Introduction
Rationale
In recent years, English has emerged as a global language, facilitating communication among diverse groups of people worldwide As the primary language spoken by native speakers and an official language in numerous countries, English has become increasingly important in many nations, including Vietnam, where modernization and industrialization efforts are underway Consequently, the Vietnamese Ministry of Education has made English a compulsory subject in most upper secondary schools, highlighting the need for effective teaching and learning methods to popularize the language.
Many students perceive English as a challenging subject due to its four essential skills: reading, speaking, listening, and writing Among these, listening is often regarded as the most difficult and weakest skill for learners Various factors contribute to the challenges students face in enhancing their listening abilities Although high school students engage in listening practice during lessons, they frequently feel bored with the tasks assigned.
Listening teachers face the challenge of engaging students in listening lessons To overcome this, they should cultivate an interesting and motivating learning environment while also recognizing the difficulties students encounter By understanding these challenges, teachers can select the most effective techniques to support their students' learning.
Ly Thuong Kiet High School (LTK HS) in Bac Giang, a mountainous province northeast of Hanoi, faces significant challenges in teaching and learning listening skills The school struggles with inadequate facilities and unfamiliar teaching methods, which hinder effective instruction Additionally, students exhibit low proficiency in vocabulary, grammar, and pronunciation, leading to a lack of confidence in completing listening tasks Their learning habits further contribute to disinterest in listening lessons, as they often find the quality of instruction, including teachers' pronunciation and the creativity of tasks, to be lacking.
As an English teacher, I recognize the crucial role educators play in enhancing students' English proficiency and listening skills This awareness drives my desire to explore effective methods for improving listening comprehension among my students Consequently, I have chosen to focus my study on "Teaching Listening Comprehension to 10th Grade Students at Ly Thuong Kiet High School in Bac Giang."
Aims of the Study
The introduction of the new "Tiếng Anh 10" curriculum in Vietnam emphasizes four language skills: reading, writing, speaking, and listening This shift presents challenges for both teachers and students, particularly in developing listening skills This study aims to assess the current state of listening skill instruction at LTK High School, identify the difficulties faced by 10th grade students, and understand their specific needs in learning English listening Ultimately, the findings will help educators enhance their teaching methods for listening comprehension.
1 How is listening comprehension taught and learnt in Ly Thuong Kiet high school?
2 What difficulties do the teachers and 10th form students face in teaching and learning listening comprehension?
3 What do teachers and students need in teaching and learning listening comprehension?
4 What techniques can teachers and students use in order to teach and learn listening skill more effectively?
Methods of the Study
To meet the study's objectives, the researcher utilized a qualitative approach through survey research, employing two distinct questionnaires The first questionnaire targeted students to assess their needs and challenges in learning listening skills The second questionnaire focused on teachers to uncover the realities and difficulties they encounter while teaching listening skills at LTK High School.
Scope of the Study
This study at LTK HS aims to evaluate the teaching and learning of listening skills among teachers and 10th-grade students It identifies challenges related to facilities, students' English listening proficiency, and teaching methodologies The research includes insights from seven teachers and eight classes, comprising a total of 380 students, and provides recommendations for improving the current educational context.
Design of the Study
The study is divided into five chapters which are summarized as follows:
The article is structured into four main chapters The first chapter serves as an introduction, outlining the rationale, aims, methods, scope, and design of the study The second chapter presents a literature review, providing a theoretical background pertinent to the study's objectives The third chapter details the implementation of the study, while the fourth chapter focuses on data analysis and includes a discussion of the results.
The final chapter gives the conclusion as well as some recommendations for the teaching and learning activities at LTK HS.
Literature review 1 Introduction
The definition of listening and listening comprehension
Listening is a crucial aspect of language development, both in a native tongue and in learning a second language Scholars have varying definitions of listening, reflecting diverse perspectives on this fundamental skill.
