Thiết kế các hoạt động sau khi nghe theo đường hướng giao nhiệm vụ cho học sinh khối 10 tại trường thpt lê viết tạo thanh hóa hesis lin

Rationale

English as a foreign language has become a crucial and mandatory part of secondary school curricula The primary objective of teaching and learning English is to enable students to effectively communicate in the language.

The introduction of a new textbook in high schools has significantly transformed English teaching and learning methods Students are now required to not only learn fundamental grammar and pronunciation but also to master the four key English macro skills: listening, speaking, reading, and writing Among these, listening is often regarded as the most challenging skill, yet it plays a crucial role in the language acquisition process.

The new textbook 10 introduces a structured approach to listening lessons, divided into three key stages: Before You Listen, While You Listen, and After You Listen Each stage serves a distinct purpose, yet many teachers struggle to effectively implement the post-listening phase, often focusing predominantly on the while-listening activities to ensure students complete textbook tasks However, post-listening activities are crucial as they enhance students' listening skills by allowing them to connect the material to their own experiences, fostering interpretive and critical thinking Additionally, these activities enable teachers to assess comprehension and clarify misunderstandings, promoting a deeper understanding that goes beyond the literal interpretation of the text.

The Tiếng Anh 10 textbook incorporates a curriculum rich in designed tasks, making Task-based Language Teaching (TBLT) a fitting approach for its implementation This method emphasizes student-centered learning, fosters meaningful communication, and enhances practical skills beyond language proficiency.

The researcher is motivated to conduct a study titled “Designing Task-Based Post-Listening Activities for Tenth-Form Students at Lê Viết Tạo High School in Thanh Hóa.” This study aims to examine the current state of task-based post-listening teaching and learning, and to propose effective task-based activities that enhance educational outcomes in this critical stage.

Objectives of study

This study sets out to achieve the following objectives:

 To investigate the teachers and students‟ attitudes towards teaching and learning task-based post-listening activities

 To find out benefits and difficulties teachers and students encounter in teaching and learning these activities

 To propose task-based post-listening activities to help enhance students‟ learning as well as better teaching at this stage Evaluation of effectiveness of these activities was given.

Research questions

In order to achieve the above mentioned objectives, the following research questions are raised:

 What are the teachers and students‟ attitudes towards teaching and learning task-based post-listening activities?

 What are benefits and difficulties teachers and students encounter in teaching and learning task-based post-listening activities?

 Which task-based post-listening activities would be designed and how effective were these activities to teaching and learning at the post-listening stage?

Methods of the study

To meet the outlined objectives, a combination of descriptive, analytical, and synthetic methods was employed, utilizing both qualitative and quantitative approaches Data collection for the research analysis involved interviews, questionnaires, and classroom observations.

Significance of the study

This study addresses the under-researched area of teaching listening skills to high school students in Vietnam by focusing on the design of task-based post-listening activities The findings aim to benefit high school students, educators, and researchers in related fields, contributing valuable insights to enhance listening comprehension in the classroom.

This research equips English teachers with a comprehensive understanding of Task-Based Language Teaching, highlighting its advantages and disadvantages in the context of post-listening activities The findings offer educators insights into the current teaching landscape, revealing challenges they may encounter when implementing task-based activities Additionally, the study proposes various task-based post-listening activities to inspire and engage students during this crucial learning phase Furthermore, it emphasizes the significance of the follow-up stage, motivating students to actively participate and enhancing their overall learning experience.

Obstacles to implementing task-based post-listening activities highlight the need for educators to adapt the curriculum By designing lessons that feature engaging topics and relevant post-listening tasks, teachers can significantly enhance students' listening skills during this critical stage of learning.

This research will provide a solid foundation for future studies in the field Additionally, other researchers can leverage the strengths and weaknesses identified in this study to enhance their own research efforts.

Scope of the study

This study focuses on task-based listening activities for the post-listening stage, specifically targeting tenth-grade students at Lê Viết Tạo High School in Thanh Hóa Due to time constraints and other limitations, the research does not encompass all aspects of listening skills or the task-based language teaching approach, and the subjects are limited to eight teachers.

English and 90 students, who have been working with English textbook 10 for a period of time.

Organization of the study

The study is expected to consist of three main parts:

Part A - Introduction - specifies rationales, objectives, research questions, methods, significances and scope of the study

Part B - Development - includes four chapters:

Chapter 1 reviews the literature on listening skills, focusing specifically on the post-listening stage It also explores the task-based language teaching approach and outlines key principles for designing effective task-based post-listening activities.

Chapter 2 discusses the methodology of the study, i.e describes the study context, participants, instruments, procedures of data collection and procedures of data analysis

Chapter 3 analyses findings of the current situation of teaching and learning task-based post-listening activities for tenth form students at Lê Viết Tạo High School

Chapter 4 deals with designing some task-based post-listening activities for tenth form students at Lê Viết Tạo High School and explore effectiveness of these activities

Part C - Conclusion - presents the recapitulation of major findings, psychological implications, limitations of the study and the suggestions for further studies The study ends with the appendices.

LITERATURE REVIEW

Definition of listening

Various definitions of listening have been proposed through the years but

“there indeed appears to be no universally accepted definition” (Dunkel, 1986: 433)

Listening is a complex process that involves paying attention and interpreting the meaning of spoken language (Underwood, 1989) It requires active engagement to fully comprehend what we hear.

Listening comprehension is an active and intricate process, as highlighted by various scholars Richards (1985) identifies three key levels involved: propositional identification, interpretation of illocutionary forces, and activation of real-world knowledge Vandergrift (1999) emphasizes that listening requires the listener to differentiate sounds, comprehend vocabulary and grammar, interpret stress and intonation, and retain information while contextualizing it within immediate and broader socio-cultural frameworks This perspective challenges the notion of listening as a passive activity, underscoring its complexity and the active engagement required from listeners.

However, one of the most complete and detailed definition of listening is the one provided by Brownell (1994:129):

Listening is not merely a single skill but a collection of abilities that require active engagement with auditory signals Unlike hearing, which can be passive, listening demands focus and attention This active process is essential for effective communication, as it underpins both speaking and writing skills.

Listening is a complex skill that involves three key features Firstly, it necessitates the full interpretation of oral sounds, requiring individuals to distinguish even the smallest phonetic units Secondly, listening is an active, receptive skill that demands as much attention and mental engagement as other language abilities Rather than simply absorbing sounds, listeners actively engage with the material, utilizing their background and linguistic knowledge to interpret the information presented in the audio.

To cultivate the essential skill of listening, students require substantial support from their teachers It is crucial for them to engage with diverse input sources through listening opportunities in both social and academic contexts Additionally, offering a range of listening activities will allow students to apply various strategies, thereby improving their macro and micro listening skills.

The roles of listening skill in language teaching and learning

Listening comprehension has historically been overlooked in many EFL programs, but it is now recognized as a crucial element in both EFL classrooms and second language acquisition (SLA) research Mendelsohn (1994) emphasizes that listening is vital for effective communication, accounting for 40-50% of total communication time, while speaking constitutes 25-30%, reading 11-16%, and writing only about 9%.

Listening is a fundamental skill in language teaching and learning, as highlighted by Miller (1995), who emphasizes its importance Nunan (1986) further explains that listening requires an active process of interpreting and creating meaning from both verbal and non-verbal cues Many linguists contend that listening is central to second language acquisition, underscoring the need for increased focus from both educators and learners.

Furthermore, the importance of listening in second and foreign learning is admirably summarized in a recent publication by Rost (1994):

- Listening is vital in the language classroom because it provides input for the learners Without understandable input at the right level and learning simply cannot begin

Spoken language facilitates interaction among learners, making access to native speakers crucial for comprehension Furthermore, the challenges learners face in understanding spoken language serve as motivation for increased interaction and deeper learning.

