested but still attentive 2 29%
Table 7 : Teachers’ opinion of students’ attitudes towards listening lessons
FINDINGS AND SUGGESTED SOLUSIONS
4.1.1 Teachers’ attitudes towards teaching ELS
The findings from questionnaires and interviews conducted with teachers and students at Dai Mo High School reveal a significant appreciation for listening skills, with 71% of teachers recognizing their importance However, the focus in English instruction primarily centers on vocabulary, grammar, and reading, often neglecting speaking, listening, and writing skills This emphasis on preparing for final exams adversely impacts students' listening competence and hampers their ability to improve Additionally, teachers observe a lack of attentiveness and interest among students during listening lessons To enhance students' listening skills, it is crucial for educators to dedicate more time and effort to these lessons, thereby fostering greater motivation and engagement in learning listening skills.
4.1.2 Students’ attitudes towards learning ELS
The survey results reveal that while 78% of students recognize the significance of English listening skills for their future careers, only 9% enjoy learning these skills A substantial number of students are reluctant to participate in listening lessons, with one-third finding textbook tasks challenging Additionally, 44% of students feel that 45 minutes is insufficient for a listening lesson, indicating a need for more time to master the skill Furthermore, the lack of a strong relationship with teachers is evident, as only 16% of students seek help from their instructors when facing difficulties in learning English listening skills.
4.1.3 Students’ difficulties in learning ELS
Data analysis revealed that students faced significant challenges in listening comprehension due to low English proficiency, insufficient background knowledge on listening topics, lack of motivation, limited time, fast speaker speed, and poor quality of audio materials The majority struggled with listening tasks, often feeling stressed and unable to complete assignments due to these factors Additionally, only a small percentage of students expressed a genuine interest in learning English as a Second Language (ESL), and just 16% sought help from teachers regarding listening comprehension issues Teachers primarily focused on final exam results, emphasizing vocabulary, grammar, and reading skills, which negatively impacted students' motivation and interest in developing their listening abilities.
4.1.4 Teachers’ difficulties in teaching ELS for grade 11 students
Teachers at DM school faced significant challenges in teaching listening skills due to students' low English proficiency, limited background knowledge on listening topics, and lack of motivation The large class sizes, often exceeding 40 students, exacerbated these issues, as teachers struggled to bridge the gap between varying student abilities While more proficient students actively participated, weaker students often remained disengaged and shy, hindering group activities Furthermore, inadequate teaching resources and a lack of listening materials in the library limited opportunities for students to enhance their listening skills Finally, time constraints on listening lessons posed an additional challenge for educators, with 71% of teachers acknowledging the impact of limited lesson time on student learning.
In DM school, the limited time allocated for listening practices highlights the need for teachers to adopt flexible techniques that promote listening skills By encouraging students to explore various internet resources, educators can enhance the teaching and learning of listening effectively.
With all the difficulties mentioned above, it was necessary to have workable solutions to overcome the existing problems for further improvement of the listening lessons
To enhance their teaching effectiveness, English teachers at DM school should dedicate additional time and effort to improve their listening instruction This article offers valuable suggestions aimed at helping educators elevate their teaching practices in this area.
4.2.1 Doing a pre-listening warm-up activity effectively
To enhance listening comprehension for students with low English proficiency, it is essential to introduce necessary vocabulary and structures prior to listening activities The "Before you listen" section in the English 11 textbook offers important words related to the listening texts, which teachers can adapt to better fit their students' levels by modifying the vocabulary Additionally, selecting key structures from the listening material can help activate students' prior knowledge and encourage them to make predictions, improving their ability to guess answers accurately Utilizing all visual aids provided in the textbook before the listening exercise further supports students in answering questions effectively, as it helps them form a mental schema that facilitates the listening process.
4.2.2 Encouraging students to practice ELS outside the class
With advancements in technology and media, listening materials are now easily accessible, yet the 45 minutes of class time dedicated to listening is inadequate for mastering this challenging language skill Alarmingly, 43% of teachers at DM School do not encourage students to engage with English outside the classroom, highlighting the need to foster a habit of listening to English among students.
Teachers can enhance classroom efficiency by assigning students to listen to a tape at home prior to the class session During this at-home listening, students should jot down all the words they hear from the tape This approach not only promotes independent learning but also maximizes valuable class time.
Teachers should foster engaging language-learning environments that spark students' interest and passion for English Incorporating diverse resources such as TV programs, radio, and the Internet can enhance students' exposure to different language phenomena Utilizing a variety of materials, including interesting English songs, games, and films, can motivate students and draw their attention to the English language Frequent use of games in the classroom encourages active participation and hard work among students Additionally, music serves as a valuable tool for teaching English, helping to alleviate stress and create a relaxed learning atmosphere Online platforms like www.mtv.com, www.songsforteaching.com, and music.yahoo.com offer a wide range of music videos, allowing teachers and students to save time and money while enriching their learning experience By employing these strategies, educators can boost students' enthusiasm, cultivate their listening skills, and effectively achieve English learning objectives.
Teaching English as a Second Language (ESL) in DM schools can be challenging due to factors like anxiety, frustration, and resistance, which may hinder student learning It's crucial for students to maintain a positive psychological state while listening to enhance their confidence and tackle challenges Teachers should foster a supportive environment that encourages students to make guesses, viewing feedback as a tool for understanding their progress rather than merely assessing their performance Instead of solely testing listening abilities, educators should focus on teaching effective listening skills To motivate students, teachers can provide positive reinforcement through comments, high marks, or small rewards during listening lessons.
Modern classrooms should be equipped with advanced technology, including computers and overhead projectors, while libraries need a diverse range of listening materials These modern facilities enable teachers to effectively implement pre-listening techniques and streamline the correction of students' tasks, saving valuable time Access to various listening resources not only enhances students' self-study but also allows teachers to create more engaging lessons Additionally, utilizing computers with Internet access in the library is essential for teachers to develop lesson plans and find listening materials online Furthermore, incorporating teaching aids like pictures and sub-boards can actively encourage students to engage in listening activities.
4.2.5 Adapting and re-designing the tasks in the textbook more suitable to students
Teachers should focus on designing textbook tasks that highlight learners' abilities rather than their limitations By omitting unsuitable sections of listening lessons or skipping less effective activities, educators can allocate more time to beneficial tasks It is essential to tailor the difficulty of assignments to align with students' skill levels, ensuring that all activities are engaging and appropriate for the entire class Avoiding tasks that are tedious or overly challenging is crucial for maintaining student interest and promoting effective learning.
4.2.6 Equipping students with listening strategies
To enhance students' listening comprehension in ELS, it is essential to encourage them to focus on general understanding before seeking specific details Effective listening strategies, such as predicting a speaker's message, grasping main ideas, recognizing signal words, and taking notes, should be emphasized Teachers play a crucial role in this process by designing purposeful listening activities that guide students to gather information with specific objectives, such as identifying times, places, events, and names By implementing these strategies, educators not only simplify the listening process but also significantly improve students' overall listening skills, leading to better outcomes in their comprehension.
This chapter outlines key findings and proposed solutions aimed at enhancing listening skills among 11th-grade students at DM High School The conclusion summarizes the study's main insights while also addressing its limitations and offering suggestions for future research.