Listening is a complex process that involves interpreting sounds to construct meaning, as defined by Celce-Murcia (1991) According to Mary Underwood (1989), listening requires focused attention and the ability to derive meaning from spoken language Successful listening goes beyond merely understanding words; it entails grasping the speaker's intent and the context in which words are used.
Listening comprehension has been defined in various ways by methodologists, with Anderson and Lynch (1988) emphasizing that it is a receptive skill, similar to reading, where the listener's role is active rather than passive After engaging in listening activities, learners should be able to articulate or write about what they have heard, highlighting the objectives of listening comprehension Anderson and Lynch (1988: 6) assert that successful listeners must actively construct meaning by applying their knowledge to the sounds they receive, reinforcing the notion that listening comprehension is an active process.
Listening comprehension is an active process of constructing meaning by applying various types of knowledge to incoming sounds This involves both linguistic and non-linguistic knowledge, highlighting the complexity of effective listening (Buck, 1984).
Brown and Yule (1983) identify four levels of comprehension for listening exercises: first, the listener should be able to repeat the text; second, the student must understand specific vocabulary used within the text; third, the student should identify anaphoric references and their antecedents; and fourth, the student needs to interpret both the explicit statements and the implied meanings within the text.
Listening and listening comprehension encompass all aspects that enhance human processing, bridging sounds with meaning Active listening requires individuals to focus on auditory information, enabling them to process, understand, interpret, evaluate, and respond effectively to what they hear Engaging fully in this process is essential for achieving true comprehension.
From the concept of listening comprehension above, in this study the students’ listening comprehension is their performance on the listening tests
Listening involves decoding auditory messages to derive meaning According to Brown (1994), the process begins with the reception of sound waves through the ear, which then transmit nerve impulses to the brain, triggering immediate comprehension This intricate process can be broken down into several key components, starting with perception.
The comprehension process begins with perception, where the listener engages with "raw speech." This involves holding a mental image in short-term memory, which includes various elements such as phrases, clauses, cohesive markers, and intonation or stress patterns, all contributing to the decoding of spoken language.
The decoding process involves several key stages: first, the hearer identifies the type of speech event; second, they infer the message's function; third, they recall relevant background information or schemata to interpret the message; fourth, they assign a literal meaning to the utterance; and finally, they determine the intended meaning This comprehensive approach ensures effective communication and understanding.
Brown identifies two key stages of information storage following the successful decoding of oral input First, the hearer assesses whether to retain information in short-term memory, which is suitable for situations requiring quick responses In contrast, long-term memory is typically engaged during more complex information processing, such as in lectures Secondly, it is noted that in 99 percent of speech acts, the hearer discards the original form of the message.
Important information, if any, is retained conceptually
Listening involves two key modes of language processing: top-down and bottom-up processes These modes work together in a cooperative manner to help listeners effectively process and understand what they hear.
Top-down Processing: It is listener based The listener actively constructs (or more accurately reconstructs) the original meaning of the speaker using incoming sounds as clues
During the listening process, individuals rely on their prior knowledge of the context and situation to interpret what they hear This context encompasses understanding the topic, the speaker, their relationship to the situation, and relevant past events.
Bottom-up processing is a text-based model that views listening as a linear decoding process, starting from the smallest phonemic units and progressing to complete texts This approach involves identifying and linking phonemes to create utterances, which are then combined to form meaningful texts Essentially, meaning is derived as the final step in this sequential process of comprehension.
The two fundamental modes of language processing serve as the foundation for the stages of comprehension, enabling a thorough understanding of the spoken message.
2.2 The importance of listening comprehension
Listening comprehension is a crucial component in learning English as a foreign language, significantly impacting communication and discussion skills According to Rost (1994), effective listening provides essential input for learners, making it impossible to progress without it The development of listening skills is not only vital for mastering the language but also serves as a foundational element for overall language proficiency Therefore, prioritizing listening comprehension is essential for anyone aiming for success in language learning.