- Authentic spoken language presents a challenge for the learner to attempt to understand language as it is actually used by native speakers

- Listening exercises provide teachers with a means for drawing learners‟ attention to new forms (vocabulary, grammar, interaction patterns) in the language.

Procedure of teaching listening in classroom

Rixon categorizes listening lessons into three distinct phases: pre-listening, while-listening, and post-listening Each phase is designed to address listeners' challenges during the listening process, equipping them with essential skills and strategies for real-life listening scenarios (Leifang, 1999).

Pre-listening, as defined by Rixon (1981), serves as a warm-up for listening activities, focusing on two main objectives Firstly, it aims to activate students' prior knowledge and shape their expectations for the upcoming information Secondly, it establishes the necessary context for the specific listening task at hand.

While-listening activities encompass tasks assigned to students during the listening of a text, focusing on comprehension rather than word-for-word understanding The primary goal of this stage is for students to grasp the overall message and extract essential information from the audio material.

The post-listening stage is a crucial final step in a listening lesson, allowing students to demonstrate their understanding and extend their listening skills Well-planned activities during this phase enable students to connect the material they've heard with their personal experiences, fostering interpretive, critical listening, and reflective thinking Additionally, these activities offer teachers valuable opportunities to assess comprehension, gauge student perceptions, and clarify any misunderstandings.

An in-depth overview of post-listening activities

1.4.1 Purpose of post-listening activities

Post-listening activities are most beneficial when conducted right after the listening experience, serving as a follow-up to enhance comprehension According to Underwood (1989), these activities can extend from the pre- and while-listening stages or focus solely on the listening text Engaging in post-listening tasks enables learners to deepen their understanding and reinforce the material covered.

Post-listening activities allow students to reflect on the language elements from the text, including sounds, grammar, and vocabulary, which have a lasting impact beyond the immediate listening experience This reflection provides students with the opportunity to think critically, engage in discussions, or write about what they have learned, enhancing their overall comprehension and retention of the material (Rixon 1986: 64, 97).

To examine relationships between prior knowledge and experience, and new ideas and information gained from the speaker or discussion:

Students' comprehension can be enhanced and extended through activities that encourage them to make connections between what the speaker says and their own knowledge and experience

To invite and encourage student reflection and response:

Engaging students in summarizing and responding to information through various creative methods—such as discussion, writing, drawing, drama, music, or dance—enhances their comprehension and deepens their understanding of the material.

To clarify and extend comprehension beyond the literal level to the interpretive and critical levels:

Students who engage in response to talk by discussing or writing are actively engaged in constructing their own meaning

Through analysis, synthesis, organization, and expression of the speaker's ideas, listeners interpret, evaluate, and determine meaning

To check comprehension, correct inaccurate concepts, and clarify tenuous learning:

Students who engage in active listening activities are prepared to question the speaker and verify their understandings

Through discussion and response activities, students are able to develop a clearer understanding of the topic and of the listening experience

To give students the opportunity to apply new information immediately:

When students are called on to apply what they have gathered from the message, they tend to be more attentive listeners

Encouraging students to reflect on their learning is crucial for deepening their understanding By prompting them to articulate their thoughts through written, spoken, visual, or dramatic responses, educators can help clarify and extend their thinking The strategies employed to enhance reading comprehension can similarly be applied to enrich listening experiences, fostering a more comprehensive learning environment.

In addition, post-listening activities offer a natural opportunity to integrate listening with other language skills, as they usually lead on to speaking or writing

1.4.2 Some common post-listening activities

In the post-listening stage, several activities can be used:

Problem solving and decision-making tasks: students are trying to find out a solution for a problem from the recording

Role play: students can be asked to try out newly acquired things

Summarizing: students can be asked to summarize a story they heard This activity can be linked with problem solving

Written work: students can be asked to write the end of the story

To accurately assess students' listening proficiency, post-listening activities should mirror real-life applications of the information acquired through listening Additionally, all activities must be engaging, motivating, and manageable, with their difficulty levels adjusted by providing or withholding appropriate support.

1.4.3 Factors affecting the implementation of post-listening activities

The success of the post-listening stage in a listening lesson relies on various factors, with careful preparation before selecting post-listening activities being crucial for teachers Additionally, educators must consider several factors that influence the implementation of these activities.

- The amount of time left to implement post-listening work at the end of the listening lessons

- The type of other language skills (reading, writing, or speaking) that should be carried out after the main process of listening

- The work pattern (whether students should work in pairs, groups or individually)

- The level of motivation and interest that students can benefit.

Task-based Language Teaching

1.5.1 The nature of Task-based Language Teaching

In the classroom, various methods can enhance listening skills, including Grammar Translation, Audio-Lingual, and Communicative Language Teaching This paper specifically concentrates on the Task-Based Language Teaching (TBLT) approach.

TBLL, also known as TBLT or TBI focuses on the use of authentic language and on asking students to do meaningful tasks using the target language

The task-based approach is an evolving and effective language learning method that emphasizes skill development through task completion This learner-centered strategy enables students to leverage their communicative abilities, facilitating the transition from Vietnamese to English Additionally, it aligns with the ongoing English teaching reform movement in Vietnam, viewing language primarily as a tool for communication.

Assessment is primarily based on task outcome rather than on accuracy of language forms This makes TBLL especially popular for developing target language fluency and student confidence

Task-Based Language Teaching (TBLT) offers significant advantages over traditional methods, particularly in fostering practical language use According to Nunan (2005), the differences between traditional classrooms and TBLT classrooms are rooted in their approaches to learning, with TBLT emphasizing real-world communication and task completion This shift not only enhances student engagement but also promotes better language retention and application in authentic contexts.

Table 1- Traditional classroom and TBLT classroom (Nunan, 2005)

Traditional form-focused pedagogy TBLT classroom

- The teacher regulating turn-taking

- The teacher knows what the answer is to

- Students‟ responding role and performing a limited range of language functions

-Scaffolding for enabling students to produce correct sentences

TBLT classroom -Loose discourse structure -Students able to control topic development

-Turn-taking is regulated by the same rules

-The teacher does not know what the answer is to -Students‟ initiating and responding roles and performing a wide range of language functions

- Scaffolding for enabling students to say what they want to say

Nunan (2005) outlines the contrasts between traditional classrooms and Task-Based Language Teaching (TBLT) environments, providing essential guidelines for distinguishing between form-focused pedagogy and TBLT practices Although these distinctions may not always apply universally, they offer valuable insights into the characteristics of a TBLT classroom, as illustrated in Table 1 Essentially, TBLT is an innovative approach to teaching English that emphasizes learning through active engagement in meaningful tasks.

1.5.2 Principles of the TBLT approach

Nunan defined that there are eight principles of TBLT as following:

- Scaffolding: That is content of lesson and supplements related to learning

- Task dependency: That is one task will be developed basing on the previous one

- Recycling: That is recycling language helping the systematic learning principle

- Active learning: That is learners acquire the language by actively using it

- Integration of form and function: That is expectation of learners‟ literacy

- Reproduction to creation: That is learners reproduce language models provided

- Learning strategies: That is learners focus on both learning process and content

- Reflection: That is learners get chances of reflecting on their work

Definitions of a task

The core concept of TBLT is the task There are different definitions based on everything from the real world to pedagogical perspectives of tasks

Long (1985:89) defines tasks as activities undertaken for oneself or others, whether freely or for a reward Essentially, tasks encompass the myriad activities that individuals engage in during their daily routines, including work, leisure, and everything in between.

This paper explores tasks from a pedagogical perspective in foreign language teaching, emphasizing the task-based approach Tasks are defined as activities that relate to real-life situations and contribute to language meaning According to Nunan (2005), a task is "a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language, with a focus on meaning rather than form." This definition highlights the importance of communicative language use in pedagogical tasks Similarly, Willis defines tasks as goal-oriented activities, reinforcing the significance of meaningful engagement in language learning.