RESEARCH METHODOLOGY 1.1 Introduction
The course book
Ly Thuong Kiet High School, established in 2001 in Bac Giang, is one of the high schools that adopted the innovative "English 10" textbook, designed with theme-based approaches This textbook incorporates diverse materials to engage students and enhance their interest in learning English However, both teachers and students have encountered various challenges during the implementation of these new teaching resources.
The 10 th form students
After nine years of teaching English at LTK HS, the author observes that most 10th-grade students, aged fifteen to sixteen from Bac Giang, come from peasant families and have studied English for four years in junior high school While they possess a basic understanding of grammar and vocabulary primarily for writing, they struggle with spoken English and listening comprehension This challenge leads to boredom during listening lessons, as many students do not recognize the significance of listening skills in learning English, often believing that listening tests are unnecessary However, a small group of students demonstrates a positive attitude and motivation toward listening practice, gradually adapting to activities like filling in missing words, selecting correct answers, and answering questions during listening exercises.
The teachers of English
Seven enthusiastic female teachers, aged in their late twenties to early thirties, with Bachelor's degrees, were invited to participate in a study at LTK High School Despite their limited experience with the new English textbook, these dedicated educators are committed to helping their students overcome challenges in learning English.
The data collection instrument
Data collection can be achieved through various methods, including questionnaires, interviews, meetings, tests, and observations, each with its unique pros and cons In this study, a questionnaire was selected for its popularity and effectiveness in gathering insights This survey aimed to capture the opinions and attitudes of teachers and students regarding the significance of listening comprehension, as well as the challenges and needs they face in teaching and learning this skill By allowing both teachers and students to reflect on their experiences, the collected information is expected to be more detailed and accurate.
There are two sets of questionnaire with both close-ended and open-ended questions used for both teachers and students Questionnaires which are administered to seven teachers and
380 students in December are written in English
* A questionnaire completed by the students
The questionnaire consists of eleven questions, which categorized four parts (see Appendix
The article is structured into distinct parts to gather insights from students regarding their experiences with learning English Part I focuses on students' perspectives about the objectives of English education in schools In Part II, questions 2 through 5 allow students to share their views on the significance of listening skills and the challenges they face in this area The subsequent section, encompassing questions 6 to 8, aims to assess students' attitudes towards listening lessons Finally, the last part of the questionnaire, consisting of questions 9 to 11, seeks to identify students' needs in enhancing their listening skills.
*A questionnaire completed by the teachers
The questionnaire for teachers is designed to identify their needs and challenges in teaching listening skills, aiming to enhance effectiveness in this area (see appendix 2) Part I includes questions 1 and 2, which gather data on the teachers' years of experience and their perspectives on the objectives of English education in schools Question 2 specifically addresses their views on the language aspects taught Questions 3 through 6 focus on teachers' opinions regarding the teaching of listening skills Additionally, questions 7, 8, and 9 allow teachers to share their insights on class-listening activities The final section, encompassing questions 10 to 15, seeks suggestions for improving listening instruction.
The investigator suggests that the insights gained could lead to valuable recommendations aimed at reducing challenges and enhancing the effectiveness of listening instruction at Ly Thuong Kiet High School.
Data collection and analysis
The questionnaire, designed for both teachers and students, was completed in a focused classroom setting within fifteen minutes A total of eight classes, comprising 380 students, were randomly selected for participation The researcher obtained permission from the teachers to engage with the students directly, ensuring they understood the study's purpose, relevance, and significance, while also addressing any questions they had.
The survey data was thoroughly reviewed to grasp the overall findings, followed by a detailed analysis The results were presented in tables and figures, while qualitative insights from open-ended questionnaire responses were illustrated by quoting relevant participant feedback.
Conclusion
This chapter outlined the research questions, methodology, instruments, and the procedures for data collection and analysis To meet the study's aims and objectives, the researcher utilized two survey questionnaires, aiming for triangulation to enhance the reliability and validity of the data The upcoming chapter, Chapter Four, will focus on the data analysis and discussion.
data analysis and discussion
Questionnaire for the students
1 Students’ views on the aims of learning English at school (Question 1)
Question 1 attempt to find out the aims of listening English identified by the students of the school The result of question 1 is presented in the table 1:
Option Number of Ss Percentage
Pass the school graduation exam at the end of in year 12 307 80,7%
Table 1: Students’ views on the aims of learning English at school (N = 380)
At Ly Thuong Kiet High School, over 80% of students study English primarily to pass their graduation exams, while more than 75% learn it as a compulsory subject Notably, only 25.7% of students pursue English for communication purposes, and shockingly, 0% are motivated by the desire to study abroad.
Over 80% of students at Ly Thuong Kiet High School aim to pass their graduation exam in English, with some learning the language for future job opportunities and communication with foreigners However, none are motivated by the prospect of studying abroad, leading to a lack of interest in listening lessons and a passive attitude toward developing their listening skills.
2 The difficulties encountered by 10 th form students when learning listening
2.1 The importance of learning listening of the students at Ly Thuong Kiet High School:
In this section, students are asked to express their opinions of the listening skill in English learning (Questions 2 and 3) The collected information is presented in table below
20% Very important 48% Important 32% A little important
Pie chart 1: Students’ attitude towards listening skill
According to Pie Chart 1, approximately 68% of respondents view listening skills as important or very important, while over 30% consider them slightly important Notably, none of the students deemed listening unimportant, indicating their awareness of its necessity for understanding teachers' explanations, effective communication with peers and educators, and achieving long-term goals such as passing the school graduation exam at the end of year 12.
2.2 The students’ difficulties when learning listening at school ( Question 4, 5,6)
The aim of this section was to find out what makes listening difficult and the students’ expectations toward of listening
2.2.1 Listening difficulties encountered by 10 th grade students at Ly Thuong Kiet High School
A significant finding reveals that 84% of students perceive listening skills as challenging, with 24% rating it as very difficult This perception contributes to their discomfort and lack of motivation when engaging in listening activities In contrast, only 6% of students consider learning listening skills to be easy.
The answer of the question why listening skills were not easy to many students is shown in table 2
Option Number of Ss Percentage
The themes of the listening passages are unfamiliar to students 35 9.2%
The listening passages have too many new words and structures 139 36.5%
The accents of the speakers are hard to hear(stress and intonation)
The speakers speak very fast 203 53.4%
In the listening passages, many people speak at the same time 36 9.5% the videotapes or the tapes are of low quality 72 18.9% the class time is too limited 230 60.5%
Other: They can hear but do not know how to write those words 175 46% Table 2: Why is listening skill difficult ?
Table 2 reveals that a significant number of students struggle with the accents of speakers, particularly with stress and intonation, which is a greater challenge compared to other difficulties Only 9.2% of students reported that unfamiliar themes in listening passages made comprehension difficult, while 53% cited fast-speaking speakers as a major hurdle Consequently, many students prefer listening to their teachers rather than radio broadcasts Over 60% of students feel that their listening practice time is inadequate, with only one 45-minute session every two weeks and no opportunities for additional English listening outside of class These challenges contribute to students feeling bored and disengaged with developing their listening skills.
2.2.2 The expectations of the students towards teachers of listening skill (question 5)
In this study, students expressed their expectations for teachers to assist them in overcoming challenges related to listening comprehension.
Provide you with certain amount of words needed for listening activities 198 52%
Equip you with necessary strategies in listening comprehension 264 69.4%
Design more suitable listening tasks to students’ listening levels and interests
Recommend other supplementing listening material besides classroom activities,
Explain more clearly about the nature of spoken English 145 38%
Be flexible in organizing listening activities 109 28.6%
Table 3: The expectations of the students towards teachers of listening skill
The table indicates that a significant majority of students, 84%, seek substantial support from their teachers to enhance their listening skills, specifically requesting more tailored listening tasks that align with their levels and interests Additionally, only 38% of students expressed a need for clearer explanations regarding the nature of spoken English There is a strong desire for teachers to adopt a more flexible approach in organizing listening activities, which is essential for helping students navigate the challenges of language learning, particularly in listening comprehension.