In a word, characteristics of a task, which were stated by Skehan (1996: 95), can help to clarify some limits to the definition of tasks:

- There is some communication problem to solve;

- There is some sort of relationship to comparable real-world activities;

- Task completion has some priority.

The TBLT approach in teaching listening at the post-listening stage

Willis (1996) outlines a three-step approach to task-based teaching: First, during the pre-task phase, the teacher introduces the task and emphasizes essential vocabulary to help students understand the instructions and prepare effectively Next, in the task cycle, students engage in the task, plan their presentations, and report their findings to the class Finally, the language focus phase involves analyzing and evaluating the task completions of other groups, followed by practicing any language difficulties with guidance from the teacher.

In conclusion, there is no one-size-fits-all method for teaching, as no single approach serves as a universal solution However, I believe that Task-Based Language Teaching (TBLT) can effectively reduce students' anxiety related to post-listening activities, providing a supportive framework for their learning experience.

Designing of task-based post-listening activities

1.8.1 Significance of designing task-based post-listening activities

In modern language teaching, it's increasingly observed that tasks designed by educators often lose their effectiveness, resembling mere exercises that target isolated language components Consequently, many activities labeled as tasks fail to meet the true definition of a task This trend is particularly evident in the design of listening exercises.

- Presenting some words and ask students to read and learn first

- Teachers may give the definition of the new words

- Teachers play the tape for the students to listen for the first time,

- Students listen and get the general idea

- Teachers play the tape for the second time, and design some True or False or Wh-questions to help students to get the detailed information

- Teachers ask students to retell what they have heard and check again

It is quite doubted that whether these activities or steps should be called

“tasks”? The author thinks both teachers and students will feel dull and bored by doing these asking, answering and checking

In addition to selecting the types of tasks for a lesson, teachers must determine the communication topics for students and the skills they need to develop through these tasks Therefore, choosing thematic content is a crucial aspect of task design.

After the new standard curriculum was issued, the textbook Tiếng Anh 10, which is published by People‟s Education Press has been used in all our country

English teaching is intrinsically linked to Task-Based Language Teaching (TBLT), with tasks often centered around themes relevant to students' school and social lives The focus is on how teachers implement these engaging tasks in individual lessons, enabling students to learn effectively through well-designed activities However, the post-listening stage of teaching often lacks effectiveness due to impractical tasks and is sometimes overlooked This highlights the importance of utilizing a structured framework for designing task-based lessons, particularly for post-listening activities, to enhance the overall learning experience.

1.8.2 Principles for designing task-based post-listening activities

Designing a task-based lesson, especially for post-listening activities, necessitates careful planning of each lesson phase and the specific post-listening stage Task-based teaching often emphasizes group or pair work, and it is essential for teachers to ensure that their decisions in lesson design are grounded in solid principles According to Ellis (2002), these principles guide effective task-based lesson planning.

Principle 1 : to ensure an appropriate level of task difficulty

Principle 2 : to establish clear goals for each task-based lesson

Principle 3: to develop an appropriate orientation to performing the task in the students

Principle 4: to ensure that students adopt an active role in task-based lessons

Principle 5: to encourage students to take risks

Principle 6: to ensure that students are primarily focused on meaning when they perform a task

Principle 7: to provide opportunities for focusing on form

Principle 8: to require students to evaluate their performance and progress

Teachers possess unique perspectives and teaching styles, allowing them to make informed methodological decisions tailored to the needs of their students.

Summary

In this chapter, the researcher explores the literature on listening and outlines various post-listening activities It delves into the nature of Task-Based Language Teaching (TBLT) and provides detailed principles for designing effective task-based post-listening activities.

The next chapter will address the methodology of the research.

METHODOLOGY

The context for the research

The study was conducted at Lê Viết Tạo High School, Thanh Hóa Province, where the researcher is currently teaching English My school was established in

2001 with 26 classes in this school currently: ten classes of grade 12, eight classes of grade 11 and eight classes of grade 10

The English group comprises eight teachers aged between 27 and 52, most of whom graduated from local colleges and universities While the majority favor a traditional, teacher-centered approach to teaching English skills, a few younger educators have received training in communicative-oriented and student-centered methodologies These younger teachers are open to exploring innovative teaching methods and demonstrate flexibility in employing various strategies during their listening lessons.

Students at Lê Viết Tạo High School in Hoằng Hóa district, Thanh Hóa province, primarily come from various communes and have been studying English since grade 6 However, most students exhibit low English proficiency, which poses challenges for English teaching, particularly in listening skills Their learning approach often relies on rote memorization of grammar and vocabulary, leading to passive participation in class activities such as discussions and presentations Consequently, many students view English learning merely as a means to pass tests and final exams, resulting in a lack of engagement Listening, identified as the most challenging skill among the four, often leaves students feeling bored and confused during lessons.

At school, English is a compulsory subject, with students attending three 45-minute periods each week The curriculum is based on the textbook "Tiếng Anh 10," which consists of 16 units covering reading, speaking, listening, writing, and language focus However, the speaking and listening components receive less emphasis compared to other areas Each skill lesson, including the language focus, is structured into three stages: pre-, while-, and post-stage This study specifically examines the post-stage of the listening lesson, which provides students with additional practice opportunities.

The Tiếng Anh 10 textbook, designed for the basic curriculum stream, effectively enhances students' communicative competence while covering engaging and relatable topics relevant to everyday life.

The researcher deems this textbook beneficial for credit students, particularly at Lê Viết Tạo High School, where student proficiency levels vary from low to medium It is crucial for language teachers to understand the appropriate timing and methods for utilizing the textbook effectively, allowing them to maximize its resources and enhance listening lessons, particularly during the post-listening phase.

The participants

The study was conducted at Lê Viết Tạo High School, involving data collection from 90 grade 10 students across two classes (10H and 10I) and 8 English teachers These particular classes were selected due to their students' superior proficiency in English compared to other classes.

Data collection instruments

To reach the primary purposes of the study, three main instruments were used and described as follows:

To address the initial research questions, a survey was conducted involving both English teachers and grade-10 students, utilizing questionnaires exclusively The teachers' questionnaire was administered in English and focused on assessing their attitudes towards task-based post-listening activities, as well as the benefits and challenges associated with implementing Task-Based Language Teaching (TBLT) in these activities This approach provided valuable insights into the practical realities of teaching task-based post-listening activities.

The student questionnaire aimed to explore attitudes towards Task-based post-listening activities, as well as students' motivation and interest in these activities It was provided in both Vietnamese and English to ensure comprehensive understanding Following the survey, the collected data was analyzed using descriptive and statistical methods.

The study employed class observations alongside interviews to assess the teacher's implementation of task-based post-listening activities, specifically designed by the author, while also gauging student interest and participation Additionally, the researcher had fellow English teachers observe five listening lessons from the Tiếng Anh 10 textbook, with a particular focus on the post-listening stage.

Interviews were conducted to gain deeper insights into the third research question, featuring eight questions—three directed at teachers and five at students A total of eight teachers and five students participated, allowing students to express their ideas freely within a structured framework This approach facilitated immediate clarification and follow-up from the researcher, which was crucial for participants who were hesitant to share information or strayed off-topic To reduce anxiety and enhance comfort, interviews were conducted in Vietnamese, enabling students to communicate more effectively and truthfully without the pressure of using English The interviews took place in a familiar classroom setting and lasted 45 minutes.

The analysis of interview results was conducted descriptively and in depth to assess the effectiveness of task-based post-listening activities proposed by the author for enhancing teaching and learning in the post-stage.

Data collection procedures

The study was conducted during the second term of the 2013-2014 school year, with its timeline established in February 2013, following the Tet Holiday.