3 Students’ attitude after listening lesson (Question 6,7 and 8)
After the listening lesson, 40% of students (152) expressed satisfaction, citing reasons such as understanding the content (over 60%), practicing with provided tasks (48%), enhancing their knowledge and vocabulary (57%), and improving their English communication skills (35%) Conversely, 60% of students (228) were dissatisfied, primarily due to having limited listening time (66%) and encountering challenging tasks (over 79%) Many reported quickly forgetting what they heard and feeling they learned nothing, with fatigue during the lesson also contributing to their dissatisfaction.
4 Students’ need in learning listening
To learn listening effectively, students must put in significant effort, with many dedicating themselves to improving their English skills Approximately 78% of students complete their exercises at home and utilize school library resources during free time They actively engage with English through listening in various settings—classroom, home, and outside—accounting for nearly 55% of their practice Additionally, over 50% of students share learning experiences with friends to discover effective strategies More than 25% seek related information online or read relevant books and journals at home While their efforts are commendable, students also acknowledge the crucial support provided by teachers in their learning journey.
4.2 Teachers and their teaching methods (Question 10)
Option Number of Ss Percentage
Encourage students to activate your previous knowledge into listening texts
Create comfortable environment for students to exchange information before listening
Offer students as many chance for them to listen again as they expect
Provide students with certain words 307 80.7%
Explain clearly about the listening contexts 178 46.8%
Suggest students essential listening strategies needed for each kind of listening tasks
Exploit different kinds of listening materials suitable to the students
Table 4: Teaching techniques help students listen better and more effectively
Teachers employed various methods to enhance students' listening skills, with over 90% of 355 students highlighting the importance of a comfortable learning environment for discussion and information exchange This reflects teachers' commitment to fostering an atmosphere where students feel at ease to share their thoughts and experiences Additionally, 80.7% of students expressed a desire for teachers to provide specific vocabulary to aid their learning.
35.5% of the students acknowledged that their teachers had encouraged them to activate their previous knowledge in listening English
To enhance listening comprehension, teachers need to focus on strategies that activate students' prior knowledge The data presented indicates that educators are effectively serving as facilitators, significantly aiding learners in navigating the challenges associated with listening skills.
4.3 The things that school can do to help students in their learning English
A significant finding from the study revealed that all students expressed a strong desire for adequate teaching and learning resources, particularly labs for listening exercises, to enhance the effectiveness of their lessons Additionally, many students emphasized the need for useful reference books in the school library To further support language acquisition, it is essential for schools and teachers to offer extra-curricular activities that facilitate communication with native speakers or writers of the target language Organizing English-speaking events or establishing an English-speaking club would create a conducive environment for language use, a sentiment shared by nearly 78% of the students.
The questionnaire results indicate that most LTK HS students perceive English as a mandatory subject solely for passing graduation exams, leading to a general dislike and fear of the language due to its perceived difficulty The data reveals specific challenges in listening skills, including difficulties with speaker accents, limited vocabulary and structure, insufficient time for listening exercises, and poor-quality audio equipment While a few students demonstrate a strong effort in learning English, the majority lack interest in the subject To address these issues, students expressed the need for effective teaching tools, a well-equipped listening room available daily, and enthusiastic teachers to enhance their learning experience.
The teachers’ questionnaire
1 Teachers’ views on the aims of teaching English at school
Question 1 attempt to find out the aims of teaching English identified by the teachers of the school The result of question 1 is presented in the table:
Option Number of Ts Percentage
Pass the school graduation exam at the end of in year 12 7 100%
Others: Understand more about English 3 42.8% Table 5: Teachers’ views on the aims of teaching English at school (N=7)
According to Table 7, all teachers (100%) identified "Communicate effectively in English" as a primary goal for their students, aiming to prepare them for the year 12 graduation exam This emphasizes the importance of helping students master English communication skills, grammar comprehension, and grammar exercises Only 28.5% of teachers selected "Entertain" as an objective, which can enhance students' ability to enjoy music, films, and online content, thereby expanding their vocabulary and English knowledge Additionally, three participants highlighted the aim of "Understand more about English."