The research design began with the meticulous selection of participants and the development of well-structured questionnaires After multiple revisions, the final version of the questionnaires was refined Additionally, a detailed observation sheet with a comprehensive checklist was thoughtfully created.

The researcher contacted to the teachers to ask the teachers for permission and reach the agreement on date and time Then, teacher questionnaires were distributed

During a fifteen-minute break, questionnaires were distributed to students and subsequently collected The researcher provided a brief overview of the research topic, its objectives, and its importance, while requesting the students' cooperation and assistance.

Data from two sets of questionnaires were analyzed to assess teachers' and students' attitudes towards post-listening activities implemented through the Task-Based Language Teaching (TBLT) approach The analysis revealed both the benefits and challenges associated with teaching and learning these activities.

In February 2013, the researcher developed task-based post-listening activities based on listening lessons from Units 10, 11, 12, 14, and 16 of the Tiếng Anh 10 textbook These activities were implemented in two classes, 10H and 10I, with other English teachers invited to observe and provide feedback Additionally, interview questions and observation sheets were created to assess both teachers' and students' attitudes toward the new post-listening activities and their effectiveness.

Over an 8-week period during the second term, class observations were carried out, and data was gathered from both interviews and observations This information will be analyzed alongside questionnaire results to assess the effectiveness of these activities on teaching and learning outcomes at the post-stage.

Data analysis procedures

The researcher employed both qualitative and quantitative methods, utilizing questionnaires to collect quantitative data and gathering qualitative data through observation sheets and interviews.

2.5.1 Analysis of answers to questionnaires

The survey results underwent a thorough analysis based on predetermined categories, with data meticulously collected, calculated, and organized The researcher utilized charts and tables for effective data presentation, highlighting key comparisons and contrasts within the collected figures.

The result from observation sheets were analyzed according to the main points:

- Types of task-based post-listening activities were utilized in listening lessons

- The ways teachers conduct these activities

- Level of students‟ participation in these activities

2.5.3 Analysis of results from interviews

The results from interviews focus on teachers and students‟ evaluation of impact of task-based post-listening activities designed to teaching and learning at the post-listening stage.

Summary

This chapter outlined the study's context, participants, and data collection instruments, along with the procedures for both data collection and analysis The subsequent chapter will present the findings regarding the actual implementation of task-based post-listening activities for tenth-grade students at Lê Viết Tạo High School.

FINDINGS AND DISCUSSION

The teachers and students‟ attitudes towards teaching and learning task-based post-listening activities

The questionnaire designed for teachers aims to uncover their attitudes towards task-based post-listening activities and the current practices of teaching listening in 10th-grade classes at Lê Viết Tạo High School Detailed results are presented in the table below.

Table 2: The teachers’ attitudes towards teaching task-based post-listening activities

A significant majority of teachers, comprising 85%, regard listening skills as either "very important" or "important" for English proficiency, highlighting the skill's critical role in language acquisition Conversely, 15% of teachers do not acknowledge the value of listening skills in enhancing one's English abilities.

Question 2 was used to explore the level of difficulty that teachers perceive about their teaching of listening skill None of the selected teachers was confident enough to say that listening skill is easy to teach There were up to 87.2 % in total of teachers who complained about certain difficulties in the process of teaching listening skill

In response to the significance of Task-Based Language Teaching (TBLT) in enhancing listening skills and post-listening activities, a majority of teachers acknowledged its importance While 17.3% believed that TBLT is less significant and preferred alternative methods, 62.7% recognized it as important, and 20% deemed it very important These findings highlight the prevailing preference for the TBLT approach over traditional teaching methods in the context of listening instruction.

In response to question 4, 12.5% of teachers indicated that designing task-based post-listening activities is very necessary, while 35.7% deemed it necessary Conversely, 36.8% of teachers felt that post-listening activities provided in textbooks were sufficient for their students Additionally, a small percentage of participants (5%) expressed a preference for not making any changes to the textbook's post-listening activities.

The questionnaire aims to explore students' attitudes toward task-based post-listening activities and their development of listening skills during the post-stage The collected statistics from the questionnaires are presented in the following table.

Table 3: The students’ attitudes towards learning task-based post-listening activities

A recent survey revealed that 65% of students consider listening skills to be very important, while 20% view them as important In contrast, only 10% of students believe that listening skills hold minor significance, and a mere 5% deem them unimportant This indicates a strong recognition of the value of listening skills among the majority of students.

A significant majority of students recognize the importance of listening skills in communication, yet 86.5% find it challenging to learn Only 13.5% of students consider it "not very difficult," and no one disputes the difficulty involved This suggests that the effectiveness of listening skill acquisition in the classroom may be hindered by a lack of motivation and essential sub-listening skills.

Question 3 was used to investigate students‟ interests in task-based post- listening activities There were 15% of students who thought that they were very interested 45% of them chose “interested” The number of students who were little interested took account for 22.8% The rest of 7.2% were not interested at all.

Frequency of teaching and learning task-based post-listening activities and

3.2.1 Frequency of teaching task-based post-listening activities

The results from question 5 revealed that many teachers primarily relied on textbook activities for the post-listening stage, with 52.5% often assigning tasks from the "After You Listen" section Additionally, 14% of teachers made significant efforts to adapt or create their own activities using Task-Based Language Teaching (TBLT) to enhance effectiveness and engage students Notably, a combination of both approaches was utilized by 33.5% of teachers in the post-listening stage.

0% do nothing let students do the task in After you listen in textbook 10 design your ow n activities Both B & C

Chart 1: The teachers’ methods to carry out post-listening stage

The chart reveals that only 5% of teachers consistently design task-based post-listening activities, while 14% do so frequently The majority, comprising 73.33%, engage in this practice occasionally, and a minimal 7.67% of teachers have never implemented such activities.

Chart 2: Frequency of designing task-based post-listening activities

In task-based listening classes, students engage in various post-listening activities, with retelling the main ideas of the passage being the most common, as reported by 35% of teachers who selected "always" and 42% who chose "often." Group discussions and personal opinion expressions closely follow in popularity In contrast, activities like summary completion, reading related texts, and language focus are rarely utilized, with percentages of 10%, 9%, and 7%, respectively These statistics indicate a shift towards more communicative and student-centered approaches in teaching listening.

5% alw ays often som etim es never

3.2.2 Frequency of learning task-based post-listening activities

The researcher aims to compare the results of students' questionnaires on the frequency of task-based post-listening activities with those from teachers' questionnaires previously discussed This comparison seeks to validate and assess the authenticity of the participants' responses.

Question 3 is about what teachers often required students to do after finishing the listening comprehension (While you listen) within certain time The options given to students are the same to those of teachers The target population (57.12%) claimed that they were required to fulfill the requirements of After you listen part in the textbook 15.08% represents the respondents who frequently did the post-listening activities designed by their teachers It means that the teachers identified the need to adapt or even design new activities based on the textbook to suit students‟ levels and interests In some cases, their teachers incorporate the two methods to conduct post-listening stage (22.8%) However, a very small proportion of students (5%) said that their listening lessons often ended without any so-called

“post-stage” That is to say not all the teachers conduct the last stage of a listening lesson in spite of its equal importance as other stages

Question 5 is designed to examine students‟ favorite task-based post- listening activities The names of activities have been mentioned in the questionnaire for teachers Discussion in group the issues related to the listening passage is the most favorite activity with 30% This statistic is understandable because group discussion can help students share opinions, and get ideas from their friends The next ranks are of reading the text of familiar topic and retelling main idea, which accounted for 26% and 22% relatively 10 % of students held the view that focusing on language such as new grammar items or pronunciation is of great usefulness to help them deal with English tests Giving opinions is the option of 8% of students The smallest proportion of students (4%) gave their own ideas In common, they confirmed that listening is so difficult for them to learn; mostly they did not listen to the content of listening passage that made them feel bored and unmotivated As a result, they often neglected the post-listening activities as possible This fact will be a warning alarm of students‟ ineffective learning as well as teachers‟ methods of teaching

The data from question 6 reveals that 40.5% of respondents often completed tasks assigned by teachers, while a significant 55% sometimes left tasks unfinished Only 4.5% indicated they never finished their tasks These findings suggest that although teachers are providing assignments, students are struggling with task completion.

Chart 3: The frequency of students’ task completion

The benefits of teaching and learning task-based post-listening activities

The table 4 presents the aspects of teachers‟ opinions of benefits of teaching post-listening activities with TBLT approach

A To make post-listening stage more interesting and less tense 55

B To increase students‟ participation and interest in the post-listening activities 40

C To create a collaborative environment among students in completing post-listening tasks 35

D To avoid the rote-learning 65

Table 4: The teachers’ opinions of the benefits of teaching task-based post-listening activities

A significant majority of teachers reported that task-based post-listening activities enhanced the engagement and reduced the stress of their listening lessons, while also minimizing rote learning among students Many students, who typically have low proficiency and are used to passive learning methods, often fear participation in class However, the implementation of the Task-Based Language Teaching (TBLT) approach led to a noticeable increase in student participation during post-listening activities, fostering a collaborative environment among learners.

A recent study revealed that 51% of students felt highly motivated and less anxious during task-based post-listening activities Additionally, 44% of participants indicated that the Task-Based Language Teaching (TBLT) approach significantly enhanced their interest and motivation compared to other methods Only 5% of students reported a lack of motivation in these activities, and notably, none of the students dismissed the advantages of the TBLT approach.

A To increase interests and motivation in learning (as compared with other approaches)

B To be highly motivated and less anxious when participating in the task-based post-listening activities 44

C To be not motivated in the post-listening activities with TBLT approach 5

Table 5: The students’ opinions of the benefits of learning task-based post-listening activities

The difficulties of teaching and learning task-based post-listening activities28 1 The teachers‟ opinions

The final question allows teachers to express the challenges they face when implementing task-based activities during the post-listening stage, with respondents indicating multiple difficulties encountered.

B Lack of materials on TBLT 10

C Time-consuming for preparation (as compared with other approaches) 70

D Students‟ low proficiency of English 47.5

Table 6: Theteachers’ difficulties perceived in carrying out task-based post-listening activities

A significant 80% of teachers reported that large class sizes hinder their ability to effectively develop post-listening tasks Additionally, 15% of teachers expressed feeling exhausted from repeatedly managing noise levels among students Furthermore, 70% of educators faced challenges in managing time during listening lessons when utilizing the Task-Based Language Teaching (TBLT) approach, indicating that a considerable amount of time is consumed on assigned tasks.

Time management poses a significant challenge for students during task-based post-listening activities, particularly due to their low English proficiency level of 47.5% Despite the efforts of both teachers and students, many tasks remain unfinished, preventing them from progressing to the post-stage of the activities Additionally, the scarcity of Task-Based Language Teaching (TBLT) materials and inadequate facilities has not severely impacted many teachers.

In order to understand the difficulties that students faced with when applying the TBLT in the post-listening stage, the researcher conveyed the question 8

A Do not have enough time to complete the post- listening tasks 45

B Be not get used to the new learning method (TBLT approach) 20

C Do not get enough help from the teacher 10

Table 7: Thestudents’ difficulties perceived in learning task-based post-listening activities

A significant 45% of students reported difficulties with time management during post-listening tasks, which typically require 5 to 10 minutes to complete Additionally, 20% struggled to adapt to the new group learning environment, as they were accustomed to working independently Around 10% of students felt unsupported by teachers, while 25% faced various obstacles that hindered their learning experience, particularly with the Task-Based Language Teaching (TBLT) approach Many students experienced a lack of confidence due to insufficient English proficiency, leading to feelings of shame and depression, which diminished their motivation to engage in group discussions and share ideas Furthermore, students found some post-listening tasks to be inappropriate and lacking in relevance, resulting in dissatisfaction despite completing the assignments.

While no teaching approach is flawless, the Task-Based Language Teaching (TBLT) method offers significant benefits during the post-listening stage Despite the challenges often associated with its implementation, it is essential for both teachers and students to understand the advantages and disadvantages of TBLT This awareness can help maximize the effectiveness of post-listening activities in enhancing the overall teaching and learning experience.

Summary

In the third chapter, the researcher analyzes data collected from surveys of students and teachers to explore their attitudes toward task-based post-listening activities in the TBLT approach The findings highlight both the benefits and challenges faced during the implementation of these activities The subsequent chapter will focus on designing effective task-based post-listening activities and assessing their impact.

TASK-BASED POST-LISTENING ACTIVITIES

Design of task-based post-listening activities

Listening and speaking skills are intrinsically linked, as effective speaking relies on active listening Typically, speaking activities occur after listening exercises and should progress from simple to more complex tasks based on students' proficiency levels For example, teachers can start by having students repeat or imitate sounds, words, and phrases from a listening passage As students advance, they can be encouraged to create their own spoken texts, deliver brief presentations, or engage in dialogues on relevant topics Various speaking activities can enhance this integration of skills.

Group discussions enhance students' learning by allowing them to exchange ideas and express their opinions It's essential that discussion topics are closely tied to the listening passages to engage students' interests and stimulate critical thinking.

This activity engages students by linking new information to their existing knowledge and demands prompt responses to the text It is essential for students to comprehend the listening passage, as mere rote listening is insufficient.

This activity encourages students to recall and paraphrase the main ideas from a listening text rather than merely repeating it verbatim It can be conducted individually or in pairs, tailored to the students' language proficiency and the complexity of the passage.

Role-play is an effective speaking activity utilized in the post-listening stage, where specific scenarios related to the text are designed to spark students' imagination and encourage them to take on roles, fostering language production This engaging method enhances face-to-face communication skills, boosts confidence, and improves self-image among students.

Engaging in reading activities enhances students' understanding of specific topics while simultaneously improving their reading skills through targeted exercises To maximize effectiveness, teachers should select reading materials that vary in difficulty to align with students' interests and proficiency levels.

In the post-listening stage, diverse writing activities are essential for helping students recall and deeply understand the listening passage Teachers should consider varying the forms of these activities to match students' levels and promote steady progress in their studies The following writing tasks are effective for this stage.

Students can enhance their skills by completing a summary passage, filling in the blanks with appropriate words or phrases To succeed in this task, they must understand the general information from the listening text and effectively utilize the language presented Teachers may also offer a word list to assist students in selecting the correct terms.

Teachers assign students the task of summarizing a listening text in 80 to 100 words, encouraging them to recall and paraphrase the main ideas in their own words This activity is particularly beneficial for students with intermediate to advanced English skills, as it enhances their comprehension and language proficiency.

Results from a student questionnaire indicate that many students prefer practicing Language focus during the post-listening stage Teachers can enhance this experience by having students practice pronunciation of sounds from the listening text and introducing key grammar concepts This targeted revision proves valuable in preparing students for English tests (Appendix 4, Sample 8).

Evaluation of effectiveness of task-based post-listening activities

The researcher developed task-based post-listening activities for five listening lessons (units 10, 11, 12, 14, and 16) and implemented them in two classes (10H and 10I) Class observations were carried out, with other English teachers invited to provide feedback and evaluations After five weeks of experimental teaching, the observation sheets were returned to the researcher for analysis.

Class observation results indicate a positive trend towards student-centered learning, with students actively engaging in group discussions, sharing personal opinions, summarizing key ideas, and participating in writing and reading activities related to the lesson topic These activities primarily utilized pair work, emphasizing instructed and guided practice Teachers occasionally joined student discussions to offer assistance when needed, enhancing the collaborative learning environment.