2 Teachers’ opinion about the aspects of language taught at school
The findings from Question 2 support the earlier discussion, as illustrated in Table 6, which displays the results of a ranking question Respondents ranked their preferences from 1, indicating the most important factor, to 6, representing the least important A comprehensive summary of these results is provided in the accompanying table.
Aspects of language Overall ranking
Language focus (Pronunciation and Vocabulary) 2
Table 6: Overall ranking of the aspects of the language taught at school
Grammar and vocabulary remain the top priorities in language education, primarily due to their significance in passing final exams that emphasize grammar exercises While students recognize the importance of grammar in learning a foreign language, teachers must remember that the ultimate goal is to facilitate language acquisition, rather than making grammar the sole focus of instruction Speaking has gained importance, indicating that educators understand that language proficiency cannot be achieved through rules alone; however, it is not a primary objective in high school examinations Reading and writing, ranked lower, show a lack of emphasis in the current curriculum.
In summary, the data in Table 5 reveals that all teachers (100%) prioritize teaching English to enhance students' communication skills and ensure they pass their final exams However, the absence of listening tests throughout the school year has led to a lack of motivation for teaching listening skills Despite this, teachers acknowledge the significance of listening as a vital method for language acquisition, vocabulary enhancement, and understanding structures, ranking its importance as number four.
3 Teachers’ opinion of teaching listening comprehension (question 3,4,5 and 6)
In a recent survey, over 80% of teachers emphasized the significance of listening skills in English education, yet they expressed concerns about effective teaching methods Conversely, 14% of teachers deemed listening skills only somewhat important, citing the absence of listening tests for students This indicates that teachers may slightly overestimate the importance of listening skills compared to students' perspectives.
(40% ) Very important (46%) Important (14%) A little important Pie chart 2: Teachers’ attitude towards listening skill
3.1 Teachers’ difficulties in teaching listening (Question 4, 5 and 6)
Over 90% of teachers believe that many educators face challenges in teaching listening skills Key barriers identified include an overwhelming number of new words and structures in listening passages (78%), large class sizes and limited time (67%), and students entering the 10th grade with insufficient foundational knowledge from secondary school Additionally, 72% of teachers noted that unfamiliar and uninteresting themes in listening materials, as well as low-quality audio or video resources, contribute to the difficulties Consequently, listening skills are viewed as one of the most challenging aspects of language learning, particularly for upper-secondary school students.
3.2 Teachers’ activities to help students overcome the difficulties in learning listening process ( Question 7)
Option Number of Ts Percentage
Create comfortable environment for students to exchange information before listening
Offer students as many chance for them to listen again as they expect
Provide students with certain key words 7 100%
Explain clearly about the listening contexts 1 14.2%
Suggest students essential listening strategies needed for each kind of listening tasks
Exploit different kinds of listening materials suitable to students’ listening ability and their interest
Table 7: Teachers’ activities to help students overcome the difficulties in learning listening process
Teaching and learning listening skills present significant challenges for both students and teachers, primarily due to the difficulty in keeping up with the speaker's pace Many students focus on deciphering individual utterances, which often causes them to miss subsequent information and lose the overall message To address this, 71.4% of teachers utilize various teaching materials tailored to students' listening abilities, such as slower-paced tapes, and adopt a clear speaking style Additionally, some teachers foster a comfortable environment for discussion prior to listening tasks, while others encourage students to overcome their vocabulary insecurities, especially with unfamiliar topics Teachers are advised to provide opportunities for students to infer meanings from context and to present key vocabulary and structures before listening exercises Furthermore, over 85% of teachers regularly allow students to listen multiple times to enhance comprehension, although there remains a gap in the clarity of explanations regarding listening contexts.