Observations by English teachers reveal that many students show enthusiasm for task-based post-listening activities, actively engaging in group discussions, sharing opinions, and participating in role-plays, particularly in Units 12, 14, and 16 However, about one-third of the students appear shy and unmotivated, often avoiding participation unless directly called upon by the teacher This observation supports the conclusion that the task-based post-listening activities significantly enhance student motivation and interest in learning during the post-stage.

4.2.2.1 Results from interviews with teachers

The interview had three questions These questions were used to explore the teachers‟ attitudes towards task-based post-listening activities designed by the author and their effectiveness (See Appendix 12)

Teachers expressed positive attitudes towards the task-based post-listening activities that were designed for their classes When evaluating these activities, they noted that they were diverse and well-prepared, leading to high levels of student engagement Many students showed eagerness to complete the post-listening tasks within the given time frame, reflecting the effectiveness of the design.

Teachers believe that the activities provided are appropriate for various levels of English proficiency among students, as they are neither too challenging nor time-consuming However, they have noticed that some students seated at the back of the classroom appear disengaged, indicating that certain activities or teaching methods may not be effectively motivating all learners.

Teachers noted that the post-listening activities in textbooks often lack engagement compared to those they designed themselves Activities such as role-play, group discussions, and reading the text proved to be more interesting and appealing to students These innovative approaches, including language focus and role-play, are new to the learners, sparking their enthusiasm and eagerness to participate.

4.2.2.2 Results from interviews with students

The interview with five students aims to assess their attitudes towards the task-based post-listening activities created by the author, as well as to evaluate the effectiveness of these activities.

Students expressed a positive response to task-based post-listening activities, particularly enjoying role-play and group discussions They reported increased confidence in sharing ideas in class, feeling eager and comfortable to discuss in English without fear of making mistakes The activities provided opportunities for collaboration in pairs or groups, allowing them to share opinions effectively However, some students lacked motivation, often disengaging from the learning process or focusing on personal matters during class.

Most students found task-based post-listening activities to be effective and manageable within a set timeframe Additionally, many reported an improvement in their speaking skills as a result of practicing these activities.

In a recent survey on students' preferences for task-based post-listening activities, two students expressed a strong liking for writing activities that included cues, while two others favored role-play activities Notably, they particularly enjoyed the role-play of a tourist guide introducing the ancient town of Hoi An from unit 16 Interestingly, one student chose not to share their preference.

Students reported increased interest and motivation in post-listening activities, which positively impacted their learning outcomes Many noted significant improvements in their speaking skills, leading to greater confidence in expressing their own ideas.

Students expressed a preference for the task-based post-listening activities designed specifically for them over those found in textbooks They found these new activities more suitable for their proficiency levels Unlike textbooks, which lack role-play, reading texts, and language focus at the post-listening stage, the newly designed activities positively impact students' learning outcomes.

Both teachers and students expressed positive attitudes toward the task-based post-listening activities designed by the author It is essential for teachers to identify and incorporate students' preferred activities to enhance the effectiveness of learning during the post-listening phase.

Summary

In this chapter, the author developed task-based post-listening activities aligned with the Task-Based Language Teaching (TBLT) approach, implemented across five listening lessons due to time constraints The effectiveness of these activities was assessed through classroom observations and interviews with both teachers and students.

This chapter will present recapitulation of major findings, implications, limitations and suggestions for further studies.

Recapitulation of major findings

The findings of the present study have showed that:

(1) Designing task-based post-listening activities which are suitable with students‟ interests and proficiency is so necessary

(2) Application of TBLT in carrying out post-listening activities helps to avoid students‟ rote-learning, make the listening lesson at the post-stage is more interesting and student-centered

Both teachers and students encounter challenges in teaching and learning due to the complexity of listening skills, students' low proficiency levels, large class sizes, time constraints, and the inadequacy of textbook activities Additionally, the implementation of Task-Based Language Teaching (TBLT) presents a new approach that adds to these difficulties.

(4) Teaching new task-based post-listening activities which have been designed help students improve their learning listening skill at the post-stage

Teachers should modify existing post-listening activities from the textbook or create new ones to enhance student motivation By doing so, the effectiveness of teaching and learning during the post-listening stage can be significantly improved.

Psychological Implications

The findings of this study presents several implications for designing task- based post-listening activities at Lê Viết Tạo High School as follows:

Teachers should leverage the positive findings by thoroughly exploring the post-listening activities provided in the textbook However, it is often essential to adapt or create new task-based activities that align with students' proficiency levels and interests.

Many students have a low to medium level of English proficiency, making it challenging to develop their listening skills, especially as English is their second language To effectively complete post-listening tasks, students must be able to generate the listening text Therefore, teachers should not only equip students with essential listening sub-skills but also design appropriate post-listening activities that integrate other English skills such as speaking, reading, writing, and language focus This approach provides students with valuable opportunities to enhance their overall language abilities.

Limitations of the study

This study has notable limitations, primarily due to its focus on a single proficiency level and a small sample size, which may compromise the external validity of the findings To enhance the generalizability of the results, future research should include multiple proficiency levels and a larger participant pool Additionally, random assignment of participants could lead to clearer and more broadly applicable outcomes.

Interviews with teachers and students, along with class observations in two 10th grade classes, were insufficient to assess the effectiveness of the proposed task-based post-listening activities Consequently, the findings of this study do not provide a comprehensive understanding of the teaching and learning processes at the post-listening stage.

Thirdly, the task-based post-listening activities proposed in the study were not diversified and innovative enough to serve as an abundant source of reference for the teachers

The study was conducted over a brief duration, suggesting that a longer implementation period is necessary for a more comprehensive investigation of the subjects' knowledge Future research should consider extending the study timeframe to enhance the depth of understanding.

One limitation of the study is the sincerity of participants' responses to the questionnaires, which may hinder accurate result identification and analysis Consequently, ensuring the reliability of this data collection instrument is challenging.

The study focuses solely on the post-listening stage, leaving other stages of a listening lesson unaddressed Future research should aim to design task-based activities for both pre-listening and while-listening phases.

Suggestions for further studies

More studies on the effectiveness of task-based post-listening activities designed can be conducted among Vietnamese students at different levels of proficiency in a longer period of time

Further extensive research is recommended to examine the effects of task-based post-listening activities on vocabulary acquisition among Vietnamese students By studying a larger population, the findings will yield a more comprehensive and representative understanding of these educational strategies.

The scope of other studies may touch upon the remained stage of a listening lesson, namely pre-listening and while-listening stage

1 Anạs Nin (2001) Task-based constraints Retrieved from: http://en.wikipedia.org/wiki/

2 Bowen, T (2000) Task-based Language Learning Retrieved from: http://www.onestopenglish.com/news/Archive/taskbased.htm

3 Brownel, J (1996) Listening: Attitudes, principles and Skills Boston, MA: Allyn and Bacon P.129

4 Bruton, A (2002) From tasking purposes to purposing tasks ELT Journal 56/3:

5 Cohen, L., and L Manion (1985) Research Methods in Education London: Croom Helm

6 Dunkel, P.(1986) Listening in the native and second/foreign language: Toward an integration of research and practice TESOL Quarterly, Vol 25(3), 433- 457

7 Ellis, R (2002) The methodology of task-based teaching Retrieved October 9th,

8 Ellis, R (1985) Understanding second language acquisition Oxford: CUP

9 Fang, L (1999) Listening: Problems and Solutions English Teaching Forum

10 Harmer, J (2001) The Practice of English Language Teaching (3rd Edition) London:Longman

11 Littlewood, W (2004) The task-based approach: Some questions and suggestions ELT Journal 58 (4) pp 319-326

12 Long, H M., & Crook G (1985) Three approaches to task-based syllabus design TESOL Quarterly, p.89

13 Mendelsohn, D.J (1994) Learning to listen: A strategy-based approach for the second-language learner San Diego: Dominie Press P.9

14 Miller, L (Eds) (1995) New ways in teaching listening Alexandria, VA:

15 Nunan, D (1989) Designing Tasks for A Communicative Classroom

16 Nunan, D., & Miller, L (Eds.) (1995) New Ways in Teaching Listening

Alexandria, VA: Teachers of English to Speakers of Other Languages (ERIC Document Reproduction Service No ED 388 054)

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Beyond Retrieved on 16 th , June, 2006 from the website of the Asian EFL Journal http:// www asian-efl-Journal.com/September-05-dn.php

18 Richard, J.C., & Rodgers, T S (1985) Approaches and Methods in language teaching New York: Cup P.185-188

19 Rixon, S (1986) Developing listening skills London: Macmillan Publishers Ltd

20 Rixon, S (1981) The design of materials to foster particular linguistic skills

The teaching of listening comprehension London:The Bristish council

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24 Underwood M (1989) Teaching listening London: Longman January 31, pp

25 Vandergrift, L (1999) Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies ELT Journal, Vol.53/3: 168-

26 Willis, D & Willis, J., (2001) Task-based Language learning: Cambridge University Press

27 Willis, J (1996) A framework for Task-based learning London: Longman

APPENDICES APPENDIX 1: QUESTIONNAIRE FOR TEACHERS

This survey questionnaire is designed to collect information for my study on

This article focuses on the development of task-based post-listening activities tailored for tenth-grade students at Lê Viết Tạo High School in Thanh Hóa By implementing these engaging activities, the aim is to enhance students' listening comprehension and encourage active participation in the learning process The research emphasizes the importance of practical tasks that reinforce listening skills and foster critical thinking, ultimately contributing to improved language proficiency among students.

Please circle the letter(s) that you choose or fill in the missing information

1 How important do you think listening skill?

C Not very important D Not important at all

2 How difficult is it to teach listening skill?

3 How important is TBLT to teaching post-listening activities?

C Not very important D Not important at all

4 How necessary is designing task-based post-listening activities?

C Not very necessary D Not necessary at all

5 What do you often ask your students do after they finish listening comprehension tasks?

B Let students do After you listen part in the textbook

6 How often do you design your own task-based post-listening tasks?

7 What kinds of activities do you carrying out in post-listening stage? (Circle the activities and tick the level of frequency that you carry out them)

8 By your teaching experiences, the benefits of teaching task-based post- listening activities are: (You can choose more than one option)

A To make post-listening lessons more interesting and less tense

B To increase students‟ participation in post-listening activities

C To create a collaborative environment among students in completing post- listening tasks

D To help students avoid rote learning

9 Difficulties you face with when carrying out task-based post-listening activities are: (You can choose more than one option)

B Lack of materials on TBLT

C Time-consuming for preparation (as compared with other approaches)

D Students‟ low proficiency of English

Tôi soạn thảo phiếu điều tra nhằm thu thập số liệu cho đề tài nghiên cứu có tên là

Thiết kế hoạt động sau khi nghe theo hướng dẫn giao nhiệm vụ cho học sinh khối 10 tại trường THPT Lê Viết Tạo, Thanh Hóa là rất quan trọng Tôi mong nhận được sự hỗ trợ nhiệt tình từ các bạn để hoàn thành phiếu điều tra, nhằm đảm bảo kết quả thu được chính xác và có giá trị.

Xin chân thành cảm ơn sự hợp tác của các bạn!

Xin vui lòng khoanh tròn vào câu trả lời phù hợp hoặc điền thêm thông tin vào chỗ trống:

1 Theo bạn, kĩ năng nghe quan trọng như thế nào?

A Rất quan trọng B Quan trọng

C Không quan trọng lắm D Không quan trọng

2 Bạn thấy học kĩ năng nghe khó như thế nào?

3 Sau khi hoàn thành phần nghe “While you listen”, giáo viên của em thường giao nhiệm vụ yêu cầu em phải làm gì trong một khoảng thời gian xác định?

B Hoàn thành các “task” ở phần “After you listen” trong SGK Tiếng Anh 10

C Thực hiện các hoạt động mà thầy/ cô giáo đưa ra

4 Em thấy thích thú với những hoạt động sau khi nghe mà giáo viên của em thường giao nhiệm vụ yêu cầu em thực hiện như thế nào?

C Một chút D Không thích chút nào

5 Trong những hoạt động sau khi nghe mà giáo viên yêu cầu em hoàn thành, em thích hoạt động nào ( cho biết mức độ yêu thích của hoạt động mà em chọn)

Mức độ yêu thích Rất thích

3 Kể lại nội dung chính của bài nghe

4 Hoàn thành đoạn văn tóm tắt nội dung chính

5 Đọc các bài khóa có chủ đề liên quan

6 Luyện tập về phát âm và ngữ pháp

6 Em có hoàn thành hết các nhiệm vụ mà giáo viên đưa ra trong giờ học các hoạt động sau khi nghe không?

7 Theo em, việc học các hoạt động sau khi nghe bằng phương pháp giao nhiệm vụ mang lại cho em những lợi ích gì?

A Giúp em có hứng thú học hơn so với các phương pháp học khác

B Giúp em tăng thêm động lực học và cảm thấy bớt căng thẳng trong giờ học

C Em không thấy cải thiện được việc học của mình

8 Khó khăn nào mà em gặp phải khi học các hoạt động sau khi nghe theo đường hướng giao nhiệm vụ:

A Em không có đủ thời gian để hoàn thành các nhiệm vụ mà giáo viên yêu cầu

B Em chưa quen với hình thức học theo phương pháp giao nhiệm vụ

C Em chưa nhận được đầy đủ sự giúp đỡ của giáo viên

This survey questionnaire is designed to collect information for my study on

Designing effective task-based post-listening activities for tenth-grade students at Lê Viết Tạo High School in Thanh Hóa is essential for enhancing their listening comprehension skills These activities should engage students actively, encouraging them to apply what they have learned and promote critical thinking By focusing on real-life contexts and collaborative tasks, educators can foster a more interactive learning environment Implementing diverse and meaningful post-listening tasks will not only improve language retention but also motivate students to participate more fully in their learning process.

Please circle the letter(s) that you choose or fill in the missing information

1 How important do you think listening skill?

C Not very important D Not important at all

2 How difficult is it to learn listening skill?

3 What does your teacher often ask you to do after you finish listening comprehension tasks?

B Do After you listen part in the textbook Tiếng Anh 10

C Carrying out the activities which teachers designs

4 How interested are you in task-based post-listening activities?

C Not very interested D Not interested at all

5 What kinds of task-based post-listening activities do you prefer? (Circle the activities and tick the level of preference)

6 Language focus (pronunciation and grammar)

6 How often do you accomplish task-based post-listening activities?

7 In your opinions, what benefits do you get in learning task-based post- listening activities?

A To increase interests and motivation in learning (as compared with other approaches)

B To be highly motivated and less anxious when participating in the task-based post-listening activities

C To be not motivated in the post-listening activities with TBLT approach

8 What difficulties do you have in learning task-based post-listening activities?

A Do not have enough time to complete the post-listening tasks

B Be not get used to the new learning method (TBLT approach)

C Do not get enough help from the teacher

SAMPLES OF TASK-BASED POST-LISTENING ACTIVITIES

Lesson: Unit 12 – Music: Listening (page: 128)

Objective: Students will be able to practice speaking skill through group discussion

Activity: After listening to the conversation between two speakers about Van

Cao‟s music, the teacher asks students to work in groups of four discussing typical features of Van Cao‟ music and his famous songs

Lesson: Unit 14 – The World Cup: Listening (page 148)

Objective: Students will be able to practice speaking skill through giving personal opinions

In this engaging classroom activity, students listen to a text about the legendary Brazilian football player Pelé Following the listening exercise, the teacher encourages students to pair up and discuss their favorite football players Subsequently, select students will have the opportunity to share their insights and preferences with the entire class, fostering a dynamic exchange of ideas and promoting public speaking skills.