Only 14.2% of students effectively utilize essential listening strategies for various tasks, while a significant majority of teachers (85.7%) emphasize the importance of these strategies To enhance listening skills, educators should not only provide helpful techniques but also encourage students to practice listening at home regularly.
4 Teachers’ attitude toward class-listening activities (Question 7, 8,9,10, 11 and 12) 4.1 Teachers’ opinions about three-listening stages (Question 7)
What steps do you often take in teaching listening?
Table 8: Teachers’ opinions about three- stage process
According to Table 8, all teachers agree that implementing a three-stage process for listening tasks significantly benefits students They believe that pre-listening exercises help students address various challenges related to language and background knowledge As Underwood (1990:46) states, effective while-listening activities guide learners through the text and enhance the expectations established during pre-listening Additionally, post-listening activities are essential for assessing comprehension, reinforcing what students have heard, and providing a sense of completion to the overall learning experience.
Based on the findings, it is clear that the textbook requires significant revisions, particularly regarding the themes, length, and difficulty of the listening passages Additionally, teachers may benefit from refresher courses to enhance their English proficiency and stay updated on effective communicative teaching methods.
4.2 Teaches’ comments on the pre-listening activities in the text books and their suggestions (Question 8,9)
All teachers at LTK High School expressed a strong interest in the pre-listening activities included in the textbook, finding them both suitable and effective for helping students complete assigned tasks Many educators noted that the variety of these activities was adequate, enhancing their overall effectiveness in the classroom.
In English book 10, all listening lessons included pre-listening activities, but teachers suggested incorporating a wider variety of engaging options They recommended using games and visual aids to introduce topics, facilitating group discussions, and implementing pre-listening questions to enhance motivation, with over 80% of teachers supporting these methods Additionally, half of the teachers believed that brainstorming related words and predicting content were also effective techniques to motivate students.
In conclusion, pre-listening activities serve two main purposes: they enhance students' awareness of effective listening strategies and establish essential context for the listening task at hand By activating prior knowledge and setting expectations for the upcoming information, these techniques provide a framework that aids comprehension, ultimately enabling teachers to support their students' understanding more effectively.
4.3 Listening exercises teachers often have students practice in a listening lesson and their effectiveness (Question 10,11)
You can see from the following table to know the kinds of exercises which they often have students practice in a listening lesson:
Filling in the gaps charts 3 42.8% Choosing the Multiple-choice questions 6 85.7% Doing the True-False exercises 7 100%
Listening and correct the mistakes 2 28.5%
Numbering the pictures in the exercises correct order 5 71.4% Table 9: Listening exercises used
The findings from Table 10 reveal the most common types of exercises used in listening lessons at LTK HS Notably, 100% of teachers employed True-False exercises, highlighting their popularity and effectiveness in enhancing students' listening skills Additionally, 85.7% of teachers utilized Multiple-choice questions, while 71.4% favored exercises that involved numbering pictures in the correct order Half of the teachers also incorporated picture-matching exercises However, only two teachers assigned the challenging task of listening and correcting mistakes, as students often struggle to accurately identify errors in their responses.
In conclusion, True-False exercises and Multiple-choice questions are easy for students to engage with Additionally, incorporating visual aids, such as pictures, enhances the learning experience for high school students by helping them infer the content and vocabulary of listening tasks Therefore, educators should increase the use of picture-based exercises and visual tools in both pre-listening and post-listening activities to improve comprehension and engagement.
4.4 Students’ achievement from a listening text (Question 12)
Option Number of Ts Percentage
Table 10: What those students can get after listening lessons
Findings and suggestions
This study reveals the current state of English teaching and learning at LTK HS, focusing specifically on the challenges faced by 10th-grade students in developing their listening skills It identifies the difficulties these students encounter and their specific needs in learning English listening Consequently, the findings provide valuable insights for teachers to enhance their listening instruction methods Detailed discussions of the data and research results are presented to support these conclusions.