Lesson: Unit 15 – Cities: Listening (page 161-162)

Objective: Students will be able to practice speaking skill through retelling the main ideas

In this engaging activity, the teacher pairs students and distributes cards with prompts for one student to ask questions while the other responds based on the main ideas from the listening text This collaborative exercise enhances comprehension and encourages effective communication skills.

Ask your American friend about the Statue of Liberty Ask about:

 What its formal name is

 What its typical features are (height, weight, material, the base)

 Why it is considered a symbol of freedom

Add more questions if necessary

Tell your Vietnamese friend about Statue of Liberty, using the main ideas from the listening text

Lesson: Unit 16– Historical Places: Listening (page 174)

Objective: Students will be able to practice speaking skill through role-play Allotted time: 8 minutes

In this engaging classroom activity, a teacher sets up a real-life scenario where a student takes on the role of a tourist guide for the ancient town of Hoi An As the guide, the student will provide insights and information about Hoi An, while fellow classmates, acting as visitors, will ask questions based on details presented in a listening text This interactive approach not only enhances learning but also fosters communication skills and cultural awareness among students.

- its location and roles in the past

- its attractive characteristics at present

Lesson: Unit 10- Conservation: Listening (page 108)

Objective: Students will be able to practice reading skill through reading the text of related topic

Activity: The teacher asks students to read the text about station fire and choose the best answer

Read the passage Then choose the best answers for the questions below:

The small volunteer fire station in town faces a significant challenge after a frozen pipe burst last winter, causing extensive water damage that rendered the building unusable Although the station receives some government funding for maintenance, it lacks sufficient resources for the necessary repairs This situation raises concerns among residents about the potential risks of not having an operational fire station in case of emergencies However, the community is determined to find a solution, as they have always managed to overcome difficulties in the past.

1) The main problem in the town is that

A the firefighters do not make any money

B a pipe in the fire station froze last winter

C people cannot fix the fire station

D people in town are worried

2) According to the author, the water went everywhere because the pipe

3) In this sentence, the phrase “solve the problem” most likely means:

A get more money B fix the fire station

C make sure no fires happen D make sure no pipes freeze

4) The feeling at the end of the passage can best be described as

5) Based on information in the passage, it can be understood that the people in town will be most likely to

A give money to the firefighters B build a new fire station

C help fix the fire station themselves D ask the firefighters to work for free

Lesson: Unit 11- National Park : Listening (page 116)

Objective: Students will be able to practice writing skill through summary completion

Activity: The teacher asks students to complete a summary of listening passage about Cuc Phuong National Park

Lesson: Unit 9- Undersea World: Listening (page 99)

Objective: Students will be able to practice writing skill through writing a small paragraph summarizing the listening text

Activity: The teacher asks students to write a paragraph (about 80-100 words) talking about whales, using the following cues:

- their feeding grounds and food

- the reasons for protecting whales

Complete the summary of the listening passage by filling each blank with a word or phrase given in the box below:

Cuc Phuong, the first national park in Vietnam, was … opened in 1960

Located 160 km southwest of Hanoi, the park spans the provinces of Ninh Binh, Hoa Binh, and Thanh Hoa, covering an area of 200 square kilometers This remarkable destination draws both tourists and scientists, many of whom are interested in the conservation efforts for various species According to research, the park is home to approximately 2,000 different species of flora and 450 species of fauna.

Officially flora fauna endangered located

Lesson: Unit 13- Films and Cinema: Listening (page 137)

Objective: Students will be able to focus on language through practicing pronunciation

Activity: - First of all, the teacher provides students with different ways of pronunciation of the letter “/ f/ - / v /”, which appears in a lot of words in the listening passage

- The teacher gives exercises to help students consolidate the target language items

Pronounce the words whose underlined part below:

APPENDIX 5: CLASS OBSERVATION SHEET Date of observation:

Post-listening stage Options Observed class

Group discussion Giving personal opinions Retelling the main ideas Role-play

Writing a paragraph summarizing the listening text Language focus

Ways of carrying out activity

Individual work Pair work Group work Whole class

All students Many students Some students None

Very effective Effective Not effective

Class: 10I School: Lê Viết Tạo High School Lesson: Unit 10 – Conservation: Listening

Post-listening stage Options Observed class

Group discussion Giving personal opinions

Retelling the main ideas Role-play

Summary completion Writing a paragraph summarizing the listening text

Ways of carrying out activity

Pair work Group work Whole class

Class: 10H School: Lê Viết Tạo High School

Lesson: Unit 11– National Park: Listening

Post-listening stage Options Observed class

Group discussion Giving personal opinions

Retelling the main ideas Role-play

Writing a paragraph summarizing the listening text Language focus

Ways of carrying out activity

Class: 10H School: Lê Viết Tạo High School

Post-listening stage Options Observed class

Group discussion x Giving personal opinions

Retelling the main ideas Role-play

Summary completion Writing a paragraph summarizing the listening text Language focus

Ways of carrying out activity

All students Many students (two third of students) x Some students

Class: 10I School: Lê Viết Tạo High School Lesson: Unit 14 – The World Cup: Listening

Post-listening stage Options Observed class

Retelling the main ideas Role-play

Summary completion Writing a paragraph summarizing the listening text Language focus

Ways of carrying out activity

Class: 10H School: Lê Viết Tạo High School

Lesson: Unit 16– Historical Places: Listening

Post-listening stage Options Observed class

Group discussion Giving personal opinions

Summary completion Writing a paragraph summarizing the listening text Language focus

Ways of carrying out activity

Group work Whole class Teacher‟s role

1 Do you like learning task-based post- listening activities that your teacher has designed?

2 What do you think about these activities? Are they effective?

3 What activity do you like learning best? Why?

4 Do you think the task-based post-listening activities can help you learn the post- stage better?

5 In comparison with the post-listening activities given in the text book, are the task-based post-listening activities, which your teacher has designed, more interesting and suitable with your ability?

1 Em có thích học những hoạt động sau khi nghe mà giáo viên thiết kế không?

2 Cảm nhận của em về những hoạt động này? Hiệu quả hay không?

3 Hoạt động nào mà em thích học nhất? Vì sao?

4 Theo em, hoat động sau khi nghe do giáo viên thiết kế yêu cầu em thực hiện có giúp em học tốt hơn không?

5 So với những hoạt động sau khi nghe có trong sách giáo khoa thì những hoạt động do giáo viên thiết kế và yêu cầu em thực hiện trong một khoảng thời gian nhất định có hay hơn và phù hợp với khả năng của em không?

1 How do you evaluate task-based post-listening activities which have been designed?

2 Do you think whether these activities are suitable with students‟ proficiency of English or not?

3 Are task-based post-listening activities which have been designed more interesting than those given in the textbook?

A Results from interviews with students

1 Em có thích học những hoạt động sau khi nghe mà giáo viên thiết kế không?

Em thích tham gia các hoạt động như đóng vai nhân vật và thảo luận nhóm mà cô giáo đề xuất Những hoạt động này giúp em cảm thấy tự tin hơn khi trình bày ý kiến trước lớp.

S2: Em thấy rất hào hứng và thoải mái khi sử dụng tiếng Anh để thảo luận và hoàn thành nhiệm vụ mà không sợ sai hay xấu hổ

2 Cảm nhận của em về những hoạt động này? Hiệu quả hay không?

Những hoạt động này rất hiệu quả đối với tôi Chúng không quá khó khăn và tôi có thể hoàn thành hầu hết các nhiệm vụ sau khi nghe từng bài mà giáo viên giao.