1 For the research question(How is listening comprehension taught and learnt at LTK HS?)
The analysis of collected data reveals that students at LTK HS find learning English listening skills to be particularly challenging Nearly all students report difficulties in this area, leading to feelings of discomfort and demotivation during listening lessons Consequently, many students approach these lessons with fear and boredom, resulting in a passive attitude toward improving their listening skills.
All teachers at LTK HS were experienced and enthusiastic although they are quite young They always added more activities for each lesson to arouse the students’ motivation
The teaching and learning environment at LTK HS was subpar, lacking essential resources such as a language laboratory Additionally, teachers seldom arranged extracurricular English activities, limiting students' engagement with the language Furthermore, the absence of English-speaking visitors hindered students' opportunities for real-life communication practice.
2 For the research question 2: (What difficulties do the teachers and 10 th form students face in teaching and learning listening comprehension?)
The study identified key challenges students face in acquiring listening skills, such as insufficient linguistic knowledge, limited background information, and an uncomfortable listening environment Additionally, a lack of practice outside the classroom and inadequate effort contribute significantly to these listening comprehension difficulties.
Many teachers at LTK HS who participated in the questionnaire reported facing challenges in their teaching methodologies Recognizing the need to enhance their knowledge, they sought insights from their colleagues, which enabled them to discover effective strategies for overcoming specific teaching difficulties.
3 For research question 3: (What do teachers and students need in teaching and learning listening comprehension?)
To enhance the effectiveness of teaching and learning listening skills in the new textbook, it is essential for teachers, students, administrators, and society as a whole to collaborate and invest greater effort The following recommendations should be implemented to achieve improved quality in this educational approach.
Students have proposed two key suggestions for administrators: first, to ensure adequate teaching and learning equipment, particularly by enhancing listening labs; and second, to offer extracurricular activities that create a supportive environment for language use, thereby enriching the overall learning experience.
Teachers have proposed several recommendations for administrators, including the need for improved opportunities to enhance their knowledge in teaching methodologies and English language skills Additionally, they emphasize the importance of fostering a democratic environment within schools Furthermore, administrators should implement a listening test for students, which could range from 10 to 45 minutes in duration.
As an English teacher at LTK High School for nearly a decade, I have relied on traditional methods without recognizing their limitations However, after completing a three-year MA program and gaining valuable insights from both my coursework and research, I have come to realize that innovation must be the primary objective for English teachers at my school.
To enhance student engagement and minimize boredom in lessons, teachers should diversify their teaching techniques and activities Creating a positive learning environment is crucial, utilizing tools such as pictures, games, songs, and humorous stories to alleviate tension Additionally, educators play a vital role in fostering a positive attitude, motivation, and confidence among students, guiding them in setting clear goals and developing effective listening strategies.
School language teachers require a well-structured teacher-training course that features an appropriate syllabus, offering participants ample opportunities to practice their challenges and implement suggestions effectively.
The researcher urged herself and fellow educators to enhance their teaching practices by implementing five key suggestions: acquiring both technical and theoretical knowledge, embracing new technologies, designing activities that extend beyond the classroom, fostering enthusiasm for teaching, and continually expanding their understanding of teaching methodologies.
Students at LTK High School should cultivate positive attitudes and actively engage in learning English, particularly in listening skills While administrators play a crucial role in the educational process, students must recognize that their efforts significantly contribute to their success Additionally, adopting effective learning methods is essential for achieving optimal scores in their studies.
4 For the research question 4: (What techniques can teachers and students use in order to teach and learn listening skill more effectively?)
What have been discussed and analyzed in chapter IV shows that the students in LTK
While high school students have some understanding of listening skills and apply them to listening tasks, only a modest number demonstrate effective listening abilities This raises the question of what strategies teachers and students can implement to enhance the teaching and learning of listening skills more effectively.
At LTK High School, English teachers employ various effective techniques to enhance student learning To further support students' needs, I propose additional strategies and ideas that can be integrated into their teaching methods.
From the findings of the survey, there are some things should be done to aid students in three stages of a listening lesson as follow: